Curricular Response

I used an image of a boat docked on the east coast to represent Europeans colonizing Turtle Island. The quote “An arrow don’t compare with the White men’s musket” speaks about the oppressive nature of the settlers and their ability to seize land without the consent of the original inhabitants. The meaning of my quotation emphasizes the defenseless position in which indigenous people found themselves as Europeans colonized their land without consent or regard.
Core Competency Self-Assessment
This assignment wasn’t difficult as I utilized my knowledge from my First Nation 12 class to think of ideas and messages to convey. In addition to utilizing historical research and personal reflections, this allowed me to gain a deeper understanding and broader perspective for the assignment. I focused on colonization and selected images associated with this theme, such as boats symbolizing Europeans docking on Indigenous land, houses representing settlers, and a person with a musket representing their oppressive capabilities. Then, I found lyrics within the given song that best aligned with each specified image.

To begin this project, I start with a parabola on the lower half of my face. I reflected that parabola off the x axis and horizontally stretched it to fit my face shape. Finally, I added restrictions to make it fit. This procedure continues to the middle of my face, but with no reflection and a horizontal stretch instead. I made it tighter by using horizontal compression and then fitting restrictions. Finally, I applied an ellipse to the upper portion of my face. I modified the horizontal and vertical compression/expansion of the ellipse to perfectly fit the previously mentioned parabola. For my lips, I used two parabolas, one of which reflected off the x axis. I used a simple constant function ,”y = 2.4″ with restrictions to fit for the lip seal. My eyelids are next. I used two parabolas, but scaled them down. I copied the equation but added a reflection of the y axis for my left eye for symmetry. I used a circle function but scaled down the pupil for my pupil and iris. I used constraints to make my pupil fit the eyelids. I used two radical functions and one parabola function to create my eyebrow. To transfer the functions to my left side, I added reflections to the y axis on it. I used several functions on my hair. This includes parabolas, linear functions, and ellipses. This was done to match the various sections of my hair. It was the most aggravating part because I had to fiddle with the reflections and transitions to trace my hair. I used multiple functions on both my nose. To begin, I used a hyperbola on the nose bridge. The left and right major sections of the nose were formed next. I made use of the circle, ellipse, and sin functions. For my nostrils i used an inequality to add depth. Unlike my eyebrows or eyes, I couldn’t reflected it off the y axis to make it symmetrical and decreasing the workload. I had to start over, which was inconvenient. Shading and coloring completed the graph. The most difficult and time-consuming task. To fit and fill in with color, I used inequalities and restricted each function. The majority of the process was trial and error because some functions did not fill in due to their restrictions. This process necessitated the use of tutorial videos, but I was able to accomplish the task. To wrap up it off, I added some finishing touches such as a black outline for my face and black opaque hair. This project was difficult with all the tracing and fitting, but it was rewarding to see how functions can express one’s creativity.

Listening to Shane John and Wesley Scott’s presentation was very interesting. They gave us an opportunity to learn more about their own experiences with residential schools. It surprises me how different their experiences were compared to the information we learned during class. More traumatic and horrifying than expected. They used examples to make it more impactful. Like Shane using the microphone to display noises and objects to visually showcase . It was also similar to the information we learned. They used examples to make it more impactful. For example, Shane’s dad The physical and mental effects of residential school followed him throughout his life. Resulting in alcoholism and behavior to his family. Aspects of positive personal and cultural identity were not shown. No sense of  exhibiting a sense of self-worth, self-awareness, and positive identity to become confident individuals during his experience in residential schools. Punishment was the result of engaging in traditional practices or even having any social interaction with another in order to prevent any cultural identity. Overall, this experience was very informative and I felt it deepened my understanding of the everlasting effects of residential schools.

My peers and i made a utopia called Le’Parobore. Peter, James, and I all believe in order, law, Justice, peace, and freedom in our utopia.

City information

Le’Parobore translates to peace through strength in Latin, which is our national motto. Our symbolic colors include red for strength, blue for determination, and white for peace to resemble the motto.

Values

To provide law, justice, and order we provide strong National defense, along with a police force to enforce the safety of all civilians. Citizens have the power to wield a small firearm and can only be used for self protection or crime prevention. However, this is limited to one’s legal record.

To represent peace and freedom, Freedom of speech, religion, and the press is guaranteed at all cost to both citizens and non citizenship residents of the city. Citizens organized or participant in a rallie/protest against the government or such. All types of rallies/protest are legal and must be protected by the law. However any rallies/protest that contains hair against a certain group or violence can be suppressed with non lethal method by the law.