Throughout the year we’ve gone from learning about the keystone pipeline to writing plays on civil rights, to looking into another culture from a native perspective lens.
From a playwright’s perspective, you can write from different personalities and you can understand the situation from different points of views.
When Mr. Block announced that my play was going to be performed. I was already thinking of the actors to be in it. I had so much to do in so little time. The main focus points of the play is “How do people find hope in the face of struggle? How does change happen? In what different ways do people struggle for rights?” Well the first thing that popped up in my head was a student in school struggling with multiple problems and rights they deserve from everybody they’re surrounding. The main character Paige is struggling with a weight problem and she realizes school nor home is a safe place for her. Along the way she goes through obstacles that make her realize she doesn’t need to be a certain way to fit in and be popular.
It regards back to our civil rights unit because the main character in my play should be treated equally regarding her physical appearance. My play reconnects to many things we’ve done this year in history class. For example, going back on the Cortes trial, each individual of our class had a to defend a role from that situation in a mock trial. My group had to defend the system, they weren't actual human beings but a line of laws Europeans have to follow. This is a google doc where my group and I collaborated on during the trial to write important information and notes. The Aztecs were defenseless against Cortes and his men and Paige in my play is defenseless against the “popular kids” at her school. Even though they’re two different scenarios they still relate to a base of “Civil Rights” and “Struggling with a problem”.
Like the my Civil Rights play, we’ve done things like learn about Revolutions. As a class we studied about the French Revolution from 1789 to 1799. We also made a revolution Guidebook Project. We talked about different topics regarding revolutions. Where the lower class attacked the higher classes because of unfair treatment and high raises in taxes. It wasn’t fair for the lower class because they couldn’t afford to eat and provide for their families. In this case, the third class is struggling with a problem and fighting back for civil rights. Without giving away the ending of my play, the main character goes through the same realization that she should fight back whenever something’s unfair.
Here's some extra information:
Amanda's Journals: Here
1:Boys are taught to only show the parts of themselves are defined as what’s “manly” Journal # 46
2: “ Yes a person’s past can heavily affect someone’s well being and future events.” - Journal 44
3: “Each man’s labor is just as important as another” - Gandhi film questions.
4: “We are the system of empire. The more property that we have, the more security the people will have. Therefore, we travel to different lands to find empty properties in order to protect and give opportunities to our people. We should not take the blame for other people thirst for money because our main goal is expand our society into a bigger place.” - Cortes trial: opening statement.
5: “All I’m saying is that we should care about this environment instead of digging it up and replacing that land with a metal pipe. You shouldn’t call yourself a protest leader you’re just a creature who has no soul and no regard towards other people except for yourself.” - History pipeline monologue
6: “ANYTHING, CALL SECURITY DO SOMETHING BEFORE I BODOSE OVER THEIR TREE HUGGING BODIES MYSELF!” - History pipeline monologue
See this potato? yeah, that’s you, and this french fry can be you if you stopped eating half of the damn fridge. (Eats the french fry) - History Playwright.
8: There could be many different things to cause revolutions. Greed, shortage of supplies, high rise taxes, inequality between estates, and much more. - Revolution Benchmark
9: As you all know, I am Napoleon Bonaparte. I am a Corsican-Italian who became the Emperor of the French after a coup-d-etat. - French/ Haitian Role play.
IS IT LOVE OR IS IT A LABEL? - Religion unit.