Intolerance – Film by Griffith (1916)

In a world beset by division and aggression, one weapon stands out as a powerful tool for both sides of the coin: storytelling. Across centuries, stories have served as a powerful tool for both dividing people and bringing them together.

In this project, we were tasked with creating a children’s book to share with a Grade 4/5 class from Carisbrooke Elementary. This book was meant to teach a lesson about the consequences of intolerance in society. We visited the class twice. Once to get an idea of what the kids were like and gather intelligence, and another to present our books and read them to a group of the kids.

“Ron’s Big Mission” – A picture book we read to the children on our first visit to help them understand intolerance.

To get an idea of what to make our books like we first learned about intolerance ourselves, read children’s books with similar ideas, and visited the Vancouver Holocaust Education Centre where we learned about the propaganda tactics used to promote intolerance. In other words, the exact opposite of what we were trying to do.

Creating

While creating my book, I struggled through a journey of difficult decisions. Communicating with the Grade 4/5 class we visited through my story has taught me the importance of simplicity and relatability in reaching younger minds.

In the beginning, I found myself failing to find a theme for my book that could translate the complex idea of intolerance into language accessible to the kids. Struggling to find the right ideas, I realized that simplicity was key. Each word and each illustration had to be carefully crafted to capture the consequences of intolerance while still being exactly what it looks like to readers. Through several revisions and iterations behind the scenes (as well as a good bit of time trying to remember what I would’ve liked to see when I was in Grade 5), I was able to create a book that I thought was engaging to a young audience.

This is my book, illustrated painstakingly using DALL-E 3 to generate images.

I put careful thought into each element of the book, starting with the language. I wanted to try and use language I thought a fourth or fifth-grader would understand, but not be too familiar with. I did this because of how I remember enjoying books when I was younger, seeing words that I kind of understood, learning new uses for words I already knew. I also drew from seeing practiced authors keeping complicated language sparse as a way to make the book less frustrating to read if you don’t already fully understand the language.

With the story itself, I wanted to make a point that one person can’t change the world on their own. Sam going to the villages and being brushed off was important to that. I believe that teaching kids the power of things like understanding and friendship is important, but they need to understand that these things don’t come easily.

The art was a struggle for me. I’m not very practiced in the fine arts, so I opted to use AI to create my images, using the Bing image creator powered by DALL-E 3. After regenerating each image dozens of times, getting a consistent art style and consistent characters was nearly impossible for the time frame I had to create the book, so I, unfortunately, had to settle. I think that aside from the differences from image to image and the telltale signs of AI (like broken faces and such), that the images give impact to the story and show the characters as people like us, “with hopes, dreams, and fears.”

Presenting

Me (centre) presenting my book to kids in the classroom

When my big mission came and I was to present my book, I read aloud to the kids who I thought were fairly engaged. I think I could have presented my book more effectively if I had taken more time on each page to show off the images that made up the story, Otherwise I think that the feedback the kids gave my book speaks to how it went.

The only issue I observed in the class with our presentation was that only about half the kids in the class (at least in my group) had a sound understanding of what intolerance meant.

Conclusion

At its core, storytelling possesses a unique ability to humanize the ”other,” overcoming the boundaries of race, religion, and belief to reveal the personalities and commonalities within us all. By sharing personal experiences, struggles, and triumphs, stories invite listeners into their world, offering a glimpse into perspectives that may have previously been misunderstood or overlooked. Through this act of empathy, stereotypes are dispelled, prejudices demolished, and understanding established in their place.

Hello, and welcome to my reflective post about our latest projects in humanities. This project was called “Shore to the Core” and had us dig deep into a part of North Vancouver’s history and write a zine about it.

This zine was to be created about a subject that was interesting to me. I chose to write about the infrastructure in North Vancouver. I was interested in the infrastructure and the development of the land because I thought that the way population grew in the North Vancouver way after WWII was interesting. Infrastructure is also important to drawing in population because people will want to have roads and such when they move to a suburb.

You can read my full zine here. In the zine I talked about the lumber industry, and how it initially grew the population and economy, allowing the city we know today to be kickstarted. Another factor for population growth I talked about was the “white picket fence” ideal that was increasingly popular at the time. This ideal was all about having a calm, peaceful, suburban life, usually characterized by a white picket fence. My zine mentions the addition of paved roads and bridges that connect to the larger city of Vancouver, and how that helped the population grow even further, as well as the ports in North Vancouver that contributed to the overall growth of the region, in addition to the developments of Simon Fraser University and Capilano University that happened due to the population reaching a level where such facilities would be needed.

The research that went into the zine was much more complicated than the works cited section of my zine shows. To find each source I had to look up different terms related to each subject I was looking for. A particularly interesting source that I found was the BC Ministry of Transportation and Highways’ “Frontier to Freeway”. This specific file was a history of the roads and such in BC, which accurately describes the way transportation worked in BC throughout the 20th century.

Was my zine compelling? You can answer me in the comments on this post if you want to, but I’m going to answer my own question. I DO think that I have created a compelling piece of text with my zine. I think this because of the detailed examples and research that I have shown in my zine and the connections that I have made to the modern world have helped create a convincing argument as to how the development of the North Shore was, if not significant on it’s own, interesting or representative of the world post WWII. I think that this zine shows how the development of Infrastructure and population growth in the North Shore is significant because these events affects the whole population of the North Shore and some businesses for the simple and obvious reason that we all live here and are thriving as a population.

Thank you for reading my blog post, you can check back here for more whenever my next project ends. Bye!

Hello and welcome back to my blog. In this post I am going to be talking to you about our recent project on WWII. In this project we got to select a subject from WWII that we could connect to the book that we read for class. I Read the book Salt to the Sea by Ruta Sepetys, and my subject of choice was Unit 731, a Japanese biological and chemical warfare research station located in China.

Spotify

You can listen to all of the episodes of the podcasts here. An episode will be released each day for the next couple of weeks. Stay tuned for episode 16! (Thats mine)

We started this project by looking at some of the causes of WWII. Some of these were directly linked back to WWI and the sanctions that were put on against Germany after the war had ended. I think that learning about the causes of an event of such scale is important because we can recognize patterns that are similar in real life events like the current situation in Ukraine. If you try to connect the start of WWII and the current Russia-Ukraine conflict I’m sure you could find many similarities. I think that if the nations involved fail to play their cards right, we man face the start of WWIII.

You can read more about the current status of the conflict at NBC news here.

We then began reading through our book with our group, and had regular book chats that sparked meaningful and thoughtful conversations about the topics of each book. As I mentioned earlier, my book was Salt to the Sea by Ruta Sepetys. The book follows a group of refugees from countries affected by the war and their individual stories. The main event of the book is a fictional representation of the Wilhelm Gustloff, an event of a ship sinking during WWII that was more deadly than the Titanic, but is still unknown to the majority of people. It tells the consequences of WWII by transporting the reader to the future at the end of the book and describing the fate of one of the main characters in a letter to a different character from the book. It describes how the war took many lives, innocent and military, indiscriminately.

We then chose a topic from WWII (I chose Unit 731) and made a podcast episode which will be airing daily starting March 13th. My podcast was on Unit 731, a very unethical biological and chemical warfare “research” station run by a man by the name of Shiro Ishii, located strategically in China for easy access to new test subjects. The acts that were committed at Unit 731 are absolutely disgusting. They experimented on, raped, and tortured innocent prisoners from China and Russia in order to “research” the effects of various pathogens and injuries. These include blood loss (limbs were severed), having severed limbs reattached to the opposite side of the body, freezing of body parts and thawing to study frostbite and gangrene, or surgery. All of these operations would be conducted without any anaesthesia of any kind to “prevent disruption of test results”. If you find this topic particularly interesting, you can find my podcast episode on it in the Hidden Chapters of WWII podcast Ep. 16: Unit 731.

How might we use stories to understand the causes and consequences of WWII?

My topic of Unit 731 can display the causes and consequences of WWII from the perspective of Japan by demonstrating the reasons Japan joined the war i.e. prejudice the Imperial Japanese felt at the time against most of the world at the time, and pressure to compete with military strength. And the consequences being the many lives that were unrightfully sacrificed and defiled by the “pursuit of science”. Understanding these things and why they happen is important because it allows us to spot them while they are growing in our lives and stoop conflicts and issues, whether you’re having a squabble with a neighbour, or you become the leader of a country.

Thank you for coming to my TED talk.

Keenan, out.

Hello and welcome to my post about our humanities 10 Romeo and Juliet project. You may think of romeo and Juliet as some boring play and an even more boring english unit, but this project was actually a lot of fun.

This was the final video for the project, where we took the part of the play we chose and remade it with a modern audience in mind. My group recreated Act V Scene III. Our story was reworked with each family from the original being the leaders of worldwide drug empires.

You can read the script for the original act 5 scene 3 at this handy website that even has some translations for the wacky old Shakespearean English.

Throughout this project, we watched some modern versions of Romeo and Juliet that if you didn’t already know they were connected you would never guess (except Gnomeo and Juliet, you could probably guess that one) in order for us to grasp some of the more important concepts or ideas from the play. The main messages that we were on the lookout for were: the nature of free will, honour and obligation, the naivety of youth, the power of love and hate, violence and death, gender roles, revenge, and the multiplicity of identity. Our short video above had elements of the power of love and hate, violence and death, honour and obligation, and revenge.

“Star-Crossed Lovers: Romeo and Juliet”

Because of our current school system, and the new variants of COVID-19, this project was cut very short, like, an extra week on top of the already shortened project, so we really didn’t get the full scope of things (for the better or worse) but we read and watched adaptations of all the most important scenes. The parts of the movies we watched included: Romeo and Juliet; Directed by Franco Zeffirelli, Romeo + Juliet (1996), West Side Story (1961), Gnomeo and Juliet (no resources unfortunately), and Warm Bodies (2013). You can feel free to watch any of these and try to figure out the connections to the original Romeo and Juliet yourself!

Now the driving question for this was “Why does Shakespeare continue to be relevant to a contemporary audience?”. This question is quite complex, despite you maybe being able to give a light answer like “oh it’s taught in schools” but here’s mine. Not only are his plays considered to be beautiful works of poetry and literature, but also they provide some great concepts and realities related to each of them. I mentioned each of these concepts earlier in the post, and see that these concepts can help to teach and understand pieces of literature or texts more deeply and help further your comprehension of more intelectual or deep messages within different mediums such as films, books, or something like a game or even an advertisement.

Thanks for tuning into another one of my mindless rants about a recent project,

later!