​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!  

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: 

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.

​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. 

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​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.

​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.