Hola mis Amigos — in-depth blog post: my successes, failures, and plans moving forward!

Hello my friends,

We are approaching in-depth very quickly, and with just a month left, it is crunch time! I have met with my mentor four times since the last post, and I intend to keep a similar speed leading up to in-depth. I have remained with my schedule of about 6-7 hours every week, although I am not quite as far along as I expected to be by this time. Luckily, I don’t have to worry too much about the actual night this time, as I will not have a learning centre (which generally take over twelve hours for me to sort out.) I will continue to work on the actual project, until May long weekend. Most TALONS will be away on an adventure trip, so I will have a bunch of extra time that week, without classes. I will spend that time completing the video which I hope to share on in-depth night. 

According to my original plan, I had hoped to interview a native Spanish speaker, and film it to share on in-depth night. I’ve talked to a few of the Spanish speaking international students, but I’m not really great friends with any of them. They have all wished me luck on my project, but apparently aren’t that interested in being in my video. I understand their point of view, no matter how much it affects my project. I might still do this video with my mentor, however I think I will opt for a different idea. 

My new plan, is to film myself talking about the process of my project, but in Spanish, or do a Spanish video lesson. I’d rather do the video lesson, and make it interactive, however that doesn’t really show off any of the skills I’ve learnt throughout these months. I need to find a way to make this fun and interesting, while still sharing what I’ve learnt. This is proving to be a lot harder than my learning centre last year…


Since the last in-depth blog post, I have finished my second Spanish research project, where I studied the influence of the legendary Spanish author, Isabel Allende. You should all check out some of her works. I also started watching, learning and reflecting on each episode/lesson of the BBC Spanish series “Mi Vida Loca.” It is a series which simulates travelling to Spain, where no one seems to speak a word of English. The narrator is a little phrase book which talks to you, and explains what happens in English. This helped me with my studies on different dialects, and allowed me to practice Spanish in a semi-realistic scenario. 

I have completed the lessons on Duolingo, and have also been working away with a grammar resource, although it wasn’t in my original goal plan. 

Finally, I’ve been working on unit four of Rosetta Stone for the past little while. I still need to finish units 4, 5, and 6 before in-depth night, which I’m sure will be the root of my stress. 

Anyhow, I will leave you to decipher the Spanish status report down below, which I completed with my mentor. Even though I doubt anyone takes the time to read the Spanish reports, they are helpful for me. 


Yo completo buscar por informacíon de mi segundo projecto. Estoy estudiando la influencia de Isabel Allende, creo que sí ella escribe libros muy bien. Usted mira los libros de ella. 

Yo veo “Mi Vida Loca” BBC videos en la telévision. Es como estoy viajando a España, y no personas hablan inglés. The narrator es un libro pequeña. Él habla inglés y español.  Está muy bien por qué yo estudio dialectos diferente. Me puede

practicar Español en un scenario cerca de realidad. 

Yo completo Duolingo y estoy trabajando away with a grammar resource, although it wasn’t in my original goal plan. 

Finalmente, yo trabajo unido quatro de Rosetta Stone por un poco tiempo ahora. Yo necesito completir unidos cuatro, cinco, y seis antes in-depth. No está divertida creo que sí.

Yo necesito translate this into español para ti. No creo que sí personas tienen tiempo a leen mis statuse reportes. Está bien para mi. 


Aquí es la statuse reporte del orale


My Autobiography Check In — The PEI years

For the past few weeks, I have slowly been making my way through “The Complete Journals of L.M. Montgomery The PEI years, 1889-1900” published by Mary Henley Rubio and Elizabeth Hillman Waterson. I find this autobiography surprisingly interesting, and not nearly as dry as I had initially expected. I am currently reading year 1894, and am just over halfway through the book, with a goal of 22 pages per day. Some passages specifically resonated with me as a young Canadian, which is the perspective her journals are written from, since they started when she was just 15. 

1. a) “We are in a rough country— all woods; but oh, it does my heart good to see the spruces again” (93). 

    b) “A glorious day— fresh breezes, blue skies, blue waters” (95). 

    c) The maples and birches that met overhead were pale yellow and green and the field beyond was encircled by little, fairy like yellow birches” (103).

Montgomery was an extremely sentimental person, and she spent a great deal of time contemplating the natural romance of the outdoors. During her first trip on the CPR, she wrote extremely intricate details about the scenery, and how it affected her mood. Within twenty pages, the reader is transported across the country, along with it’s beautiful landscapes. Throughout the course of just ten pages, Montgomery writes about all three scenes found above. As a young Canadian who has travelled through quite a bit of this country, it is interesting to read about how much it has changed. She never once talked about the big skyscrapers of Toronto, or mentioned the congested traffic along the number one. The change which our world has experienced in terms of technology, is truly brought into perspective through Montgomery’s writing. I have also experienced similar sensations when overwhelmed by nature. I have basked in the sunlight, and pretended that I was entirely alone in the world, and Montgomery did the same, only she needn’t pretend. 

2. “Non scholae sed vitae discimus” which is Latin for “we learn not for school, but for life” (109).

This is the Latin motto which her school’s banner proudly displays. She mentions that her friends don’t like the motto, as it implies that they enjoy learning. Montgomery however, confides that she truly believes it and it’s implications. She, as do I, enjoys learning. She also however, finds that school can sometimes make learning a task, and that one could learn the same amount by simply venturing into the world on their own. This is the most relatable piece of content that Mongomery ever uttered as far as I’m concerned. I believe that the people who are meant to do great things, could and should learn those things on their own. If one is truly destined to do something amazing, I feel that they could do that with passion and devotion. Montgomery expresses similar sentiments, that perhaps school is designed for those not destined for greatness, but so that they can catch up to those ahead. This argument has strong political ties as well. Montgomery mentioned that none of her classmates agreed with her, or if they did they simply were saying so to get out of going to classes. This is interesting, as it leads me to believe that historically, Canada has been consistently left leaning in terms of politics. Our current prime minister represents the liberals, and Montgomery’s classmates express a left leaning bias, where school is necessary so that everyone can succeed. She would be an outlying thinker, with the belief that people should suffer on their own. 

3. “Dear old world you are very lovely and I love you. I am glad to be alive in you” (125).

Montgomery only ever thanks the world so openly like this when she fears that a good thing is to soon end. She says this on the last day of a summer vacation with her friends, with the uncomfortable looming energy of home responsibilities. I always feel this slightly subdued emotion of gratitude, in similar scenarios. I tend to take my time and saviour freedom like this during the last few days of a school break for example. I find it interesting however, that she thanks the world for her existence, as she is struggling internally while writing this. The possibility of moving away for college looms above her head, and her grandfather had just passed away. This represents the resilience that Canadians tend to demonstrate in times of recovery. We bounced back from many darker parts of history, in the same way which she does from her mental states. 

4. “Whenever I watch the spruces, especially in the dim twilight, they have a strange influence over me. All the happy memories of old days come back to me, all the vague, sweet hopes and illusions of childhood seem real to me once more” (128). 

While I don’t know that I could properly identify a spruce tree at first glance, I do know that I have similar destinations which represent childhood to me. Whenever I go to the creek behind my house, I am reminded of all the time I spent there exploring, and all of the memories I subconsciously created. I am reminded of a simpler time, when my most pressing concern was deciding what colour flower to garnish my hair with. This also applies to the way we look at history. Some people have the ability to see a primary source, and immediately empathize with the people from Canada’s history. Others don’t recall the “sweet hopes and illusions of [Canada’s] childhood, because they aren’t educated enough to understand the differing perspectives. 

5. “Oh, the world is so lovely now. It is the very prime of glorious springtide. […] Oh, it’s a dear beautiful world” (159). 

Again here Montgomery expresses a very blatant sense of gratitude for the world she was given. It is important to note that nearly a year later, she still believes that her struggles are worth it. She has this revelation right in the midst of spring, or in the changing of an involuntary clock. Despite her expressed favouritism for winter, Montgomery believes that she must accept the hurdles she’s been given and move on. Canadians are encouraged to do the same when faced with racism, sexism, or any other form of discrimination, as it will make them stronger. I related to this sentence, because I read it on a Friday night, and was extremely excited for the freedom of the weekend. It was also a beautiful day. 

From what I have read of this autobiography so far, Lucy Maud Montgomery is proof that every person has the ability to do great things, but also that not everyone has to do great things in order to be great. She was an extremely successful and inspiring person, because she wanted to be such. Some of her friends, who she writes about, are irrelevant to the course of history in the scheme of things. However, had Jack Laird or Pensie never existed, I highly doubt that Montgomery could’ve obtained such a status. While they didn’t become recognized, or do any “great things” they were still amazing people and should be recognized as such.

My JAM essay “Eey-I-eey-I-ohhh!”

Mr. Morris


April. 17 2018

Old MacDonald had a Country- but then Used it Mistakenly!

Why is it widely accepted that Canada’s father murdered his children, but hasn’t faced any repercussions? As with most big decisions, Canada’s opinion on the first prime minister is fairly controversial. Many Canadians believe that John A. MacDonald’s name, and statues should be displayed to remind people of the past, and prevent the same mistakes from being made again; others find what MacDonald stands for too painful, and wish for him to be removed from the public eye. In order to support all Canadians, statues and public buildings commemorating MacDonald’s name and face should be removed or altered so that everyone can feel safe in their own country, and so that Canadians can recognize the mistakes of their ancestors, and be willing to fix them.

MacDonald should be removed from the public sphere, because of Canada’s devotion to multiculturalism and acceptance of all people, while he stood for other ideas. Canadians come from all over the world, and it is the duty of every Canadian to make these people feel comfortable and welcome in their own country. The people of Canada “have a shared history, but [they] have more importantly a shared future, so let’s build a country on truth and honesty,” so that all Canadians can be included in the future, with disregard to the history (Bellegarde). There are people who live in Canada who are forced to visit a building everyday, which is dedicated to the man behind the murder of their ancestors; people are told to call this man father of the country they know and love. Removing the statues of MacDonald would begin to soothe the emotional burden which the indigenous peoples must struggle with everyday, and it would show that this country supports any and all.

Many people believe that by removing statues of MacDonald, Canadians are judging their past based on current beliefs, which is unfair if one considers the common values of the past. While this is true and fair, many outsiders judge with the belief that Canada agrees with its past decisions. This affects how people all over the world decide to live their lives. MacDonald’s opinions and choices however, are not representative of the majority of Canadian’s individual beliefs. MacDonald favoured one race over all others in a way which would not be accepted today; “[he] initially proposed to the House of Commons that [Chinese people] should not have the right to vote on the grounds that they were ‘foreigners’ and that ‘the Chinese [had] no British instincts or British feelings or aspirations’” (Stanley). Today however, the Chinese population makes up over five percent of all Canadians. So much of Canada’s current demographic, plus many more people who wish to live in Canada, are influenced by the widely accepted amount of support which Canadians allow their founding father.

While Canadians have an obligation to remember their past, they also must prevent forgotten ideologies from resurfacing. For the sake of comfort among all Canadians, and dismissal of judgement from other countries, it is Canada’s duty to remove the ideals of MacDonald from the public, and prevent the emotional pain he continues to induce. We cannot change the future by leaving our mistakes uncorrected.

In-depth week 11

  1.  What kinds of learning opportunities does the mentor provide to expose you to new learning?

Although it hasn’t actually happened yet, Señora Galliford has offered to set up a meeting between me and one of her native Spanish speaking contacts. This will allow me to work with different dialects in real life. I try to do work with as many different dialects as possible, but most online ones that I have found are Columbian, or occasionally from Spain, which is extremely challenging to understand at this point in my Spanish career. People from Spain use an entirely new pronoun when talking about a group of people with yourself included (similar to the English we). This would be fine, except every word that comes after we, is also altered because of the context. Basically, at this skill level, I should keep my distance from that specific dialect, to avoid confusing them. Señora Galliford has a few contacts, so she will try to find one who is available from a new country, who I may be able to have a conversation with over the phone.


2.   What kinds of learning opportunities exist to reinforce new learning?

Señora Galliford is a Spanish teacher, therefore she has access to lots of resources that I can use, that would otherwise be unavailable. I have been working on a few of the grade 11 units, through worksheets and online notes. I also have access to the school’s textbooks if needed. Finally, I have been watching TV shows on Netflix that are bilingual, to work on my project while watching television. This serves as a reinforcement for the Spanish skills I have.


3.   What kinds of opportunities exist that might accelerate learning?

In-depth is a project by choice. I decided to study the Spanish language because of a passion that I have, therefore I am motivated to work on it more frequently, and with more focus. I have been working at a seven hours a week speed, and have been extremely productive. I am right on the schedule that I set out for myself, which is fast paced and independent. This allows me to learn as I wish to.


4.   When you get together what do you talk about?

At our meetings, we usually start editing my blog post right away. Once that is complete, I ask some of my questions which I have collected through the past week or two, if we can’t meet twice for whatever reason. She answers my questions to the best of her ability, and then we turn to what I have been learning about. If there are any resources that Señora Galliford has on the topic which I am studying on Rosetta Stone, she shares them with me. Then, we usually part ways, unless either of us has more questions.


5.   What is going particularly well in your mentoring relationship right now?

We have almost the same schedule, so its been super easy for Señora Galliford and I to meet on a regular basis. Unfortunately my Musical theatre schedule is changing pretty soon, so we might struggle to find a time to meet, but we will make it work.


6.   What are you learning about one another?

I have learnt quite a bit about Señora Galliford’s experience speaking Spanish. She mentioned her first trip to Mexico as the designated Spanish speaker, and how she has met some friends who she practices her Spanish with. It is interesting to hear about her experiences, because they are hopefully very similar to what mine will be like. I intend to use my Spanish in my day to day life, like I already do, once I graduate. Perhaps I will work with the language in my career, or I might have a close friend who speaks Spanish. On the other hand, Señora Galliford is learning more about my work ethic. I am passionate and devoted to this project, and I think she is seeing that. Last year, in Spanish nine I wasn’t really given the opportunity to shine. Hopefully now that she knows how I work, she will allow me more opportunities in my future learning process with this amazing language.


Status Report

Over spring break, I didn’t have much time to dedicate towards in-depth, but I did finish working on unit three, and did a couple of other activities including some Duolingo, and studyspanish.com. I also started the second research project; I had originally planned to have that done by mid April. I have been using the textbook which Mr. Salisbury gave me, as a handy guide, but it is still above my Spanish level at this point. I struggle to follow a few points that it addresses. However, in the back of the book there is an index which I have been using as most people use google translate. At this point, there isn’t much that I can update readers on, as it all sounds the same. However, I am currently learning about present participles, which are used when talking about an action that is currently occurring. You would use it to say, I am swimming, but not for I swim.


Statuse Reporte en Español

Over the break of primavera, yo no tengo mucho tiempo para mi in-depth, pero yo completo unido trés y mas actividades including some Duolingo, y estudiarespañol.com. Yo quiero completir mi research projecto segundo; I had originally planned to have that done by early April. Yo uso el libro de Señor Salisbury pero es muy dificil ahora. Otras personas usan google translate, pero yo uso the index al detrás del libro. No hay mucho mas para decir, pero estoy aprendiendo present participles. Usan cuando un ación that is happening ahora. Ustedes hablan “Yo estoy nadando” pero no “Yo nado.”

Canada: the Story of Us – Independent Investigation DOL

For this most recent inquiry project that I completed, I asked “To what extent did the ‘Battle of the Plains of Abraham’ affect French settlement in Canada?” Through the process, I learnt a lot more about the actual battle, as well as French settlement. However, I’ve also become more attuned to the fact that the world as a whole, has decided to neglect Canadian history. While there weren’t quite as many deaths in total, I believe that the seven years war meets all other criteria, to truly be considered the first world war. According to all of the sources I have viewed, a world war is simply a war fought between many different countries, or a few of the most powerful and populated countries.

One of the defining moments in the seven years war, which lead to Quebec going onto the hands of the British, instead of the French, was the Battle of the Plains of Abraham. This battle was fought just north of Quebec, in what is called the Plains of Abraham. The British leader in the battle was James Wolfe respectfully, and his rival opponent representing the French, Louis-Joseph de Montcalm. James Wolfe and the British had been inhabiting a space a few kilometres north of the Plains of Abraham, but were blocked off from Quebec because of the large St. Lawrence River. They tried to get the French to initiate the fight, but were only succeeded in being a nuisance by cutting off their weapon supply. After many failed attempts, the British were finally able to cross the river, and tried to sneak up on the French without notice. However, Montcalm received word of the invasion, and set up his troops for battle. The armies met on the Plains of Abraham. The French began firing while they stood 120 metres away. As they advanced, the British, under direction of James Wolfe, held fire, confusing Montcalm. Finally, while they were a mere 40 metres away, and the French were out of materials, the British began rolling volleys. This was an extremely successful tactic, and led to the French retreating, not without giving Wolfe a shot which would prove fatal soon enough though. Without the direction of Montcalm, who was also killed in the battle, the French eventually handed Quebec to the British.

Once the British held power of Quebec, and really Canada, they tried to become a united front. Their goal was to stand as a country of British people, who all spoke English and followed the same traditions. However they struggled, especially with the Quebecois people.

When the French finally surrendered, they sent a capitulation proposal, requiring a variety of things, including “that the inhabitants shall be preserved in the possession of their houses, goods, effects, and privileges, upon their laying down their arms.” When the British agreed, it was decided that Canada would be a multicultural, bilingual country, on the terms of that agreement. The Quebecois people were still forced to bow down to the king, and were strongly persuaded to follow the same religion. Many rules were set to try and convince the Quebecois to morph into the British. For example, nuns who treated Quebecois peoples were not allowed to discuss their religion in front of them. However, the Quebecois nation still stands today, as a separate culture from those who descend from the British. They have preserved their rights to traditions, religion, and lifestyle.

After the French surrendered, the population of French-Canadians did not grow as fast as before. While newcomers were welcome, many did not wish to come to Canada once discovering what had happened. This lasted a few years, but once the Quebecois people had established themselves as a separate culture, more French people started moving to Canada, leading to our booming French-Canadian population today.

From this information, one may conclude that the Battle of the Plains of Abraham, directly influenced French settlement in Canada, because the French surrendered. However, if the French had not surrendered, they may have fought for the land and either won, or lost. Both of these outcomes would have led to a wildly different political climate from what we have today.

That being said, in todays world the Battle of the Plains of Abraham wouldn’t be considered out of the ordinary, besides the fact that it occurred in Canada. People have wars all over the world, fighting for land, wealth, and power. And the same standards that stand today, existed during James Wolfe’s time; if one is caught fighting, especially when it leads to death, they will be punished. Because of the capitulation proposal, no Quebecois people were punished for defending their land in the battle, but they easily could have been should the proposal have been denied. While our world has changed drastically since the late 1700’s, we do still hold some of the same values in regard to war and fighting.


Some awesome websites I used for research :)







Canada: A Post National State? DOL #2

Canada invented the dangerous idea of peacekeeping back in 1948, and up until recently we were the leading country in regards to how many peacekeepers we sent out. However, in recent years we haven’t been doing as much, for whatever reason. The lack of peacekeepers deployed, has been a political decision at its basis; however, many other factors are altered by this choice which Canada as a country, has made. Before Justin Trudeau was elected, he promised $450 million towards Canada’s peacekeeping missions, however we still haven’t spared a dime. This allows our economy a lot of extra money, however it also withholds us from money in a way. Since certain countries are at war, we are unable to trade with them, which in turn affects our overall economical success as a country. 04846342Socially, other countries are also beginning to recognize our lack of aid. Canada was once known as a country of peacekeepers, yet we currently only have 16 individuals who identify with that role. As the number of peacekeepers continues to dwindle, our reputation, and identity as the welcoming, positive country will also diminish. This affects how we interact with other countries, but also other people within this country. Our physical environment which we live in could also become slightly different, due to a possible increase in tension. As well, a fraction of the money which we are not using to send out peacekeepers, may be used towards developing the natural environment in Canada, which some say we have been neglecting for a while now.

I believe that Canada’s disagreeance on the topic of peacekeeping, is properly representative of our journey towards post nationalism. However, we are still able to abide by the guidelines set out for us, and follow the instructions of the government, supporting our outlook on still being a nation. Depending on how you look at Canada’s view on peacekeeping, will affect whether it moves us towards or away from the idea of post nationalism. I personally, think that we are post national, because even back in 1948 we were sending out peacekeepers, to other countries. We wanted to abolish the idea of separation between races and cultures, and simply help other people. However, as we limit our efforts in helping other countries, we are building up those borders again, and shutting out the idea of unification. By doing this, Canada is perpetuating the idea that we are a nation.

Based on the research, and information I have collected, I believe that post nationalism is the agreed identity for Canada. It is about the only thing that we as Canadian’s have in common: that we are all different. However, by trying to define the idea of post nationalism, many are scared, and back out of that mindset. People don’t generally enjoy doing research, so if they don’t have to they won’t. This leaves us as an uneducated society, where many people believe that post nationalism means being as drastic as opening our borders. I think that post nationalism should simply be taken as a word to understand and accept our differences, but not as one to define our identities.

Some articles I used for research…




In-depth week 7

1. What has been my most difficult mentoring challenge so far?  Why?

The only trouble that I have had with my mentor so far, has been finding times which we can meet. Since we both have busy schedules, it can be a bit of a struggle to dedicate more than an hour at a time to our meetings. To make things easier for Señora Galliford (considering she has a small child) we have been meeting every week if possible, but for shorter periods of time. This also allows me to ask a variety of questions, with responses always within a week away. It has worked pretty well so far.

2. What is working well? Why?

My mentor and I are both super passionate about this topic, and my project. I have been able to fulfill my ambitious time goal (six hours) almost every week. We are learning together, which is also working really well. Although I certainly didn’t request it, if I have a question that Señora Galliford can’t answer, she sometimes writes it down and comes back the next week with her findings (as do I) then we compare our answers and learn. Its really cool to have a mentor equally invested in your project as you are, and just as willing to learn from it.

3. What could be working better?  How can you make sure this happens?

I do find that our meetings occasionally go a bit off topic. Since we have such similar personalities, our Spanish conversations quickly veer off to something else. Ive been trying to notice when this happens, and steer the conversation in the right direction, but it is becoming challenging. Once we get farther into the project, and our meetings are in Spanish, them it won’t matter what our conversations are about, because I will still be learning correct conjugation etc. Until then, I just have to pay more attention to the direction which my words take me, and how I can reroute back to Spanish.

Here is my Status report for how my actual project is going. These take me about an hour to write, and roughly 45 minutes for my mentor and I to edit, which is why I don’t do the entire post in Spanish. However, this week I’ve included a link to a video, of me reading the status report out, (in Spanish).

Status Report:

This week, I completed my second unit of Rosetta Stone. I am working on reflecting on unit two, to see what I have learnt, and what I missed. I’ve been using a workbook, filling it out, then looking for the answers online to check my understanding. I have been watching a TV show which is half in Spanish, half in English. Whenever a Spanish section comes on, I watch it without subtitles, and try to decipher the meaning. When it finishes, I rewatch the segment with subtitles, to ensure my understanding. I also came across a beginners Spanish textbook the other day, which I have been navigating, and using occasionally. It includes some helpful exercises, which I have been using. Since it is a fairly new textbook, it focuses on topics which most others wouldn’t touch. I have learnt how to refer to different communities which are common today, as well as I read the section on “Things you won’t learn in school”. This spiked my interest, so I was lead to Miss. Holly’s youtube video on the same topic. These are interesting, because I will be using my Spanish, mostly in native areas, so pedantic knowledge isn’t always super helpful.

Statuse Reporte en Español:

Está semana, yo completo mi unido segundo de Rosetta Stone. Yo pensando sobre el unido dos y mi trabaja. Yo uso un libro, miro las repuestas online to check my understanding. Veo la television en inglés y español. No veo con subtitles cuando ellos hablan español, y, después veo con subtitles uno tiempo mas. Yo tengo un libro de español y estoy usando mucho. Tiene bien ejercicios, yo uso. Es un libro nuevo. Yo aprendo que hablar sobre comunidades que son regulares hoy. “Itemes su no habla en escuela” es mi favorito. Veo la chanelle de Señora. Holly en la mismo topic. Son interesante por que yo uso mi español en areas de nativo. Mi libro knowledge no está bien aquí.

Socials Studies Post #2 Sourcing a Significant Personal Object

fullsizerender-1An object that is significant to me, is my family’s totem pole. It was created for my great grandfather, when he stepped down from the position of chief of the Tsim Tsian tribe. The carvers who created it for him, spent years perfecting each animals expression. The animals on the totem pole, highlight spiritual parts of the tribe, and his leading style. The totem pole has a small note attached to it which is from various tribe members. They wrote in order to thank my great grandfather for his service, and for the respect he treated them with. I would consider this a primary source, as the letter is written directly from the people.

My great great grandfather was a caucasian man, who worked for the government. His mission, was basically to keep the indigenous people “in line” and watch over them. He treated the people with a great amount of respect however, and was well appreciated. When his son was born, the son was ceremonially elected as the Tsim
Tsian chief. He didn’t really take on the same responsibilities that a chief would, but that was his title. When he turned nineteen, my great grandfather went to the first world war, and had to step down from his position. When he arrived back from the war, unharmed, he was gifted the totem pole and the letter. The people appreciated my great granddad so much, because it wasn’t very common to be treated respectfully, by a caucasian person back then. The racism of the time, made him look like a saint, for merely treating the people with dignity.

What’s interesting about the totem pole and letter, is that the letter describes each animal, but never clearly says exactly who carved it, or what each animal means. Historians could guess, but never know ffullsizerenderor sure. My great uncle tried to recall to me what each animal meant, but even he couldn’t clearly remember, since his father told him when he was very young. This proves how much can be lost over time, in regards to history.

The creators of the totem pole were all part of the Tsim Tsian tribe, however I don’t know who they were individually, as their names aren’t ever acknowledged in the letter. They created the totem pole out of graciousness, and utter thanks.

I don’t personally know very much about Totem poles, so it alone doesn’t truly share the story of my great grandfather with me. The letter however, clarifies the kind of person my great grandfather was, as I never met him. I wish that I knew what each individual animal means. I also wish I knew what my great granddad’s relationship with these people was. All I know really, is his technical position. Unfortunately he died when he was very young, so his kids didn’t grow up hearing his stories. They therefore, can’t really be considered even secondary sources. So unfortunately, this totem pole represents a piece of history which has been lost in the fold of time, and my family’s memory loss.

Social Studies post #1: Historical Perspectives

How can we better understand the people of the past?

IIIIIIIIIIIIIIIIIIOne of the most important aspects of understanding the actions of the past, is to try and comprehend the reasoning behind those actions. In order to properly view the choices which historical figures have made, we must put ourselves in a situation where we might be inclined to make the same choices. Miranda Flicker believed that, “The proper standards by which to judge people are the best standards that were available to them at the time” in order to remove our personal bias. It would be interesting as a class to fully delve into the idea that every person of the past, had a different thought process, and therefore made different decisions. A person’s choices, are also directly influenced from their past experiences, and the environment they grew up in. We must understand that some of our current actions, may be considered immoral in the future, while they are completely acceptable right now. People of the past didn’t have the ability to condescend their actions, so we shouldn’t blame them for it. Instead, we should pay attention to the resources, and ideas circulating through the past, and try to at least sympathize with their judgements. In order to fully discern a decision made in the past, we must take into account the people behind the choices.

In-depth week #5

1. What went particularly well during your mentoring sessions?

My mentor, Señora Galliford is really good at understanding the questions which I ask, and knowing exactly where I want to go with them, which is unique from last year. With my last in-depth, a lot more clarifying questions had to be asked, as Slam poetry is more subjective than Spanish. This year our meetings are super efficient, while still informative and enjoyable.

What learning challenges emerged?

a. What did you do to hold yourselves accountable for the learning?

As it goes with new relationships, there is always a period of time designated for adjusting to each other, and getting used to seeing the other person on a regular basis. I wouldn’t say that my mentor and I have experienced any “learning challenges” but more just understanding how the other person works, and trying to alter our own perceptions of the world to fit that. I am very planned and organized, but my mentor likes spontaneity and spur of the moment ideas. As a teacher, Señora Galliford wants to teach me the lessons based on every question I ask, but I’m assuming that as this project progresses more, I will take the reign, and probably just ask for resources and occasional questions. Already I am holding myself accountable in this manner, by going through everything I learn at the meetings, by myself. I come to the next meeting with extension questions to the previous meeting, as well as lists of resources which I have found useful in my continued learning.

4. What logical challenges affected your communication?

  1. What factors affected your ability to interact effectively?

Since Señora Galliford hasn’t spoken Spanish at a higher level, for a number of years, she is worried that she won’t be able to answer a lot of my questions. Because I haven’t gotten to an advanced level yet, she has understood all of my questions, or just needed a quick refresher. However, I will probably be learning higher level concepts which she isn’t super confident with, by the end of the year. Señora Galliford, however is looking forward to the challenge, as she wants to be fluent again, she just hasn’t taught grade eleven and twelve Spanish courses in a long time. I think that learning alongside my mentor is important, so that it is less of a teacher-student relationship. Combined, we both have a lot of external resources who we can look to if need be.

Status Report:

I have been meeting with my mentor every week now, as it is convenient to meet, and I feel that I am gaining a lot from the meetings. By the end of this weekend, I will have finished unit two on Rosetta Stone, on top of some work on Duolingo, and studyspanish.com. I also completed my first Spanish research session this week. I wanted to learn more about the effect that certain Latinos have had on modern culture and media. I did some research on actress, Gina Rodriguez, and learnt a TON. During this weeks meeting, my main question was clarifying the difference between the Spanish words tú, tus, su and sus which as you may have guessed have very similar meanings. The spark notes, is that they all translate to “your” in English, but are used in different contexts, depending on how many items a person has.

Statuse Reporte en Español:

Yo miro mi mentor todo la semana ahora, es facíl y yo feel que yo mucho entonces. La fin de semana, mi “Rosetta Stone” units son finito. Yo estoy estudiando “Duolingo” y “estudiar español . com”. Yo finito mi primera español research projet está semana tambien. Yo quiero entonce mas about Latinos effect que tele y computadora de hoy society. Yo did research que la actriz Gina Rodriguez y entones mas. Está semana, mi primera question es “que es la difference entre words de español, tú, tus, su, y sus?” La mismo en ingles. They mean “your” pero are usar en diferente contexts depending on cuantos itemes un persona tiene.