Little Big PitcH
Humanitarian Fundraising
C2n: Colony to Nationhood
M E E T T H E T E A C H E R S B E H I N D
GLOBAL PERSPECTIVES
M E E T T H E T E A C H E R S B E H I N D
GLOBAL PERSPECTIVES
M E E T T H E T E A C H E R S B E H I N D
GLOBAL PERSPECTIVES
MS. PARNELL
Music
C2n: Colony to Nationhood
C2n: Colony to Nationhood
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C2n: Colony to Nationhood
C2n: Colony to Nationhood
Colony to Nationhood, often abbreviated as C2N, is hailed as Global Perspective’s grandest project of the year. Small teacher-created groups are to represent their given nation in the most interactive, creative, and immersive presentation possible. In the wake of Covid-19 shutdowns and isolation orders, the challenge of representing a nation’s journey through independence, rich culture and traditions, society, and geography, becomes a much greater feat. Through dusting off the precious old vases and tapestries you aren’t supposed to touch, sewing together siblings’ clothes in the name of makeshift costumes, and some swiftly-learned iMovie skills, the Global class of 2020 has managed to create a series of seven spectacular 45-minute virtual productions. Testing ingenuity, flexibility and online communication abilities, we invite you to enjoy the most unique and extemporaneous C2N presentations in Global history.
ZIMBABWE
Alex, Allison, Grace and Jacob
Our group, consisting of Grace, Allison, Jacob and Alex S. represented Zimbabwe in the C2N project. Zimbabwe is a landlocked African country with beautiful geography and diverse cultures. During C2N, we faced the challenge of adapting to the online format for our presentation. We thought about a way that we could teach the viewers about Zimbabwe, and that’s when we realized that we could become the teachers. Therefore, we transformed into our Global teachers to teach lessons on a variety of topics about Zimbabwe. Mr. Babcock (Alex) explains the effects of British colonization on Zimbabwean politics, in addition to political issues in the country. Ms. Parnell (Jacob) explores the role of music and culture in Zimbabwe. Mr. Toole (Grace) covers Zimbabwe’s road to independence and the country’s literature. Mr. Torlée (Allison) provides an analysis of current issues in the country in addition to some possible solutions. All in all, our presentation provides an interesting “virtual trip” to Zimbabwe. We are grateful to have had the chance to learn about how modern Zimbabwe was formed and to discover what makes this country unique and beautiful.
ERITREA
Amy, Sarah, Abby and Aiden
Our group, composed of Sarah Steadman, Amy Browne and Abby Marshall had the opportunity to research the nation of Eritrea. This beautiful nation in the Horn of Africa bordering Ethiopia, Djibouti, and Sudan, has a deep cultural history. This episode of nation watch that we produced documents the various influences that shaped Eritrea into the country it is today. In our documentary, we have many experts come in and share their vast knowledge with the viewers that will help develop a better understanding of this intriguing nation.
THE MARSHALL ISLANDS
Dariya, Claire, Dustin and Tynan
Our C2N group consisted of Claire, Dariya, Dustin, and Tynan. Our group was assigned to research the Marshall Islands, a small collection of atolls and coral reefs in the Pacific Ocean. In order to portray the many interesting things we learned in a creative video format rather in person, we decided to script our project as though we were tourists trying to get home to Canada after COVID-19 closures- each of us specializing in a different subcategory of Marshallese history and culture. Overall, it was a great collective learning experience and working together on such a unique project allowed us to really exercise our creativity and focus on each person’s individual strengths. By completing parts of the project both individually and as a group over Zoom, texts and Google Drive, we were able to let our ideas flourish in the most effective possible way and were taught even further how to be cooperative, constructive, and out-of-the-box thinkers. It was a fantastic opportunity to learn about different cultures, and to exercise our academic strengths as students.
CHILE
Ffion, Sebastian, Anushka and Quiana
The Republic of Chile was represented by Ffion, Quiana, Anushka, and Sebastian. Each of these students participated in an in-depth research project into Chile’s culture and condition. To present, they focused on the study of a few key aspects of Chilean culture. Some of this research focused on the demographics, a religious festival, and the persisting effects of colonialism. It explored the people, the landscape, and the unique aspects of Chile while revealing the history of the largest religious festival in the country, La Tirana. Further research focused on researching pre-colonialist traditions, the Chilean arts, and the modern issues faced by the nation. These subjects highlighted both positive aspects of their culture while also addressing the more sombre issues that plague the population. In addition to proposed solutions for these problems, both the traditional food and the relationship between religion and politics were explored. The religious climate was further researched through the examination of Chile’s modern religious institutions and the beliefs of its people - a critical aspect of any culture. Chile’s history, involving the war of independence from Spain, and the wars following to expunge Spain from the continent, were explained in detail, highlighting the hardships many citizens underwent. A poem by Pablo Neruda, the famous Chilean poet that personally experienced these hardships was recited, presenting the creativity of the struggling nation and the political views of the people at that time. This project was accomplished through teamwork and communication. The members learned a lot on the completion of group projects and they were introduced to a new perspective on this South American nation.
Password: chile
EAST TIMOR
Megan, Sophie, Alex and Evan
Our group consisted of Evan, Alex B, Sophie and Megan, and we were given the opportunity to represent the country of East Timor. Located in Southeast Asia, East Timor’s centuries of colonial occupation continue to have a lasting impact on the country’s social, political and economic situation. Due to the Covid-19 pandemic we were unable to work together in-person, instead using programs such as Zoom to plan what we wanted to do. We divided up the research and segments so that we could be less dependent on technology to talk to each other, and work independently on certain parts of the news cast. In the end, we assembled all of our different segments, and it came together into a product which we are all very proud of. Overall, our group worked extremely well together and was able to overcome the technical challenges creating this video presented. Our group learned a lot from the assignment, including the importance of teamwork, creativity and organization. We hope you enjoy it!
TUNISIA
Kieran, Hannah, Olivia and Kate
For C2N, our group - which consists of Hanna, Kate N, Kieran and Olivia - was assigned the North African coastal country of Tunisia. Although relatively small, Tunisia does not shy away from embracing its rich culture and history, as they are very proud of all of the hardships that their country has overcome. In 1881, the North African country became a protectorate of France by treaty as opposed to being conquered. While the French presence was noticeable, Tunisia managed to remain fairly independent in numerous ways, ultimately preserving much of their culture. After decades of striving for independence, Tunisia finally managed to achieve it on March 20, 1956. Their road to independence was rocky to say the least, however, once gained, they began to flourish in various ways. Although they had a newfound sense of a self-sufficient lifestyle, Tunisian citizens’ everyday life still contained remnants of the French influence, which was seen in everything from their infrastructure to healthcare. However, this did not hinder them from celebrating who they are; traditional dances, dishes, music, art and various other aspects are what make up the beautiful Tunisian culture. They take pride in all that they have achieved, and the adversity they endured to get there. As a country they are still developing, and overcoming hardships, but are doing so as independently. Speaking for everyone in this group, this was a great experience, and although we were not able to execute it in person, we still managed to produce an interesting and engaging presentation that was fun to make! It was a very exciting and unique way to learn about colonization and the lasting effects it has on a country!
CAMBODIA
Kendra, Kate, Marcus and Taelyn
Our C2N group consisted of Kendra, Taelyn, Marcus, and Kate. We had the opportunity to learn and research the beautiful country of Cambodia! Cambodia is located on the Indochinese mainland of Southeast Asia and is home to 16.25 million citizens. Everyone in Cambodia always has such a positive attitude and is always smiling. Most of the population follows the Buddhist religion. Up until 1975, Buddhism was recognized as the official religion of Cambodia. Due to the Covid-19 pandemic, we were unable to work in-person to complete this task. Our group utilized each member's strengths to produce an informative video. We divided up the categories that were to be included in our video, to lighten the workload and make the task more simple. The information was delivered through a series of Cambodian experts who informed viewers all about the culture, history, and colonization of Cambodia. In the end, we are very proud of how our final product turned out. We feel as if viewers will become more knowledgeable after watching our video.