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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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Revolution Guidebook Project

Throughout this unit we learned that revolution is basically a debatable protist. Revolution an instance for resolving. In today's world mostly revolution is a forcible overthrow of a government or social order in favor of a system. Now when I was doing my research I has to come with a topic. So I thought to myself what is a possible key thing in a revolution? Then it hit to me. The answer is communication.
What is communication? Communication is the successful conveying or sharing of ideas and feelings or social contact. While I was doing my research I was witnessing that people actually used social media to communicate during their revolutions. They used facebook, twitter, youtube, etc. to share their own feeling/emotions and also to show proof of what the world should see. In the past social media didn't even exist. Until now with our modern day technology people were able to communicate faster. I learned that communication is a big part of a specific revolution. Also it can help you, make it widespread so others can see, or even just succeed.


I did not get a chance to post my citations on the video so here are the links from my research....

- http://alphahistory.com/frenchrevolution/french-revolution-quotations/ Quotes from french revolution

- http://www.goodreads.com/quotes/tag/haitian-revolution Quotes about the Haitian Revolution

- http://listverse.com/2010/10/04/top-10-revolutions-felt-around-the-world/ The top ten revolutions felt around the world

- http://socialmediatoday.com/tomcaper/1492101/why-your-social-media-revolution-should-come-top Modern Day Social Media Revolution


- http://www.psmag.com/navigation/politics-and-law/the-cascading-effects-of-the-arab-spring-28575/ The Arab Spring Cascading Effect


- http://www.policymic.com/articles/10642/twitter-revolution-how-the-arab-spring-was-helped-by-social-media Twitter Revolution (Arab Spring)


- https://twitter.com/RevolutionSyria #SyrianRevolution


- http://en.qantara.de/content/symbols-and-slogans-arab-spring Symbols and slogans of Arabic Spring


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Revolution Guidebook Project

In this unit we thoroughly learned about Revolutions. How they started, what caused them to succeed or fail and the different ways messages can get across to people globaly. We learned about the strong opinions of people and what they will do to make sure the change they need and deserve happens. The extents people will go because of how much something means to them is pretty amazing. We learned about whether violent or non violent revolutions are better or worse and why or why not. We looked at different revolutions like the French Revolution and the revolution in Egypyt that look place at the Square which was a very passionate yet emotional experience. I realized that maybe if we had that same, we could get a lot more things done in our country itself. For my individual project, I wanted to focus on what makes a successful revolution and exactly how to do that. No revolution is ever bad. People worked hard to make the process that they did, but its all in how it goes, how it ends and how it continues. 


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Revolutions Guidebook Video

For this unit on the study of revolutions I decided to try my hand at animating a rough presentation to go along with my voice over. The focus of the topic relied heavily on the impact of revolutions throughout history, from the French and Haitian to the more recent Arab spring. I have been pursuing  studying the effects of activism versus pacifism  since we completed a study of civil rights last year. That class garnered my interest in the rivaled works of MLK and Malcolm X. That interest permeates through my presentation and remains the backbone for my other research. 



Bibliography:


Primary Sources: 


http://resistancestudies.org/?p=140

The overthrow of the dictator Milosevic in Serbia represents a truly interesting case for students of revolution, in that it happened so genuinely peaceful and popular. In a sense it represents what today within revolution studies are called the “new revolutions” (started by the revolutions in Nicaragua and Iran but made clear for everyone during the 1989/1990 wave of revolutions in Eastern Europe and Soviet Union). The film “Bringing Down a Dictator” is a documentary that describes the whole process (more info about how to get it here). I think we all have something to learn from the Serbian experience.”


http://blackstudies.net/malcolm-x-vs-martin-luther-king-3/

“ If there was a Martin Luther King Jr., there had to be a Malcolm X. Martin Luther King, history remembers. Malcolm X, history tries to forget. But each man in his own way dominated the times in which he lived. . .”


http://www.huffingtonpost.com/gadadhara-pandit-dasa/martin-luther-king-jr-and_3_b_4631610.html

“It was a marvelous thing to see the amazing results of a non-violent campaign. The aftermath of hatred and bitterness that usually follows a violent campaign was found nowhere in India...”


http://www.pbs.org/wgbh/pages/frontline/foreign-affairs-defense/egypt-in-crisis/timeline-whats-happened-since-egypts-revolution/

Protesters storm Tahrir square


http://www.academia.edu/4332788/The_EDSA_Revolution_in_the_Philippines_and_the_Prologue_to_the_Peaceful_Revolution_in_Taiwan


http://www.history.co.uk/shows/the-rise-and-fall-of-the-berlin-wall

http://www.history.com/topics/mahatma-gandhi


http://www.theguardian.com/world/2011/feb/27/tunisian-prime-minister-ghannouchi-resigns

“Tunisia's revolution was sparked by the death of a young street vendor, Mohammed Bouazizi, in December. In an act of desperation which sparked unrest in several other Arab countries in the region, Bouazizi set fire to himself after officials stopped him selling vegetables without permission.”


http://thesquarefilm.com/about

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Revolution Digital Story

In our tenth grade world history class we have been learning all about revolutions: What causes them? How do they succeed? What methods are used? We explored these questions through many revolutions including the French Revolution and Ukrainian Revolution. For our big quarter assignment, we were tasked with the job of making a digital story about revolutions. For this project we had to explore one specific topic, and make a guide to revolutions. 

I chose to focus on the success of nonviolent revolutions. In the past, and still now, many people believe that violence is effective. I wanted to show people that the peaceful movements are more beneficial. I conducted my research by learning about past revolutions, and also focusing on current ones. Revolutions are inevitable, and it’s very helpful to know how to succeed in them. 

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Revolution Guidebook Project

In class we learned about different rev. We learned about the a little about the revolution in Egypt. How Egypt camped out in a square until their president left. Then they did it again when the military took over. Afterwards the military sent in troops and tanks to remove the people from the area.

We also learned about the Rev. in Ukraine. In Ukraine the President was a very greedy man. He promised to integrate Ukraine with the European Union and he didn’t. He also had a custom made toilet that was made of gold. Then when he left there was a warrant for his arrest.
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What Happen's after a Revolution?

The world history unit of revolutions has been quite interesting. The French Revolution seemed to be an introductory lesson into the wider and more current revolutions that still exist today. Stages and methods of revolutions definitely changed over time and even some old methods are still used today. Revolutions are comprised of long oppression of a certain group/class and happen when that group has reached it's boiling point.

Personally I've taken a lot from this unit. It's very fun and interesting to be able to learn about the events that lead into a new beginning. Revolutions throughout history have occurred in only a few days, and a new nation was born. We as people take notes from each other, even if we are separated by oceans, in how to make the world a better place. The Occupy Wall St. Movement was the most influential protest-type movement in my opinion. It stretched across the entire world and infected every country and place. Revolutions, as seen from the current events in Ukraine and around the world bring us together. 

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Revolution Guidebook Project

This unit we learned all about revolutions. Half of our unit was more so about historical revolutions. We researched and role-played about the French Revolution and how it started and the opinions of people in it. Through this research we figured out what a revolution is made up of and what needs to happen to keep it going. Our class also learned about the Haitian Revolution and what it had to do to with the French Revolution. 

The second half of our unit was surrounding a lot of movements going on right now in the Middle East. Since we learned about revolutions in different time periods, we also investigated how certain aspects of revolutions have changed and might have been made easier or harder to accomplish. 

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Revolution Guidebook Project

During this unit we have worked on revolutions. Working on revolutions have really changed my view on a lot of things. My view on the world is completely different now and it makes me appreciate the things that I am given more. We have researched different revolutions over the century's. One thing that has remained the same was that people are fighting for some type of equality. 

Some other things that I have noticed are the fight for power. When you're fighting for power you can't stop in the middle. You have to keep going and fighting for what you believe in. If you would stop it shows you're weak. In most cases fighting for power is not always pretty. It can be very violent but in some way you can manage to keep the peace. In almost every revolution things don't go as planned when the power is in your hands. When this happens I think it clarify's that a revolution is never really over and that is the most difficult part. It's not about who can have the power but more about what do you do when you're given the power. In my video you can see how the Egyptians fought for power and what happens when you try to "end" a revolution. 
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Revolution Guidebook Project

​In this revolution unit, we studied the french/haitian revolution. We studied on how revolutions impacted the long term. We looked at violent and non violent revolutions. We looked at the Ukraine revolution and the Arab spring and all the events that occurred during that period of time. 

During the Ukraine revolution the president has finally quit but now Russia has invaded Ukraine. With the Arab spring it was talking about protest, riots and things taken place there. 

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The Revolution Guidebook Project

This unit we have focused on revolutions throughout history and the modern day. We have had many discussions about how a revolution starts and why it is important in society.  There are many factors that go into a revolution, we have discussed the French revolution extensively. In fact, we had a trial about what people felt, how it affected them, and ways it could be improved.  

My project is about the Cuban and Egyptian revolution. I centered the project on the pro's and con's of revolutions. My question for the Cuban revolution is how a revolution can benefit the people and my question for the Egyptian revolution is how it can harm them. I found some very interesting and it was an overall controversial topic. I found that many people had different opinions as to how revolutions can harm and help people.

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Revolution Guidebook Project

During this unit we have worked on revolutions. Working on revolutions have really changed my view on a lot of things. My view on the world is completely different now and it makes me appreciate the things that I am given more. We have researched different revolutions over the century's. One thing that has remained the same was that people are fighting for some type of equality. 

Some other things that I have noticed are the fight for power. When you're fighting for power you can't stop in the middle. You have to keep going and fighting for what you believe in. If you would stop it shows you're weak. In most cases fighting for power is not always pretty. It can be very violent but in some way you can manage to keep the peace. In almost every revolution things don't go as planned when the power is in your hands. When this happens I think it clarify's that a revolution is never really over and that is the most difficult part. It's not about who can have the power but more about what do you do when you're given the power. In my video you can see how the Egyptians fought for power and what happens when you try to "end" a revolution. 
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Revolution Guidebook Project

In Mr. Block's tenth grade history class, we have been studying revolutions. We started the unit with an in depth research project about the French and Haitian Revolution where we role played people from the time era (people such as peasants, the king and queen, and the second estate). The class then watched some of the film The Square. The Square introduced us to the ideas of revolutions and how and why they form today. By reading passages from a book about the Arab Springs, we were able to get first-hand accounts from people native to Yemen, Libya, and Egypt. 


We were lucky that during our revolution unit there is a revolution occurring in Ukraine. I became interested in studying social media's impact on revolutions when I met a girl through tumblr, a social media platform. There was a post going around that mentioned the conditions in her country and a lot of people saw this post, spreading information about a topic that many people didn't know about - myself included. When we were given this project I decided on social media because I knew there was an impact. I looked further into this on tumblr and found many people who were sharing their feelings on the Ukrainian Revolution, Euro Maiden. Now I was certain there was an impact of social media on revolutions and the way ideas spread. 

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Revolution Guidebook Project

In this unit of our World History class we learned about different Revolutions and how they worked. We discussed how a revolution begins and what makes them successful. There are many factors in a revolution and the democracy is what creates the big change. Revolutions happen when people want a change in the government or a change in the way they live. It is to better the situations in the place. People have many different options to start one like using social media and protests. 

In my project I discuss how violent and nonviolent revolutions work and how they were both effective in what they wanted to do. No revolution is guaranteed, the whole point is to fight for the change and the new beginning. Most revolutions that I know about is overthrowing the current leader who is not doing their job right and the people have to pay the price for their irresponsibility. Revolutions overall make a huge impact for people and the history of the world.

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YATM Blog Post # 2: Hunger

Hello, everyone! It is Fodie Camara. I’m in the 9th grade and a student of Science Leadership Academy. In English class we were asked to write three blogs about something that we care about. I picked the issue of hunger. To me this a very important topic. If you don’t remember, my first blog post, talked about hunger-related facts and how it affects kids and the local community.


At my old school- Penn Alexander- we had a Food Can Drive every single year. We would have a month to bring in cans that would then be brough tto a food bank next to our school. I have been doing this ever since 1st grade, so I have been giving cans in for 8 straight years. For the second blog post, we had to write about our topic. So what I did for my topic is an interview, survey, and a Food Can Drive.


This survey gave me some responses that helped me give answer to my questions. I ask questions like Where do you think the most hunger takes place in the world? What does the government do to try to stop hunger? Have you and your family been affected by hunger? I ask questions these to see what people think about hunger.  The responses I got for my question was that Africa, Asia, India were the areas where most hunger takes place in the world. The responses I got for my question was that nobody’s family has ever been affected by hunger. The responses I got for my question that nothing is being done in Philadelphia to stop hunger and or food drives and food stamps.


I expected for the question “where do you think the most hunger takes place in the world?”, the answer to be Africa because that is what most people think when they think about hunger. Also for the question “have you and your family been affected by hunger?”, I expected the answer no because people I know won’t tell the truth because they won’t want people to know or something like that. I expected for the question “what does the government do to try to stop hunger?” for to people to say Food Stamps and food can drives and donations and stuff like that and all of the people said that. All this new information I learned about hunger makes me see the world very different now.


The interview I’m having is with my Advisor. I asked him the questions that I put on the survey. He said that places that are hungry are areas that find it hard to grow food like North Africa, India and China. These areas also have a shortage of water, and we all know you can’t grow food without water. He said that hunger affects people because if you don’t have food, you won’t be successful and they can’t be focused and the big impact is that without food it going to lead to bigger problems. He also said that the government does a bad job trying to stop hunger, we could do a lot more to stop it. He said in Philadelphia a lot of group like Philabunces and other group do things without the government. So in Philadelphia the government does a bad job trying to stop hunger. He and his family have been affected by hunger couldn’t eat food from coming from school to home. He had a pretty big family,  food couldn’t always make him full. It was hard growing up because it wasn’t always food when he looked.


I will be doing a Food Can Drive, this will be taking place here at (Science Leadership Academy). I will put bins in each of the freshman classrooms. I’ll be going around through the classrooms giving some information about hunger. All of the classrooms will have about to the end of May to collect cans. After collected all those cans, I will give the cans to the hunger coalition.


Annotated Bibliography





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Revolution Guidebook

In our History class,we compared and looked at historic and modern revolutions through the years. Some revolutions that we looked at were, The French/Haitian revolution,the  Egyptian revolution, and many others.
In my project , I am looking at violent revolutions verses Nonviolent ones, and looking at how successful and effective each are.Depending on how and what kind of revolution it is, depends in the impact to the people. I choose this topic because I wanted to point out the flaws in both options
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Revolution Guidebook Project

In this unit we learned about revolutions from various time periods. We started out learning about the French Revolution. Before going on to learn about more recent revolutions like the Arab Spring. We also looked at the situation in Ukraine and discussed the developments going on in there revolution. For our Benchmark (our final project that ties up the unit) we looked at three different revolution and came up with a question about revolutions in general. Then we made a digital story that looks at the revolutions and answers the question.
For my benchmark I choose to look at the leaders of the revolution. I learned that with more knowledge and ideas placed on the internet for almost everyone to see, the requirements for being a leader seem to have been lowered. While back to the time of the french revolution a leader needs to study and plan for the best ways to rally the people. However now with all the information that is out for the world to see, all a leader needs to be today, is to be someone to act on this knowledge and rally people together. 
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