Living in Fear: A Fallout² Perspective ☢️

The Cold War was more than a period of history. It was a world gripped by tension, a battle of ideologies fought in shadows, on battlefields that never appeared on maps, and in minds everywhere. From the end of World War II in 1945 to the fall of the Soviet Union in 1991, the struggle between the United States and the Soviet Union created a world fueled by suspicion, rivalry, and paranoia. At its core, fear was the invisible force shaping every choice, every policy, and every life. This post explores how that fear moulded the Cold War, how it still shapes us today, and how this project transformed the way I see history.

When the project began, I stepped into it knowing almost nothing. I had just finished studying the Manhattan Project and was secretly hoping for a fresh start. The Learning Intention Post we created became my compass, a personal commitment to engage deeply and stay on track. It reminded me that learning isn’t just about memorizing facts but about confronting ideas that challenge you and force you to think differently. It became my anchor whenever I felt lost in all the new information we were taking in.

Learning the Perspectives

The Cold War lectures we endured were the starting point to my understandings. Each class unpacked moments of tension and terror, from secret spy planes to nuclear crises that nearly ended the world. What struck me most was how every decision, whether by leaders or ordinary people, was shaped by fear of the unknown. The Cold War suddenly became more than a series of historical events. It became a story of human behaviour under pressure, a chain reaction of worry, mistrust, and survival instinct.

Reading Fallout by Todd Strasser brought that fear into personal focus. The story showed how ordinary families experienced the Cold War, trapped between invisible threats and real-world pressures. I could picture the characters’ lives, their conversations filled with anxiety, their routines shaped by what might happen next. Fear was not abstract; it lived in kitchens, schools, and neighbourhoods. The book made history feel immediate, urgent, and deeply human, and it connected directly to my growing interest in how fear affects the mind.

Conversations & Connections.

The Socratic Seminars pushed me further, forcing me to question how fear operates in both history and daily life. We debated whether fear unites or divides, whether it protects or controls, and whether understanding it could change how we respond. These conversations stretched my thinking, transforming learning into an active, dynamic process. I prepared endlessly for them, finding quotes from Fallout, and making my own Socratic Seminar Cheat Sheets, which guided my thoughts in the seminars. And after, fear became a lens through which I could analyze both the past and my own perspective, seeing patterns in human behaviour that extend far beyond textbooks.

Writing my Fallout Synthesis was where everything collided. I had to combine history, literature, and discussion into an argument that revealed the pervasive role of fear. I realized that fear is rarely dramatic or obvious; it often works subtly, guiding decisions and shaping lives without anyone fully noticing. The book became a driving force in the way I learned about the Cold War, showing how ordinary people experienced constant anxiety and uncertainty. Fallout brought the history to life, giving me a real perspective on how fear shaped daily routines, relationships, and choices, and helping me understand the human side of a conflict often studied only through events and dates.

The Pitch

Our final project pitch was the moment where all the pieces of this journey came together. I had to take everything I had learned from the lectures, Fallout, the Socratic Seminars, and my synthesis essay and present it in a way that was clear, engaging, and meaningful. I wanted to explore the psychological side of the Cold War and show how fear made people act irrationally. In a previous project, I studied the lasting trauma caused by the bombing of Hiroshima, which connects directly to how fear shaped people’s minds during this period. My idea was to channel this into a mock newspaper that would focus on how fear seeped into daily routines, creative work, and culture, influencing how people understood danger and safety. Unfortunately, we didn’t get to create this due to a lack of time, but I’m hoping I can revisit this pitch soon. Presenting it made me realize how much my understanding had grown and how powerful fear is as a lens for interpreting history.

My Reflection

Answering the driving question, I see now that fear shaped the politics, culture, and beliefs of the Cold War world in profound ways. It influenced governments, guided daily life, and even controlled the stories people told themselves about safety and survival. Its effects are not confined to the past; fear still shapes how societies respond to threats and how individuals navigate uncertainty today. My biggest takeaway is that war is not just about weapons or strategy but about emotions that drive behaviour, shape decisions, and ripple across generations. This project taught me to look beyond events and see the human forces behind them, making history feel alive, urgent, and deeply relevant.

Becoming Intellectual Giants 🧠👩‍🏫

Driving Question: How can we use a formal debate to convince an audience of our perspective?

Being a good debater is one of the most powerful tools someone can have. Not only can you portray your message effectively, but your message could possibly change the way people think, speak, and understand the world around them. It challenges us to dig deeper into ideas, to question what we hear, and to build arguments that actually matter. Every time we debate, we practice thinking on our feet, staying focused under pressure, and communicating with confidence. And during this project, we take on that challenge and discover just how capable we can be.

When my teachers first introduced this project to our class on Monday, I was absolutely thrilled. I have always been drawn to the art of debating, and now we have a project that lets us dive headfirst into it. Watching The Great Debaters has made me even more inspired, showing how powerful words, careful reasoning, and confident delivery can move people and make ideas impossible to ignore. The rules they shared make this challenge even more intense: we will only find out our topic and whether we are arguing for or against it 90 seconds before the debate begins. This means we have to be sharp, ready, and fully prepared at all times. Working in our groups will push us to think quickly, collaborate seamlessly, and build strong, persuasive arguments together. I am both nervous and exhilarated, but that mix of emotions only fuels my excitement. 

My goals for this project are to grow in every aspect of debating. I am already a good public speaker, but I want to improve so I can present my ideas more powerfully, clearly and confidently. I also hope to improve my ability to think quickly on my feet, so I can respond to challenges and unexpected arguments without losing my composure. Strengthening my collaboration and research skills is just as important, because I want to be someone my group can rely on – someone who contributes ideas, supports others, and helps us reach our full potential. I aim to help my team work effectively and push us toward success, all while learning and growing as a debater myself, hoping to accomplish all this over the next month, to become “intellectual giants” as Miss Madsen hopes. We all must put our skills to the ultimate test in this debate project, tackling important topics and defending our ideas with conviction, to discover just how powerful our voices can truly be.

Truth BEFORE Reconciliation 🧡

When I first began the Truth BEFORE Reconciliation unit, I thought I understood what reconciliation meant. I saw Indigenous art brightening the streets of North Vancouver, heard land acknowledgments at public events, and watched schools celebrate Indigenous heritage. I assumed this reflected a long-standing harmony, but as I dug deeper, I realized that beneath the surface lies a history of pain, loss, and resilience that we cannot ignore.

My launch reflection was the moment I realized how much understanding I could show through my writing. I poured my thoughts onto the page and felt I had produced some of my strongest work of the year. It was raw, honest, and personal, and it set the tone for the rest of the unit. Next, when creating my Venn diagram comparing Indigenous practices with Western ones, I struggled to make sense of the differences and overlaps between them. It was challenging to confront how colonial structures had shaped our society, but mapping it out visually helped me understand how Indigenous knowledge and Western systems can both clash and complement each other. My semantics map later allowed me to dig even deeper, connecting ideas from the readings, survivor testimonies, and the Calls to Action, creating a web that revealed how deeply history influences the present.

The final response brought everything together. Writing it felt like tying threads of understanding into a single tapestry. I reflected on generational trauma, on my own family’s history, and on the resilience of Indigenous communities. I thought about how the Calls to Action offer guidance for our generation not to carry guilt, but to act with understanding and responsibility. That sense of purpose made the work feel bigger than an assignment; it was a lesson in empathy, accountability, and courage.

Throughout this journey, I developed skills I didn’t anticipate. I learned to research thoughtfully and critically, to connect ideas visually and conceptually, and to express my thoughts with clarity and reflection. I strengthened my ability to engage with challenging material, to view history from multiple perspectives, and to recognize the power of storytelling as a tool for understanding and driving change. Working through the project also taught me how to collaborate and support others, even when the topic was heavy and challenging.

Truth BEFORE Reconciliation is important because it forces us to confront history honestly before we can imagine a better future. This unit reminded me that reconciliation is not a single moment, but an ongoing practice of learning, listening, and acting. Understanding the depth of past injustices and the resilience of Indigenous communities has changed how I see my role in the world. I am learning that moving forward requires more than awareness—it requires engagement, empathy, and the courage to make change real. This course has shown me that history is not only something to remember but something to respond to, and that is why it matters.

Anthropological Perspectives

When I hear the word anthropology, I picture a lens through which we examine humans, the ways we live, the beliefs we hold, and how culture shapes us. It is not just about observing people; it is about understanding our interactions, and I am especially curious about moments of first contact between different groups. These encounters can be fascinating, full of curiosity, wonder, and sometimes misunderstanding, especially when bias or stereotypes influence perception.

During Monday’s launch activity, we analyzed images of unusual objects. At first glance, I made assumptions about what they were and how they were used. Then I learned their true context. This was a moment of revelation. I realized how easily our minds fill in gaps with assumptions and how observation paired with reflection can reveal hidden biases. Anthropology, I discovered, is not only about studying others; it is also about understanding ourselves through comparison, questioning, and awareness.

As I think about my journey as an anthropological thinker, my goal is to move beyond familiar concepts and explore new perspectives. I chose this learning intention because anthropology challenges me to step outside my comfort zone and question assumptions I might not even know I hold. I want to approach every culture, story, and person with an open, analytical mind and not just through the lens of my own experiences. This connects to what I practiced in my previous BCFP project, where I honed my ability to analyze evidence and form balanced opinions. Now I aim to apply that same skill to cultural understanding. By expanding my awareness and reflecting on my own biases, I hope to experience the world with greater empathy and depth.

Fallout² Learning Intentions

Driving Question: How did fear shape the politics, culture, and beliefs of the Cold War world — and how does its influence still shape us today?

After finishing the last project and handing in our animated explainers, I couldn’t stop thinking about what came after the bomb. Not the explosions, not the destruction, but the silence. The quiet dread. The way fear and trauma settled into people’s bones and never really left. That is where my interests lie and what I want to focus on in this project. I want to explore how fear did not just haunt the Cold War, it built it. It crept into living rooms through TV screens, echoed in classroom drills, and hid between the lines of government speeches. The Cold War was not just a political conflict, it was a psychological one where invisible tension dictated how people lived, trusted, and dreamed.

This time, my end product will be a newspaper, not a film. Each article will show how fear shaped lives, choices, and beliefs. I want readers to sense the tension behind every headline, the unease behind every smiling photo, and the heaviness that came from not knowing what might happen next. My project, titled Fallout², connects back to my Manhattan Project film by showing how that first burst of nuclear fear grew into a constant fear, a worldwide paranoia that turned trauma into a way of life. Just as the Manhattan Project revealed the power of creation and destruction, this project will reveal how the aftermath of that power reshaped minds and societies.

My goal is to look deeper than dates and events, to understand what fear does to people. It is not just about history, it is about psychology. Fear can make people build, hide, accuse, or even forget. It bends logic and reshapes culture, sometimes in ways we do not recognize until years later. I want to capture that feeling and make it visible, to show how ordinary people carried extraordinary dread in their daily routines. That goal matters to me because fear is still everywhere today, disguised in headlines and online outrage, shaping how we think and react without us even realizing it.

To reach that goal, I will dive into Cold War propaganda, interviews, and artwork, searching for the emotional tone beneath the surface. I will study the language people used to talk about danger and safety, and I will experiment with headlines, visuals, and page design to make my newspaper feel both authentic and unsettling. I will ask peers for feedback, not just on the information, but on the feeling it gives them, and refine it until that tension feels real. In the end, I do not just want to explain fear, I want readers to experience it. I want them to see how deeply the Cold War lived in the human mind and how, in many ways, it still does.

Manhattan Project² 💣

Hiroshima is a city whose name still sends shivers through history, a place scarred by the day the atomic bomb ripped through it. Streets that once buzzed with life were reduced to ashes and silence, leaving survivors to navigate a world that had been utterly shattered. Hiroshima became a symbol of both unimaginable loss and remarkable resilience, a city that would have to rebuild not just its buildings, but the lives of its people. The survivors, the hibakusha, carried memories that were impossible to forget, shaping their families and communities for generations to come.

The Learning:

When we first started this project, I thought we were just learning about history, the facts, dates, the science behind the atomic bomb. But pretty quickly, it turned into something way deeper. The class started by exploring the science behind the atomic bomb, and how the technology of nuclear bombs has changed the world forever. We even watched short scenes from Oppenheimer, which honestly helped me see the emotional side of all that science.

At the same time, we were reading Hiroshima by John Hersey, and I didn’t expect to have such a visceral reaction to it. It put faces and names to something I’d only ever heard about in past mentions, and that made me empathize with all the survivors. Their scars didn’t end with them; they were passed down to their children, and even to their children’s children. The trauma serves as a haunting reminder of the past, echoing through time and shaping the narrative of resilience and remembrance in Hiroshima’s ongoing journey to heal.

When it came time to pick a specific aspect, I already knew what I was going to. I had been fascinated with the psychological aspects of the bombing, especially the generational trauma that had stuck with survivors, passing it down through their own families. I started doing literature notes on trauma, using Zettelkasten as the helpful tool it is, and found myself with a lot of valuable information. I found articles from survivors, voicing their own thoughts and experiences, which helped me understand the impact that trauma has on a person.

The Creative Process:

Generational Trauma Literature Notes

As we continued, I reached out to an expert for my project, someone who could give feedback and help me understand trauma more deeply. I found Jody Lightfoot, who is a Counsellor, Educator, and Mentor with expertise in Counselling Psychology. Talking to someone who actually studies or works with generational trauma gave me a whole new perspective. It helped me connect what happened in Hiroshima to how trauma can echo across time and cultures. It made the research feel more alive, more personal.

When it came time to turn all that into an explainer video, I knew I wanted it to feel more like storytelling than just a history lesson. I started by building a storyboard, sketching out every moment, every transition, making sure that the visuals matched the emotions. Then came the script. That part took forever because I wanted every word to sound meaningful, not robotic or distant. Finally, I animated everything. That was probably the hardest part of all. I spent hours adjusting colours, pacing, and timing so that everything lined up perfectly with my narration.

Conclusion:

Looking back on this entire journey, I’ve realized that our driving question (“How did the development of the atomic bomb alter the world we live in today?”) isn’t something that can be answered with a single fact or definition. The bomb didn’t just change technology or warfare; it altered humanity’s understanding of power, memory, and responsibility. The process of researching, creating, and sharing this story taught me that storytelling is one of the most powerful tools we have to make sense of tragedy and to remind others why remembrance matters. If I had more time, I’d want to continue expanding the emotional side of my video, adding more survivor voices, or exploring how different generations have found healing. But even as it stands, this project has shown me that learning about the past isn’t about memorizing what happened; it’s about understanding how it still shapes the world we live in today.

Intention Learning Portfolio Post – Manhattan Project 💥

As an enthusiastic reader, I often find it astonishing how much there is to learn about pivotal events in history. From current events to events that happened centuries ago, I love getting to experience different aspects of our history with every book I read. Although recently, my focus has turned to The Manhattan Project, the focal point for our first project of the year.

Initial Learning 📑

At first, I had only a basic understanding of the atomic bomb and its impact on Hiroshima, and while I enjoy historical topics in books, diving deep into a single event felt overwhelming. Fortunately, our project came with John Hersey’s book, “Hiroshima,” and after reading the first chapter, I’ve learned so much more about the atomic bombing than I ever thought possible. I’ve also been improving my literature note-taking skills and practicing the Zettelkasten method, which are essential for this project. Using my literature note template has helped me uncover fascinating details and facts that I didn’t know before, allowing me to jot them down for future review. This has been a great tool in just the first week, and I’m becoming increasingly comfortable with both the note-taking format and my understanding of the Manhattan Project.

80th Anniversary of the Atomic Bomb 💣

John Hersey – Hiroshima (Ongoing Notes)

Learning Intentions 🧠

While what I’ve learned in the past five days is just a small fraction of the knowledge I’ll gain by the end of the project, setting clear learning intentions will help guide me along the way. I believe in giving my best effort in everything I do, so I will fully commit to my research, project development, and every step along the way. Mastering Zettelkasten skills will also play a crucial role in this project, and I plan to utilize the three types of notes (Fleeting, Literature, and Permanent), to shape my work while also enhancing my abilities in each area. With these strategies in place, I’m excited to see how much I can grow and learn throughout this journey.

Driving Question 🚙

“How did the development of the atomic bomb alter the world we live in today?“

As I dive into The Manhattan Project and its significant impact on the atomic bomb, I’m beginning to see connections that reveal its influence on our world today. Initially, all I saw was the devastation in Hiroshima, but I’ve come to understand how the bomb altered military strategies and sparked critical discussions about ethics and the arms race during the Cold War. These insights prompt new questions about the enduring effects of nuclear energy and the trauma endured by those affected. Though I’m at the beginning of my learning journey and have much more to explore, I’m excited to progress with this project! I’m particularly keen to use the Zettelkasten method to organize my thoughts and insights as I explore various perspectives and contexts. Each step brings me closer to a deeper understanding of this complex topic.

tPOL 2025

“Thank you for coming to my presentation of learning. I am the expert on my own learning. I am also responsible and accountable for my own learning. You can expect me to give an honest evaluation of my progress. We will discuss my strengths and opportunities for growth. Thank you in advance for listening and for offering feedback that I can use to improve as a learner.”

tPOLs provide an invaluable opportunity for PLP students to reflect on our year—celebrating our many accomplishments and envisioning our growth as learners in the year ahead. During this process, we present examples of our work, showcasing the knowledge we’ve gained through past projects, and making heartfelt declarations about the areas where we seek improvement. This year has been the most transformational and challenging time of my secondary school career, and no matter how hard I think about it, I don’t think I can boil my accomplishments down to a few assignments. Fortunately, my Vision, Mission, and Values (VMV) has already helped me in assessing this year’s projects, allowing me to identify the skills I’ve developed as well as ones that need improvement. So without further ado, here are the values that have guided me to the end of my grade 10 year.

Agency is the value that I have mastered the most. From the start of grade 8, I have always been able to take initiative in my learning, putting 100% of my effort into tasks, and empowering myself to drive my education forward. I have also grown this skill, like learning to seek out resources and support when needed, something grade 8 Izzy would never dream of doing. I’ve used agency in many projects, from my Maker Podcasts to my Change Maker film, putting 100% of what I have into them. I take pride in my agency and have realized how beneficial it is, not only in school but also in life.

Similar to the agency, Conduct, Ethics & Integrity are something else I have been placing it into my work with ease. I am someone who takes full responsibility for the task at hand and takes pride in creating authentic and original work. My Canadian Identity speech was a result of integrity, showcasing my own thoughts with writing and evidence to back it up. I have gotten better at limiting distractions at hand when working, and always treat everyone with kindness and respect. Although I am able to complete these 3 steps, I continue to strive towards improving these skills, as reflecting and growing is one of the most important aspects of being a successful learner.

Since the beginning of my journey in PLP, I have struggled with boundaries between academics and my personal life. I would take on more than I could handle because I thought it was the best option to show how good and hardworking I was as a student. It used to be so bad that I would break down from the stress I put on myself to succeed. Realizing that being a good student isn’t defined by how many tasks you take on, but by how you approach and manage them, helped me shift my mindset toward school. Out Happily Ever After project also helped me with maintaining healthy goals, and slowly, I have been working towards completing my goal of self-regulation. I still have a long way to go, but I am determined to keep improving this skill, and I will continue to do so into next year.

Grade 10 has taught me many insightful lessons. Embracing my VMV has helped foster confidence in my agency, ethical integrity, and self-regulation, enabling me to create authentic work while balancing academic commitments with personal well-being. With a positive mindset and a clear vision for my future, I am excited to tackle new challenges and continue my transformation as a learner. And while I know I am more than ready to move on to grade 11, I can’t help but be a bit frightened by what will await me in September. The jump between grades is massive, and frankly, makes me question how ready I am. But I have my friends, my knowledge, and newly improved skills by my side, as well as tools and experiences that can help me along the way, and right now, that’s as ready as I can be.

Change Makers 🐭🏰⭐️

To be a change maker, you have to envision the impossible and have the courage to make it happen. Walt Disney was one of those people. He took his dream, even when people said it was crazy, and turned it into a lifelong legacy. For our field study project this year, we studied how Disney’s vision had created a whole world of imagination, leaving lasting impacts on guests around the world.

Before we were able to embark on our life-changing trip to Disney World, we had to learn about Walt Disney and the process behind his transformation from a comic artist to a worldwide phenomenon. We also got to know our project groups and spent time creating our essential questions, as well as doing research on our topics. My overarching question was “How do designers at Disney spark emotion by combining nostalgia and new ideas,” as soon as we took off toward Florida, I was ready to find answers to all of my queries. 

When we got to Disney World, I was immediately captivated by all of it. The parks, the castmates, the overpriced yet delicious food. Everywhere I looked felt like it fit perfectly into the atmosphere, which made our trip and others even more magical. Along with the wonder that travelled with us, I had many wonderful conversations and interviews with cadet mates who helped me get a glimpse of how nostalgia is one of Disney’s most powerful tools.

As we finished our trip and headed home, I started to sort through all the valuable information learned on the journey and filed it away to help me with my video. Back in the classroom, when we were working on our videos, I took all my knowledge of Disney and its designers and poured it all into my video. The editing and voiceovers were tedious, as I wanted to make sure my video displayed all the information I needed as well as making it interesting and entertaining, and I have to say that I am very proud of the finished product. Last week, on May 20th, we showed our videos to each other and our partners at the Change Makers Film Festival. Although I wasn’t able to be there, I was told by others how successful and spectacular the evening was, which made me realize again how lucky I was to be able to go on this trip of a lifetime, and how greatful I am to share my journey through Disney with everyone.

Creativity, collaboration, technology, influence, and design converge to create immersive experiences that reshape our perceptions and interactions with the world. Through the lens of Walt Disney’s vision, we see how imaginative storytelling and innovative design foster emotional connections, drawing on nostalgia while integrating modern elements. This blend not only captivates audiences but also inspires collaboration among creators, harnessing technology to enhance storytelling and engagement. As we explore these experiences, like those encountered at Disney World, we gain new insights and a deeper appreciation for how these elements work together to transform our understanding and engagement with our surroundings.

DI Provincials – For The Last Time

DI Provincials is where everything comes to an end for us grade 10s. After 2 years of participating in DI, this was the last time we would have the chance to present and perform for our teachers and peers in such a creative and imaginative way. It took a lot of collaboration and dedication to get where we were then, and the process between regionals and provincials made it all feel real.

My group and I, the Marine Team, took first place in the Fine Arts challenge at regionals. It took a lot of work to make that happen, and a lot of effort to overcome some challenges that happened day off. When it was over, we had less than a month to fix the issues with our backgrounds and dance for provincials on April 12th. With the clock ticking and nerves running high, our team rallied together to address every feedback point we received. 

We got a lot of compliments from the appraisers, but our group had some improvements we wanted to make. We fixed the backgrounds, as they had partially fallen apart before, as well as our dance. We practiced over and over to ensure everything came together perfectly. On the day of the provincials, we felt a mix of excitement and anxiety, but our hard work paid off. In the end, we left the stage feeling proud of what we accomplished and grateful for the memories we created together.

In the end, the Marine Team ended in 2nd place. Although we fell one spot from before, I have never felt prouder of our team. We had come a long way from January, and our performances showed how we could place our differences aside and come together to create a performance that we not only could win with but were also extremely proud of. And as we took our final bow, I carried forward not just a trophy, but a lifetime of teamwork, resilience, and unforgettable memories.