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1) Post a picture here (of a family - if you don't have one of your own family, find one on line or use a photo of friends)

 

2) Describe the variety of things that people do using frequency phrases.

 

Frequency phrases: todos los días/siempre, los (día), a veces/a menudo/cuando tengo tiempo libre/los fines de semana, (casi) nunca

 

Esta es una foto de mi familia. Mi hermana menor se llama Lola. Es muy trabajadora. Es por eso que todos los días ayuda en casa, cocina y cuida a nuestros sobrinos. Mis padres se llaman Antonio y Adela. Leen mucho y a veces ven la televisión. Mi hermano se llama  Patricio y su esposa se llama Denise. Denise es muy activa. Por lo tanto, siempre hace ejercicio. Corre todos los lunes, martes y jueves. Patricio es perezoso. Nunca trabaja.

 

¿Y yo? Juego deportes, leo mucho y estudio español.

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. 

​For this unit in world history, we learned about revolutions around the world such as the french revolution and also one in Haiti. We did role play in which we chose roles and classes to represent and be the advocate for. For example, I was Marie Antoinette, The Queen, and I had the right to say how I felt about each role and class and if they helped me or not during the revolution.

In world history we've been studying historic and modern revolutions. This unit covered facts about revolutions that have already happened, tracking revolutions that are in place now, and also questioning what makes a revolution successful. We started with the French-Haitian Revolution. We studied facts for a few weeks, and ended with a mock trial from the king's execution. That was the end of our historic revolution study.

The second half of the unit was spent on studying modern day revolutions, and what has changed compared to historic ones. The main thing we that we found was interesting is the change in media. We have been tracking the revolution going on in the Ukraine today, and it seems to be fitting perfectly with our unit. We closed out the unit with the main question: what makes a revolution successful? After long discussions, we each made these projects as a guide of how to actually have a successful 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. 

Bibliography:

Over the course of the unite, we were learning about Revolutions, and how they affect the community. While some of the revolutions we were studying took place centuries ago, most of the ones are actually happening right now. We have read timelines and articles about the tension rising from the impact of the revolution. We have learned that some people are afraid of what might happen if this chaos does not stop.

For My research, I studied about how revolutions start. What is the first thing that happens to cause a revolution to take place? For example, the Arab Spring revolution started because the government was acting selfish and decided to take away the rights that men, women and children deserve. As a result, the people have no choice but to start protesting and gathering angry mobs and holding up signs. However, this also leads to violence, abuse, and even murder. 

In this unit of study, in my world history class, we started to learn about revolutions. How the mass of citizens were fed up with their system, how their government had cheated them from opportunity, and took the chance to start a revolution. We learned the causes of revolutions, the personal stories of people in revolutions, and explored different revolutions in different time periods. 

In our revolution unit, we learned explored a lot about the definition of a revolution. I learned that revolutions can be more then just fighting for a cause, it can be new technology, or a new language. We also learned about certain revolutions, such as the french revolution, and the revolution that just happened in Egypt. 

​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.

In this unit we thoroughly learned about Revolutions. How they started, what caused them to succeed or fail and the different ways messages can get across to people globaly. We learned about the strong opinions of people and what they will do to make sure the change they need and deserve happens. The extents people will go because of how much something means to them is pretty amazing. We learned about whether violent or non violent revolutions are better or worse and why or why not. We looked at different revolutions like the French Revolution and the revolution in Egypyt that look place at the Square which was a very passionate yet emotional experience. I realized that maybe if we had that same, we could get a lot more things done in our country itself. For my individual project, I wanted to focus on what makes a successful revolution and exactly how to do that. No revolution is ever bad. People worked hard to make the process that they did, but its all in how it goes, how it ends and how it continues. 

For this unit on the study of revolutions I decided to try my hand at animating a rough presentation to go along with my voice over. The focus of the topic relied heavily on the impact of revolutions throughout history, from the French and Haitian to the more recent Arab spring. I have been pursuing  studying the effects of activism versus pacifism  since we completed a study of civil rights last year. That class garnered my interest in the rivaled works of MLK and Malcolm X. That interest permeates through my presentation and remains the backbone for my other research. 

Bibliography:

Primary Sources: 

http://resistancestudies.org/?p=140

“The overthrow of the dictator Milosevic in Serbia represents a truly interesting case for students of revolution, in that it happened so genuinely peaceful and popular. In a sense it represents what today within revolution studies are called the “new revolutions” (started by the revolutions in Nicaragua and Iran but made clear for everyone during the 1989/1990 wave of revolutions in Eastern Europe and Soviet Union). The film “Bringing Down a Dictator” is a documentary that describes the whole process (more info about how to get it here). I think we all have something to learn from the Serbian experience.”

http://blackstudies.net/malcolm-x-vs-martin-luther-king-3/

“ If there was a Martin Luther King Jr., there had to be a Malcolm X. Martin Luther King, history remembers. Malcolm X, history tries to forget. But each man in his own way dominated the times in which he lived. . .”

http://www.huffingtonpost.com/gadadhara-pandit-dasa/martin-luther-king-jr-and_3_b_4631610.html

“It was a marvelous thing to see the amazing results of a non-violent campaign. The aftermath of hatred and bitterness that usually follows a violent campaign was found nowhere in India...”

http://www.pbs.org/wgbh/pages/frontline/foreign-affairs-defense/egypt-in-crisis/timeline-whats-happened-since-egypts-revolution/

Protesters storm Tahrir square

http://www.academia.edu/4332788/The_EDSA_Revolution_in_the_Philippines_and_the_Prologue_to_the_Peaceful_Revolution_in_Taiwan

http://www.history.co.uk/shows/the-rise-and-fall-of-the-berlin-wall

http://www.history.com/topics/mahatma-gandhi

http://www.theguardian.com/world/2011/feb/27/tunisian-prime-minister-ghannouchi-resigns

“Tunisia's revolution was sparked by the death of a young street vendor, Mohammed Bouazizi, in December. In an act of desperation which sparked unrest in several other Arab countries in the region, Bouazizi set fire to himself after officials stopped him selling vegetables without permission.”

http://thesquarefilm.com/about