Blake's Revolution Project
Choose one of the following essential questions related to your language arts curriculum. You will explore several pre-selected sources for your research. Be sure to use the correct color Source Notes page for each quality source you use. For any source you use, always ask yourself these questions as you do your research:
- How old is the source? Is the age of the source important?
- Who is the author or organization that sponsors this source? Do they know what they're talking about?
- Is this information important in helping me support my essential question?
What causes people to revolt?
Content: The causes of the French Revolution. You will determine why the people of France rose up to overthrow their government and their King.
Sources:
Source #1:
Introductory Video - Everyone watch this first and take notes using Source Notes for Online Video.
Source #2:
Encyclopedia Britannica - Take notes using Source Notes for Online Encyclopedia Database
Source #3:
Causes through Art - Take notes using Source Notes for Image. This is a primary source.
Source #4:
Thomas Jefferson: Onset of the French Revolution - Take notes using Source Notes for Internet Web Site. This is a primary source.
Source #5:
Social Causes of the Revolution - Take notes using Source Notes for Internet Web Site.
Focus Questions:
What were living conditions like in France at the time just before the Revolution began?
How was the government set up (who held the most power)?
What rights did the common man (lower class) have?
EXPRESS: You will express your findings for the "causes" essential question in a comic book. Look at the rubric for the comic book to ensure that you've covered all necessary components of the project.
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Sources:
Source #1:
Introductory Video - Everyone watch this first and take notes using Source Notes for Online Video.
Source #2:
Encyclopedia Britannica - Take notes using Source Notes for Online Encyclopedia Database
Source #3:
Causes through Art - Take notes using Source Notes for Image. This is a primary source.
Source #4:
Thomas Jefferson: Onset of the French Revolution - Take notes using Source Notes for Internet Web Site. This is a primary source.
Source #5:
Social Causes of the Revolution - Take notes using Source Notes for Internet Web Site.
Focus Questions:
What were living conditions like in France at the time just before the Revolution began?
How was the government set up (who held the most power)?
What rights did the common man (lower class) have?
EXPRESS: You will express your findings for the "causes" essential question in a comic book. Look at the rubric for the comic book to ensure that you've covered all necessary components of the project.
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How does point of view affect the way conflict is dealt with?
Content: Was John Brown a crusader for the abolition of slavery or a bloodthirsty terrorist? You will explore the Raid on Harper's Ferry through the viewpoint of ONE of the following people: John Brown, Francis Ellen Watkins Harper, Henry David Thoreau, William Lloyd Garrison, or Frederick Douglas. Students will play the part of one of the people listed above and will give a monologue from that person's viewpoint. The rest of the class will act as the jury, can ask questions, and vote by written ballot. Ballots will include a paragraph justifying each student's vote.
Sources:
Source #1:
Introductory Video - Everyone watch this first and take notes using Source Notes for Online Video .
Source #2:
Encyclopedia Britannica - Take notes using Source Notes for Online Encyclopedia Database.
Source #3 :
Pick the one for your person and take notes using Source Notes for Internet Web Site.
Henry David Thoreau
Frederick Douglass
Francis Ellen Watkins Harper
John Brown
William Lloyd Garrison
Source #4:
Scroll down and read Primary Source Documents #1, #2, #9, #11, and #20. Take notes using Source Notes for Internet Web Site.
The Trial and Execution of John Brown
Focus Questions:
John Brown:
How did his childhood and family affect him?
How did his life experiences as an adult shape his point of view on slavery?
What evidence can you find that he was compassionate? What evidence that he was brutal?
Based on what you know, how would you explain his goals for society?
Did his ends justify his means?
Francis Ellen Watkins, Henry David Thoreau, William Lloyd Garrison, Frederick Douglass:
How did early life and family affect him/her?
How did their life experiences as an adult shape his/her point of view on slavery?
Based on what you know, how would you explain his/her goals for society?
How would you compare this person with John Brown? How would you contrast this person with John Brown?
Does a person have the right to carry out violent acts based on conscience? What choice would you have made?
EXPRESS: You will pretend to be your person and express your person's point of view as a monologue in John Brown's trial. Look at the rubric for trial testimony to develop an effective monologue. Be prepared to answer any questions from your classmates.
See the tips for a monologue video clip for help. Use the sample cue card to help you with your monologue.
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Sources:
Source #1:
Introductory Video - Everyone watch this first and take notes using Source Notes for Online Video .
Source #2:
Encyclopedia Britannica - Take notes using Source Notes for Online Encyclopedia Database.
Source #3 :
Pick the one for your person and take notes using Source Notes for Internet Web Site.
Henry David Thoreau
Frederick Douglass
Francis Ellen Watkins Harper
John Brown
William Lloyd Garrison
Source #4:
Scroll down and read Primary Source Documents #1, #2, #9, #11, and #20. Take notes using Source Notes for Internet Web Site.
The Trial and Execution of John Brown
Focus Questions:
John Brown:
How did his childhood and family affect him?
How did his life experiences as an adult shape his point of view on slavery?
What evidence can you find that he was compassionate? What evidence that he was brutal?
Based on what you know, how would you explain his goals for society?
Did his ends justify his means?
Francis Ellen Watkins, Henry David Thoreau, William Lloyd Garrison, Frederick Douglass:
How did early life and family affect him/her?
How did their life experiences as an adult shape his/her point of view on slavery?
Based on what you know, how would you explain his/her goals for society?
How would you compare this person with John Brown? How would you contrast this person with John Brown?
Does a person have the right to carry out violent acts based on conscience? What choice would you have made?
EXPRESS: You will pretend to be your person and express your person's point of view as a monologue in John Brown's trial. Look at the rubric for trial testimony to develop an effective monologue. Be prepared to answer any questions from your classmates.
See the tips for a monologue video clip for help. Use the sample cue card to help you with your monologue.
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How does conflict influence decisions and actions?
Content: The US Occupy Movement. You will research how and why the US Occupy Movement started. You will determine any changes and outcomes of this conflict in the United States.
Sources:
Source #1:
Introductory video - Everyone watch this first and take notes using Source Notes for Online Video.
Source #2:
Letter to Mayor Bloomberg - Take notes of this primary source using Source Notes for Internet Web Site.
Source #3:
Infographic on the Movement - Take notes of this source using Source Notes for Internet Web Site.
Source #4:
Violence Prompts Shutdown of Camps - Take notes of this source using Source Notes for Internet Web Site.
Source #5:
Photos of Protests and Camps - Look at Photos 1, 8, 11, 23, 25, 26 in the Gallery. Pick 2 jof these photos that you think are significant and take notes using Source Notes for Image. These are primary sources.
Source #6:
Accomplishments of the Movement One Year Later - Take notes of this source using Source Notes for Internet Web Site.
Focus Questions:
Why did Occupy Wall Street begin?
What are the demands of the Occupy protesters?
How did the public feel about the Occupy Movement?
What were conditions like at the Occupy Camps and protests?
Why and how did the police respond to protesters?
Why is the movement considered a Revolution?
EXPRESS: You will express your findings for the essential question in "A Day in The Life of An Occupy Protester" paper slideshow. The slideshow should detail the life of an occupy protester. Look over the rubric to ensure that your project adheres to the guidelines.
See the paper slide show example to better understand what your final product will look like. You will film your slideshow with a Flipcam.
Sources:
Source #1:
Introductory video - Everyone watch this first and take notes using Source Notes for Online Video.
Source #2:
Letter to Mayor Bloomberg - Take notes of this primary source using Source Notes for Internet Web Site.
Source #3:
Infographic on the Movement - Take notes of this source using Source Notes for Internet Web Site.
Source #4:
Violence Prompts Shutdown of Camps - Take notes of this source using Source Notes for Internet Web Site.
Source #5:
Photos of Protests and Camps - Look at Photos 1, 8, 11, 23, 25, 26 in the Gallery. Pick 2 jof these photos that you think are significant and take notes using Source Notes for Image. These are primary sources.
Source #6:
Accomplishments of the Movement One Year Later - Take notes of this source using Source Notes for Internet Web Site.
Focus Questions:
Why did Occupy Wall Street begin?
What are the demands of the Occupy protesters?
How did the public feel about the Occupy Movement?
What were conditions like at the Occupy Camps and protests?
Why and how did the police respond to protesters?
Why is the movement considered a Revolution?
EXPRESS: You will express your findings for the essential question in "A Day in The Life of An Occupy Protester" paper slideshow. The slideshow should detail the life of an occupy protester. Look over the rubric to ensure that your project adheres to the guidelines.
See the paper slide show example to better understand what your final product will look like. You will film your slideshow with a Flipcam.