Socials 10 – Disaster at Dieppe

Cause and Consequence: What were the causes and most important aspects of your chosen event related to the guiding questions (5Ws).

Who: British/Canadian and German troops.

What: Canadian troops had been called upon by Britain to raid Dieppe, 5000~ Canadian/British troops attacked the ports and villages of Puys and Pourville (two cities in France) only to be met with even stronger German troops. 907 Canadians were killed and 1946 were captured.

Where: Puys/Pourville, Dieppe, Northern France.

When: Morning of August 19th, 1942

Why: An attempt to successfully raid and hold German-occupied Europe, but also to test their naval abilities.


Historical Perspective/Continuity and Change: How did your researched event or idea affect Canadian social, political, or economic norms or values?

Although many may argue that the Disaster at Dieppe was a raid filled with avoidable slaughter, others suggest that the lives lost at Dieppe contributed to the Allies’ successful invasion of Normandy on D-Day. The troops of the allies studied the Raid on Dieppe very carefully to improve the tactics they were using against the Germans, who were occupying France. This battle helped test their naval abilities and showed their flaws, which they later could improve on.  In turn, they improved their tactics against the Axis and invaded Normandy successfully.

Historical Significance: In what ways, specifically, did your event contribute to Canada’s social, political, or economic autonomy

Disaster at Dieppe is one of the first times that Britain called upon Canadian troops, and they went to this raid not by obligation, but rather by choice.

Socials 10 – Justin Trudeau vs. Wilfrid Laurier

https://docs.google.com/document/d/1spDl5FcImtuQ8xZPVE5mhoUIIFGrTHwQE2QSvcFYWfI/edit?usp=sharing

Works Cited:

http://www.thecanadianencyclopedia.ca/en/article/sir-wilfrid-laurier/#

https://pm.gc.ca/eng/prime-minister-justin-trudeau

http://www.thecanadianencyclopedia.ca/en/exhibit/sunny-ways/

 

Socials 10 – Confederation Document of Learning

Good day, all. I am George Coles, the first premier of Prince Edward Island. Although the idea of Confederation may seem bright and shiny to many of the larger colonies, I can confidently say that this would only be a detriment to our humble colony.

Firstly, our colony does not exactly boast the largest size. We are the smallest colony, meaning that when put up against the other colonies that are far bigger, the voice of our colony is lost in the sea of others. We would be forced to follow the wants of the other colonies. Surely, a colony such as Canada West would be more powerful than us in a Confederation.

In my opinion, possibly the most important reason not to confederate is our absentee landlord issue. Despite initially offering to buy out the holdings in an attempt to scam us into joining the Confederation, they withdrew their offer at the Quebec Conference! I was outraged. It is as if they have no regard for the issues that we face here, simply because we are a smaller colony. Our hard-working citizens are taxed for the land that we have thrived on, and yet, the Canadian government refuses to help us.

Last but certainly not least, the construction of the Canadian Pacific Railway has little to no value for our citizens. Because our colony is composed of such a small number of people, it would deplete our resources and put us into debt instead of bringing up our economy.

Do not listen to the manipulative voices of the larger colonies, but listen to the needs of our humble colony. I guarantee that confederation is not the way to go!

http://www.thecanadianencyclopedia.ca/en/article/prince-edward-island-and-confederation/

https://www.kennet.pe.ca/chip/english/railway/beginning.html

https://www.collectionscanada.gc.ca/confederation/023001-3010.02-e.html

Socials 10 – John A. Macdonald Essay

Emily

Morris

Humanities 10

A Forceful Feud

Imagine being invaded by foreigners who suddenly claim everything in your land to be their own, then forcefully ripping your family apart because of their inability to accept cultural differences. This is just a glance at John A. Macdonald’s obstructive policies. Although many may argue that Macdonald was a nation builder, many disagree and opt that symbols of his legacy, including statues and names of public institutions, should be removed from the public eye. Macdonald’s many achievements do not hide the underlying darkness of his destructive residential school system towards Indigenous communities and his discriminatory policies of the Chinese head tax to Chinese immigrants.

Through the creation of residential schools, Macdonald segregated Indigenous communities and started an irreversible cycle of institutional oppression. Macdonald was a key figure in the creation of residential schools, “where Indigenous children were taken from their parents and forbidden from speaking their mother languages or practising the religions they grew up with”, and were often abused for doing so (Ballingall). Abuse included emotional and psychological, physical and sexual abuse, in addition to overcrowding, poor sanitation and other factors, led to a high death toll. Residential schools did not provide adequate education to Indigenous children, many only reaching a grade five level of education by the age of eighteen, and were discouraged to pursue any higher education (Hanson, Erin). Residential schools were created to show that Indigenous communities did not deserve the same education as the European immigrants that inhabited Canada, and were based on the beliefs that Europeans were the pinnacle of human achievement. The students were taught only housework or manual labor, showing that the knowledge and skills that they offered was not valued and that the culture that they grew up knowing was inferior. Macdonald started a system that separated families, destroyed cultural heritage and oppressed the Indigenous due to his inability to accept diversity and learn based on the differences of others.

Many believe public memorabilia of Macdonald should be kept in the public sphere as we must understand our past to avoid making the same mistakes. However, the comfort that every Canadian has the right to should not be sacrificed for this. It is possible to learn about both his achievements and wrongdoings without glorifying his presence, and this can be achieved through a simple Google search or through the public education system. One major decision that follows people even today is how Macdonald and his government applied unfair taxes to the influx of Chinese immigrants who were coming to Canada to work on the Canadian Pacific Railway. Macdonald “believed the Chinese would breed a ‘mongrel’ race”, and that his white nation working alongside Chinese would only lead to “evil” (Hopper). Furthermore, his government was “responsible for boosting the Chinese head tax [from $50, then to $100 and finally] to $500 in 1903” (Hopper). This was outrageously high for anyone to pay off, as at the time, $500 was enough to buy multiple houses. The Chinese head tax forced thousands of Chinese immigrants, who were looking to build a new life with their families, into poverty with increasingly high taxes and terribly low wage. This tax also meant that the people who had immigrated to Canada in hopes of bringing their family there as well would have no chance of paying off the costs of bringing their spouse and children there. The Chinese immigrants possessed no ill intent in their immigration, but Macdonald and his government took this as an opportunity to suck them dry of their minimal money and degrade a minority group.

John A. Macdonald’s achievements do not overshadow his dark residential school system that oppressed indigenous communities, nor his Chinese head tax which destroyed the lives of many immigrants. His figure should not be idolized so much as to keep institutions named after him or statues in the public sphere. Macdonald created more than just nations. He created the monster of white supremacy that reigns still today.

Hanson, Erin. “The Residential School System.” Indigenousfoundations, indigenousfoundations.arts.ubc.ca/the_residential_school_system/.

Socials 10 – The Story of Us Inquiry

In what ways were the Filles du Roi a contributing factor to modern day Quebec?

A. Historical Significance

Between 1663 and 1673, around 800 young women, coined the Filles du Roi (or King’s Daughters) moved to New France under the sponsorship of the French government. This was part of the government’s strategy of strengthening the French colonies in Canada as there was a dwindling population until they could stand by themselves, without the economic and military dependence on France. They also had the goal of correcting the gender imbalance between men and women. This system was overseen by Jean Talon.

Each girl who agreed to become one of the Filles du Roi received a dowry of 50 livres, or around $1000 in current currency (CBC). They also had the choice to choose their suitor, and they lived in a dorm-like household where they learned household skills to prepare them for marriage. After marriage, if a family was larger than ten, they would receive an annual pension of 300 livres, or $6000.

This question is significant to ask about the past because most French Canadians are descendants of one of the Filles du Roi (CBC). This recognizes the heritage of many Francophones that we have today because of this system. It is difficult to find primary sources of evidence as this system is from hundreds of years ago, so I relied on CBC’s article on the Filles du Roi as a secondary source.

1.Continuity and Change

Our lives and conditions are not very similar to those of the Filles du Roi. In a sense, the system could be compared to that of a boarding school, as all of the girls lived in dorms and learned different skills there. However, boarding school students do not receive money for going to their school, and instead, the school is paid great amounts of money. The meetings set up to choose a suitor are similar to speed dating or could be comparable to a dating app like Tinder, as they meet with a possible partner and get to know them very quickly.

Our times have changed because we don’t have the same worries of the French government. The government was concerned about the populations of New France. We, on the other hand, are not faced by the issue of underpopulation. The Filles du Roi system also enforces gender norms such as women have to work inside the house and do kitchen work, whereas we now encourage those of all gender to participate in any kind of lifestyle. However, these gender norms were considered normal at the time, and we shouldn’t judge the events of the past with modern day values in mind.

2. Cause and Consequence

The events of the Filles du Roi happened the way they did because the system proved to be successful. It would be impossible for women in France to choose their suitor, but the Filles du Roi system allowed them to choose their husband, which may have been a source of interest in the system. The consequences to this are that New France prospered and brought us current day Quebec.

B. Social Studies Inquiry Processes

The conclusions I can reach regarding my question would be that the Filles du Roi essentially brought us what Quebec is today. Most French Canadians descended from the Filles du Roi, a mere 800 women who were brought to New France from France. Had this system failed, we may not have this French-speaking community as part of Canada today.

Socials 10 – Is Canada a “Postnational” State?

Choose an event from Canada’s past or present (social, political, environmental, or economic) and describe / illustrate (show cause and effect) how this event influenced / influences all four of the quadrants. Provide images / primary source evidence where possible.

The Kinder Morgan Trans Mountain Pipeline expansion is an event that is incredibly relevant right now. The timeline of the Kinder Morgan Pipeline follows two conflicts – one between the citizens of British Columbia and the government, and one between the effects on the environment and economy. The Tri-Cities News reports on the sides that British Columbians have regarding the issue. Steven Solomon, who is against the pipeline, states that “during the 2015 election Prime Minister Justin Trudeau promised he would not approve the Kinder Morgan Trans Mountain pipeline expansion until the National Energy Board review process was revamped to be more inclusive and fair, [however] the prime minister broke his promise and approved this new bitumen pipeline”, shedding light on the conflict between the government and the people of BC (Tri-Cities News). Solomon exhibits the broken trust that many feel towards the government regarding building the pipeline. Solomon continues to touch on the environmental aspect of the Kinder Morgan Pipeline, stating that “the Burnaby fire department released a report indicating the Kinder Morgan expansion puts the public and environment at serious risk in the event of a spill” (Tri-Cities News). Many are worried about the environment and the route that the pipeline would take through the Howe Sound and other delicate marine environments as there is currently no way to clean up dilbit, the crude oil that would be exported through the pipeline.The pipeline would be one of the main export systems for crude oil from Alberta to British Columbia, boosting the economy, some even going as far to say that “we need to sacrifice a relatively small portion of our land to a few pipelines to preserve the rest of our nation” (Tri-Cities News). The Kinder Morgan Pipeline is an issue that will continue to affect all four quadrants.

Does your event represent a step towards creating and maintaining a coherent Canadian identity, or does it move Canada more clearly in the direction of Trudeau’s discussion of a “postnational” state? In your opinion, is there any value in trying to define a specific Canadian identity, or should we abandon this idea towards a more open and global idea of nationhood? Why?

I don’t think that my event does either, but definitely does not move Canada towards Trudeau’s “postnational” state. Trudeau’s decision to turn a blind eye to the hundred thousands of people in indigenous communities and British Columbians that will be affected by the Kinder Morgan Pipeline and approve the project despite all of the environmental risks is contradictory to his description of a postnational state, where “there are shared values, [such as] openness” (Vancouver Sun). This event divides Canadians and shows the difference in our values, showing the willingness of Canadians to conform to others opposing values, which to say the least, is not very willing. In my opinion, there is value in defining a Canadian identity, however, it shouldn’t be incredibly specific. Having an identity for Canadians can be something that many enjoy because we naturally as humans feel safe in a group and enjoy that sense of belonging, however, what happens when someone doesn’t fit in?  This leads me to believe that although having a defined identitiy is important, it must be flexible so everyone who identifies as Canadian can feel included.

Citations:

http://www.tricitynews.com/opinion/letters/letter-two-views-on-kinder-morgan-pipeline-1.23188870

The dangers of Trudeau's 'postnational' Canada

 

 

Socials 10 – Sourcing a Significant Object

The bald spot on the back of its head

The plushie

The embroidered logo on the plushie

  1. Inquiry question: What is the story of my stuffed Webkinz plushie?
  2. Source: This is a primary source of my childhood experiences as many of my memories of my childhood revolved around my stuffed animal. According to the label, it was physically created in China, presumably by factory workers. It was likely created in 2007 or earlier as it was purchased then. The significance of the object to me was created by me when my mom purchased it as a gift to me in 2007 as that was when I became attached to the object.
  3. Context: At the time, I was in kindergarten and many of my classmates also had Webkinz plushies, which may have influenced my decision to get one. Webkinz plushies have a code that allows the plushies to be registered online in a virtual world where players can take care of their pet and befriend other players. I can assume that my younger self wished to feel in the “loop” and not left out.
  4. Description: The plushie is a pink and white cat with blue eyes and a pink nose. The fur is almost matted, with a bald spot on the plushie’s head. The bald spot is from the time my sister spit gum into its fur and we had to cut it out. The cat has no whiskers because my sister cut them off. The plastic eyes are scratched because of the various times the plushie was thrown into the washing machine to clean it. Despite that, the white sections of fur are almost grey and the pink is no longer vibrant. The tag that once said the model (Pink and white cat) of the plushie is falling apart, likely due to the rough play it was subjected to. The Webkinz “W” logo is embroidered on the front left paw of the cat.
  5. Inferences about perspectives: The creator may have been a child as children generally tend to enjoy plushies more, and the age demographic that plushies are typically marketed towards is children around the age of 6-12. They may have created the memories surrounding the source because they wanted a “friend” or a security blanket of sorts. The audience may have been the creator’s peers or people the creator interacted with. The values of the creator and audience might have influenced the source because they enjoy playing with toys and plushies of the like, propelling the creator to purchase the plushie.
  6. Inferences about inquiry question: I learned about many of the quirks that the plushie has such as the bald spot and the lack of whiskers. It confirms what I know. A few further questions that I have: How has my plushie lost significance as I grew up? Does my plushie still have the same significance to me now?

Socials 10 – Historical Thinking

How can history help us to live in the present?

Above all of the other questions, this one stood out to me. It is one thing to learn about the events that occurred in the past, but it is another thing to apply the knowledge we gain from events in history and show that we comprehend why it should or should not be repeated. “Our understanding of history can help us make informed judgments about contemporary issues” as we can look at any parallels that may have happened previously. This question allows us to synthesize our knowledge, challenging us to apply critical thinking to our lives and the lives of the past.

English 10 – Romeo and Juliet Myers Briggs Response

In William Shakespeare’s play Romeo and Juliet, Juliet proves to be a prudent character, worrying much about the future. I believe Juliet is an INFP-T (introverted, intuitive, feeling, prospecting- turbulent), as she shows many of the tendencies that an INFP may have. Juliet proves to most certainly display the intuitive quality. She says herself that she tends to sense bad events and foreshadows Romeo’s death, stating “O God, I have an ill-divining soul./Methinks I see thee now, thou art so low/As one dead in the bottom of a tomb./Either my eyesight fails, or thou look’st pale” (3.5, 53-56). She says she has an “ill-divining soul”, meaning she has a natural intuition for when tragic events may occur. As well as this, she proves to be deeply philosophical, showing the prospecting characteristic when she asks “Wherefore art thou Romeo?”, questioning why Romeo must be a Montague (2.2, 33). She questions why he must hold the name of a Montague, and why names even matter. This shows that Juliet is an INFP.

 

 

English 10 – Romeo and Juliet Response

I both agree and disagree with the statement that Romeo and Juliet’s relationship is merely ‘infatuated children’ engaging in ‘puppy love’”. Romeo’s feelings of “love” very clearly show that he looks no further than the appearance of potential romantic interests. This is shown through Romeo’s interest with Rosaline quickly shifting to an infatuation with Juliet within minutes of seeing her, claiming he had “ne’er [seen] true beauty till this night” (65). He had previously loved Rosaline, again, purely based on her looks. If one were to look at only one side of this relationship, they would definitely brush this relationship off as simply puppy love; a shallow, yet intense love. Romeo’s attitude regarding love is quite immature in comparison to Juliet. Juliet has a more calculated, prudent approach to the relationship. She is not as easy to please as Romeo wishes her to be and she is far more cautious in letting herself fall in love. This is shown in the well-known balcony scene, where Juliet confesses her interest in Romeo to both herself and the audience but knows the risk of falling in love with Romeo, him a Montague and Juliet a Capulet. She asks, “wherefore art thou Romeo”, questioning why he must be a Montague (89). Juliet is certainly not easy to please either. She wants Romeo to prove his love for her and consequently asks him to plan all of the details of their wedding to test what lengths he would go for her. Juliet’s side of the relationship is definitely less of a “puppy love” and more cautious than Romeo’s.

While it is true that the age of marriage may have been younger in some cases in the Elizabethan era compared to what it is now, Kulich’s argument that Romeo and Juliet should not be viewed as children is not completely historically accurate. With parental permission, “it was legal for boys to marry at 14 and girls at 12 […], [however] the age of consent was 21 and boys would generally not marry until this age” (Elizabethan Wedding Customs). In the case of Romeo and Juliet, their parents did not permit them to marry, as they did not even know about this affair. As well as this, the average age of marriage in Elizabethan times was around 27 years (The Age of Marriage). Both Romeo and Juliet are far younger than that age, with Romeo around 16 and Juliet around 14. Kulich’s argument may seem valid, however, her statement is not historically accurate.

Sources:

http://www.william-shakespeare.info/elizabethan-wedding-customs.htm

http://internetshakespeare.uvic.ca/Library/SLT/society/family/marriage.html