The Power of Words

Brydie Smith English and Humanities, Experiential Learning, Healthy Living 1 Comment

During the first week of Dynamics of Human Relationships, we spent a lot of time learning about self-esteem, self-concept, and how the two factor into healthy relationships. We took a closer look at how our self-esteem can play a role in what we post on our social media accounts, as well as how our self confidence impacts how we interpret what we see online. During these lessons, we had many open discussions in which students shared some factors that influence their self-perceptions. Students shared stories from the past and present, disclosing incidents of bullying, social trends, and online activity. One student shared of an incident dating back to grade 4 and detailed how she still carries the hurtful comments from almost a decade ago. In order to show the lasting impact of hurtful comments and negative self talk, we participated in a class activity.

We started the activity by each taking one crisp, clean, blank sheet of paper. We then took turns “bullying” and talking negatively to our paper, crumpling the paper with each hurtful comment. We heard comments such as “you will never find love”, “you are worthless”, “you are dirty” and “you are weak”. We stopped bullying our pieces of paper once we had them crumpled up into small balls. We then took it in turns to apologize to the piece of paper for what we had said and tried to flatten the paper back out with each apology. We ended up with creased, ripped, holey and damaged pieces of paper. Despite how much we apologized, we could not fully erase the damage that we had done.

The students seemed to connect with this activity and appreciate the visual aid of irreparable damage. Not only is this an important lesson for when we’re talking to and about others, but it’s also important to recognize that the effects of negative self-talk can be just as long lasting and influential to our self-esteem.

Middle School: Reflecting on Fantasy Stories

MJ Duggan Community, English and Humanities No Comments

It is important for students to pause and celebrate their successes – big and small! Particularly, during these weird and sometimes bleak times, we need to encourage students to see their triumphs and accomplishments. Recently, the middle schoolers finished writing their fantasy stories and we took time to reflect and celebrate their hard work. It took the class several weeks to complete the whole writing process – brainstorming, planning, drafting, revising, and editing. During our writing celebration students got to share their stories like real world authors would during a book release. By the end of the unit the students felt incredibly accomplished and proud of themselves! Way to go middle schoolers!

Technological Overload

Luka Ilic English and Humanities, Technology No Comments

With the COVID-19 pandemic, we find ourselves in an unprecedented time and more reliant on technology than ever before. If it wasn’t clear before just how far we have come along from a technological standpoint, there is no question that we are all on the same page now. Our society has shifted dramatically over the past year and technology has now become a coping mechanism.

In our Information and Communication Technology in Business class, we were examining the legal, social and ethical issues of technology, privacy and security. In order to unpack some of these issues, we watched Netflix’s The Social Dilemma documentary film.

Below is a list of quotes from the film selected by students thought to be the most interesting or powerful:

“If you’re not paying for the product, then you are the product.”

“There are only two industries that call their customers “users”: illegal drugs and software.”

“Nothing vast enters the life of mortals without a curse.”

“It’s the gradual, slight, imperceptible change in your own behaviour and perception that is the product.”

“We’re training and conditioning a whole new generation of people that when we are uncomfortable or loney or uncertain or afraid, we have a digital pacifier for ourselves. That is kind of atrophying our own ability to deal with that.”

“The way to think about it is as 2.5 billion Truman Shows. Each person has their own reality with their own facts. Over time you have the false sense that everyone agrees with you because everyone in your news feed sounds just like you. Once you’re in that state, it turns out you’re easily manipulated.”

The purpose of this film is not to scare people into thinking technology is bad for us and should be avoided. Instead, the point is to inform and educate people that technology can be addictive and manipulative. Even when there are genuinely good intentions behind a design, there are oftentimes adverse and unintended consequences. For example, when Facebook created the “like” button, it was meant to spread positivity and love. However, when you look at it today, you can see teens getting depressed because they don’t have enough likes or a political polarization which has fuelled endless hate comments.

The Social Dilemma shows us that social media is intentionally designed to be addictive and manipulative through subjective algorithms that determine what you see and the psychology of persuasion that is built into AI technology today. In essence, technology is now created and designed to use you and having that knowledge doesn’t necessarily make your need to fulfill your cravings less susceptible. This serves an important reminder to teens and adults alike that technology is extremely powerful and it ultimately comes down to us how we choose to use it.

Intersectionality in Gender Studies

Zoe Rutherford English and Humanities, Events No Comments

There are lots of topics and concepts to cover in Gender Studies. One of the earliest, and most important, concepts we covered was “Intersectionality”. “Intersectionality” is a framework used to help understand the many intertwined, complex identities that make up an individual. It also provides insight into how these identities may open individuals up to certain levels of privilege or discrimination. This privilege or discrmination can occur on an individual level and/or at a more institutional, systemic level.

One of the first activities our Gender Studies class did was called “Identity Signs”. Using a Google Jamboard, there were 7 questions that required students to reflect on where they stand and have stood in reference to privilege, discrimination and their multiple intersecting identities. When the questions were asked, some students immediately knew where they were dragging their post-it note! While others took their time and thought for a minute about it. It was really interesting to see where students moved and there are even some questions where many students shared the same feelings. Students were invited to share their “choice” if they wanted to, which some did, but no one was forced to. This kind of activity can be vulnerable and open students up to reflections and feelings that may not come up on a regular basis. All students participated and were incredibly honest, patient and kind towards their peers.

We have used the framework of intersectionality to better help us analyze events in class. Most recently, we have used the framework to discuss the shootings in Atlanta, where 8 people were murdered and 6 of them were Asian women. We also applied the framework to try to understand why there are thousands of Missing and Murdered Indigenous Women and Children in Canada. Intersectionality will come up in class again and again and the hope is that this framework will help students analyze events, especially where race and gender are involved, long after the class is done!

Edo Period Japan: Political Intrigue Role Play

Brandon Stewart English and Humanities, Experiential Learning No Comments

Welcome to Edo City, Japan during the 1580s. After centuries of civil war, the lands are united under the military control of the Shogun, Tokugawa Ieyasu. The Edo period is an age of high art, purity of tradition, strict cultural stratification, and rigid codes of behaviour. The Imperial court is a place of spies, plots, lies, and hidden dangers. This is the world that the Adventures in World History Class has become immersed in.

The role play game takes place during the historical setting of the Early Edo Period, with key figures from history ranging from Tokugawa Ieyasu, Hattori Honso, Takeda Shingen, Araki Murashige, and Ando Morinari. Even though the setting is historically accurate, the plot of the game, and some fantastical and magical elements are fictional. The students have taken on the roles of Samurai, Yamabushi Mystics, Doshin Law Enforcers, Matagi Hunters, and Ninja; making up a rag-tag team of investigators tasked with uncovering an assassination plot targeting the Emperor.

Throughout the role-play game students are confronted with challenging social situations, difficult power dynamics, complicated castles, beautiful landscapes, dangerous combat, and legendary creatures straight from Edo period literature.

Through conflicting goals, and situations requiring cooperation, the students use their imaginations to navigate this complicated world. Knowledge of Edo period castle features, courtly etiquette, period-specific legends, and cultural understandings from the period are key to the success of the team in uncovering who is behind the plot.