How Has the Feminist Movement Impacted Members of Our Society? When you read that question, was the FIRST thing in your mind “Feminist Baby”? The children’s book written by Loryn Brantz shows a little girl who is not afraid of doing her own thing. If that somehow wasn’t your first thought then you will relate to the majority of my class who was happily surprised when our launch activity included us looking through this book and thinking about why it was created. After reading the very entertaining book we each created mind maps showing everything we thought of when we heard the word feminist. Here is mine:
I thought that I was fairly educated in this area until I actually had to create my mind map. As you can see my mind map was fairly basic, but while that’s unfortunate, it was still fine seeing as though it was only day one of the project.
After this launch activity we learned that our final product was going to be a research paper/essay that included an interview. When I heard this I…….was not excited. I was conflicted because I knew it was an important topic but I also knew that I dislike interviewing people, writing isn’t my strong suit, and that it was going to take a lot of work.
To start the project off, our investigation stage was all about building our knowledge on the four waves of the feminist movements. We would spend our classes listening and reading about the feminist movement then writing responses to various questions. I have never been a fan of reading in class because I find that I never finish the article by the time we talked about it as a class. I was able to give well written out answers but many times I had to ask for an extension in order to do so.
The next part of this project I am actually really proud of myself for. Over the course of the whole project we read Becoming by Michelle Obama which is a great book but its also our fourth and longest novel study of the year. Normally in high school we do one or two novel studies in a year, so I was not overjoyed, initially, to learn that we would have to read the 24 chapter book. This is the part where I am proud of myself because I actually used my systems and did really well. I found an audiobook and listened to my book while having my screen split between my notes and my online book copy so I could highlight, get quotes, make notes, all while following along. Then for the book notes I always had more than one question and I backed them up with in text examples. For the Socratic seminars I would always offer to start off the conversations and I continued to contribute multiple times and would ask questions and build off the ongoing conversation. I normally hate talking in class but I also wanted to show my ideas and how I did in fact read the book and that I did understand what was going on.
This brings us to the hardest part of the project, the final product. To start we needed to decide what we wanted to research and write about. Knowing I had to interview someone I decided that I would ask and see who I could talk to before deciding what I wanted to directly focus on. When asking around to my relatives and friends I still couldn’t decide on what I would be interested in learning more about. It wasn’t until I read about Christian involvement in the second – third wave that I realized what I wanted to do: can someone be a Christian and a feminist? With my topic I now had to find someone to interview and write my thesis. Finding someone to interview turned out to be fairly easy, I had three plausible options that in the end I decided to go with only one so that my essay wasn’t too busy. I interviewed Ms. Vance who currently holds a Masters of Leadership and Development and is Director of Organizational Development for Norquest College in Edmonton, Alberta; however, she also worked as a pastor for many years. Even now, outside of that role, she serves on national and western Canadian boards for interdenominational organizations. In other words, she knew what she was talking about both in experience and in an academic sense. My interview with her went smoothly and with my questions I was able to get even more information than I needed. The thesis was next. I did probably 20 different drafts of my thesis before writing my introduction, then I wrote ten more after showing my introduction to my friends and teacher. Their feedback was that my thesis was too chunky and no matter how many times I reworded it I couldn’t change that enough. In the end I decided to switch the order of my body paragraphs around so the thesis flowed better.
With my introduction and thesis done it was time for the research and writing part of the essay. Even though I’ve always struggled with writing this part didn’t go to bad because I made detailed notes, asked for lots of feedback, and got help when I needed it. In the end my first draft was finished on time and I was able to get feedback from multiple different classmates. My favourite part of this process was learning about feminism in Christianity and how words are often mistranslated. For example, in some translations a word that means “everyone” is translated into “men” or another translates the same Hebrew word into “elder”, when in reference to men, and “servant” when in reference to women. This area of study has always been really intriguing to me and I’m glad I got to look into it. One particular line of my essay that I am proud of is “By seeing this inter-connectivity, there is proof that it is not only possible to be a Christian and a feminist but that they can support one another’s desire to bring societal change.”
In the end, I am happy with the essay I handed in and enjoyed the project more than I thought. If I had to do this project again I think I would’ve liked to do more research on Christians in feminist movements as well as how different feminism movements has affected the church.
Throughout reading this novel, I was surprised how different it was from today’s horror and gothic genres, because it wasn’t gory, fast paced or about a man in a mask with a knife. That’s because the ideas and themes I said above were scary in their own way especially for the time period it was created in. After a number of chapters we would take our notes, themes, and connections and discuss them in small groups. I found that I was much more comfortable and confident in these smaller group discussions and that I was able to effectively communicate my understanding. My notes themselves showed a deep and meaningful understanding of the novel and of the role fear played in the storytelling aspects. You can find my notes 
After being put into our groups we needed to decide on what type of horror we were going to to do and what our rough story outline was. This took many days with lots of debate and new ideas, and at many times it seemed like we restarted the discussion daily. One day I was trying to think of ways to get people to collaborate more so I brought Tim bits which oddly enough was the day we decided on psychological/killer and we came up with our rough story (whether it worked or it was a coincidence I don’t know).
I worked deadlines around different people’s schedules and I made sure everyone read the script and gave feedback. Along with making sure others gave feedback, I gave lots of feedback on every draft and put the drafts in our groups craft link to keep everything organised. Unfortunately, even after many drafts of the script we realised that our ending did not make sense and against many people’s protests I decided we needed to change it. I got the director,
Our next big struggle was the filming. If I am being honest, just thinking about it gives me a headache because we had a lot of problems we had to pivot around. (See couch photo). The first hard part is that we took a break and started a whole other project in this class because we couldn’t go to Loon Lake (the retreat where we were going as a class to film) until end of November. 
This was hard because while we were “taking a break” we still had lots of work to do so it left like doing two projects at once. The props, lines, equipment, people all had to be organized before we went. I remember carefully making my schedule and planning who would bring what so it was there on time and two days before we left it seemed like it would all be fine. Then it wasn’t. Our first problem is that we changed our camera we were using one day, at the last minute but I forgot to make sure the person bringing it would be there on time. Unfortunately by the time I realised my error, we didn’t have what we needed and we had already lost filming time, so I quickly decided to go back to our original plan so we didn’t lose more time even though it would decrease the quality of those scenes. The next problem involved teammates not showing up when they said they would which made keeping to a schedule very challenging. We also found that it took a lot 
longer to film than we originally thought, so I moved some things around. Before we left for Loon Lake, we also discovered that our group member’s drone wouldn’t work for what we wanted it too so we had to pivot and use the other group’s drone. Unfortunately, that one ended up breaking (I think it ran into a tree….) and so I had to work with the cinematographers to find a new plan. These situations really tested my leadership and organization skills. Our main problems were around group members not being prepared, which in Grade 12 is quite frustrating, and also because of Ava and I underestimating how long it would take to film a scene. So after the first day I read through our schedule and reorganized it to put everything we absolutely needed filmed at Loon Lake on the day two and pushed everything else to if we had time on day three. This worked pretty well and even with the changes in plans and problems with filming we got everything we needed and most of what we wanted.
While Loon Lake was very productive, we still had almost a full act to film (of our three) and that required a lot of organization. About a week and a half in advance I informed my group that we would be filming on the Tuesday we had off from school. I then created a schedule, trying to give most people as much time to sleep in as possible without harming the movie. This meant that we filmed our scenes with less people first then didn’t film much until that evening. Our first problem was that we needed a set of parents for our final act and we had forgot until a few days before that we hadn’t found any yet. This meant I had to desperately ask everyone in my group if their parents were available. Unfortunately in the end we only had my Dad and then we dressed Sabrina up to look old. This filming went really well too (shout out to Ava and Sylas for the awesome mirror scenes) and we ended up getting all the shots we needed.
For this project we learned about the Holocaust and the events leading up to it through reading articles, lectures, video testimonies, a symposium and a visit by a granddaughter of a survivor. Each one of these sources added more and more horrible information that I couldn’t imagine. We started with learning about the rise of the Nazis, and then the growth of antisemitism ending with the Holocaust itself. For the first investigation, I wrote a paragraph talking about which type of format resonated most with me and why.
Investigation two was reading Maus which is a graphic novel by Art Spiegelman and the only graphic novel to ever win a Pulitzer Prize. This book is about the author learning and writing about his father’s experience during the Holocaust. Reading this book was crazy because
My partner for this project was 
Personally, I
card the visitors could bring home. Everything was presented well from the crisp edges of the paper, and the interesting layout.
people in the healthcare system) and really enjoyed telling everyone one about it. While all of those things alone were great I was really impressed with how I explained the project to everyone who walked by. I really enjoyed explaining and showing everything I knew from when Irena got in a fight at school to when she was almost executed and found myself realizing how in the younger grades I wouldn’t have been able to do that so confidently.
One of the first things we did to launch 🚀 this project was read Hiroshima by John Hersey. This book follows the lives of 6 different survivors of Hiroshima, before, during, and after the atomic bomb was dropped. We did in class discussions, wrote theme analyses, and just considered the different views on the decision to drop the bomb. I found reading this book very interesting because I’ve never known much about Hiroshima and Nagasaki even though they were such an important part of our history and I’m glad I got to understand more of what happened. I also learned more about how an author can use different ways of story telling to show us a theme or message. Most information after the war about Hiroshima was about the statistics, where as this book showed people the influence the bomb had on individuals.
I found the permanent most useful. I am not going to lie but for a while there when we were learning this in class I was thinking “this is never going to be useful to me,” “whyyyyyyyyyyy” and “what the heck is going on,” but guess what? I used the links for permanent notes in my writing on the project I’m working on now. Ms. Madsen told us to write a paragraph on why stories are a good way to learn and I was like “hey I wrote a permanent note about this” so then I linked it and used the previous things I had link to as examples for this piece of writing!!! It actually works!!!!!!! I’m trying to still keep the system in place but I am finding myself falling behind on it so I might need to change how I do parts of it to find something that works better for me. Overall I liked how I could show the connections between topics instead of just having them in my head for a day then forgetting them.
Using our Zettelkasten system to record information and our thoughts, we watched different films about atomic warfare, and just the Cold War in general. During this time we also read a book called Fallout by Todd Strasser which I found really engaging. It focused more on the impacts the Cold War had on individuals and it was my inspiration to my own question for the project. Unlike most PLP projects we got to choose not only what our final product would be but we also got to create our own inquiry question to answer. Being interested on individual people’s decisions during the Cold War I decided on the question “How did fear influence people’s and society’s decisions about personal safety?”
Then our TRIP. I loved this trip, it was even better then last years (which was also amazing) and 
video that
had a cougar attack in it! The next day we woke up at 4 o’clock and saw the sunrise on the south end of the Grand Canyon (if you ever go see the sunrise there WEAR PANTS it is cold), then we hiked, partly down into the canyon, which was beautiful, we got to explore, we drove up and stopped at this town on Route 66 which had lots of cool shops, and ended the day at a delicious steakhouse. The next few days included museums, the Hoover dam, the Neon museum,
When we got back from our (amazing) trip we were in a bit of a rush to finish our final product. I am really proud of what I created for my question but it took a long time and I should’ve done a less time consuming style of animation. For this project we got to pitch whatever final product we thought could show our answer to our inquiry question and I wanted to do something I wouldn’t normally get to do for a project. Since my question was about peoples’ decisions being influenced by fear I wanted to show some of those possible decisions by making an interactive story!!! The hardest part for me (other than the drawings which took a really really long time. P.S. do not look at any of the peoples hands in the illustrations… I gave up on trying to draw hands years ago), was showing that it was fear that made people make these decisions. From my research, I could see that it wasn’t just “oh I feel like making kids hide under desks today,” but that people were scared and had to make hard decisions with different impacts. 
For my animation I designed it to seem like you were a mother in 1960 in Tucson, Arizona where you had to make all these decisions based off different information that I gathered on my trip and in my search. Throughout the animation, with almost every decision there was an option to “give up and move on with my life,” which I included because fear can also drive you to push away the fear, or you may also realize that you just did not believe in it and I thought that was an important perspective that I needed to add. Overall, I’m especially proud of how I included evidence in so many different forms: I had voice interviews, videos, photos, pamphlets and drawings. Creating this final product was very fun (even the drawings…sorta) but mostly I enjoyed it because I actually am very proud of what I made and felt I showed a lot of my learning in a very creative way. If you click 
For part of this project, two group members went on a field school to New Mexico, and visited the Trinity site and a museum which is where they interviewed people and took photos for our book. Back at Seycove, the rest of us split up the book into sections. As the project manager, I helped split up the tasks and research topics to start the process of creating out book. I personally set goals for each class and made sure everyone knew what their job was when they left class each day. I was in charge of finding and writing the information for the “classified file” and the opening writing about Oppenheimer becoming director of Los Alamos.
Much of this project was about communication and research skills. As a group we found it really challenging to find sources that talked about Oppenheimer’s thoughts, which caused difficulty considering it was supposed to be from his perspective. This led to deeper research and creativity. I really love how we had different ways to show our information. We had the classified file at the beginning, newspaper to show the historical significance the end, as well as interviews, a video, and photos. To make our book to feel more like a journal we called the chapters “entries,” crossed out words, and coffee stains on the pages.
In my writing journal you will also find my 
The main challenge in making our visual was finding the best light source for inside our lantern. This was the part that I thought would be easy but the type of light mattered. Some were not strong enough which meant that the shapes were not projected clearly, and some duplicated the shapes so that they overlapped. In the end, we used the light on an iPhone to cast the perfect light.
There were about eight rooms and each room connected to a theme shown in Avatar that we also see in world history and even in our present. For example, my room theme was militarism and my group and I had to connect the idea of militarism to the Komagata Maru incident. How the Canadian government responded with militarism to the arrival of the Komagata Maru was represented visually in our exhibition room, the Combat Zone. On the night of the exhibition, all of the grades in my room were told to start setting up, as the Grade 9 had a layout and plan in mind. Unfortunately, the student who had created and posted the layout was sick and no one understood what he had drawn. We came up with several ideas and moved props around when we were told that we were in the wrong place. After relocating, we found we were missing two of the tarps needed for the plan. Another challenge was finding the right spot for our specific monument. We needed less light
can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals. I use the THINGS app and my timer and go to LAC in order to focus and manage my time and goals. To manage my stress I exercise, and go to bed on time as much as a night owl can. If school was later in the day like 8 pm my stress level would go down. That is just a suggestion. The main challenge to this area is my anxiety which completely blocks my thinking and strategizing. 
called “Turtle’s Song”.
Something I found very amusing was the fact that almost NOBODY in our