[fyi- “we” is referring to the class as a whole]

The Project Path

Welcome to “This is Us ??”! The project that kicked off Humanities semester 1 and gave us a better understanding of Canadian identity. In this project, we had class discussions, talked (a lot), created and answered questions, reflected, learned about the charter of rights and freedoms, and made our own mini driving question.

I hope you enjoy reading about my learning!

 

My Learning Adventure

This project was full of research, and that gave me the opportunity to learn quite a bit more about the world. For one, we asked questions (that fit guided criteria) we wanted to know about women in the past and how that comes into play in the present. We then researched the answers to those questions and came back to class the next day to discuss what we’d found. Later on, we each chose a topic that we thought was an important part of Canadian identity (e.g. Canadian actors, Tim hortons, the economy). I chose to explore the Canadian education system, since that is exactly what helps me learn. I found out quite a few interesting things like the most common jobs in Canada and where they are most in demand, or the pros and cons of the system.

During the human library, I heard stories from people and learned of their experiences. I listened to someone talk about how difficult it was growing up Latin-American and how they pushed through and became a successful lawyer. I also listened to my grandfather talk about his projects and creations that aid people with disabilities.

In the overall project, I learned a lot about Canadian identity and how it reflects us.

 

The Skills

Most of the skills during the duration of this project were centred around conversations and asking questions, which I usually struggle with. I found it more difficult to open up and ask questions, as well as even coming up with them in the first place. I did however try to at times lead the group and get us going, though that was usually short-lived thanks to either lack of ideas or lack of effort and enthusiasm. In class discussions, I found it hard to chip in since either the things I’d thought of had already been said, or I just didn’t have anything to say.

The one thing I didn’t struggle with as much was independently creating a video to go along with one of my books (presenters) experiences. They sent me some photos and videos, and I made it into a video that would loop during the conversations people had with my grandfather. I think people found it helpful because it gave them more things to question and talk about, along with being a guide for their imagination when he’d explain something.

I also refined my researching and notetaking skills when I researched my education topic to share with a small group for class.

 

My Work

Canadian Education System Elevator Pitch

Answering the Education System NTK

Reflection Journal

 

Photo Gallery

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Driving Question and Answer

How can we use conversation to help us advance the concept of a “just society”?

Conversations are a great way to make connections and open up to people. It’s only with conversations that we can challenge corrupted perspectives, work towards and compromise on solutions that benefit everyone, and bridge gaps.

Firstly, conversation allows us to expose strong biases and prejudices (had to look for a second word) that throw justice and equity out the window. By having honest and thoughtful conversations, people can work through such things.

In addition, conversations create a place for empathy and understanding (as we saw with the human library). When people actively listen to each other and try to see new perspectives, we can make connections even through different experiences.

In conclusion, it is through conversation that we can create the change necessary to build a more equitable and just world for all.