Revolution Group Project
10.2 Students compare and contrast the
Glorious Revolution of England, the
American Revolution, and the French
Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
In your quest to understand the nature of revolutions and their enduring effects, you will become an expert on one revolution and share your knowledge with the class.
Name________________________
Role: You are an investigative expert for one of the revolutions and you will debrief the rest of the class.
Audience: Your classmates- 10 th grade Americans with varying knowledge of revolution in general. They also know something of government and the philosophers who shaped our government. They also know about the Glorious Revolution in England in 1688 and the enduring effects of that revolution.
Task: Create a vehicle, experience, activity, presentation, simulation, story board. . . to teach your classmates about the revolution you are studying.
1.
Choose a revolution- American, French, Latin American. Based on this choice I will try to make research teams (you may not get your choice).
2.
Complete the comparison retrieval chart (like we did for the Glorious Revolution).
3.
Decide on a project to address the task. You must teach, present, share out all of the aspects of the revolution that are on our graphic organizer.
4.
Present to the teacher your plan and the individual responsibilities of your group members- ie: We are doing a PowerPoint and each person is responsible for three slides with visuals, music or video link, and bulleted information. Or we are acting out a small scene to represent each of the boxes on the retrieval chart.
5.
Complete “Good Group Work” recording sheet daily.

6.
Do a daily debrief where you get together with your group, record what you learned individually and what your goal will be overnight or for the following day. This can be done on the back of your “good groupwork” recording sheet.
7.
Take weekly assessments on revolutions based on teacher presentations and student additions. Week one- American Revolution.
8.
Complete weekly homework assignments from the textbook.
9.
Moodle Post- Post on Friday a summary of what you learned during the week.
10.
Have Fun! Presentations begin next Friday- the project is due when you present.
11.
Take notes on each group’s presentations and record all elements of the retrieval chart.
12.
Ask questions when you get stuck, support one another, attend school daily and do your best work.
Notes and Dates: