A Revolutionary Affair

As the Divine Director of the Logie-winning, extremely popular current affairs show ‘Revolutionary Affairs’ I have come to your class seeking people to join my team of reporters. By now you will each have been given an event that contributed to the French Revolution. It is now up to you to prove to me and my network that you can go and grab a damn good story.

According to the event you have been given, answer this question:

“How did [insert event] contribute to the downfall of the Old Regime in France?”

Provide 3 sources to support your answer, with at least one of them being visual, and at least one other also being a primary source.

Present your findings as a video news report – as though it is a current event that is happening now, or has just happened. As the Divine Director I will be the news person at the desk in the studio who crosses to each of you live.

Make sure you find out –

* what the event was
* who was involved
* when it happened
* what event/s led to it happening
* what other events is it related to?
* what effect did this event have on the downfall of the Old Regime?

You may present your piece in the style of:

* ABC News
* A Current Affair/Today Tonight
* 60 Minutes
* or whatever else takes your fancy.

You each have a different event to report on, but when it gets to the video making part you will need to work in pairs. That means that if you need to interview someone about your event, then you need to write a script for them as they won’t have studied your event. Make sure you help each other to get your reports done. As many of you can appear in as many reports as needed, just make sure that you have covered the event to which you have been assigned.

This task will help you prepare for Outcome 1 which states that you should be able to analyse and evaluate the role of ideas, leaders, movements and events in the development of the revolution.

You should spend Tuesday and Thursday’s class researching and preparing for your video, and Friday’s class actually filming your news report. We want to watch them on Tuesday. An audience will be invited.

Image is: Say Cheez

Questioning Backwards

After watching the following video, you have 30 seconds to write a ‘stream of consciousness’ about what you have just seen. That means just write down words that come to mind to help you describe and question what you have just watched:

Now, you have a reading to complete. It is several pages long. Work in groups to divide it up and then summarise your part for everyone else in your group. You then need to address the following three points:

  • What is the crisis you are reading about?
  • What is the conflict you are reading about?
  • What questions will you ask that will take you back in time to find out how this happened?
Discuss these with your group and record your discussion both with written notes and by recording it on someone’s phone.
Now you have to think back to the movie ‘The Pianist’ and as a class we will discuss the following question:
  • from what you have read and seen how accurate do you think ‘The Pianist’ is?

Embedding History

You have all been given a short reading called ‘The Great Powers Before 1914.’ Make the time to read it thoroughly and then get on to YouTube (or any other video sharing site) and find a video about one of the leaders you just read about or one of the events. You need embed the video on our class wiki which is here. To embed something you

  • copy the embed code from the video’s page
  • go to the wiki page you are putting it on
  • click ‘Edit This Page’ and the page will look something like a word document with a toolbar at the top.
  • click on the little blue icon on that toolbar that looks like a TV
  • In the window that pops up, choose ‘Video’
  • then select the video site you need
  • past the embed code into the box and click ‘Save’
  • write your name (first name only!) underneath your video
  • click ‘save’ which will close the page for editing and you should be able to see your video

Here is one I found about the Ottoman Empire: