September 13

ELA A30 Section A3 – Scandals of the Past (Immigration)

Some students are about to start section A3 in the course, which recognizes all the accomplishments and successes of Canada’s past that we are well versed on, but this section also puts a magnifying glass over scandals in our history that people can go a lifetime not knowing about.

Like that British subjects once arrived on our West Coast by boat and had every right to enter Canada, which was a British dominion. However, the country at that time didn’t want “brown people”, so new laws were created specifically to keep them out. Canada, the Canadian government and its leader at the time, Stephen Harper, had to make an apology to this community of Canadians for their mistreatment in our history.

Immigration is a huge hot topic right now, not just for Canada, but world-wide.

The following poem has become quite popular to express what it’s like to be the immigrant fleeing home.

 

No one leaves home unless home is the mouth of a shark

Poem by poet Warsan Shire:

img_0058
no one leaves home unless
home is the mouth of a shark
you only run for the border
when you see the whole city running as well

your neighbors running faster than you
breath bloody in their throats
the boy you went to school with
who kissed you dizzy behind the old tin factory
is holding a gun bigger than his body
you only leave home
when home won’t let you stay.

no one leaves home unless home chases you
fire under feet
hot blood in your belly
it’s not something you ever thought of doing
until the blade burnt threats into
your neck
and even then you carried the anthem under
your breath
only tearing up your passport in an airport toilets
sobbing as each mouthful of paper
made it clear that you wouldn’t be going back.

you have to understand,
that no one puts their children in a boat
unless the water is safer than the land
no one burns their palms
under trains
beneath carriages
no one spends days and nights in the stomach of a truck
feeding on newspaper unless the miles travelled
means something more than journey.
no one crawls under fences
no one wants to be beaten
pitied

no one chooses refugee camps
or strip searches where your
body is left aching
or prison,
because prison is safer
than a city of fire
and one prison guard
in the night
is better than a truckload
of men who look like your father
no one could take it
no one could stomach it
no one skin would be tough enough

the
go home blacks
refugees
dirty immigrants
asylum seekers
sucking our country dry
niggers with their hands out
they smell strange
savage
messed up their country and now they want
to mess ours up
how do the words
the dirty looks
roll off your backs
maybe because the blow is softer
than a limb torn off

or the words are more tender
than fourteen men between
your legs
or the insults are easier
to swallow
than rubble
than bone
than your child body
in pieces.
i want to go home,
but home is the mouth of a shark
home is the barrel of the gun
and no one would leave home
unless home chased you to the shore
unless home told you
to quicken your legs
leave your clothes behind
crawl through the desert
wade through the oceans
drown
save
be hunger
beg
forget pride
your survival is more important

no one leaves home until home is a sweaty voice in your ear
saying-
leave,
run away from me now
i dont know what i’ve become
but i know that anywhere
is safer than here

Category: ELA A30 | LEAVE A COMMENT
June 8

ELA B10 Starting Macbeth – the Scottish play!

To begin our look at Macbeth, we considered the possible influences for our choices:

  1. Fault: we make our own decisions, exert free will, so we alone are responsible for successes or failures
  2. Fate: timing of events/sequencing can be all it takes to set up a circumstance that leads to our downfall – could it be just coincidence or destiny that leads us to success or failure?
  3. Influence: people that surround us has differing levels of influence on us. Those who are more persuasive can be quite impacting, so could it be less our success/failure and more someone else’s at times?

To start the play, it’s helpful to have a basic overview of what the play is about and who the players are. This summary cartoon does a great job of that. Watch up to about six minutes in. That leaves the ending/tragedies that unfold still to be discovered as we read/perform the play.

 

 

There’s also the continued conspiracy theory that Shakespeare isn’t the sole author of all he’s credited for writing. An interesting film/documentary was made looking into that possibility.

 

Category: ELA B10 | LEAVE A COMMENT
June 2

June 2 Social 9: Individual Research Project – Imperialism of Past Civilizations

You’ve been earning points as Teams, so far, but in this Project you’ll work Individually and be able to earn points yourself. You will still work with your Team and share ideas for research methods, how to take good notes or what format to use to share what you’ve learned with your Teammates. The points you earn, though, will be yours individually.

For your Research Project:

  • gather/develop notes, collect maps, images, diagrams etc to help with your explanation of your findings
  • make sure you write things out in your own words – cutting and pasting what you don’t understand is a waste of your time
  • use dictionaries or Google search words you aren’t familiar with to help you understand
  • use a variety of sources for your research:
    • the first few sites from a Google search aren’t necessarily the best ones for you
    • you can also search through YouTube videos to gather information
    • sometimes with your search you can add “PPT”, “PDF”, or “Textbook” and find different sources to help you

As a Team, you will divide up the Six Civilizations to be researched, so that each is covered by a member of your Team. When the research time is finished, you will teach your peers about the Imperialism of your two selected Civilizations and time period.

  • Understanding your audience is your own classmates should help you understand how to develop your notes and information
  • Civilizations to be studied: one member from your Team must research two of the following civilizations. For the groups with Four Teammates, you will have some overlap, but you will all still do the research and notetaking individually. Example: Team Coke might divide them as follows – Cole (Rome/Spain), Eve (Macedonia/France), Olivia (England/Mongolia), Kaylin (Spain/Macedonia)
    • The quality and degree of thoroughness of your collected information and ability to make it understandable to your peers will play a large role in how many points you individually may acquire through this project.Image result for imperialism
    • The Civilizations to select from are:
      • Rome
      • Spain
      • Macedonia
      • England
      • France
      • Mongolia

Research Guiding Questions:

  1. Define the following terms in a way that you are able to understand them:
    1. Worldview of a Civilization
    2. Imperialism
    3. Colonization
    4. Assimilation
    5. Paternalism
  2. What is the difference between Imperialism and Colonization, or is there a difference?
  3. With Imperialism examples of the past in general,
    1. what were the reasons for it?
    2. what methods were used?
  4. What are some of the Pros (benefits) and Cons (negatives) you can recognize of Imperialism?
  5. What is the difference between Assimilation and Paternalism? In your opinion, which was a better method to use when going through Imperialism expansion of territories?
  6. Research/gather information specifically of two of the civilizations listed above. (Remember that all six civilizations must be covered collectively by your team. You’ll have to discuss and decide who will do which one.)
    For each civilization you’ve selected, identify the following:

    1. What was the Worldview or perspective of that civilization that led to its Imperialism expansion?
    2. What triggered or led up to the Imperialism? What were the factors that caused it to happen in that civilization and at that time?
    3. What methods were used for their Imperialism? How did they go about it and how successful were they?
    4. What were the ultimate results of your civilization’s Imperialism?
    5. What Pros and Cons can you identify of that civilization’s Imperialism history?
      Remember: You’ll each gather information for all five questions for BOTH your Civilizations.