Hello everyone and welcome back to my blog, This post is about our latest project in humanities. Revolutions through the ages. A project all about how ideas drive change. For this project we began by talking about the shape of a Revolution and all the stages that make it. This discussion led to us learning about Crane Brintons theory. Crane Brintons theory had divided a revolution into different stages. Four stages that I would soon grow very familiar too because they existed in every revolution we studied.
Every revolution begins with an incubation stage. Usually when there is problems with the social class or economic downfall or a weak ruler, this is when anger and unhappiness spreads amongst groups of people.
Stage two is the moderate stage when there is peaceful protest but still minimal action.
Then comes stage three the crisis stage, when things violent, during this stage it’s common for there to be war and casualties.
And finally the fourth stage the recovery stage, this is when recovery begins and “peace” is restored to a place. Or community of people
After we learned about the stages of a revolution it was time to identify them in real revolutions. So began leaning about arguably one of the most famous revolutions ever.
(Read the following in a French accent)
| 𝓛𝓮𝓽 𝓽𝓱𝓮𝓶 𝓮𝓪𝓽 𝓬𝓪𝓴𝓮!!! |
The first Revolution we studied was the French Revolution. To learn about the timeline and overall theme of the French Revolution we took some notes in class. As well as some extra research to make sure we had all the facts down. After we learned about the French Revolution it was time to represent our learning and educate others through our videos. To make our videos for this project I worked with the Guillotine gang. (Noah, Rhiann, Anthony.)
We decided to make a song about the French Revolution. So to make sure we completed it on time we had to split up all the tasks. For this video I had my own singing part I wrote and sung, I also found images for our video. While Noah made the music and edited our video together. Rhiann wrote he rap, and Anthony did the the rhymes. After recording and collaborating our work together to we were able to create our song. Here it is.
This video had a lot of ups and downs. Some good things about our video was the music and the beginning of the rap and even though our information was hard to understand I think we researched the most into this revolution and really focused on the historical timeline it just didn’t show up in our video. The rest wasn’t quite the best. First off all our audio was a little inconsistent, and my singing part was in French, so it was hard to understand. So when it came to what our goal of our video was we didn’t quite make it the best we could, because we didn’t quite express our learning in the best way. I think to improve this video we could’ve talked more about the message of our video as a group and planned more ahead because we kind of missed our pre production stage and just started making our video.
Next we moved onto learning about another popular revolution,
| 𝓣𝓮𝓪 𝓸𝓿𝓮𝓻𝓫𝓸𝓪𝓻𝓭! |
The next revolution we studied was the American revolution. Like last time we took notes and did some research to learn all about the American Revolution. For this video we did a John Green style video. Which is basically a host speaking about the topic along with animations. For this video we planned ahead more and created a screenplay to plan out our video. For this video we also divide up on tasks. I filmed. Rhiann was our host, Noah put together our video and Anthony had some parts in the video asking questions as well as wrote a few parts of the script. Eventually after some edits and way too many bloopers. We made this video right here.
https://www.youtube.com/watch?v=V661exIWLc4&t=25s
This video was a slight improvement in a way. I think this video was much more informative and reflected what we learned better, but we did something in this video that Ms. Maxwell will never let us forget. We filmed in a dark corner…. with a door in the background. So for our next video we knew we had to step it up, and avoid doors.
Next we learned about a very interesting revolution.
| 𝓡𝓪𝓱-𝓡𝓪𝓱 𝓡𝓮𝓿𝓸𝓵𝓾𝓽𝓲𝓸𝓷 |
Like the other revolutions we’d learned about before, we began with taking notes and learning all about the Russian revolution. For this video we decided to make a heritage minute style of video. To prepare for filming we made a screenplay and storyboard to prepare and plan all the shots we were going to get for our video. We brought in a bunch of costumes and got filming this is the product we got.
https://www.youtube.com/watch?v=daq0AXEQVMY&t=22s
This is my favourite video we made. I really love how we represented the Russian revolution and I think this is the first video we really captured and achieved a lot of the goals or curricular competencies of this project. I think we captured how people were effected by the revolution, and also worked really well as a team to get everything done. I think this also really showed our understanding of the Russian revolution in a great way.
| 𝓛𝓮𝓽 𝓽𝓱𝓮𝓶 𝓱𝓪𝓿𝓮 𝓶𝓸𝓻𝓮 𝓬𝓪𝓴𝓮. |
For our last video we were allowed to chose whatever revolution we wanted within reason, and what type of video we would make. So my group decided to create a better version of our first video. For this project we had similar roles to what we had originally and we still worked in a similar way except this time we chose to have a plan and collaborate earlier before our deadline. Here is our video.
https://www.youtube.com/watch?v=zNDop6Uv0WM
I think this video went pretty well even though we had some issues with the content we would use in our video we ended up making some animations that worked pretty well with our music. I think in this video our message was clearer and really explained the French Revolution. I think we also succeeding in demonstrating evidence of our knowledge in this video because of the clarity we now had compared to our very first video.
| 𝓡𝓮𝓿𝓸𝓵𝓾𝓽𝓲𝓸𝓷- 𝓽𝓱𝓮 𝓫𝓸𝓸𝓴. |
During the time, we were making videos and learning about revolutions we were also reading the book Revolution. To give us more insight on the effects of change but also to highlight and connect our project to our driving question. How do ideas drive change. This book was about a girl, Andi who was facing her own revolution in life while also learning about the French Revolution and at some points even experiencing it. This book was really interesting and I actually really enjoyed it. Most importantly I found this book useful because it gave be more insight on the French Revolution but also demonstrated the answer to the driving question to me. We of course did not only read this but discussed and reflected upon it with role sheets and tasks to do for every few portion of the book. These discussion were really useful because they expanded my understanding of the text and story but also got me communicating about my thoughts and opinions. (The image above is my favorite role sheet I completed.) After we completed Revolution. We did a creative reflection to represent our learning of the book. (Kind of like what we did with our videos after we researched a revolution.) here is my creative reflection.
I’m very proud of my work and am really glad with how it turned out, I think it demonstrated the mood of the book really well. This task helped me reflect upon my learning from the book Revolution but also everything I’ve learned throughout this project.
Thanks for visiting my blog , Kaia
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