Intro to Revolutions
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1. As a bridge between our Geography unit and our History unit, we will look at a video of the history of time and Everything. This video has some life-changing advice for the Gentlemen in class. It will perhaps change the lives of the Ladies in class as well.
2. As we watch the video, each student has to think of a historical event and an approximate date from the video. Or something they found interesting. We will share out.
On a sticky note, write down something from history they saw in the video or they care about. We will put it on the timeline that Mr. Fitton will draw on the board. As a class, we will then look at our events, our timeline, etc and make observations. |
3. This is a unit on revolutions. What is the definition of "Revolution"
Below is a video called 'Shift Happens' which is about how we live in revolutionary times!
Below is a video called 'Shift Happens' which is about how we live in revolutionary times!
Each student will make a comment, ask a question, or state something they found interesting.
4. Read page three in the text book, talk about the domino effect of change, look at the example of the car.
As a class, let's brainstorm 5-10 significant inventions of this century. Now, in groups, students will get a whiteboard and have to write the changes enacted as a result of that inventions.
OR we could do computers as a group:
Get them to brainstorm changes enacted because of the cellphone (Need faster computers, Laws about internet safety and copyright, Studies of how Wi-Fi affects people, security changes (banks, credit cards online shopping), plagiarism, fraud, gambling, guy convinced people to commit suicide, easy access to information).
Then, we will do a gallery walk as a class. Where students then need to write a comment about something they learned around three other group whiteboards.
As a class, let's brainstorm 5-10 significant inventions of this century. Now, in groups, students will get a whiteboard and have to write the changes enacted as a result of that inventions.
OR we could do computers as a group:
Get them to brainstorm changes enacted because of the cellphone (Need faster computers, Laws about internet safety and copyright, Studies of how Wi-Fi affects people, security changes (banks, credit cards online shopping), plagiarism, fraud, gambling, guy convinced people to commit suicide, easy access to information).
Then, we will do a gallery walk as a class. Where students then need to write a comment about something they learned around three other group whiteboards.
5. Watch the following videos and keep in mind any revolutions that we may wish to research. Eventually, one of our projects will be to examine a revolution from a list of choices and present it in a creative way.
History's Greatest Revolutions: Watch 3:16 - 7:40
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Top Ten Notable Revolutions: 7:46-End
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