WWI, AKA the Great War is one of the most infamous wars throughout history, and for good reason. It was incredibly gruesome, and had an incredibly wide impact on the world. In our latest unit, we studied all about this big, gory mess of a war and in this post, I’ll be talking all about the war in all of its bloody glory.

So, WWI was not fun, to say the least, and to be honest, I probably shouldn’t describe all of the bloody, gory, gruesome death that occurred during the war. So I won’t.

With that out of the way, out unit began with the introduction of our main project: a video (we pick what type) based on a particular aspect of WWI. The twist? We had to present these to (drumroll)….

elementary school kids. Yep. Every high-schooler’s worst nightmare. And even better? This project was individual. You can probably guess the emotions that were running through my brain. Throughout this project, I learned to tolerate small children better, and I eventually grew to enjoy the project, but I’ll save the reflection for the reflection.

Content

Now, as you probably know, World War I was quite a broad topic. Probably too broad for me to sum up in a single post, but I’m sure as heck gonna try.

So, the most common theory of what really “started” WWI can be traced back to the assassination of Austria-Hungarian archduke, Franz Ferdinand.

Franz Ferdinand was the heir to the Austria-Hungarian throne, but married Sophie, who was of lower birth than him, leading to strange circumstances. While in the city of Sarajevo, the archduke and his wife, who were riding around the city in their car, were targeted by the Serbian Black Hand, a group of Serbian Nationalists that really hated Franz. After several failed assassination attempts, a failed bombing, and a lot of disappointment, Gavrilo Princip, who was stationed around a corner near a shop, shot and killed both Franz Ferdinand and Sophie.

As you might have expected, the Austria-Hungarian government didn’t take too kindly to this. Austria-Hungarian General Conrad von Hötzendorf, who was infamous for always trying to start wars, didn’t take too kindly to their archduke being assassinated. He demanded the Serbians sign an ultimatum, which they nearly all agreed to. However, with Kaiser Wilhelm, the German General, in vacation, Conrad saw this as the perfect opportunity to declare war. To show our understanding of this topic, we (Emerson, Sam, Fraser And I) created a video.

Clarifications: I represent Austria-Hungary, Fraser represents Germany, Emerson represents Serbia, and Sam represents Russia.

We also read 3 different books. The books varied from horse stories, to brotherly alliances, to bayonet incidents. We wrote reflections on each part of the book, and the books actually taught me a lot. The book I picked was called Generals Die In Bed. I picked because A: It was written by an actual veteran, and B: gratuitous violence.

Not much else to say about WWI that you probably don’t already know. The triple alliance (Britain, France, Russia, and later the U.S., and Canada) battled the triple entente (Germany, Austria-Hungary, the Ottomans). Germany occupied Belgium as a part of their Schlieffen Plan. Tanks. Planes. Chemical Warfare. Germany also used their U-Boats to try to starve Britain. However, at some point, the German U-Boats angered the wrong people, and ended up getting the U.S. involved in the war. Russia went through their own revolution, resulting in them dropping out of the war. As you all know, the Allies came out victorious, but losses were suffered on both sides.

My Project

Now, as I said in the beginning, we created individual videos based on a specific aspect of the war. How did we decide? you may ask. Luck of the draw. We spun a wheel, and lucky for me, I was picked first, which meant I ended up with my first choice, tanks.

As always, the first step with any project is research, and I had quite a hefty amount. Not much to say about that. Next, we picked our video forms. I decided on a John Green/Crash Course type of video. Next, I wrote a screenplay. Not much to say about that either. After that came the storyboard. This is when I really finalized my set design. Finally, I filmed. I was able to find a decently well-lit, neutral desk area to record. After a bit of editing and GarageBand, I cranked out my first draft.

After the first draft, I got some pretty nice critique. I smoothened out the audio, made some more music, and the second, and surprisingly, final draft, was ready to go. 

After what had felt like a pretty short amount of time, we presented. We headed down to our local elementary school, and paired up, 1 Grade 9 to 2-6 Grade 6-7’s. It went pretty smoothly. We had made quizzes the days before, and it seemed like the kids were actually pretty engaged.

Reflection

In hindsight, I think I really enjoyed this project. The content was really interesting, and once again, I learned new video skills, especially my GarageBand skills. This was another project where all music had to be custom, and I learned how to create music of all genres.

The politics, social situations, and especially warfare were all really interesting. It may sound disturbing, but I enjoyed reading about all of the different types of combat, from aerial aces, to battleships, to big ol’ tanks. Another thing I worked on is set design. In this project, with my video form, set design was vital to the operation and I’d like to believe I did a pretty good job. Overall, enjoyable content, new video forms, and an interesting challenge led to a great way to end off the year.

This is Jason, signing off.

Hello viewers and welcome to another thrilling blog post. Today’s topic? Confederation.

That’s right, for this unit, we took it back to the great 1800’s. Farmers were yelling because of crop failure, newspapers lined the streets, and everyone was scared of those darn Yankees. Let’s get started.

Conditions in Upper and Lower Canada

Now, you may not know, but before we became the great nation of Canada (singular), Canada was split up into 2 main parts. Upper Canada (Ontario) And Lower Canada (Quebec). As you may have expected, these two sides HATED each other. The Brits mainly controlled Upper Canada, And the government was made up of a bunch of snobby rich people. Debt was slowly growing, and a rebellion was beginning to form. In the mainly French speaking Lower Canada, however, crop failure was an looming threat as prices for grain (from the British) were rising, and the oppression finally began to strike a nerve in the hearts of the French.

This, combined with the rising tensions between the British and the French became too much, and rebellion began to form. The rebellion in Upper Canada were led by the man who liked to dress in women’s clothes, William Lyon MacKenzie. They were campaigning against the corrupt Family Compact, who ruled Upper Canada. The rebellion in Lower Canada were led by the Patriotes, who, like the British, were against an unfair government. As you can see, a responsible government was needed.

However, we 21st century people aren’t the only people to notice that. Following his experience with the Canadas, Lord Durham was also noticing the problems and solutions to those problems. However, instead of complaining about it on his blog, Durham wrote a letter and sent it all the way to the British parliament, thus causing change in Canada.

Factors Leading To Confederation

You probably all know what confederation is (the uniting of Canada), but do you know what caused confederation?

Well, I’ll tell you. The main factors we could come up with were: government, economy, transportation, and the American threat.

Government, as you can tell, was a major player in the uniting of Canada. Judging from the previous text on upper canada, you can probably tell that there was a huge need for a responsible government. Party politics were big in those days, which involves people with joint beliefs teaming up and forming “parties”. Some parties included Parti Rouge, Parti Bleu, and the Tough Grits.

As I mentioned, Upper Canada’s debt grew more and more. To help improve this, they tried to charge Lower Canada much more for grain. A joint country could help economical matters much more. Not much more to say.

As you can tell by looking at a map, Canada’s a big place. Transportation between provinces and cities could be hard. However, the man himself, John A. MacDonald thought up a plan to convince provinces to join the country he envisioned. That’s right, the CPR. I talked a bit about this in my Animation Post, but the point is, the CPR was meant to aid transportation between provinces.

And last, but not least, the American Threat. So, tensions were looming in the U.S., as they just had their big Civil War. Canada was scared of the Americans, but however, the concept of strength in numbers was booming, and they realized that if the Canadians all banded together, they could very well handle the Americans.

The Final Project

Now that I’ve finished going over the content, I’ll go through the much-anticipated final project.

Our final project this unit was a history minute. What? What’s a History Minute? Well I’ll show you. Here, I’ve compiled some of my personal favs. After some of these, you’ll know.

So, a history minute is a documentary, dramatic re-enactment, and much more crammed into the span of one minute. The reason we picked these were to show off our video and story-telling skills that we’ve been working on for the past year or so. As always, we had a driving question. This unit, it was:

How Do The Stories Of Our Past Shape Our Identities Today?

And, as is with many projects, we got into groups. Ours consisted of Sam, Jackson, and Caleb. We started off the project with picking themes, and we ended up (in a good way) with Battles and Rebellions. Next, we picked our topic, which ended up to be the Battle Of Stoney Creek, or more specifically, Billy Green.

In case you didn’t know (I didn’t expect you to), Billy Green had a really complicated backstory. All you need to know about him is that his brother-in-law got captured by the Americans, escaped, and figured out the Americans’ attack plans and countersign, a symbol or phrase used to call off sentries and much more.

Following the events of his B.I.L.’s capture, Billy told General John Harvey and the British, and eventually led the attack on the Americans with a sword. Yes. You read correctly. A SWORD.

Needless to say, this made perfect material for a dramatic recreation. We soon set off on our video journey, researching, writing a screenplay, storyboarding, and finalizing our shot list before we started the long, arduous process of filming.

Filming took pretty long, especially for us, as we had to figure out the exact time of day, weather, and lighting as we filmed all of our scenes outside. Not to mention re-filming, which was obviously needed. We had to line up every specific shot perfectly, and film every shot multiple times from every angle. Then there were the forgotten lines, and the schedule conflicts. I’ll stop myself and won’t complain too hard about this.

After editing, we had ourselves something. This was, of course, the first draft, so it definitely wasn’t perfect, but you can watch it.

Following some feedback and peer critique, we re-filmed scenes (specifically the confusing battle scene). We also re-did some of the audio, and a week or so later, we came back better than ever, and our second draft was a vast improvement from our first.

After that, we got some light, minor critiques, and fixed some editing errors, audio glitches, and added some drum/percussion beats into the backgrounds (made by yours truly). After what seemed like a few days, we were ready to present our final video…ish.

We actually got a bit more feedback after that, so we made some on-the-spot adjustments and finally cranked out our final video.

Following the completion of our videos, we sent our videos to Historica Canada, the actual CREATORS of Heritage Minutes. I’d like to thank Ryan Barnett and Joanne Archibald for taking the time out of their busy schedules to watch our videos and give us some helpful feedback.

Final Reflection

Overall, I liked this project for a few reasons.

1: The project covered different genres of videos. Typically, we make either an informational video or a documentary. It was fun to work on something more exciting, such as a dramatic recreation. I was a big fan of the action sequences and thrilling scenes.

2: The content was relevant. Confederation is obviously something we Canadians find very important. Otherwise, we’d be split into separate provinces. What I mean is that we would still be seen as different country-ish land areas. Not sure what to classify Upper and Lower Canada as. Ok, I’m explaining this terribly, but you probably get my point.

3: I was able to keep working on my video skills. Alright. I mention it every video, but this project was, yet again, a great way to “refresh” my video skills. I get it. Every project refreshes my video skills but it’s true. I used my new rule of thirds and angles during this project, and I was able to work on something I don’t get to do often: GarageBand. I harnessed by tribal urges and I cranked out some nice beats for the background of our video.

I actually enjoyed this video project quite a bit. The content, project premises, and skills used made for a killer combo, and resulted in a very satisfactory end product. Nice.

This is Jason, Signing Off.

In the 1869 Canadian Government system, the people are represented by two separate but equally important groups. The Métis, who fight for their land, and the Canadian Government, who try to negotiate for said land. These are their stories.

Alright. I know I’ve used this reference before, but it’s a pretty good joke. As you can tell, this intro was my segue way into Canadian History. This post will focus on Louis Riel and the Red River Rebellion, as well as the dynamic of power throughout history.

As always, we started with a driving question, which, for this project, was:

How does Power Impact Relationships between Individuals and Societies?

Now, without further ado, it’s time for some content.

But first of all, the title. The title references the fact that I included planes in my initial story… in 1880. Yeah, I’m stupid. I know. Now, let’s start for real.

Chester Brown’s Louis Riel

As you readers may know, we sometimes like to use a book to help with our studies, and this unit, we read Chester Brown’s Louis Riel graphic novel adaptation. This book was packed with information and did not exemplify traits of too much historical bias, so it left for some good, neutrally-viewed Louis Riel reading.

The Book was not only entertaining to read, it really helped me understand Louis Riel’s story a bit better. The characters were drawn incredibly well, and it was represented accurately. The author states the book cuts out a lot of information due to the long nature of Riel’s story, but still highlights the important parts.

The book is split into four parts, and for those of you who don’t want to get spoilers, scroll down past the warnings.

SPOILER ALERT

The book focuses on Louis Riel and the Red River Rebellion in part one, and scaring off the Canadian surveyors. They engage in battles with Doc Schultz, and Thomas Scott, an Anti-Métis person, was executed. In Part 2, Louis pretty much gets elected a bunch of times, but never takes his seat because Schultz is still hunting for him. He has a vision on a mountain in Washington, and gets thrown in an asylum. Part 3 sees our hero out of the asylum and Gabriel Dumont leading their forces against the Canadians in war, at the end of which, Riel surrenders. Part 4 sees Riel’s trial, and his execution.

SPOILER ALERT OVER

The Great Debate

After the novel study, we engaged in quite a few activities, such as role-playing as surveyors and First Nations, offering land for other goods. We also made slides about powerful people and influential figures, but the most important (and fun) activity was the great debate.

The debate featured pitting two halves with separate opinions of Louis Riel. We were the hero side, in favour of Riel, and the other side was the villain side, trying to prove that Louis Riel was a villain. We both started off strong, and the closing statement became a tie-breaker. However,  in the end, our closing statement beat out theirs, and the Hero’s came away with a W.

The Animation

Halfway through the unit, we started our main project, the animation. This was a relatively simple-sounding task, but trust me, it was not. The animation consisted of a 2-3 minute animation featuring a powerful Canadian figure. We picked this with the wheel of death, and I came away with Andrew Onderdonk, Contractor and recruiter for the CPR.

Onderdonk himself did not lead too interesting of a life, so I focused my attention on the Chinese immigrants. These people were heavily disempowered by the government, taken advantage of and used for only the dangerous tasks. Onderdonk had both influence and control over the immigrants, and recruited more and more for his cause, mostly for tunneling through the Fraser Canyon, which was before been impenetrable.

The Animation took painfully long, especially when I deleted my entire intro with a frame mishap. However, in the last little bit of time, I was able to scramble together something resembling a somewhat good animation. I used good ol’ FlipaClip to animate the video, and iMovie (my old friend/enemy) to put it all together. Here’s my second, terrible, audio-less Draft.

Here’s my final draft, with audio and everything. Hopefully you don’t hate it.

Reflection

This project was one of my favourites all year, as I’ve been planning to take up animation as it has always been one of my interests. This project gave me the “kick in the pants” I needed to get on FlipaClip. As for content, this project had very interesting content, with the Head Tax, National Policy, and the dynamic of power in Canada.

This project really taught me perseverance, even when I hit rock bottom (deletion of layers), I never gave up and just re-drew everything that got deleted. This project also helped me brush up on iMovie, something I hadn’t used in a while. The book also helped my liking of this project, as it was a great way to learn about Riel as opposed to the textbook/worksheet technique.

Nothing about this project bothered me too much, other than the animation deletion (I know I mention it a lot, but it was really frustrating). The project was a great way to start off Canadian history, something I know we’ll be focusing on for the rest of the year.

This is Jason, signing off.

What’s up y’all, it’s Jason, and today I’m going to inform you, the audience, about one of my recent projects, Metaphor Machines. In this project we learned about metaphors, machines, and revolutions. So, without further ado, let’s get started.

Metaphors

So, we started with a little exercise to get us acquainted with metaphors. We took common school objects and tried to create metaphors about them. My group took a stapler and transformed it into a metaphor for love. In case you didn’t know, a metaphor is a simile that doesn’t use the words “like” or “as”.

So, “the pillow is as soft as a cloud’, would be a simile, but not a metaphor. “The pillow is a cloud” is a metaphor.

Get it?

Steampunk

Another element we had to include in our Metaphor Machine was steampunk. I’ve covered steampunk in another post, so I’ll just give you a brief explanation.

Memepunk

Steampunk is pretty much if modern technology had advanced in the Victorian era. Lots of gears, clocks, and exposed machinery. Also, I’ve found they have a slight obsession with the colour brown. Hmm.

prettysleepy1 / Pixabay

We had to theme our machine around steampunk, and that meant researching all the steampunk aesthetic features and incorporating those into our machine as well, thus adding another level of difficulty.

Leviathan

Leviathan was a book we read that helped us understand steampunk a bit more, and to also spark our knowledge of one of our future topics, World War I. Leviathan was about World War One, but much more technologically advanced. The two opposing forces were the Clankers, who used huge machines and mechs, and the Darwinists, created by Charles Darwin who used fabricated, living creatures to battle.

There were two main characters in the book. Alek, son of Archduke Ferdinand, and Deryn, a Darwinist hoping to join the navy.

It was a really great book and I highly recommend checking it our for yourself. Here’s a link to the book.

The Industrial Revolution

And finally, one of the last topics we studied, the industrial revolution.

This kind of came after we started researching and building our machines, but helped us understand both steampunk and another important historical aspect: Cause and Consequence. We learned about what was created in the revolution, and what powered those creations. I won’t elaborate too much. Im sure you’re dying to see the actual machine.

Science

The scientific part of this project involved a lot of electricity and hot objects, so one of my main goals apart from actually learning things was not to get burnt or electrocuted. Fortunately, I did not get electrocuted or burnt. I may have inhaled some amount of spray paint, but hopefully not too much.

In science, we worked on a lot of circuit exercises, many involving the Phet Circuit simulator.

We used this to study voltage, current, and most importantly, how not to either get electrocuted or blow something up. We used our knowledge of circuits to create one functioning part of our machine that involved circuits. For us, it was the turning off of the red and yellow LED lights at the end of our machine.

There wasn’t too much Math involved in our project. We mostly worked on scale drawings and diagrams, in order to draw scale and full size blueprints of our machine. We also figured our the formulas for current, resistance,  and voltage, which are technically science but involve math. That’s pretty much it.

The Actual Machine

It’s what you’ve all been waiting for, the actual Metaphor Machine.

For the actual project, we were, as always, split into groups. Mine consisted of myself, Emerson, Sam, and Kiera. We then picked out which revolutions we wanted to study. We were assigned the Xinhai Revolution.

I won’t bore you with the details of the revolution in this post. That’s what the video is for. Long story short, the emperor signed a deal nationalizing all the railroads. People got angry, Wars were waged, etc. The machine took a heck of a long time to build, and ended up taking multiple changes to our original design to make work, but somehow, it worked. So, without further ado, here it is. Our metaphor machine video.

That’s it. I hope you enjoyed hearing about our metaphor machine and I hope I didn’t bore you too much. However, this project is not over. We also had various scientific and mathematic aspects to this project, so check out my Scimathics post for this project as well.

This is Jason Guan, Signing Off.

Hey, you remember back when I made that original identity post? Remember when I said there was going to be a part 2? Yeah? Well here it is. I’m Jason, and I’m back to give you your second dosage of IDENTITY.

Also, keep this in mind: remember how Worldview was a recurring theme in Grade 8? Well now we have a new recurring theme, identity.

So, let’s pick up where we left off. I believe we had just started talking about what identity was and our driving question. Do you remember it? “How does that land affect our identity?” I also revealed our fabulous Deep Cove Identity Video. Remember that? Now, after a 9 day trip to Alberta, I have returned with more knowledge and have made an all new video about identity.

Let’s start with some details about our Alberta Trip.

The Alberta trip was good fun, but I won’t go too far into detail as there is an Alberta Field Study post coming soon (shameless self-promotion). However, I will add in some photos and I’ll explain later a bit more about the important places.

Next, let’s recap the new knowledge I’ve learned after our last post.

So, we talked a little about what Identity was in the last post, but not too in depth. Also, I’ve got some examples of identity, worldview, and how they intertwine. One example we learned at the Glenbow Museum in Calgary was how the worldviews of the First Nations people were changed after the arrival of the Europeans, and how the Europeans’ identities changed after their arrival.

Also, I learned a lot about how the land can really change the identities and worldview of people. At the Columbia Icefield Skywalk, my friend Sam and I interviewed some people and we found that many people’s worldview have been impacted by the Skywalk.

One of the key words I’ve linked to identity is perception. Perception is a word I used a lot in my new video as it was the perfect word to describe what identity is really about. The main thing identity really impacts is perception. Whether it be the perception of the land or the people of the land, all of that depends on identity.

Alright, I’ve baited it all throughout this post, and I’m sure y’all are DYING to see it, so here it is. The centrepiece of my Albertan Adventures, my identity video. (applause)

As you can see, I’ve separated my video into a few key topics and all of those topics intertwine together to make an identity. To quote myself, “Think of it as a pyramid, without any of the building blocks, it collapses.” I think that this unit was a great way to start of the year and a great intro to a word that’ll probably get pounded into our heads even harder than worldview, Identity.

Oh my god. Could it be true? Could it be…. ANOTHER BLOG POST?

Your eyes have not deceived you. It is indeed Jason Guan and I’m back for the first post in Grade 9. Today I will be talking about our first unit in Humanities, IDENTITY!

So far we’ve talked about identity, written about identity, and made videos about identity. But first, with every unit, there’s always an inquiry question. Ours was ‘How does the land affect our identity?.”

The introduction consisted of a few paragraphs we had to write about why the land affects our identity. I talked about how it affects our mental state, and how people from different regions may have different views on public safety and caution.

We then made videos about the identity of our community, Deep Cove. Take a look at it for yourself.

My group for this included myself, Kyle, and Emerson.

However, this unit is not yet over, which is why I don’t have much writing. Make sure to tune in sometime in the near future for part 2 of this post. (Shameless Self Advertising)

Hey you. Yeah, you. You wanna learn some knowledge? Yeah you do. Well, today, I’ll be talking about our latest and probably final humanities project, which combined Shakespeare and Colonization. How is that possible, you say? Well, prepare to find out!

Project Overview

So, our main project this term was to study Shakespeare, specifically the Tempest. We were also supposed to perform said play. Sound simple enough, right? Oh, wait, we also had to perform it as a Tableau, which is pretty much when the stage goes black, and every time a background appears, the actors freeze into poses on screen with some narration to hopefully tell a story. A bit harder, eh? But wait, there’s more. We also had to set this entire thing in New France. Yeah. Not that easy now, eh? What is New France, you ask? Well, that’s exactly what I’m going to discuss next.

New France

New France, the topic for our Tableau, took place after our latest unit, the Age Of Exploration. New France, as the name suggests, was an area colonized by France, which is now modern-day Canada. We then proceeded to learn all about New France in order to be experts and to be able to actually explain why the heck we were basing our Tableau in New France. Here’s all the stuff we learned:

The Discovery

So, New France was discovered by coincidence, as most good things are. The French explorers were searching for trade routes when they came across North America and Canada. However, there were already people living in New France. The French colonized the area and called it, as you may or may not know, New France.

Life In New France

As New France prospered, the New French began to develop their own way of life. Everyone had their specific roles in the community. At the top are the sovereign council, which consists of 3 officials. The governor, who ruled over all of New France, the Bishop, who ruled over religion, and the Intendant, who maintained law and order, while also keeping track of the economy.

Under them are the clergy and seigneurs. The clergy consisted of priests and nuns. Priests, otherwise known as “Black Robes”, went on missions into the remote lands and tried to convert the Natives. Nuns were a big part of education and health in New France. Meanwhile, seigneurs protected the inhabitants, who gave them a portion of their crops and earnings for protection.

At the bottom were the inhabitants, the filles du roi, and the couriers du bois. The inhabitants were pretty much peasants, who were pretty much regular country folk. The filles du roi were women who had come from France, who had come to marry the inhabitants and reproduce (ewwww). The couriers de bois were explorers, who had explored lands unknown. They sometimes also fought alongside their First Nations allies in battles. Couriers de bois sometimes took country wives, who were First Nations women they had allied themselves with. These country wives were helpful as they knew the land better than any French Colonizers.

Fur Trading Companies

The fur trading companies were businesses who had enlisted help from the First Nations people to get furs to make hats for sale in Europe. The 2 Biggest companies were the Hudson Bay Company And the North West Company. The Hudson Bay Company operated (surprisingly) in and around the Hudson Bay. They traded furs with the First Nations in the area for as little as 1 bead per 1 pelt. The North West Company operated pretty much everywhere the Hudson Bay Company didn’t, which was a pretty wide area. The NWC consisted of a few groups. The Wintering partners operated around the Fort Williams Area, while the Montreal partners operated around the Montreal area. The voyageurs made runs in between the 2 areas. The 2 major companies battled for a while, but the HBC eventually won and the 2 companies merged.

The Fall Of New France

The end of New France came at the hands of, guess who, the English. The English pretty much saw what the French had going for them, and thought to themselves, “Hey, I want some of that!”. So, they did what most people have done throughout history, and went to war. Many wars happened, but at the end, you know it, The English came out on top. The English winning the war is one of the reasons we speak English in most of Canada.

Rising Action

So, in the days leading up to the performance, our 5 groups were each given a section of the History of New France. Our group, consisting of Grace, Jackson, Anika and myself, were given Act IV. We were also supposed to integrate the Fur Trading Companies into our performance. Also, as you may know, we weren’t allowed to pose, so we made all of our backgrounds really animated to hopefully help tell the story better.

Showtime!

Below is a video of our performance. I hope you enjoy.

https://m.youtube.com/watch?v=oWCMY6vHVaM

Welp. I guess that’s it. Our final unit was a refreshing breath of fresh air from all of the comics and art, and what a better way to cap off a great year than with a performance. And with that, I will leave you.