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Revolution Guidebook Project

For the past month or so, our history class has been focusing on revolution. We talked about we causes them and what strategies are used to for their success. One main revolution we focused on was the French revolution and what part different people played in it. We had a roundtable set up and in the places of our assigned character, spoke out about what we believe should happen to our government and society. We also talked about the Egyptian revolution for a bot and watch a little bit of the documentary "The Square", which told the story of what was happening in Egypt.

For my benchmark, I chose to compare 3 revolutions: Egyptian, French, and Ukraine, and talk about the similarities in them. They all involved leaders not meeting the basic require for living in their society, causing a mass uproar through out the cities.
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Revolution Guidebook Project

In this unit of world history class we studied revolutions.  We learned quite a lot of information about revolutions. We used guiding questions like; What causes revolutions? What determines a successful revolution? Why are revolutions made? From those guiding questions came a great project. We were assigned to make a digital story about revolutions. 


I decided and chose two guiding questions. What determines a revolution's success? How does media interact with a revolution? Based on these two questions I decided to focus on the way that leaders are interpreted in revolutions, and the censorship that plays in media. This project was definitely one of my favorite!  

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Amigos de Calamity

Es una fotographia de mi mejores amigas: Rekha, Eva, Crystal y yo somos muy divertidas. Mi amiga Rekha siempre trabaja mucho. Es por eso que todos los días completa la tarea. Rekha sale y siempre hace la tareaMi amiga se llama Eva. Le gusta comer mucho y nunca lea mucha en español. Eva valla a la escuela para estudiar. Cuando tiene tiempo libre, Crystal a veces baila y canta. ¿Y yo? Yo siempre canto mucho y de costumbre bailo.
Screenshot 2014-03-24 at 7.22.55 AM
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Foto de tu familia o comunidad

1) Post a picture here (of a family - if you don't have one of your own family, find one on line or use a photo of friends)

 

2) Describe the variety of things that people do using frequency phrases.

 

Frequency phrases: todos los días/siempre, los (día), a veces/a menudo/cuando tengo tiempo libre/los fines de semana, (casi) nunca

 

Esta es una foto de mi familia. Mi hermana menor se llama Lola. Es muy trabajadora. Es por eso que todos los días ayuda en casa, cocina y cuida a nuestros sobrinos. Mis padres se llaman Antonio y Adela. Leen mucho y a veces ven la televisión. Mi hermano se llama  Patricio y su esposa se llama Denise. Denise es muy activa. Por lo tanto, siempre hace ejercicio. Corre todos los lunes, martes y jueves. Patricio es perezoso. Nunca trabaja.

 

¿Y yo? Juego deportes, leo mucho y estudio español.

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Revolutions' Aftermath

In this unit of World History, the 10th grade class explored many different types of revolutions and even had the chance of watch a revolution unfold during this unit. One of the first steps to this unit is examine how to start a revolutions, many key points were said such as you have to have a goal that pleasures the people and is great enough that it makes change for everyone. Other things such as having enough supports were also key point on how to actually get a revolution off the ground. In class, us students even acted out the French Revolution. 

For this project, us students had to choose a topic and come up with a question based off of that topic that will help them gain better knowledge of how revolutions work.The topic I wanted to explore was, what happens to a country and it's people after the person(s) who is in control of the country is charged with war crimes? I've learned that after charges are file most likely the person in charge has a tragic end wether it's death or them escaping to a safer place but it normally doesn't end well for the country because they still have to fight for what they want to achieve. This is the Revolutions' Aftermath: 

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Revolution Guidebook Project

         During this Unit of World History my classmates and I have been learning all about how important a  revolution can be.We as a class had to make up questions like "How do you create a successful revolution?" and  "How can a revolution gain supporters?" Naturally our class went straight into a brainstorming of great answer answer for some of these questions. Our ending project for the Unit was to research a question of our choice and to then make a digital story. 
Below is the digital story that I created. My story is based around the idea that in order to have a for a revolution in order to gain supporters you must spread awareness of your cause through the people, you must need to show others what the big picture and then narrow it down to show the big difference. With that question many others came. Also this digital story I believe is the most effective way to get thoughts and ideas across to a great number of people while still changing the lives of so many. 
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Revolution Guidebook Project

In this unit of our World History class we studied various revolutions in history and in present day. First we studied the Arab Spring. The Arab spring is a more modern revolution that takes place in Egypt. We learned how modern technology such as the internet can help gather a nation. After the Arab Spring we studied the French Revolution and even did a role playing activity speaking as people from the time. This consisted of speaking parts and long class discussions about our characters view on issues like, the Declaration of Rights, Womens’ Right, King Louis XIV exception and public safety in France and Haiti at the time.

For this project we were given the task to make a digital story with a topic of our choosing that involves 2 or more revolutions old or modern. For mine I picked how the internet and social media has affected a lot of different revolutions. I also compared this to older revolutions that did not have the internet.

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Revolution Guidebook Benchmark

In the third quarter of World History we learned about revolutions and the affects they have on the communities in the different situations. We asked an in depth question about these revolutions; both present day and past revolutions. We compared the revolutions of out choice and we looked for patterns in the revolutions. The question I originally chose was “Are Revolutions contagious?” I learned that that answer is simple but what makes people join in on revolutions is still in question.
        
Though I did not find the full answer I did find out how important different people in the making of revolutions are. Though we see the leader in most instances and he/she gets all the recognition; the first follower is the one to really kick it off. When you are alone starting something you are just one person and you have very little to no power, but when you have a partner in crime you begin to gain courage and power in the statement you are making. The leader has courage but it is arguable that the first follower has the same or even more courage than that leader.
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Non-Violent or Violent Revolutions?

In this unit, the focus of study was human rights around the world. Every human is entitled to the same rights at birth. Whether one is white or black, Christian or Muslim, homosexual, or heterosexual it does not matter for we are all made in the image of God and are all human, there are no exceptions. Revolutions play the most significant role in defining ones rights and in specific, their rights to freedom. Furthermore, whether revolutions can be successful or whether a revolution is necessary are all questions to ponder about. Simply one can think about how a revolution begins or how it is inspired to better understand their purpose and how they work.

Through my own research and studies, I have come to the conclusion that revolutions are pointless. Yes, at the moment of action they seem to make a difference and make a change, yet how many revolutions have occurred in the past and seemingly still occur today? Revolutions are caused due to disagreement, and we are all human. People should have the right to express their opinions and feelings and they should, but in my opinion, they come to no avail. In my digital play below, I concluded that neither non violent nor violent revolutions are successful, for as I have previously stated, they have no solution and often lead to worse events. 


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Revolution Guidebook Project

Part I: 

In this unit we mainly focused on historical and present day revolutions. We learned about the historical French and Haitian revolution and its effect on future revolutions. Learning this helped us also to have a better understanding of revolutions today. Not only did we focus on specific revolutions, but we tried to gain a deeper understanding of revolutions in general. For example, we read the teachings of Mahatma Gandhi about nonviolence revolutions and 198 Methods of Nonviolent Action. This helped us to not only see how nonviolent revolutions are possible, but it also helped us question the violence in revolutions today. 


This past unit I learned many things about revolutions that I did not think would be brought to my attention. Reason being, when we started learning about the French Revolution I thought we would just be focusing on the historical parts of the revolution. However, we branched off of the historical facts to help us gain a further understanding of the nature of revolutions. Also, I learned that revolutions can be easier to start than many think, especially when the media and social networks are involved. 


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Revolution Guidebook Project

In our world history class we have been talking about revolutions. We have compared and contrast them, talked about the different  techniques used during revolutions and we watched different documentries on different revolutions.  We also participated in really cool class dicussion where we talked about the issue going on in these different places. We've focused on egypt,  and we talked a little about Ukraine and Russia. In early classes we acted out the french revolution. 
For this project we had to choose a revolution that we found intresting, I chose the velvet revolution. I didn't have one specific question in mind. I choose this revolution because I didn't know anything about it. In my video you will learn a little bit abotu the velvet revolution. 
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Revolution Guidebook Project

​During this Unit of World History my classmates and I have been learning all about the importance of revolutions. It is essential to know that our entire society has been molded by the outcomes of revolutions. We were just beginning to scrape the surface of this  when questions soon arose. Questions like "How do you create a successful revolution?" and  "Can a revolution be bad?" or even "What spreads awareness of an ongoing revolution to other parts of the world?" Naturally our class dove straight into an inquiry based curriculum to answer some of these questions. Our ending project for the Unit was to research a question of our choice and to then make a digital story. 
Below is the outcome of the digital story my partner and I created. Our story is based around the idea that in order to have a successful revolution you must spread awareness of your cause through the globe's population. Though that question came with many more. Also entailed in this digital story is the most effective way to get your thoughts and ideas across to such a great number of people while still changing the lives of so many. In the end it was obvious that my partner and I had answered all of our questions and had learned a great deal about the importance of revolutions. 
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Revolution Guidebook Project

​For this unit in world history, we learned about revolutions around the world such as the french revolution and also one in Haiti. We did role play in which we chose roles and classes to represent and be the advocate for. For example, I was Marie Antoinette, The Queen, and I had the right to say how I felt about each role and class and if they helped me or not during the revolution.
The other things that were involved in this unit is we did activities looking at the Arab spring and the countries involved. We looked at the videos and documentaries on riots and protests that were going on. We all were given a country and were responsible for looking up information on what recent or some not so recent activities that were contributing to the revolution.
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Revolution

In world history we've been studying historic and modern revolutions. This unit covered facts about revolutions that have already happened, tracking revolutions that are in place now, and also questioning what makes a revolution successful. We started with the French-Haitian Revolution. We studied facts for a few weeks, and ended with a mock trial from the king's execution. That was the end of our historic revolution study.

The second half of the unit was spent on studying modern day revolutions, and what has changed compared to historic ones. The main thing we that we found was interesting is the change in media. We have been tracking the revolution going on in the Ukraine today, and it seems to be fitting perfectly with our unit. We closed out the unit with the main question: what makes a revolution successful? After long discussions, we each made these projects as a guide of how to actually have a successful revolution. 

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Revolution Guidebook Project

​During this Unit of World History my classmates and I have been learning all about the importance of revolutions. It is essential to know that our entire society has been molded by the outcomes of revolutions. We were just beginning to scrape the surface of this  when questions soon arose. Questions like "How do you create a successful revolution?" and  "Can a revolution be bad?" or even "What spreads awareness of an ongoing revolution to other parts of the world?" Naturally our class dove straight into an inquiry based curriculum to answer some of these questions. Our ending project for the Unit was to research a question of our choice and to then make a digital story. 
Below is the outcome of the digital story my partner and I created. Our story is based around the idea that in order to have a successful revolution you must spread awareness of your cause through the globe's population. Though that question came with many more. Also entailed in this digital story is the most effective way to get your thoughts and ideas across to such a great number of people while still changing the lives of so many. In the end it was obvious that my partner and I had answered all of our questions and had learned a great deal about the importance of revolutions. 

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Revolution Guidebook Project

In our World History class, for the past few weeks, we have been learning through a unit on revolutions, both historical and contemporary. We learned by researching recent revolutions taking place in the Arab spring, as well as the recent events in Kiev. We did an extensive study of the French Revolution that culminated in a research based role play. In this role play, we took on the mantle of several figures and historical archetypes during the revolution, and had a question driven discussion through the eyes of these characters.
I learned in this unit, and in my own research, that revolutions can take place anywhere in the world where a large group of people desires change, and in a diverse array of forms. Revolutions can be violent, or cleanly political. They don't even need to involve government. Revolutions are the building block for change in our world.
Bibliography:

"The Meiji Restoration and Modernization | Asia for Educators | Columbia University."The Meiji Restoration and Modernization | Asia for Educators | Columbia University. Columbia University, n.d. Web. 04 Mar. 2014.

"Meiji Restoration/Revolution in Japan." Meiji Restoration/Revolution in Japan. N.p., n.d. Web. 05 Mar. 2014.
Blair, David. "Ukraine Crisis: Deadly Snipers Extinguish Lives of Kiev's Protesters." The Telegraph. Telegraph Media Group, 05 Sept. 0020. Web. 05 Mar. 2014.
"Flat Design: Trend or Revolution?" Webinsation. N.p., n.d. Web. 05 Mar. 2014.


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Revolution Guidebook Project

Over the course of the unite, we were learning about Revolutions, and how they affect the community. While some of the revolutions we were studying took place centuries ago, most of the ones are actually happening right now. We have read timelines and articles about the tension rising from the impact of the revolution. We have learned that some people are afraid of what might happen if this chaos does not stop.


For My research, I studied about how revolutions start. What is the first thing that happens to cause a revolution to take place? For example, the Arab Spring revolution started because the government was acting selfish and decided to take away the rights that men, women and children deserve. As a result, the people have no choice but to start protesting and gathering angry mobs and holding up signs. However, this also leads to violence, abuse, and even murder. 

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Revolution Guidebook Project

In this unit of study, in my world history class, we started to learn about revolutions. How the mass of citizens were fed up with their system, how their government had cheated them from opportunity, and took the chance to start a revolution. We learned the causes of revolutions, the personal stories of people in revolutions, and explored different revolutions in different time periods. 
During my learning of this project, I became more aware of today's revolutions, and how the world isn't as "perfect" on other's people's end, as it seems to me, in my own country and government. I've become more aware in the news about the politics in the government, where there aren't a lot of rights. This unit has helped to be more aware of the social injustice in some countries.

The following is a digital story about how individuals have power in revolutions. 
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Revolution Guidebook Project


In this history unit learning about revolutions. We talked about many ideas about how one starts a revolution, the certain causes of revolutions and different variables that go into making a revolution successful or it failing completely. We didn't just learn about one revolution in one certain time period but many different ones all through out history. We also learned different techniques on how to make a revolution stand out and let people speak their minds. 
One fascinating revolution we studied about is the French Revolution where King Louis the 15th, and Marie Antoinette led France into corruption and putting themselves over their own people. One method the third estate used is ambushing and mobbing different areas and using violence to show how they were treated unfairly. While this revolution used violence there are also many different ways to go about a revolution. Here   are 198 non violent actions that can involve a revolution. 
Whether you use violence or not, certain things can determine whether your revolution is a success or not. 
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How Do Governments Respond to Revolutions?

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Revolution

This unit we focused on revolutions. The biggest revolution we focused on is the Egyptian revolution. We talked about the multiple steps in their attempt to continue their revolution. Another thing we did was compare the different types of revolutions with past revolutions. 
My project is based on The Revolutionary war that was fought by America and The British compared to methods for a successful peaceful revolution. One thing I try to mention is the true meaning of revolution. I do that so I can start a thought in someones mind about what a revolution is to them. I have quotes from significant characters from the Revolutionary War and from arguably the great peaceful revolution leader there ever was, Ghandi.

History from Denny on Vimeo.

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Revolution Guidebook Project (Jordan Meriwether)

In our we learn much about the different protest happening now and in the past. A were able to see the progression of a revolution happen right in front of us due to there being a revolt in Ukraine, this gave us a very vivid image of how a these things are dealt with today. We also looked through a book called ‘198 Methods of Nonviolent Action’ which discusses different forms of protest very specifically.

Throughout my project I studied the changes throughout history of the treatment of the protestors and if they were treated any better throughout history. I mainly look at the Revolutionary war and the civil rights movement since they represent very different views of how protests should be handled. Once I had compared them all to this time I noticed extreme changes  in violence towards protesters as time became more recent. Now I understand the issues and risk of a protest in those separate times.



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Revolution Guidebook Project

In the third marking period of world history, we learned about revolutions. We learned what causes them, what you need for a successful revolution, and we also learned about different revolutions that occurred in the last couple of years. We talked about the effect previous revolutions may have had on future ones, and learned that the Egyptian revolution in Tahrir Square taught a lot of people the do's and dont's for a revolution they may want to plan.
 For example, the people of Ukraine said that they learned the protest is not over once the corrupted leadership is out of power, it is really only the beginning. Next you have to establish the government you want and wait awhile until you see things operating how you want them too. The point of a revolution is too see change, and in no circumstance should you leave before you see drastic improvements. People help others in ways if they realize it or not. Some one is always watching you too see what you do and try to improve on it. And as more countries decide to have revolutions, more people gain freedom and are no longer oppressed.
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Revolution Guidebook Project

​In this unit of study in our World History Class, we studied various revolutions. We learned about the causes and conflicts of the french revolution, the impact of social media on the Arab Spring, and a bit about the ongoing Ukrainian Revolution. We asked and answered questions, such as "How do revolutions begin?" and "What methods do they use to succeed?". For our final project this quarter, we had to make a digital storybook about a question we had about revolutions.

For my digital storybook, I talked about the series of events that lead up to revolutions, which may include other revolutions. I asked "Does the impact of revolutions cause more problems than it solves?" I found no clear answer other than that revolutions start a chain of events that cannot be undone, and may lead to other revolutions. I talked about how todays events in Ukraine are part of the aftershock of the events of the Russian Revolution. Cause and Effect is the greatest force for change in the world, especially today.

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