mPOL-2022👻

Hello lovely readers, welcome to my mPOL! This is my second time doing mPOL, the first, I miserably failed at. Now that I’m the expert on my own learning, I’m also responsible and accountable for my own learning. You can trust me to give an honest and accurate evaluation of my growth. Thank you in advance for reading and please comment below feedbacks that I can use to improve as a learner.

I “Failed”

Just like other student in PLP I get really proud of myself when I get a rainbow, which in PLP it literally mean A++, AKA the best mark you could possibly get. I had some rainbows but, of my work completed this year, I’m most proud of was at the beginning of the year when I finish the quiz on government responsibilities and structures first, not just in time but in grade too. Evan though our party didn’t win, I learning that discuss ideas, average minds discuss events, and small minds discussed people. Our party didn’t focus on idea we focused on event and people that influenced our country, while other groups were coming up with creative ideas that lead them to a interesting new party, and my group practically copied existing parties.(read post on the project here!)

Standards

although not all the work I completed met my standards, some did. I really enjoyed working with my group in our Romeo and Juliet project. Despite the lack of time we had because of the delayed started form covid, all of us had put in our own efforts to make the video dramatic and funny (Shoutout to Keenan for the main idea of the story). During our previous project Ology of apology, I think my group did a very good job of team work and presenting, so even though we didn’t win I think we did a good job, lets just blame the fact that the other group’s name came before us in alphabetical order.

Valuable lessons

In the learning plan I said that should use my creativeness to its advantage, and so, during story writing of our Act of Romeo and Juliet, I helped my group-mates by contributing creative ideas and getting creative with editing like the many sound effect we added to make our film original. Although we were short on actors we still work it out, there would be no way that we would have ever succeeded if we didn’t worked together. On the other hand, I wished we had a better way of introducing our character. For example, Jordan, Dries, Nathan, and Jakub’s group had introduced each character of their story in a smooth way, while still matching with the theme and the background music of their film.

Demonstrate

I have improved greatly as a learner because of the support I have been getting from my peers. In the beginning of the year I rarely contributed ideas, afraid of making revisions, but as I follow my learning plan I saw improvements like, not getting distracted by other homework, less procrastinating, not being controlled by my own moods, and so much more. I even changed my habits for the better, like having a good sleep schedule! I used things and craft, things, and calendar regularly to help me meet my criterias as this is one of the reason why my habits need to be changed.

Improve!

In the remainder of the school year, I’m going to try my best to stay focused on my main goals, and do a better job of time management. To achieve this, I will sharpen my learning plan by writing my goals in details, sticking to what I wrote down, and being honest.

Thank you

      At the end I wanted to say thank you to my teachers, they always helped me when I’m stuck with problems, because of them my grades improving which to me is a huge success.

Ology of Apology 🙇🏻‍♀️

Welcome back wonderful readers, I hope that your winter breaks went great, if you have not read my recent blog post, I recommend you do so. Not only might you learn something new, but you will also hear a bit about what my current project is.

The project that we just wrapped up is called “The Ology of Apology” (meaning the study of apology), and our driving question is: How can we create a public memory of past wrongs so that they are remembered, and not repeated in the future? We looked at three past wrongs enacted by the Canadian government: the Komagata Maru in 1914, anti-Chinese racism in the form of the Head Tax and the Anti-Immigration Act from 1885-1947, and the Japanese Internment during the Second World War.

We were fortunate enough to have the opportunity to go on six different field studies throughout this project. Being able to learn about what we are talking about in class by going to museums, cultural spaces, and by walking around the actual sites where these events have occurred made it easier for me to visualize what the victims and survivors were going through during those times, especially the quotes on the walls we saw at Nikkei Museum.

  • The first trip was to a Sikh Temple (ft. Indy and Erin)

  • This photo of our second trip ft. Indy, Erin,Nate, Annie, Amy, Ryan, and Quinn

  • This shadow from our third trip was inspiring for a group project

  • On the fourth trip, we went on a walking tour in and around Chinatown. In the pouring rain.

  • On the fourth trip, we went on a walking tour in and around Chinatown

  • We also when walking rain during our last trip for the Japanese event

we were asked to create a concept, as well as a scale model, of a practical, contextual, and impactful memorial that would educate the public about one of the three acts of injustice that we studied.

We were put into groups, and then assigned topics from the three main events. My group was Keenan, Nate, Josh and me. Our given topic was Japanese internment camps during WWII. There were six groups, and three topics, so each group was competing against another group.

During all the trips, something we saw a lot in memorials was some kind of landmark, but we also wanted our memorial to be interactive, and one specific landmark my group had in mind was a statue, in the morning there will a garden accompanied with the statue providing scenery, but at night a bright light will be shown onto the status making a shadow. Our group had the idea to create a statue with a shadow that can be interpreted into many things but the status itself must have a meaning, we wanted to tell as much of a story as we could while remaining interactive, cultural, and historical.

My group wanted to tell the story of the hard times that Japanese people were faced with, and the wrongdoings of the Canadian government at the time. The shadow which is only visible during the night time is there to represent the resilience and the strength within every Japanese Canadian that was wrongly treated during World War II. It also shows the lengths to which the Japanese Canadian parents went to keep their children from suffering during this terrible time. The foot falling off the edge represents how close their lives were to falling apart for both the parents and children.

Overall, I am proud of my group, and how much work we were able to get done in so little time. Even thought our memorial wasn’t as attractive as the other groups,  I felt that I gained a really good understanding of my topic, and the other topics that we learned about as well. And honestly if I was ever to pitch this to the city hall I don’t think I would pitch it any more different than this way it is. We were given the opportunity go around and and learn more about this event while other kids were stuck in their classroom reading textbooks, I think this project let me realize these special privileges I have.

Anyways, I hope you enjoyed reading this post please leave a comment and check out my other classmates post!

Legacy of the Komagata Maru

 

Hey lovely reader, now you might not know about this unjust incident that happened over a century ago when 376 Indians came to Canada or at least tried.

The incident

As creative the name of this incident could sound, spoilers, that was the ship the passengers were on during the incident.

“We have the power to exclude and to deport certain immigrants, and whom we deem to be unworthy of Canadian citizenship. We have the power to deport Hindus or anyone else”. In the early 1900s, nearly 5000 South-Asians had already arrived at BC the time that was said. Many (white) Canadians were concerned about the growing numbers of immigrants, so regulations were put in place to keep South Asians from entering the country. Legally Canada was not allowed to ban citizens of Idia as they too are British subjects, so the Canadian government created a loophole “the continuous journey regulation”, which meant that immigrants were only allowed to come to Canada in one continuous trip from their country of origin, or else they will be denied entry, at the time no ship could make a continuous journey from India to Canada, it was impossible. But in 1914, Baba Gurdit Singh, a Punjabi businessman, he hear fellow Sikhs had encountered trying to immigrate to Canada. He charter a Japanese steam ship SS Komagata Maru, sold tickets to his countryman, and on April 1914 and 150 passenger set sail from Hong Kong.

along its way stoping by China and Japan, picking up more hopeful immigrants and eventually reaching a total of 376 people heading to Vancouver on that ship, almost all were men except 2 women and 4 children, almost all were Punjabi.

Photo: Library and Archives Canada #PA-034015 

After sailing for 2 long months the Komagata Maru finally reach the Vancouver port. Baba Gurdit Singh not only wanted to help his fellow passengers reach Canada but also wanted to challenge the racist Canadian immigrant laws. On May 23 1914, the Komagata Maru dropped anchor and was greeted by unwelcoming immigration officials. When they were denied entry since their ship hadn’t made an continuous journey to Canada, a 8 week stand off with the Canadian government began. The South Asian community ashore quickly organized, forming the Shore Committee, lead by Banh Singh and a few others , they raised funds to hire a lawyer, J. Edward Bird to negotiate on the passenger’s behalf. The legal battle eventually failed, Bird was subjected to so many threats from the white people that he was forced to fleet Vancouver for a several weeks. Passengers despite having imprisoned for several week fight back back against the ones that tried to board the ship. 2 days later the navy arrived driving the Komagata Maru back, and on July 23rd 1914, exactly 2 months after its arrival, Komagata Maru was forced to leave Canadian waters, for many it would not be a happy homecoming.

When the ship finally docked in Budge Budge, passengers were meet with force. When the passengers finally left the ship the first time in many months, the British police open fire, killing ~20 passengers injuring 9, arrested several others. Baba Gurdit Singh escaped the massacre and lived in hiding for a several months be fore turning himself in. It wasn’t until 1967 that anti-south Asian regulations were abolished entirely.

The Apology

On May 18, 2016, Justin Trudeau will issue a formal apology in the House of Commons for events that took place surrounding the Komagata Maru. The ship arrived in Vancouver in May 1914, carrying 376 passengers of mostly Sikh descent, who were refused entry into Canada due to discriminatory laws. (Source)
“An apology was very important for our community. What more there still areas where we feel that the non-whites are still under discrimination, course it’s not as much as it used to be, but I think it (the end to this unjust) takes time, it will happen.” – Ajay Rai, the manager of a Sikh Temple. (Source)
Because of the struggle of those who was on the Komagata Maru it encouraged the ones who are on land to try harder and fight for the unjustified to be justified, and that’s why us as minority have such successful lives, says Jaswinder Toor, the president of the Komagata Maru Society. (Source)

Conclusion

I really think the bravery of Baba Gurdit Singh and the other on board of the Komagata Maru should be memorialized as part of our collective public memory as they were brave enough to to challenge the racist Canadian immigrant laws, which encouraged the other minorities to fight for their own rights.

Think you can do better🤔

Ah yes, finally the great project is about done. When the school first started, it was near the last election which ended around Monday, September 20, around a month ago, which gave my teacher the fancy idea to start this project “Think You Can Do Better?” The driving question of this project is: How Should We Govern Ourselves? Throughout this project, I have learnt that we should govern ourselves by having elective representatives that are accountable for their actions and that they must perform their duties according to the wishes they represent not for themselves or interest, like for example money. That way the citizens of that country are to have fundamental freedoms, free and fair elections, accountability and transparency from their leader.
Source

transparency (from democracy principles on YouTube)

At the start of the project everyone in my class did a quiz to figure out where we were on the political spectrum and which party might we agree to the most. (if you would like to take the quiz consider visiting this link!). Mine was in the upper left quadrant but it’s more centred, meaning I valued that citizens of our country to have fundamental freedoms and rights.

Another example to support my answer is the blog post I did which point out how human rights and equality is so important to us as Canadians and the Canadian government structure etc.

Later into the project, we were assigned group according to our political believes and views which later turned into our own little political parties. In my party, which was later named The Traditionalist Party of Canada (TPC), was our dearest, Indie; obviously the “best” listener, Quinn; our “world famous” hokey goalie, Nate; and finally, our “best” candidate, Logan! TPC offers one of the most efficient ways to solve current and past issues in Canada.


What make us unique?

after long amounts of deliberating we came up with some solid points that would get us rolling in the right direction. So our party is unique in the fact that we want to revert to our past, but only our economic past, the goal is to get our economy thriving like it was post war. We still recognize that the future is today so we want to move forward with equality, so that’s why we are economically right wing but at the same time socially progressive. Unlike other parties, us as the Traditionalist Party of Canada aren’t making the climate crisis our main concern, we of course acknowledge that it is a problem but we are convinced that our economy is in a worse situation at the moment.

What Makes Your Party Unique?

We plan to model our economy on the best parts of our past

We will utilize the natural resources we have to improve our economy

We will decrease the wealth gap by increasing taxes on the rich

We will create much more affordable living for everyone

We will create more high paying heavy industry jobs

We will create a stronger middle class

We will ban foreign buyers from Canadian Residential space

 


Why You Should Vote For Us

We know that the past few years have been a difficult time for everyone and our economy has taken a massive hit due to the pandemic and we need to revive it. When we talk about the Traditionalist Party of Canada we think of the future, and no not just a couple years from now but future generations down the line. Not only do we promise to sort our economy out the cost of living also has to change. We live in a beautiful country but as the years go on the pricing is getting ridiculous, our aim is to lower this cost by banning foreign buyers and only allowing Canadian residents to by property. If these points take your fancy then we are the party for you, the Traditionalist Party of Canada has a proper plan of action to help our country thrive economically.

 


Conclusion

I found it very interesting researching how much how much having a accountable and transparent leader could influence a country. It was also fascinating to learn about other democratic systems of voting such as proportional representation which may just be more of a equal voting system. In my first post for this project I reflected on the election and related it to a research topic of choice. I chose to research how human rights and equality is so important to us as Canadians. This project really taught me how many different ways one can run there government. It also made me aware how our current system of government often favours the rich and majorities. I never quite realized how minorities have such a hard time getting a say in government.

I hope you enjoyed reading this post please leave a comment and check out my other classmates post!

The End 😀

Traditionalist Party of Canada 🇨🇦

Traditionalist Party of Canada Press Release

What makes us unique? 

 Our party is unique in the way that we aren’t left wing or right wing, we’re economically right, but socially progressive, we’re not even considered to be central. Our party works to stabilize the economy and decrease the wealth gap in a right wing style, however we also see that the future is today, and we are supporters of equality and human rights.

Why choose us?

Unlike many other political parties we have pretty important and specific platform, without too many distracting promises and ideas. We really just want to fix the broken and unstable economy while decreasing poverty, and balancing income equality. We also are not super aggressively anything, we believe that after the COVID19 pandemic our party has a good plan of action, to get everything back to normal economically.

My other post that you can check out here, talks about small parties of Canada, and why they never win, however, our party is actually a bit of a balance between the liberals and conservatives, making us the best of both worlds. We are in fact a small party, and it’s quite possible that we won’t even come close to winning, but we aren’t a single initiative party like a lot of small parties, making us more likely to win then say, the marijuana party.

Vote for us, Traditionalists!

“Everyone is =“🕊

Ayooo, I have not blogged at ALL this summer being busy with math and CLE, but, no worries, I have returned! But along with my return, something else also did! Yes, it’s the Canadian federal election, and our school also ran a school student vote. Later into the project, we would be making individual political parties with people who have similar believes and views like us, which in that case, we would need knowledge on Canadian politics. However, my big question for this post is “why are human rights and equality so important to us as Canadians?” to answer that question, let’s first take a look at a picture of the structure of the Canadian government I drew.

Now that you know more about democratic principles you might know why I think it links to the other principles. Canada is a Parliamentary democracy and a constitution monarchy meaning it’s ruled by a prime minister but the Queen is our head head of state and is guided by our constitution. All people livening in a democracy has guaranteed rights, Canadian charter rights and freedom ensures our freedom/ rights in Canada, meaning no one will have less privileges because of one’s race, religion, ethnicity, language, gender, or sexual orientation. Which means you would have the right the vote like everyone (Free and Fair Elections), you would have the rights to know all about the government before voting them (accountability and transparency), you can only be arrested if you did anything illegal (the rule of the law), you would have the rights to meet with you friends in public or the private (fundamental freedom), you have the right to protest (citizen participation). But how do we elect our governments? Well, Since we are a democracy which is a type of government where a majority of the people are included In political decision making. Citizens elect politicians through a vote to make decisions on their behalf, but if you must, Citizen are free to run for office and they have the protected rights like freedom of speech and religion. To farther understand the democratic principles, because human rights and equality really links to all the principles, let’s watch this video!

The candidates of the parties run for an election in each riding and anyone whose an adult could run for or participate. Speaking of there are actually three level of government : Federal, Provincial/ Territorial, Municipal. A Federal government is responsible for the entire country, handle all matter of national and international concern. Provincial/ Territorial government are responsible for their province or territory, and Municipal governments manage their city. we vote for representatives for each levels, they are then responsible for proposing, studying, debating, and voting on bills, which are potentially laws. All the others were mentioned in the drawing earlier.

Link to vid

Now that that’s cleared up maybe we can move on to things within and outside of Canada itself? Like maybe… whether or not we still need the Queen as the head of state. Check our friend Meg’s blog for another amazing blog!

Our Identity as Canadians 🇨🇦

Hello internet, it’s the last month of the school year! The project we got when we first entered the new quarter in my opinion the most significant piece of Canadian history —  The Great War Exhibit! the project where we as students worked individually to create a video essay about a WWI artifact and a Canadian WWI Soldier. Through determining the historical significance of WWI, we analyzed and gather evidence to tell the story of their soldier, in my case with the aviation scarf I would have had to research a pilot. On June 1st and 2nd, we hosted the WWI Discovery Box (link) at our school library and presented and showed our learning to our fellow students in our school. For this project, we focused on: How might we use artifacts and film to show the significance of WWI? With the question in mind, we started the project by looking at the timeline of the war, from how it originally started and how it ended!

1914: the archduke of Austria-Hungry, Franz Ferdinand and his wife were assassinated in Sarajevo by the 19-year-old Gavrilo Princip, a member of Young Bosnia, on 28 June 1914. The archduke was an important figure to the Austrians so when he died the Austrians blamed Serbia and declared war on Serbia. While Germany is on Austria’s side, Russia joined Serbia’s side and just like that the two sides started forming, the Great War is about to break out. To dive deeper into this event I have learned that it wasn’t really the assassination of the archduke itself trigger the whole thing it was the nationalism and the allies coming together to protect themselves as a group.

 

1915: battle of Ypres started. The Battle of Ypres was known for the start of the use of chemical weapons during WWI. Many would say the Germans had started it, but really,  they had only started using chemical weapons because the French had started using tear gas. The Battle of Ypres resulted as 59,000 British (including 6,500 Canadians), estimated of 22,000 French, and 35,000 Germans casualties. There are, many types of gases, like in August 1914, when the French first used tear gas— a colourless to light yellow liquid with a fruity to aromatic smell with the effects of coughing, crying, breathing difficulties, and temporary blindness— against the German troops. Many chemical gases like the tear gas are: chlorine, first used by the Germans in April 1915; phosgene, first used by Germans in December 1915; and finally, the most deadliest gas, mustard gas, first used by the Germans in July 1917. With all these knowledge it’s really hard to remember, so we concentrated all the important facts and made a keynote presentation. While listening to the other groups present, I noticed that to other people they could find other things important.

1916: The Battle of the Somme, also known as the Somme Offensive, was fought during the First World War from 1 July to 18 November 1916. In the summer of 1916 the British launched the largest battle of the war on the Western Front, against German lines. The offensive was one of the bloodiest in human history. Over the course of five months, approximately 1.2 million men were killed or wounded at the Somme. The Canadian Corps was involved in final three months of the battle. When British soldiers “went over the top” of their trenches in the wake of the barrage, the result was catastrophe: tens of thousands were mown down by machine-gun fire or caught up in barbed wire and then killed as they tried to reach the German lines. The British lost more than 57,000 men killed or wounded on only the first day of the battle, with little to show for their sacrifice. The battle of Somme was also known for introduction to tanks, and how Francis P. received the metal of valour. This event was also included in the keynote presentation we did with the battle of Ypres, throughout the other’s presentation I could focus more on how terrifying the introduction of machine guns and tanks was to the soldiers during the war.

1917: battle of Vimy Ridge, Many Canadians view the four-day Battle of Vimy Ridge, from April 9 to 12, 1917, in France as Canada’s greatest battle. It was the first time that all four Canadian divisions had fought together under a Canadian commander. The Canadian troops captured the impenetrable Vimy Ridge from Germany, which British and French troops had been unable to do. For many Canadians, the victory was a defining moment of national pride, and the possible birth of our nation as we emerged from Britain’s shadow. Canadian troops also earned a reputation as formidable, effective troops because of the stunning success. But it was a victory at a terrible cost, with more than 10,000 allies were killed and wounded. During this part of the war I think it’s where we as Canadians fought together to proof that we are more than capable of becoming a independent nation and we’re not to be messed with.

 

1918: World War I ended at 11 a.m. on November 11, 1918, the Allies claimed victory against the Central Powers. During the four years of battle, over 37 million people were killed and nearly 22 million were wounded. In addition to this massive loss of life, both sides experienced social, political, geographical, and economic short-term and long-term consequences. Between 1914 and 1917, nearly two million Russian soldiers were killed in World War I. Another five million were wounded. Russia had never been prepared for a world war. Its army was made up of peasants and working-class men who had been forced to fight. They barely had any training and no weapons, As more and more soldiers died and food in Russia became scarce, the Russian people grew tired of Tsar Nicholas II’s rule and wanted out of the war. These conditions led to a continuation of the domestic upheaval that had begun with the 1905 Russian Revolution. In 1917, two more revolutions engulfed Russia and caused the collapse of the nearly 200-year-old Russian Empire. The first revolution was in February 1917 and resulted in the tsar abdicating his throne. The Bolsheviks (a political party) and the Provisional Government (a group of members of the Social Revolutionaries and the Cadets) took control. The second revolution—the Bolshevik Revolution—quickly followed in November 1917. The anti-war Bolshevik party defeated the Provisional Government to gain full control of the Russian government. On March 3, 1918, Russia signed the Treaty of Brest-Litovsk with Germany and exited the war. During the learning of this time period I noticed how much this war impacted just one country, like the change of a new political leader could completely change if the country is still a part of the war or not.

Finally,1918-19: the ending of the war, In March 1918, Germany and Russia signed the Treaty of Brest-Litovsk, marking Russia’s exit from World War I. With its eastern front now secure, Germany removed its troops and sent them to the Western front. Germany that launched a major campaign against the Allies to try and win the war. After many advances, Germany was eventually pushed back. Now it was the allies turn to mount an attack. On August 8, Allied forces began a series of concentrated attacks on key German positions. This was known as the Hundred Day Campaign. Canadian troops were assigned the task of breaking the Hindenburg Line, Germany’s main line of defence along the front. They were successful. Canadian General Arthur Currie sauce as Canada’s finest achievement of the war, even greater than its victory Vimy Ridge the previous year.Slowly but surely Allied troops advanced against the Germans. Finally, on November 11, Germany surrendered. The armistice was signed and World War I was over. In January 1919, delegates met in Paris to hammer out the terms of the peace treaty. Canada had played a very important role in the war and was thus invited to participate. Britain, France, and the United States dominated the talks, but Canada clearly made its presence felt. The result of the Paris Peace Conference was the Treaty of Versailles, which laid out harsh terms for the Germans. At Prime Minister Borden’s insistence, Canada was allowed to sign the peace treaty as a separate nation, totally independent of Great Britain. This was an important symbolic recognition of Canada’s emerging sovereignty over its own affairs. With all the knowledge in mind we did out final video with a soldier and artifact of WWI of out choice, we put together our learning throughout the whole war and created a piece of it that is more significant than knowing what and who the soldiers (in my case a pilot) and the artifact’s role was during the vast war.

The curriculum competencies for this project are:

Socials 9 | Establish Historical Significance: How do we make choices about what is worth remembering?

I can assess the significance of people, places, events, or development and compare varying perspectives on their historical significance at particular times and places, and from group to group.

Examples of this is The Battle of Vimy Ridge…

Maker 9 | Global Collaborator: How might I use technology to connect to the world?

I can use technology to connect to others, locally and globally, to generate and enhance my ideas.

Example of this is our YouTube video 

The could be seen as a short one compared to the 7 years war but the consequences of this war was larger, more significant, and more thing had happened during the war. I learned lots of stuff during this project, like the how a ugly the weather was during those days the soldiers fought the the damp trenches, how short a pilot’s life span was, how significant the battle of Vimy Ridge meant for us Canadians. The answer for the driving questions I learn through out this project is: we learn the significant of the history behind those of the ones brought peace and identity to our country today, if it weren’t for them we wouldn’t be living to way we are now.

Anyways that’s it for this post enjoy the rest of your day/ night, peace out!

Video Manic🤪

Hello internet,  as our last project ended the last project of this quarter came—  The Case for a Nation! the project where we learned about all nationalism around the world. For this project, our driving question is: How can an understanding of nationalism in the past, help us make sense of today? With the question in mind, we started the project by looking at the definition of nationalism!

Nationalism: Pride and loyalty that citizens have for their country or nation

First video: our first video was more of a practice video. We wrote out some questions about nationalism then ask one of our parents in our Interview for Nationalism video.

Second video: we stared with animating the first 10 seconds of the trailer of The Mandalorians. We then needed to choose a country’s nationalism while we did our movie planner, I chose the American because my mom, which is my audience for this video, would understand it or has more interest in know about it.

Third video: after looking a few examples of tutorial video we toke notes on, we started to do ur movie planner which include know your story where we choose the type of tutorial video, screenplay, storyboard, and so on…

Fourth video: after all those videos we chose our partner for our fourth video, which I chose my best friend Simon.we looked at what we had in our recent video, our animatic, while we were doing our movie planner, we put together an combination of the American Nationalism, the German Nationalism, and nationalism in general.

https://youtu.be/4VZ7-_oxKa8

Finally, fifth video: with the last video we had we got our parent’s reaction to the cumulative video. We filmed and edited our parent reaction. Some of which are funny and some kind of serious. Although we had some problems doing our screenplay and storyboard the video still ended up perfectly fine!

The curriculum competencies for this project are:

English 9

Designing Texts: Have I used writing and design processes to plan, develop, create, and refine engaging and meaningful texts considering purpose, audience, and message?

English 9 / Social Studies 9

Using Resources / Use Evidence from Various Sources: Have I found diverse sources and evaluated them for their relevance, accuracy, and reliability?

Maker 9 

Empowered Learner: How might I use technology to construct knowledge?

I learned lots of stuff during this project, like the how a formal a MLA work cited is wrote and the definition of nationalism, how many countries when thought almost the same things. The answer for the driving questions I learn through out this project is: We can use knowledge of nationalism in the past and compare it to today to understand political movements, ideals and conflicts. By comparing the past to the present day, we can predict and prevent events that tie into nationalism.

Anyways that’s it for this post enjoy the rest of your day/ night, peace out!

Frankensteins? Industrial Revolutions? Frankenstuffies!🧟‍♀️🏭

Hello internet,  as our last project ended the first individual project of the year came —  The raise of the Frankenstuffies! the project where we learned about all the Industrial Revolution around to world about the 17 century. For this project, our driving question is: How do revolutions transform the world? With the question in mind, we started the project by torning stuffies apart creating a new one!

IMG_2849

Since this is a individual project we had to do everything by ourselves, we name our frankenstuffies, wrote their bio, and learned about what life was like a little bit before that time period which honestly was super different and I think the world grew a lot since then. There we started to plan out our story, we had our classmates peer critic our story and shorten our story so it fits in a 3-5min video which got a very decent mark on. I end up changing my character a lot from its original bio, which I thought was totally fine because a lot of other people did too. Though, I did also keep little bits of the original bio and story.  Then, I wrote my screenplay, then changed that into a storyboard to plan out every shot I would be using for my final film.

The curriculum competencies are:

Creative Communicator: How might I use technology to create and communicate?

Establish Historical Significance: How do we make choices about what is worth remembering?

Analyze Cause and Consequence: Who or what influenced events to occur and what were the consequences of those events?

Designing Texts: Have I used writing and design processes to plan, develop, create, and refine engaging and meaningful texts considering purpose, audience, and message?

Comprehending Texts: Have I applied a variety of strategies to comprehend texts and express an understanding of how texts use features?

I learned lots of stuff during this project, like the how a formal screenplay is wrote and the different industrial Revolutions that happened in the pass hundreds of years, how many countries when thought almost the same things. The answer for the driving questions I learn through out this project is: Revolutions transform the world through the change of a system to a more efficient form. This system spreads through both societies and industries. Therefore causing a fundamental change in trade, power, and causing mass migration and immigration.

Anyways that’s it for this post enjoy the rest of your day/ night, peace out!

 

bloopers below

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Storm the barricades!✊

Hello internet, it’s been less than two weeks since I last posted! As our first project ended the second came —  Storm the Barricades! the project where we learned all about the American and French Revolution. For this project, our driving question is: How do revolutions transform societies? With the question in mind, we started to learn about the Crane Brinton theory and both of the revolutions.

With my group Keenan, Ryder, and Jakub, we planned out our first machine which was on Crane Brinton’s theory using metaphors. There we divided up into two groups one is the building group and one is the writing group. Ryder and I got the role of the writer, which is the one that writes out the script and the angles we will be using when we film our machine later. Though, I and Ryder did also assist with the machine.  Then, we filmed our machine, edited and explained the metaphors. Later in the week, we did both our American Revolution and the French Revolution the same way.

The curriculum competencies are:

Creative Communicator: How might I use technology to create and communicate?

Establish Historical Significance: How do we make choices about what is worth remembering?

Analyze Cause and Consequence: Who or what influenced events to occur and what were the consequences of those events?

Designing Texts: Have I used writing and design processes to plan, develop, create, and refine engaging and meaningful texts considering purpose, audience, and message?

I learned lots of stuff during this project, like the four stages of revolution in Crane Brinton’s theory and the significance and the cause and consequences of both the American and the French Revolution. 

Anyways that’s it for this post enjoy the rest of your day/ night, peace out!