​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.

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. 

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. 

​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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