Modern+World+History+-+Revolutionary+Movements

Are Revolutionary Movements Worth the Risk?

Research
Books and Ebooks Databases see page 35 of your planner for user names and pws. All four of these databases use the same one..... name of our town+hs. Websites Flow of History Modern History Sourcebook Primary Sources (some from ABC Clio and Gale World History in Context above) http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-EuropeanNationalism.htm#docs
 * [[image:brookfieldhs-lmc/opals.jpg caption="opals.jpg" link="@http://bhs.bps.scoolaid.net/"]] || [[image:brookfieldhs-lmc/salem_histoy.png caption="salem_histoy.png" link="http://history.salempress.com/"]] ||  ||   ||
 * media type="custom" key="21171546" || media type="custom" key="21171558" || [[image:brookfieldhs-lmc/abc-clio_world_modern.png width="336" height="74" caption="abc-clio_world_modern.png" link="@http://worldhistory.abc-clio.com/"]] || [[image:classroom_video.png width="193" height="51" link="http://streaming.factsonfile.com/portalhomeHS.aspx?e=1&cv=1&aid=18821"]] ||
 * ABC Clio Modern World History ||  ||   || Streaming Video Database ||   ||   ||   ||

Citations and Annotate
**First Quarter Project: Waves of Change Then and Now** **Essential Question—Are revolutionary movements worth the risks?**
 * Historical Context: ** During the early to mid-1800’s Europe experienced much change due to the revolutionary movements that occurred during this time. Even in the initial phases of industrialization places such as Great Britain, France and Germany experienced some political, social and economic change. T he Revolutions of 1848 were a series of political and economic revolts that took place in various places in Europe (German States, Austrian Empire, Italian States, and France) because of a recession and abuse of political power. And though these changes didn't last long, the revolutions did prove to those observing these events (including the governments and revolutionaries) that the people could indeed undermine the government to bring about reform and create the policies of socialism and liberalism. Nationalism and the desire for unification led to several wars in Europe as well as the creation of new nations and the crumbling of empires.


 * Your Goal:** Compare and contrast revolutionary movements from the past (those showcased in the course text of chapter 18) to a distinctly comparable movement that has occurred within the 21st Century. Consider the following questions during your investigation:
 * Ø Are revolutionary movements successful?
 * Ø Do revolutionary movements follow similar patterns?
 * Ø Is a small group capable of change?
 * Ø Are revolutionary movements beneficial for the masses (majority of people within society)?


 * Your Task:** Research and analyze the revolutionary movements in order to create a persuasive presentation to the class that addresses your audience.
 * Ø First, select a movement of the 1800s and conduct a great depth of research which is documented in a works consulted page.
 * Ø Then, brainstorm and select a comparable movement of the 21st Century and conduct research and document in WC page.
 * Ø Next, design and create a presentation for the class of your evaluation of the two movements.
 * Ø Finally, present your persuasive presentation to the class and submit a works consulted page.


 * Your Goal and Audience:** Imagine that a group of individuals within your nation are on the verge of a revolutionary movement and several members of your town are thinking of organizing a revolutionary group in support of this revolutionary movement. It is your duty as a concerned citizen to persuade others to either join the revolutionary movement due the success of others in the past and recent history OR persuade others not to join the revolutionary movement due to the lack of success others had in the past and recent history.


 * Your Score:** You will be assessed based upon your ability to use factual evidence (historical and contemporary) to convince others to take the action you are suggesting (i.e. to organize a revolutionary group). The rubric on the opposite page will be used to assess your project.

// Thoughtful: addresses all parts of the prompt //
 * **// CAPT Grade //** ||  ** 6 **  ||  ** 5 **  ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * **// Numeric Grade //** ||  ** 100, 96, 92 **  ||  ** 89, 86, 82 **  ||  ** 79, 76, 72 **  ||  ** 69, 66, 65 **  ||  ** 64, 62, 60 **  ||  ** 59, 55, 50 **  ||
 * ** POSITION **

// Persuasive: sophisticated vocabulary that convinces the audience of your stance //

// Keen: demonstrating awareness of the audience’s role and or abilities and using that knowledge to call them to take action. // || Takes a clear, thoughtful and persuasive position; keen awareness of audience is shown. || Takes a clear and persuasive position; awareness of audience is evident. || Takes and develops a position; some awareness of audience is shown, but persuasiveness may be lacking. || Takes a position; but the position may not be clearly developed; some awareness of audience may be shown || May take a position and address the problem; little, if any, audience awareness of audience is shown. || May take a position and address the problem; little or no awareness of audience is shown. || // The amount of evidence from research materials and the extent to which all are consistently used throughout the presentation.. //
 * ** COMPREHENSIVENESS **

// Evidence should be in your own words. // || The position is richly supported with information from research materials which are accurately cited in a works consulted page. || The position is well supported, typically using information from research materials which are accurately cited in a works consulted page.. || The response contains adequate support, but may not use information from research materials which are somewhat accurately cited in a works consulted page.. || The response contains limited support and may not use information from research materials (appears as if students use textbook as only source). || The response contains only superficial support and no works consulted is presented. || The response offers little or no support from any materials. || // Detailed analysis and interpretation which explains how the evidence supports the main arguments and thesis. // || The supporting ideas are very well developed; information is accurate and relevant. || The supporting ideas are generally well developed; information is accurate and relevant. || The supporting ideas are adequately but not thoroughly developed; some information may be inaccurate or irrelevant. || The supporting ideas are few and/or somewhat developed; some information may be inaccurate or irrelevant. || The supporting ideas may be poorly developed and/or illogical and inconsistent; the information may be inaccurate or irrelevant. || The support may be emotional, inaccurate, irrelevant or show no serious understanding. || // Unified and focused // : //Presentation (including the Q. and A. session) does not wander from the thesis or the arguments.// || The presentation is unified and focused and contains one or more clear controlling ideas; organization and control are sustained throughout the presentation. || The presentation is well organized and contains one or more clear controlling ideas; digressions are rare. || The presentation is adequately organized with at least one controlling idea; digressions, if present, are not disruptive. || The presentation is somewhat organized but there may be digressions or abrupt shifts that interfere with meaning. || The presentation may lack focus and a controlling idea; digressions and/or abrupt shifts in the presentation may interfere with meaning || The presentationlacks focus and a controlling idea; little or no organization is present and frequent digressions and/or shifts in the presentation interfere with meaning. || // Not the ideas themselves but the manner in which they are expressed (flow and sophistication) // || The ideas are clearly and effectively developed; writing is fluent and polished with effective transitions. || Most ideas are clearly expressed; writing is generally fluent, with some use of transitions. || Most ideas are clear and understandable; but fluency and transitions may be lacking. || Some ideas may not be clearly expressed; fluency and transitions may be lacking. || Some ideas may be difficult to understand; fluency and transitions are lacking. || Many ideas are difficult to understand; fluency and transitions are lacking. ||
 * ** SUPPORT **
 * ** ORGANIZATION **
 * ** CLARITY & FLUENCY **