Graphic Design (Era of Revolutions)
![Picture](/uploads/2/7/2/8/27285551/published/final-time-samantha-dyer.jpg?1531088113)
Description
Prior to this project, learners studied the French Revolution, including the 5-stage model proposed by Crane Brinton.
For this project, learners apply the 5-stages model of revolutions to compare a Latin American independence revolution in Haiti, Mexico, or Central-South America to a present-era revolution in Egypt or Libya. In small groups, learners identify and align events from each revolution on a chart of the five stages using Google Spreadsheets, sketch a memorial for the Latin American revolution using Google Drawing, identify and explain five artifacts they would include in a time capsule buried at their memorial and record it in iMovie, and create a TIME magazine cover in Adobe Photoshop. The magazine cover featured a continuous image, where the left displays the Latin American revolution and the right displays the present-day revolution in order to make a continuity and change over time statement. Learners present their information and creations to the class through a video compilation of the iMovie clip and screencasts of the Google Drawing artifact and Adobe Photoshop artifact.
Prior to this project, learners studied the French Revolution, including the 5-stage model proposed by Crane Brinton.
For this project, learners apply the 5-stages model of revolutions to compare a Latin American independence revolution in Haiti, Mexico, or Central-South America to a present-era revolution in Egypt or Libya. In small groups, learners identify and align events from each revolution on a chart of the five stages using Google Spreadsheets, sketch a memorial for the Latin American revolution using Google Drawing, identify and explain five artifacts they would include in a time capsule buried at their memorial and record it in iMovie, and create a TIME magazine cover in Adobe Photoshop. The magazine cover featured a continuous image, where the left displays the Latin American revolution and the right displays the present-day revolution in order to make a continuity and change over time statement. Learners present their information and creations to the class through a video compilation of the iMovie clip and screencasts of the Google Drawing artifact and Adobe Photoshop artifact.
Learning Objectives
At the conclusion of the project, learners will be able to:
Technology
Assessment
Learners were assessed on the following content and skills:
At the conclusion of the project, learners will be able to:
- Define the term revolution and compare it to a rebellion, uprising, protest, civil war, etc.
- Identify and describe the 5 stages of a revolution, developed by Crane Brinton.
- Apply the 5 stages of a revolution to the figures and events of the French Revolution (1789-1815), the Latin American revolutions (Haiti, Mexico, and Central-South America), and a present-day revolution (Egypt or Libya).
- Compare and contrast a modern era revolution with a present-day revolution, especially as applied to the 5 stages of a revolution.
Technology
- Internet: research events of revolutions (links were provided)
- Adobe Photoshop: create TIME magazine cover
- Google Drawing: create a design of a memorial for a Latin American revolution
- Google Spreadsheets: create a chart of the events that fit with each stage of a revolution
- iMovie: create a recording of a mock newscast to present items from a time capsule
- Screencast-o-Matic.com: create a recording of a presentation to explain the artifact
Assessment
Learners were assessed on the following content and skills:
- Explains verbally the 5 stages of a revolution model and applies it to various revolutions
- Applies knowledge to identify significant ideas of a Latin American revolution to create a time capsule
- Illustrates a memorial for a Latin American revolution and explains the meaning and significance of historical monument components
- Designs a comparative image between a Latin American modern era revolution and a present-day revolution
- Quiz/Test on the era of revolutions
Instructional Artifacts
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The slides shown to the left were used during the introduction of content about the definition of revolution and the five stages of a revolution (using the French Revolution of 1789-1815 as an example).
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Student Work Artifact
The picture in the middle was the inspiration for creating a before and after (historical and present-day), yet continuous, image. The images on both the right and left are examples of student work that placed images from a Latin American revolution of the modern era on the left, and images from the Egyptian Revolution of 2011 on the right. The images were to be continuous in nature, yet separated upon a middle, invisible line to delineate between the time periods.
Reflection
In this lesson, I am the most proud of seeing the talents of the learners play out in different disciplines - such as art, graphic design, oratory, etc.- in addition to their talents in history. One challenge I faced was needing to take class time to teach each of the same-role groups how to use their technology item. If I were to do it again I would ask for additional technology apt faculty to come and help facilitate that day and be available for consultation about the tools. If someone else were to do this project I would encourage them to think through how to improve the post-project reflection to ensure that learners made connections to the information of other groups. This project related to my professional growth because I am working to incorporate more present-day event information into my class. Additionally, during the first year of doing this project I had a big learning curve personally about instructing learners in Adobe.
In this lesson, I am the most proud of seeing the talents of the learners play out in different disciplines - such as art, graphic design, oratory, etc.- in addition to their talents in history. One challenge I faced was needing to take class time to teach each of the same-role groups how to use their technology item. If I were to do it again I would ask for additional technology apt faculty to come and help facilitate that day and be available for consultation about the tools. If someone else were to do this project I would encourage them to think through how to improve the post-project reflection to ensure that learners made connections to the information of other groups. This project related to my professional growth because I am working to incorporate more present-day event information into my class. Additionally, during the first year of doing this project I had a big learning curve personally about instructing learners in Adobe.