Tag: Humanities

Colonization Consequences, A Deep Dive

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Intro

Do you know all the facts about the Colonization ‘on our home on native land’? I doubt it. We researched the impact of colonization on Indigenous communities and the lasting consequences it has had on their cultures and societies. We explored the loss of land, language, and traditions.

Re-cap

Within this project, we were tasked with making an 11-15 slide keynote that answered our question ‘What were the consequences of colonization’ in a group of three to four. We presented it twice to the grade 11 BCFP class, and they filled out a feedback form after telling us how we did. They then designed a project for us, a mini keynote that had to answer the driving question in 2 slides and 6 words in total.

Driving Question

What were the Consequences of Colonization?

Favourites

Some of my favourite moments of this project was when we were presenting to the 11’s. We have a few slides in our keynote about the exploitation of the indigenous people both in the past, and the present, many of which, Carmyn was supposed to say. In both our first and second presentation, Carmyn would say ‘exfoliation’ instead of ‘exploitation’! It was both the most hilarious and mortifying part of the projects.

Keynotes

Group

I was put into a group with Carmyn, and Gemma to research and put together the slideshow. We separated and researched diffrent parts of consequences of colonization. I took ‘Pre-Colonial Health’, Gemma took ‘What diseases did the Europeans bring’ and Carmyn tackled ‘How did the disease affect the Indigenous Peoples’. We also researched the exploitation of the Indigenous peoples, and some of the history of colonization.

We presented our finished Keynote to the grade 11 BCFP class a few days ago. During our first presentation, we had a bit of trouble getting organized, and had a hard time with our cue cards. But I can see so much progress from our first to second presentation, which is shown in the cards the 11’s filled out after watching our presentation. The first group gave us feedback telling us that we could have been more prepared, with ‘less looking down at your notes’, but the second group had no negative feedback to give. ‘I thought it was good, no real criticism.’ It felt really good to get the feedback from the 11’s, and I hope we can do more projects with the other grades. It added a lot to the project, compared to if we were just presenting to our class. It felt like we should put in a bit more effort, and that we should care a little bit more what they thought because they had so much more experience in this thing than we had.

Oy…

Throughout this project my team and I had a lot of trouble figuring out how to distribute work in a fair way while still giving people realistic amounts of work to do. Some people are just able to get more work done in a shorter amount of time, and some people can’t. This does not have to have anything to do with how hard you are working, I have come to realize that some people’s brain just work differently. I don’t think we found the ‘sweet spot’ of work distribution during this project, but I do think it is possible to make a group work while all of the members within the group contribute equally no matter who the group members are.

Mini

After presenting our Keynote, the 11’s designed our next assignment. We were asked to make a 2 slides keynote with only 3 words per pages that answered our Driving Question. I Decided to focus on three main topics, Sickness and spread of Disease, Loss of Culture, and Death. I presented it to our class, and I am very happy with how it came out. The feedback I got from Ms Mc. was to ‘really YELL next time, project out to the audience, rather than to present to one side of the room. Began to speak very quickly…’ I agree with her feedback, and I will remember to speak up and slow down next time I am presenting. It always is nice to receive feedback, both good or bad, especially from a teacher. We don’t usually get such raw feedback during the year if we don’t specifically ask, so when a list of notes and critiques showed up on my showbie, I was more than excited to see what they had to say.

RPReplay_Final1715205078

So, what happened?

Colonization led to the mass genocide of the Indigenous People in all parts of the globe. In Canada, 80-95% of Indigenous People died from things connected to colonization. All of their deaths are definitely a consequence of colonization, the consequence to me. There is no way to imagine what it would be like if no lives were lost. Colonization has affected all of us. Without it in our history, we wouldn’t be here, on this land, learning about this, in this classroom. Who knows what our world would be like if colonizers hadn’t resorted to destruction before thinking about how it may impact our lives forever.  

Sickness and spread of disease

Some of these diseases were, smallpox, influenza, measles, whooping cough, deadly to many, exposed Indigenous People to things they weren’t used to.

Loss of culture

Culture, ancestry, history, and language, wer a huge part of peoples identity and life, but the residential schools took it away. They forced indigenous people to use only a western worldview, and we are still trying to remember and reclaim the lost culture.

Death

The mass amounts of death by sickness and murder that continues to impact us now. Up to 95% of Indigenous People in Canada were lost to Colonization, only 5% of the indigenous people in canada that used to thrive made it through the period of colonization that lasted from the 15th to mid 20th century.

Craft

https://docs.craft.do/editor/d/4db0ccea-7be6-addf-cf59-5de2b7aea6e0/57490729-9226-464B-B7A5-AA1C5CAE16E3?s=KZ7L3i3wSVKKBVMfUcaQeYbK1C5XQTxgyfVcbHMX7FAX

My Life In Poems

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In this project, we were told to write a collection of poems that represent our worldview. We learned all about different poetry terms, and types,  and answered the question, ‘How Might I Write Poems I Enjoy And Show Who I Am’. I found That I could enjoy writing all of these poems so much more if I wrote them about something that was ensuing or important to me. We ended up writing 10 poems, 7 different kinds of poems, and three haikus, all about things like Cows, Pigeons, Barbies, and Miso Soup.

My favourite poem to write was also the hardest one for me to write, the About Me Poem. We had a less specific criteria, and we had more freedom to write it however we wanted, and it was also supposed to be much longer than any of the other poems ever had to be.

We were also told to add in some sort of media along with our poems, and I really enjoyed drawing things in the app Sketches Pro as my choice of media. I am most proud of either the line drawing of myself I made for the About Me Poem, or the pigeon drawings for my Animal Kingdom Poem. Overall, I really enjoyed this project, even if poems have never been my favourite.

The Iceberg- and What Time is it?

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A few months ago, myself and the rest of the PLP community here at Seycove began preparing for the winter exhibition. In my grade 8 class, we were tasked with building our part of the exhibition around three different periods of time: the renaissance, medieval times and our current time period. 

Iceberg Metaphor

While the end result of this project was of course our first exhibition, we wouldn’t have been able to do it without all building blocks that led up to it. This reminds me of the iceberg metaphor that PLP students are always learning about. This metaphor talks about how most people will only ever see and appreciate the little bit of the iceberg that stays above the water, in this case the exhibition, but so much more of the iceberg lives underwater, and most people never see that part. In our case some of the work that happened underwater was the power play post. 

Power Play

In many ways, this project is just a deeper dive into the power play project. For example, in the power play project, we made a medieval portrait of ourselves, including aspects of worldview from medieval and modern times. We then made another portrait, this time with Renaissance and modern worldview. I also posted a version of the paragraph I made to explain the Renaissance art. Finally, we made another piece of art, this time including 4-5 of our group members, and props we created for the live action version.

Time

This project made me think so much about the concept of time. I enjoyed incorporating different worldviews of time into all the portraits but also I thought about how time affects us now. It’s so crazy to think about how humans invented time and how it’s not really real but also how much it controls our lives. 

Time was a huge part of the day of the exhibition. It affected us when were setting up, and when we were performing in the exhibition itself, it affected us when we were cleaning up, and when we were waiting between rounds. It made us more rushed, or tired, annoyed, excited or nervous or angry. Can you imagine what our lives would look like if time was not something we could rely on? And worry about?

Time was represented in every part of this project. At the very beginning, when we worked on the power play project, I represented time in my Medieval portrait with an analog clock and a clock tower. I chose both of these pieces to represent how the way we perceived time has evolved and changed. Next, in my Renaissance portrait, I used a clock from the Renaissance times to represent time. Back then, people had just began to invent and use the clock. 

A Sundial

Clocks have been evolving for thousands of years, and will probably continue to evolve forever. I cannot even imagine what clocks and time will look like in a thousand years. Maybe we’ll have a clock built into our bodies? Maybe we’ll go back to telling time depending on where the sun is? Maybe we will be time traveling!

The sun dial was invented in the 100’s, and was most likely the first time any kind of clock was invented. In the 520’s, the candle clock was invented, and it was followed by the hour glass in the 1330’s. The weight clock in the 1280’s was the first mechanical clock, and it was invented in Milan Italy. From there, more precise clocks were invented, making time more accessible and reliable everyone.

Everything around us is always changing, from life in high school, to how clocks have changed overtime. We will never know exactly what to expect from the future, but whatever it is, I’m excited.q

 

The Story of How I got My Face Stuck in a Painting…

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Have you ever seen yourself as a Medieval old lady and then surrounded her with symbols of world view? Well I just did. In this project we read ‘The Book of the Lion’, learned about Chinggis Khan, the Haudenosaunee people and their great law of peace, put together an artwork Choice Chart, and then finally stuck my face on the a painting.

THE BOOK OF THE LION

The first thing we did for this project was read ‘The Book of The Lion’, and fill out role sheets about different parts of the book. I am proud of my hard work on the role sheets, I put a lot of thought into all of them, and made sure everything I did was intentional and made sense to me.

Something I’m not proud of is that it’s still a real challenge for me to answer these PLP questions. It takes me a lot of time to get into the right mood where I can understand the assignment and figure out my thoughts. Hopefully it will continue to get easier with each assignment we do.

To fill out the role sheets, we would read around fifteen chapters at a time, and then answer questions and draw images relating to the piece of writing. My favourite image I created was the collage I made that represented the choice Edmund needed to make at the end of the book. It was also the image I had the hardest time with, because of how many things went into the making of the piece. I drew an image of a boat from the crusades, and in the background, I added three images. One is a photo of medieval Europe, one is a photo of medieval Jerusalem, and one is a photo of question marks, to show the decision Edmund needed to make between the two places.

To be honest, I did not really like the book and it’s not something I would to choose to read right now or recommend to a friend. I know that I am not the only person who thinks this, the story wasn’t captivating for me and I didn’t find the characters appealing or relatable. That being said, I understand why this book was chosen for us to read. The book showed the experience of being a knight in the Medieval times and this was all new to me. I found it interesting and surprising to see Edmund change throughout the book. He went from being an innocent teenager to a scarred knight. Similarly to ‘The Outsiders’, this book shows teenagers in situations I will probably never even encounter. 

I can relate this to the driving question because of how it is easier to relate to individuals one on one.  When we categorize people into large groups, it is harder to relate, and its easier to demonize them because we are not seeing their individuality. This concept is as valid today as it was 500 years ago, Even with air travel, internet, etc. 

CHINGGIS KAHN

The next thing we learned about in this project was different historical leaders, and what made them so powerful and memorable. Tyler, Madeline and I wrote a musical skit about Chinggis Khan, and his role as a leader.

I  am proud of the final product of the skit we made, a funny and historical musical short that we created in under entry minutes, I worked well and hard with Tyler and Madeline, and would love to do it again. 

  Something I am less proud of is our time management. We spent half of our time to write half of a script and ended up trashing it and pretty much improvising the whole skit.

 

To make our skit, we learned about Chinggis Khan and how he grew his Mongolian empire, and created peace.

To make this skit, we almost wrote a script, and then filmed ourselves acting out our version of Chinggis Khan‘s story and edited it in both iMovie and Capcut.

We can learn from this part of the past in many ways, one being how we talked about if someone so fearsome and bloodthirsty could create peace, why can’t we?Even though Chinggis Khan achieved peace through force and fear, after he created peace he also valued equality and merit. He created a society based on accomplishment and capabilities instead of family ties, which was a new concept to people in those days. It is also something people think today. 

Chinggis Khan also enforced the idea of not being ordained by birthright, which is something we believe today. It’s a hard task to compete because of biases people have and the system set up in society that values rich over poor. A merit based society helps the society  flourish, witch is something Chinggis Khan proved in his mongolian society.

Another thing that Chinggis Khan did was create a mammoth colonization system, called Yams. I can connect the Yam system to the internet today because all the internet is is a massive communication system. Communication brings people together, the internet and the Yams are one in the same.

Over all, I loved making a musical skit with my friends, it was definitely my favourite part of this project.

RPReplay_Final1700254581 

 HAUDENOSAUNEE PEOPLE, AND THE GREAT LAW OF PEACE

Another thing we learned about within this project was the Haudenosaunee people, and the great law of peace. We were given the choice to show how the great law of peace affected the Haudenosaunee people today however we wanted, and I chose to make a drawing in one of the apps on my iPad. I am especially proud of my work in this section of the project, because of how much I improved my drawing with the teacher’s feedback, taking it from something I was not very happy with, to something I am very proud of. My original drawing, didn’t make a lot of sense, and it was not my best work.

To do this assignment, I chose to do a drawing. I used sketches pro and drew a picture about how the great law of peace effected the Haudenosaunee people today. When we were learning about the Haudenosaunee people, we were taught about how to convince people to pursue piece, they showed how easily one arrow could snap, but when six were tied together, it was much adder to break. I drew arrows to represent the metaphor,  using traditional Haudenosaunee arrows, and colourful lines to represent the string.

One thing I really enjoyed was drawing and using apps like sketches pro. I have loved experimenting with the apps we were given, and I enjoy this aspect of school. 

We can learn about peace from this assignment, how it is not just an idea, but something we can accomplish if we tried. Peace is something we have to put work into, it doesn’t just happen, its not our neutral state. You need to promote and prioritize peace, and not just wait for someone else to pursue it. 

The other thing that this assignment made me think about was the power of symbols. The Haudenosaunee people had one, we made one, but why? Symbols can be solid or metaphorical, and could be used as a positive or a negative. One could be used to convince people to do something, or to believe in something.

An example of a powerful symbol is a a flag, or even a cross.  Both of these symbols symbolize groups of people, and are something people are proud of. People devote their lives to them, people start wars for them. They are symbols and signals, if you fly a Canadien flag, it could just be mean you are proud to be Canadien, but it could also signify the F**ck Trudeau group. People use the power of symbolism to get people on their cause. 

CHOICE CHART

Another thing we worked on was the artwork Choice Chart I think that I could have worked harder to ask Ms. Willemse about the directions or even just read them more carefully, it took me a while to understand what it was supposed to do, and when I did understand it, it still took me a while to do the chart well.

One thing i enjoyed was learning about medieval art, and the stories behind different art pieces.

To fill out the chart, I searched the internet and the app Google Arts and Culture for a photo, pasted them into the chart, and wrote about them.

It relates to the driving question because of how I compared the medieval worldview shown in the art to how it thought about today. 

In the Medieval times, everything was very hierarchical, and there were very clear lines dividing groups of people. Now, living in a society without such clean lines doesn’t erase patriarchy and hierarchy completely. Now, the lines are blurred, and people can move groups, you are not completely defined by your class. It still does create biases that will determine what privileges you may or may not get.

ART

At the end of the project, we worked on putting ourselves in an existing medieval portrait. I think that I could have worked harder to make the different pieces of art fit together better and more aesthetically. A lot of the pieces look like they were just pasted onto the painting, and I could work harder to make them look better together.

One thing that I really enjoyed in the making of the art was learning how to use the Super Impose X, experimenting with it, and then using it for the art piece.

After adding me into the chosen medieval artwork, I took aspects of all of the pieces from my choice chart, and added them into the art. I then added their modern counterpart right next to them.

One thing I thought about when making my art was how our beliefs in knowledge is always changing. People always think, and always will think that they have the most knowledge, because they did at that time. Generally, people are always gaining knowledge, people 500 years ago could probably never imagine that we would have learned so much more, that there was even more to learn.