CIVIL DISOBEDIENCE IS A POWERFUL FORCE OF SOCIAL CHANGE, BUT IS BREAKING THE RULES ACCEPTABLE IN ORDER TO CHANGE THE RULES WE DISAGREE WITH

STAND BY/STAND UP

Intermediate Applied/EssentialMichelle McCulloch

Be the Change you wish to see in the World

James Luchak • teacherNorth Park Secondary School

Intermediate AcademicAlyssa Esparaz

The Moment it Went DarkJulie Gallagher • teacher

Dunbarton High School

Senior UniversityMegan BaillieA Perfect Circle

Peter Geelen • teacherInnisdale Secondary School

PROVINCIAL WINNERS:prose & poetry

Senior College/WorkplaceSamantha Swartz

Ray of HopeRebecca Mayo • teacher

St. Clair Secondary School

FrançaisJordan Thiessen

La désobéissance civileYann Marais • teacher

Welland Centennial

Visual Arts, IntermediateEden RobertsonEsperanza (Hope)James Matheson • teacherCobourg D.C.I. East

Visual Arts, SeniorHayley PowlingMOVERachel Evans • teacherBanting Memorial High School

Audio/Visual/AnimationLankesh Patel and Sajni ShahFor All We UniteVernon Chilton • teacherNorth Park Secondary School

REGIONAL WINNERS

PROVINCIAL WINNERS:creative4

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DIS(OBEDIENCE):STAND BY/STAND UP

WHAT ARE THE STUDENT ACHIEVEMENT AWARDS?2

JUDGING PROCESS3

As a union of public education workers, the Ontario Secondary School Teachers’ Federation (OSSTF/FEESO) has been using the Student

Achievement Awards for over forty years to highlight the creative work high school students can produce under the instruction of our members. Any high school student in Ontario who produces a creative piece under the

guidance of one of our members is eligible to submit their work.

Each year a theme for the Student Achievement Awards is announced and students must create a piece of work that addresses this theme. The themes usually address current issues or topics and require a good deal of thought.

Sometimes students see the Student Achievement Award poster in their school and decide to enter a piece of work. Other times a teacher will assign a class an activity which culminates in students producing work

suitable for the contest. Regardless of how a student comes to enter his or her work, it is important to remember that an OSSTF/FEESO member has

had some input, influence or guidance over the production of the piece. Remember, the goal of the Student Achievement Awards is to celebrate

what is possible when our members work with their students.

Submissions fall into one of eight categories. For written work there are four prose and poetry categories and a fifth category for French writing.

There are also two categories for visual artwork and a final category for digital work. Over the years, students have submitted poems,

essays, short stories, editorials, paintings, drawings, sculptures, songs, videos and animation. Guidelines and entry forms are available

at www.osstf.on.ca/studentachievementawards.

Each submission is first judged at the school level where OSSTF/FEESO members decide the best in each category. The winning entries from each school are then sent to the local Federation office where they are judged

at the District level. District-winning submissions are then forwarded to the Provincial Office where they are judged at the regional level. Regional winners are then finally judged by a panel of professional writers and

artists who select the final eight winners.

Successful students and their teachers are then visited by our film crew who interview them for a video that is shown at OSSTF/FEESO’s annual general

meeting (AMPA) in March. Students and their families and sponsoring teachers are invited to a luncheon in Toronto and join over 500 OSSTF/

FEESO delegates in watching the screening of the video and then they receive their awards on stage, including a cheque for $1000.

What are the Student Achievement Awards?

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C/PAC Member Education Sub-Committee

Kevin McFadden (chair) Kawartha Pine RidgeWayne Milliner York Sharon DeFour TorontoLauren Simmons Toronto

Provincial Judging Panel

Bill Freeman Writer’s Union of CanadaJack Hutton Miztawis Communications

Anna Zhyn design & layout

For more information, contact Randy Banderob at banderr@osstf.on.ca or 1.800.267.7867.

Judging of the Student Achievement Awards is conducted at four levels.

Each school selects one winner per category and submits it to its local district which selects a winner in each category. The Recognition and Promotion

Committee, a subcommittee of the provincial Communications/Political Action Committee (C/PAC),

then chooses the regional winners.

The final decision to select the provincial winners is made with the help of a panel of external judges.

The theme for the 2014 Student Achievement Awards is, "You cannot lock up an idea." The phrase was made famous by Tommy Douglas in his 1944 Mouseland speech. The story tells about a community of mice who try electing a black cat as a leader, and then a white cat, before someone suggestes that a society of mice should be lead by a mouse. The idea is deemed so preposterous that the mouse who came up with the idea was jailed. The story ends with the line, "You can lock up a mouse or a man but you cannot lock up an idea."

Students can explore the concept within the context of Tommy Douglas’ speech or any other issue they deem relevant.

JUDGING PROCESS

Next year’s theme

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Prose & Poetry, Intermediate AcademicDunbarton High School

The Moment it Went DarkBy Alyssa Esparaz

Later, you’ll find it a little ironic and kind of symbolic that they chose your head. Not your heart or lungs, but your head – more specifically, your brain – the thing they didn’t want you to develop.

However, right now, in this millisecond between the moment the bullet connects with your skull and the moment everything goes black, it all flashes before your eyes.

Your first day of school. The anticipation and excitement, the strict discipline and the reverent thankfulness because you know what a privilege this is. You’re nearly bursting with joy at the thought – you will be a literate woman.

Throughout the days you soak in all the knowledge, all the wisdom, that this place called school has to offer. The smell of the dusty chalkboards and the feeling of the hard wooden chairs and desks – you wouldn’t trade it for anything. The sounds of girls writing and asking questions sparks a sweet feeling in your chest. You know you must share this amazing gift with all the girls of your country. So, at a tender young age you become an advocate. You speak out against cultural boundaries and social stigmas, because girls deserve education just as much as boys.

You make progress. More girls are going to school and you have become somewhat of an icon, although you don’t really see yourself as one. People know your name. Sometimes, you’re even stopped in the street by someone who tells you how amazing and courageous you are. You’re told that you’re a hero. Then the trouble begins.

They ban girls’ education. You’re upset, but remain optimistic. You think everything will be okay. Your school closes for awhile, but not for long. Soon you’re able to return to school, even though the ban hasn’t been lifted. They aren’t the government, so technically it isn’t illegal, but they have power, because they instill a gripping fear on the people of your county. You and the other girls who continue to go to school know the risks of your blatant disobedience.

Only ten girls continue to attend school. This saddens you. The classroom is sparse and quieter than usual. Even some of your teachers are not present. The mood is less lively and the girls are low-spirited because of the effect the ban has had on girls’ education. You all live in fear of your school being attacked by those opposed to girls’ education. You all make do, though, and you continue to learn. As long as you and others who want to can learn, you are happy, and that sweet feeling in your chest continues.

(based on true events)

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You continue to be a young advocate for girls’ education. You write (because you know how!) and you speak to groups of people when invited. For years and years, girls have been denied education in your country, but you can see an end to that. You see hope. You feel motivated, and although there’s reason to be afraid, you’re not.

However, soon the death threats start. One day, while you’re walking home, someone calls after you, “I’ll kill you!” You’re not sure if they are talking to you or not, but terror suddenly rushes through you. You feel yourself panicking and you practically run all the way home.

Son, you are sure they’re talking to you. The threats become stronger and more clearly directed towards you.

This won’t stop you, though. You will not back down. You continue to attend school, as do some of the other girls. You continue to stand up to them

– those who say girls can not attend school. The teachers try their best to protect you and your classmates. “Do not wear a uniform, or brightly coloured clothes,” they say, “It

will draw unwanted attention.” You follow their guidelines as closely as possible, but you know that because of your minor fame and very public defiance, you can do little to protect yourself while traveling to and from school.

Today started like any other day. You wake up and get dressed in a very average, non-schoolgirl-type dress. You walk through the dusty streets to the bus and ride with your friends. You get to school and learn math, writing and science. The clicks of chalk against the chalkboard and the murmurs of girls excited to learn delight you. You love it. Like you do everyday, you wish every girl got this opportunity. You get on the bus to go home. You ride with your friends. You step out off the bus, and hear the gunshot. You gasp, and everything goes black.

On October 9th, 2012, Malala Yousafzai, a young Pakistani schoolgirl and an outspoken advocate for girls’ education was shot in the head by the Taliban because of her advocacy. Against all odds, she survived and is now recovering in hospital. Her courage is an inspiration to us all.

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Be the Change you wish to see in the WorldBy Michelle McCulloch

Prose & Poetry, Intermediate Applied/EssentialNorth Park Secondary School

A week ago from today I got beat up by Tyler, the school’s douchebag. We got into a fight because of what he was saying. Since I was the one to throw the first punch, I got a week's suspension while Tyler only got three days. The school didn’t even listen to what I had to say. They just listened to one side of the story, Tyler’s story. Tyler’s story went a little like this, “Andrew just punched me out of nowhere, and I didn’t even do anything to him. I punched him back because if I didn’t he would have kept hitting me.” Tyler lied, and not a little lie either; it was a giant lie. What really happened was he said things to me, and as I was about to walk away, he said something about my mom, so I turned around and punched him right in the face. Then he had someone grab me from behind so he could punch me in the stomach and the face. He hit me once in each place.

After all of what happened, Tyler is still the school’s dick head, and I am still Andrew, the kid that keeps being bullied by him. However, when I was suspended for that week, I got this plan in my head how to stop Tyler. It may not work, but I’m going to try it. What do I really have to lose? I am not at a high school I like or anything, so why not try to change that? What really got me thinking was the quote, “Be the change you wish to see in the world,” by Mahatma Ghandi.

~~~

I have only been back for two days since my suspension and I’m already having second thoughts about standing up to Tyler. No one has backed me up on what I have been thinking. I have told about 60 students and five teachers, and none of them have thought it was a good idea yet.

Later on that day, I see my buddy Jeff in the hall. I catch up with him. “Hey Jeff,” I say.“Oh, hey, Andrew, how’s everything going?” he asks.

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“Not so good. I’m trying to stand up to Tyler, and no one is backing me up. They all think it won’t work. There are also kids who think he’ll start bullying them if they support me.”

“Maybe you shouldn’t stand up to him,” he says. “Who knows what could happen? Also, you may want to stop talking about standing up to him before someone finds out and tells him.”

“I know you’re worried, Jeff, but I’m still going to do it because he’ll just keep bullying us and our friends.”At the end of the day, I go to my locker and get what I need. I’m about to go home when I run into Tyler and a bunch of his friends.

“Hey, Andrew, I have been looking for you,” Tyler says in an angry voice. Right after he says that, a bunch of people start coming around us so there’s no way I’m going to be able to walk away from this.

“Why have you been looking for me?”“Don’t play dumb with me. I know you have been making plans to get people to stand up against me. Did you really think it would work out? Like, come on, a guy like you trying to get kids to stand up to me?” Tyler tells me and then laughs. Then he continues by yelling, “Stop dreaming Andrew!” Then he and his friends all laugh, but no one from the crowd laughs, which was weird.

“I’m not dreaming Tyler. One day we’ll stand up to you! Just wait, the day will come and it will come sooner than you think!” I yell at him. Before I know it, I see someone’s hand fly in front of my face and hit me right in the cheek. I fall to the ground. I see no one is going to help me up, so I get up myself.

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Tyler sees me get up and just looks at me and says, “You don’t know when to give up, do you?” his friends laugh and so does he.

“Give up, I have never given up! I’m not a quitter,” I yell at him. Once again, I’m on the floor. I touch my face and I look at my fingers and see blood. I stand up again.

“Really, Andrew! Do you want me to beat the shit out of you?” Tyler yells.“You won't get the better of me this time. I won't listen to you anymore! You won't make me feel worthless anymore!” I yell. I walk closer to him and continue, “You will not bully me. You will no longer be that kid that bullies everyone in the school.”

This time I see Tyler’s fist coming at me, but I don’t move; I just take in the blow. But this time I don’t fall to the ground, someone catches me. I look behind and see that it’s Jeff. I get up from Jeff’s arms. I see a girl walk out from the crowd. I have seen her around, and she is one of the prettiest girl in the school. She walks over to me and I say, “Lilly, stay out of this.”

“No, I won’t. He’s a real dick head and I’m fed up with how he’s treated me. Tyler, you have made me feel un-beautiful for too long. I may not be the prettiest girl, but I’m not as ugly as you make me feel.” I look at her and she is crying. I take her hand and lock our fingers together. She looks at me and smiles, and I smile back.

Then another student walks out. This time it’s a guy whom I’ve never seen before. He looking at the floor, as if he’s ashamed of himself. He looks right as Tyler and then around at the crowd and says, “My name is James Scott and I am gay. You have made me feel like crap about being gay. Like I’m not good enough and I don’t belong here. However, you’re wrong; I do belong here. I have the right to be here. I’m just like everyone else here, I’m human. The only difference is that I like the same sex as me. But that doesn’t make me an alien; it just makes me a little different.”

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After James has gone, another guy walks out, but he stays away from Tyler like he’s scared. Then he starts talking, “My n-name-e is Li-i-iam. If you can’t al-l-rea-a-ad-d-y tell I have a-a-a spe-e-e-ech impe-d-di-m-m-men-t-t-t. It ta-k-kes a lot lo-o-ng-er to say thing fo-o-r me than i-i-t does for yo-u-u.” It’s taking him a lot longer to talk but no one is cutting him off. Also when he’s talking he doesn’t make eye contact with Tyler. Then Liam continues, “Tyler ha-s-s bul-l-lied me for to-o-o long and I can’t ta-a-ke it any-m-m-o-o-re. I h-a-ate you!!” He yells, looking right into the eyes of Tyler.

Then, Jasmine a girl in my class, walks right up to Tyler and says, “You are no longer going to get to my friends and I. You are just be another raciest asshole in the world to us. I’m tired of you putting me down because I’m black.” After she stops talking she turns around and starts walking back to her friends, who are cheering like crazy at her. Also, she has the biggest smile for what she just did.

Tyler looked at me without saying anything. He simply turned and walked away. I like to think I saw a sense of sadness in his eyes, but I will have to wait until next week to know how he really feels. For now, I feel deeply moved by the support of the others. I thank them for being there for me and for standing up for themselves. As I walk home, I feel a deep sense of pride knowing that I did what I have wanted to do for such a long time.

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A Perfect CircleBy Megan Baillie

Prose & Poetry, Senior UniversityInnisdale Secondary School

Berkley Crescent was a very peculiar street. The houses were all identical: two stories, painted off-white with blue shutters, and all built in a perfect circle. One lane crept between houses one and five, but that aside, Berkley Crescent was closed off from the rest of the town.And what an interesting town it was. They’d recently elected a new mayor, named Quincy Miller. He was a fair man, and in his first week of office he stated a new law which was as follows:Bill 17: Every citizen must oblige to the values and beliefs of every other citizen. This will ensure fairness amongst us all.Mr. Miller had good intentions when he instated the law, but unfortunately it didn’t work out as well as he had hoped.This brings us back to Berkley Crescent, the residents of which were all very diverse.At number one Berkley lived Mr. Harold. Mr. Harold was an African American business man. He worked from nine to five every Monday to Friday downtown. Everyone in town knew he was a smart man. There was only one thing Mr. Harold truly could not understand, no matter how hard he tried. He had complained about it to the man in the cubicle next to him that very morning.

“I just don’t understand,” Mr. Harold had begun, “Why woman have the same rights as men. The world’s changing I tell you, and for the worse! Men have always been the breadwinners!”

“They sure are pretty though, don’t you think?” said Mr. Harold’s friend. He wasn’t very bright.

“Yes,” Mr. Harold agreed. “Which is why they should be seen and not heard.”

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His friend nodded thoughtfully.At number two Berkley Crescent lived a woman named Annie. She wanted to vote but could not, as Mr. Miller, at Mr. Harold’s request, had banned woman from voting in the next election.Annie was a practicing Christian. One note the Bible made that Annie agreed with wholeheartedly were the rules on marrying.

“The gays shouldn’t marry,” she had said to her sister on the phone the other day. “It’s not right. We shouldn’t entertain our youth with the idea that choosing to be a homosexual is okay.”

“But what if they really love each other?” Annie’s sister asked hesitantly.

“Then they’re going to hell,” Annie said with certainty. “The very thought of it makes me feel sick.”At number three Berkley Crescent there lived two men, named Darren and Blaine. They’d been in a domestic romantic relationship for several years, and had moved into town together two years ago, before Mr. Miller was the mayor. They both agreed he was a nice man, and very open minded.In order to follow through with Bill 17 Mr. Miller had to approach the two men with Annie’s concerns.

“Although this town will still allow the two of you to live together in your domestic partnership, you will not legally be allowed to marry.” Mr. Miller had explained.

“This is ridiculous,” Darren had retaliated. “How is it fair that others are making that choice for us? It’s our lives.”Blaine was appalled at Mr. Miller’s calm demeanor. “So Darren and I will never be married? The government will see us unfit to adopt children, and because of the injustice of that, I think any couple blessed with a baby should be unable to get rid of the fetus.”

“Are you suggesting I ban abortion?” The mayor asked.“I’m demanding it.”At number four Berkley Crescent, an eighteen year old named Lauren lived with her mother. Lauren wanted to be a normal teenager looking at college applications, and daydreaming about doing something with her life bigger than the town she was in.Lauren was also a rape victim, and was two months pregnant with the baby of her still unidentified rapist. She hated that a stranger’s child was growing inside of her, and wanted nothing more than to be rid of it.

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But it had already been decided by others that abortion would be against the law, and there was nothing she could do.At number five Berkley Crescent, in the house next to Lauren there lived a woman named Meredith. Meredith was very environmentally conscious, and enjoyed finding new ways to conserve and save energy.

“I disagree with Meredith’s practices,” Lauren had told Mr. Miller. “The contraption she’s using to try and harness wind power is loud and disruptive. I want her to stop.”

“Alright,” Mr. Miller said. “I’ll let her know she has to take it down.”Meredith was not happy with Mayor Miller’s message, but had to oblige. Before he left she had one more disagreement with the residents on Berkley Crescent.

“The man who lives at number one… Harold?”“Yes.”“He’s black, isn’t he?”“Yes, he is.”“And he’s working a prestigious office job? That doesn’t sound right.”Mr. Miller had had enough similar conversations that week to see where this was headed. He sighed, “Are you suggesting I have Mr. Harold fired from his job based on his race, rather than how well he completes his work?”

“Are you suggesting that I change my lifestyle, because one person in this town doesn’t agree?” Meredith countered.

“I just want everyone to be happy!” Miller said hopelessly.“Well instead of focusing on the rights people don’t want for others, perhaps instead you should look at the rights they want for themselves. Now tell me… which scenario of the following would cause more damage and unhappiness to a person’s life? Scenario one: Mr. Harold continues his line of work. I personally disagree with his position and therefore am unhappy that he has work, although he and I rarely cross paths. Scenario two: you follow my suggestion, and put a kind man out of his work simply because I disagree. Mr. Harold would be very unhappy, don’t you think?”

“Well… yes, I suppose he would be.”“Then I ask you Miller: which is the right thing to do?”

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The day began like any other day. I got up, got dressed and made my way to school. I didn’t know that that day was the day that my whole view on

how things normally are, was going to change.

As I arrive at the door to my classroom this morning there is a boy with long, dark hair sitting there just staring out the window. By the expression

on his face and the sad look in his eyes I don’t think he is really looking at the beautiful garden scene before him. He is slouching in the chair with his

head back as though he is resting, or in some way at peace.

As I reach my seat and begin to pull out my chair, four boys walk in. I see the boy by the window suddenly stand up. He moves so fast it is

like someone has lit a match directly under him. I watch as a blond boy approaches the dark haired boy. The dark haired boy looks directly at me, with eyes that seem to be begging me to help him. I stare into his eyes for

what seems like forever. I am unable to move or react. I watch as a light seems to disappear in his eyes because he realizes I will not help him.

It is as though he saw me as a ray of hope and I have dashed that hope by just standing there.

I stand there for a moment longer. I then decide to just sit down in my seat and work on the homework from last night. I hear voices whispering in a

low tone of voice but think to myself that whatever they are speaking about isn’t any of my business. I hear the voices begin to grow louder and that’s when I decide to see what is going on. I turn around just in time to see the blond-haired boy punch the dark-haired boy in the face. The world seems

to stand still. The boy that now has a bright red mark on his right cheek turns to look at me. He then gets up and walks out of the classroom.

I watch him leave. I am frozen staring at the door. My eyes are wide open in shock of the events that have just unfolded before my very eyes. I then

look to the blond boy and see that he has sat down with his friends. He acts as if nothing has happened. I continue to stand there staring at them. A

red-headed boy looks over at me and asks if I want to take a picture because it will last longer. I decide, once again, to take my seat.

Ray of HopeBy Samantha SwartzProse & Poetry, Senior College/WorkplaceSt. Clair Secondary School

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The day continues and as it does my guilt for not helping the dark haired boy continues to grow. I feel as though the guilt I am feeling are flames that are trying to consume my entire being and I cannot put out the flames no matter how hard I try.

It has been a few days and I have not seen the dark-haired boy at school. At the beginning of class my teacher stands at the front of the classroom and says that he has some important information for us. He announces that the dark-haired boy will not be returning to school because he has committed suicide. The teacher does not tell us how or why it has happened; then again, how would the teacher know why the dark-haired boy has killed himself. The flames of guilt once again soar through my being with a vengeance. I think back to the day and what the boy had gone through and that I had done nothing to help him. I didn’t help him when he’d begged me to with his eyes or when he’d been hit by the blond-haired boy. I never told anyone on the school’s staff what had transpired right here in this very classroom. I feel as though I am the one who had hit him and not the other boy. These feelings make me want to break down and cry.

Suddenly I hear voices going from a low tone, to a louder one that seems familiar. I raise my head from the desk and turn around just in time to see the blond boy punch the dark haired boy on his right cheek, again. I stand there looking at the same scene that I have run through my mind countless times and I wonder if I am dreaming.

I stand there and stare at the dark haired boy, again, and see that he is just about to leave. This time I stop him by approaching the blond-haired boy to tell him that I will not stand for what he has done. I tell him that I will be informing our teacher of what has happened. The blond-haired boy’s face slowly turns red. I guess he senses that I will not back down to him and he takes his buddies and leaves the classroom.

I turn around to face the dark-haired boy and find him standing there staring at me as if I am his hero or something. He thanks me for standing up for him against that boy because he was unable to.

It was at that moment that my view of things changed. To this day I do not know how I got the second chance to help that dark-haired boy. Maybe it was God, fate or something else, but I’m glad to have had it. Not only did I save the dark-haired boy’s life but I made a new friend and his name is Aki.

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La désobéissance civileBy Jordan ThiessenProse & Poetry, FrenchWelland Centennial

Cela fait presque deux ans que l’agitation civile en Tunisie a éclaté en la révolution suivant l’auto-immolation de Mohamed Bouazizi sur les actions injustes de la police. Cette action symbolique a déchaîné une révolte; une rébellion contre le chômage, la corruption du gouvernement et la suppression de leur droit pour la liberté de parole sous le régime de Ben Ali. Les manifestations se sont affrontées avec la force excessive de la police et la couverture médiatique était censurée par le gouvernement, néanmoins, la résistance a continué et dans 28 jours, la Tunisie a vu le déboulonnage du président Ben Ali et l’accession de la démocratie. Le succès en Tunisie a inspiré les soulèvements à travers les pays arabes. Avec une combinaison de la résistance civile et les manifestations pacifiques, le peuple de Tunisie (et récemment d’autres nations arabes, dont Égypte) a vaincu un gouvernement qui a fonctionné pour la préservation de leur pouvoir plutôt que la protection de les droits de leur peuple.

Quand les droits d’une population sont compromises et les lois restreignent les citoyens de promulguer le changement, – comme en Tunisie – c’est nécessaire pour ses lois d’être désobéi pour changer un système qui est contre les idéals de cette population. Le rôle du gouvernement est de représenter son peuple et de prendre les décisions qui sont dans le meilleur intérêt de ceux qu’il concerne. À l’opposé, le groupe affecté a la responsabilité égale de changer un système construit sur la législation qui est contraire de leur propre meilleur intérêt et celui de la population étendue.

La désobéissance civile s’est avérée d’être un outil

efficace quand les autres

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formes de discours échouent et a vu nombreux des militants pour son utilisation. Henry Thoreau, un auteur, un philosophe et un abolitionniste actif qui a écrit en 1849 La résistance au gouvernement civil, une rédaction qui soutient que « le meilleur gouvernement est celui qui gouverne le moins. »1 Il affirme que c’est souvent putatif que, pour changer une loi qui est injuste, on doit attendre avant qu’il est allé par le processus judiciaire approprié et a changé la décision du gouvernement, mais de respecter la loi jusqu’à ce qu’elle est changée. Plutôt, Thoreau atteste qu’une loi qui est injuste ne mérite pas notre respect et d’obéir à ce qu’on n’est pas d’accord seulement lui donne la validité. « Si [l’injustice] est d’une nature qui t’exiges d’être l’agent de l’injustice à quelqu’un d’autre, alors, je dis, enfreins la loi. »2 Thoreau a écrit avec la référence spécifique à son dégoût pour l’esclavage aux États-Unis et a cru avec fermeté que le gouvernement, encore la démocratie, est corrompu par nature. Il conclut avec l’idée que le pouvoir de l’individu dépasse celle de l’état, et bien que la transition d’une monarchie à une démocratie aux États-Unis était le progrès, avant que le gouvernement reconnaît l’individu comme supérieur que soi-même, il ne peut pas être un état libre et éclairé.

Bien que la rédaction de Thoreau a été écrite il y a plus de 150 ans quand les États-Unis était dans les circonstances

différentes, les idées dont il a discuté restent aussi

pertinent aujourd’hui. Cet encouragement pour l’utilisation d’opposition pacifique n’a pas fini avec Thoreau,

1 Thoreau, H.D. Civil Disobedience. 18492 Ibid

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3 Gandhi, M.K. “For Passive Resisters” Indian Opinion 26 October 1907

mais a inspiré quelques-uns chefs plus influent du changement social dans l’histoire. Gandhi, qui a dirigé l’Inde à l’indépendance et qui était un partisan pour la désobéissance civile non violent, était influé considérablement par sa rédaction, disant que « c’est écrit pour toujours. Sa logique perspicace est irréfutable. »3 L’activiste et un chef du mouvement afro-américain des droits civiles, Martin Luther King Jr a écrit dans son autobiographie que le travail de Thoreau lui a présenté l’idée à la résistance non violente. « Je suis devenu convaincu que le refus de coopérer avec le mal est autant qu’une obligation morale aussi que la coopération avec le bon. »

Est-il acceptable d’enfreindre la loi pour la changer? Je suis entièrement pour l’utilisation de la résistance civile pour influer la législation. Je crois que dans notre état actuel de la coopération humaine, le gouvernement

est nécessaire. Comme Thoreau a dit, la démocratie est un pas dans la direction correct pour l’évolution de la

gouvernance, mais finalement le conscient humain est d’un pouvoir supérieur, et si le gouvernement se bat énergiquement contre le conscient, c’est notre obligation morale de nous défendre. Nous ne pouvons pas nous asseoir quand nous sommes

radicalement capables d’inspirer le changement social, localement et mondialement. Ce n’est pas seulement acceptable, mais une responsabilité, à nous-même et à ceux pour

qui on veut un meilleur monde.

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My piece depicts civil disobedience as it shows a woman wearing white with her hands in chains as she releases a dove. In the background, three others wearing black are walking in the other direction. One is an onlooker.

In my painting I wanted the background to look dark and still, showing a broken society. Everyone looks the same, and does the same, controlled by an overruling power. The woman in white in the foreground differs from the rest of society. Even with chains holding her down, she continues to stand up, silently fighting for change. She shows that there is hope. The dove being released represents the freedom and peace that follow fighting for what you believe is right. The onlooker in the background sees this. Seeing the woman gives the onlooker hope and willingness to join the fight. This is the beginning of the ripple effect. Ultimately, my painting depicts that those who stand up individually give hope to those who are too afraid to stand up themselves.

Esperanza (Hope)By Eden RobertsonVisual Arts, IntermediateCobourg D.C.I. East

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civ.il dis.o.be.di.ence

The refusal to comply with certain laws, as a peaceful form of political protest.

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MOVEBy Hayley PowlingVisual Arts, SeniorBanting Memorial High School

My piece is called MOVE, and is mixed media (newspaper, magazine clippings, and acrylic paint) on an 18X24 canvas. The name of my subject is Kitty Genovese.

In 1964, Kitty Genovese, a 28 year old New Yorker, was stabbed in her neighbourhood. What makes her story so tragic, is the fact that an estimated 38 people saw or heard her being raped and stabbed to death. Nobody moved.

After her death, research was done to figure out why nobody reported anything when so many people witnessed the attack. The results were shocking. The more people that are present, the less likely it is for someone to stand up. This is called “diffusion of responsibility”. People diffuse the responsibility of standing up and assume someone else will move, but if everyone assumes this, nobody moves. This theory is now called the “Kitty Genovese Syndrome”, or “Bystander Effect”. So, in her honour and for all victims of the bystander effect, I dedicate this art piece to inspire viewers to move.

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For All We UniteBy Lankesh Patel and Sajni ShahVisual Arts, Audio/Visual/AnimationNorth Park Secondary School

The beginning of the video primarily uses music to portray unity within society against unjust laws and rules. The choice of music as the focus of the video is due to the fact that music is universal and appeals to all audiences. With the help of music some of the most important events in history are taken and made to be easily relatable, using powerful speeches and moments to create beautiful songs.

The first portion of the video uses popular songs from the past few decades that all deal with the idea of standing up for what you feel is right. Well-known and socially acclaimed songs were purposely used in order to allow the audience to relate to the video and understand our intentions behind using these songs. These songs were also meant to portray the rich history that has been created by protest songs. Music is an effective way to communicate any message to the target audience, and with the oldest song being from 1962; it is evident that music plays a crucial role in the development and expression of civil disobedience. The video then transitions into an original song, written and recorded by Lankesh Patel, and directed and produced by Sajni Shah. The song is a looped version of Kendrick Lamar’s Hiiipower.

The lyrics begin by explaining how different the world would be without civil disobedience, using icons such as Martin Luther King and Gandhi. The song continues to explore the idea of a world without disobedience, and shows all the negative aspects of such a world. We believe civil disobedience is necessary to change laws that discriminate against certain races, cultures or religions, as well as laws or governments that rob societies of their basic human rights. We believe every human being is entitled to a certain standard of living that includes necessities such as a safe environment, clean water and nutritious food. When any of these ideals are threatened

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by a higher power, then it is the right time to disobey. It helps the government understand that their rules are not always perfect and

that sometimes changes and compromises need to occur. We are by no means endorsing violent behavior as a method of civil

disobedience. As many of our idols have taught us, if you are protesting with a true heart and good intentions, peaceful protests will undoubtedly be more powerful and effective than violence. To

express this viewpoint, we chose this mellow beat that still embodies character and emotion, and accompagnied the song with soft,

juvenile clips of animals, toys, nature and fireworks, most of which were vague in order to allow the audience to interpret them however

they’d like. The purpose of the sunrise in the beginning and the sunset at the end was to symbolize the dawn and end of new era,

something that is a consequence of civil disobedience. Later on in the video, we utilized a universal cliché of holding signs at the

camera that expressed our ideologies towards the concept of civil disobedience. We chose to create these types of clips because we didn’t want to overwhelm the audience with strong visuals, as the

main focus of the song are the lyrics, and we wanted to effectively convey them. The song is also accompagnied with a powerful

hook about discrimination and fighting the system. Thus, the song embodies what we feel civil disobedience is about.

The final part of the video uses influential quotes and speeches along with intense video clips and picture that all represent society

disobeying in order to obtain their rights and make the world a better place. Along with a strong and fast-paced song, the final portion

shows the intensity of civil disobedience, which is symbolic of how powerful it is in society.

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Would Martin King have had a dream?

Speaking of blacks and whites united as a team,

Would Malcolm X have ever changed his name?

Removed the hex of all the slavery that caused his people pain,

Could Rosa Parks have ever got on that bus?

Taking a stand for her rights by sitting right at the front,

Could Nelson Mandela ever done any better,

Thrown in jail for 30 years did he give up no never,

Would India ever be free without Mahatma Gandhi,

Walking across the country, to set it all properly,

The Underground Railroad would never have existed,

If Miss Harriet Tubman never rebelled and resisted,

Could Lizzie Stanton, have ever made it happen,

Granting rights to her fellow women, just think and imagine,

Where would we be without the leaders of our time,

Paving the way, changing the world, influencing the mind,

Cause everything ain’t perfect in society we live,

And if the government don’t help it’s us who has to give,

Civil disobedience in Syria, y’all seeing this?

People dying till your sight is clear and you can see again.

Lyrics (HiiiPoWer) (Written by Lankesh Patel)

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Considering a life where the world ruled by the white,

Black man still a slave while the coloured have no fight,

We simply workers with no say, just suffer strife,

Freedom of speech revoked, people always provoked,

But no chance to portray ourselves leaving us dead and broke,

Equality’s an anomaly, one race the monopoly,

So every time you pass Go they take away your property,

What property, speaking properly, we’d be living in poverty,

Possibly the slums, slobbily, we sobbing see,

It’s kinda crazy imaginin’ what could have happened then,

If we didn’t stand against authoritative management,

Babbling bobbling, breaking things and bombing them,

Is not the right path to take, for that I am confident,

But protest we must, together we’ll fuss,

Government we don’t trust cuz they might leave us to dust,

So I pop in the CD, Civil Disobedients,

Yelling we must be free, change for our convenience,

The entire world should disobey what they feel isn’t right,

So we struggle as one, for all we unite.

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REGIONAL WINNERS

Madeleine GagnonOriginal Disobedience Banting Memorial High School • District 17Visual Arts, Intermediate

Krista JonesSitting Quietly

Espanola High School • District 3Visual Arts, Senior

Marcy SaumierRules Break Dreams

Bayside Secondary School • District 29Visual Arts, Senior

Gurleen HansiThe Power of a Single Voice Stephen Lewis Secondary School • District 19Visual Arts, Intermediate

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Jessica LaucieThe Right

Englehart High School • District 1Visual Arts, Intermediate

Willa RatzBlub Blub BlubSuperior C.V.I. • District 6A Visual Arts, Intermediate

Marina-Margarita ZaiatsYour Wall Will Not Contain Us

Richmond Hill High School • District 16Visual Arts, Senior

Rheanna KendrickThreads of our Soul Westgate • District 6AVisual Arts, Senior

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Visual Arts, Video/Audio/AnimationLankesh Patel and Sajni Shah • For All We Unite North Park Secondary School • District 19

Frank Varga • Obey to Disobey Vincent Massey Secondary School • District 9

Prose & Poetry, Intermediate AcademicAshley Friesen • Know When Hammarskjold High School • District 6A

Morgan Mitchell • The World We Now Know Superior Heights • District 2

Caeli Rodgers • Breaking Silence London South Collegiate Institute • District 11

Prose & Poetry, Intermediate Applied/EssentialKaitlin Hartley • To Take a Stand or To Stand Back … Which is Right? Nantyr Shores Secondary School • District 17

Prose & Poetry, Senior UniversityKathryn Hrycusko • Dragging Feet E.L. Crossley • District 22

Jessica Serson • The Balloon Armada Hammarskjold High School • District 6A

Brigitte Simmatis • L(I)NEAR Rideau District High School • District 26

Maddie Trottier • North W.C. Eaket Secondary School • District 2

Prose & Poetry, Senior College/WorkplaceCassandra Millington • Where is the Love Stamford Collegiate • District 22

Brandy Swanton • Cold Angels Only Haliburton Highlands Secondary School • District 15

Prose & Poetry, FrenchAdrian Burger • Échec et Mat Glebe Collegiate Institute • District 25

Kailey Walker • L'obéissance civile: ne désobéit pas Confederation Secondary School • District 3

REGIONAL WINNERS

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CIVIL DISOBEDIENCE IS A POWERFUL FORCE OF SOCIAL CHANGE, BUT IS BREAKING THE RULES ACCEPTABLE IN ORDER TO CHANGE THE RULES WE DISAGREE WITH

STAND BY/STAND UP