Sourcing My Family’s Russian Orthodox Icon

What is the story of my family’s Russian Orthodox icon?


  1. Source: This icon is a primary source item because it is a physical thing of its time. Keep in mind that I am and will be talking about the icon, not the picture of the icon. I do not know who created it and exactly when or where it was produced, but I know it came from Russia and is about 400 years old.


  1. Context: Considering how I do not know exactly when this icon was produced, I can’t find specific events that happened when this icon was made because specific events mean specific times.


  1. Description: I notice that the inside metal/picture part of the icon looks very old, and is the main part of the icon. The wooden borders and glass are just a case of the icon. I can also see that not all of the icon is 400 years old. The actual icon inside is 400 years old, but the outer wood and glass surrounding the icon are definitely not 400 years old. I’d say it’s no more than 10-50 years old. I also think the middle, gold coloured part is around 100-200 years old.


  1. Inferences about perspective: The icon is a religious picture and I infer the image is from Orthodox Christianity because it is the largest religion in Russia. I am not religious myself, so I am not sure whether this is true or not. Taking this into account, I believe the creator of this icon practiced Orthodox Christianity (or whatever religion this icon is from) because I don’t think the creator would have created it if they did not believe in what they were creating. The audience/target(or customer) is anyone who practiced Orthodox Christianity (or whatever religion this icon is from).


  1. Inferences from inquiry question: I explained what I examined from this icon in questions four and five (the age of the casing and the religion). This doesn’t really answer my inquiry question because I want to learn the story of the icon, what it has gone through. I talked with my family members to help me find out an answer to my inquiry question. I couldn’t find the complete story, but I found a story that explains how valuable this icon is. Back in the first world war, part of my dad’s family was trying to escape the war with all of their belongings on two horses. On their journey, a squadron from the army (I’m not sure which army) needed to take one of my family’s horses to carry their wounded. This meant that my family had to throw out almost half of their life’s belongings to be able to keep travelling with only one horse. They threw out cutlery, books, jewelry, plates, clothing and even some food, but they kept the heavy icon. This explains how much sentimental value this icon holds, and why it is so important to my family. Since then, this icon has been carried through the two famines and the second world war.

Why do events happen, and what are their impacts?

I think the question Why do events happen, and what are their impacts? is the most significant question to study for the remainder of the school year. The second part of the question is the most important, what are their impacts? The impacts of events are why we study them, for example, the first world war. That war caused a massive amount of destruction and death. We needed to learn about the consequences of our actions, people from that time said that war was “the war to end all wars”. They thought the destruction that war caused would teach us to stop fighting, to stop killing each other. Now, going back to the start of the question, Why do events happen? Events happen because of other events. After the Great War (World War 1), Germany was punished. The world made them weak so they could not fight again, their economy crashed, unemployment rose and their army was banned. Germany was like this for twenty years. Next, the country gained willpower, they wanted to be strong, they didn’t want to be a weak country anymore. Then came Adolf Hitler, he saw this as an opportunity and promised the German people a strong and powerful Germany. He said the Germans were the strongest people and said they must get rid of the immigrants that dilute their country. He recreated their army and went off to start the second world war. The first world war caused the second world war. These two historical events caused the most impact on our world in the last century, and are a prime piece of evidence to my point. In order to properly learn the consequences of historical events, we need to understand the question, Why do events happen, and what are their impacts?

INDEPTH Week 5 post

Sadly, I have not found a mentor yet. I’ve sent out countless emails, phone calls, follow ups and some asking in person, but nothing has gotten me a mentor… until yesterday. At the start of the week, I sent out an email to everyone in the technology department of Centennial Secondary. Their website is very useless, and only states the names of each teacher, not what they teach. My email bounced back for three out of the seven I emailed, I didn’t know what happened. I got a response the same day! Here is the email I received:

Mon 2/12/2018 10:37 PM

To: 125S-Zawadzki, Rowan;Huber, Brandon;Peterson, Keith;Pope, Shane;Kent, Jeremy

Hello Rowan,

I currently teach drafting, design, digital animation, and computer programming. While I’m well versed in 3D printing and a drone enthusiast, my knowledge of electronics and robotics is extremely limited.  I’m just happy when I power things up and I don’t release the magical smoke.

Your contact list for the tech ed department is also a little dated.  Phil Johnston, Rob Sabo, and Chad Hipwell no longer teach in SD43 so I’m guessing you got a bounce back for their e-mails.

Brandon Huber specializes in woodshop related courses and Keith Peterson specializes in Metal related courses.  I’m not sure how strong their robotics knowledge or comfort level is.

Our current robotics teacher is Jeremy Kent but this is his first year teaching robotics.  I will forward this e-mail to him but I know he is already very busy with a whole load of new teaching preps.

Maybe Shane Pope has some expertise/interest? …I’m not sure, so I’ll leave that up to him to respond.

Good luck in your quest for robotics mentorship.

Lisa Mulzet

Mrs. Mulzet was a great help for me and she got me in contact with the present Centennial robotics teacher, Mr. Jeremy Kent. We’ve been exchanging emails for the past few days and I think he is going to be my mentor, which is uplifting. So that is my progress on securing a mentor so far. Although, not having a mentor hasn’t kept me back from learning. I now have a general understanding of robotics, from researching blogs/vlogs of people building robots, youtube videos, and other electronic websites. I have also found a robotic arm that somebody has built and shared online, I hope to build something similar in the near future. You can read about it here: . I’ve also found something to help me with the programming/electronics of my robot called Arduino. Arduino is a company based on electronics, very similar to Raspberry Pi. I can buy a circuit board that is capable of controlling my robot. I can plug the circuit to my computer via USB and use my computer to code and control my robot, like the movies! I can’t wait to start creating!

  1. What learning challenges emerged?

My main challenge is not being able to meet with a mentor. IN-DEPTH has been tough without a mentor since the whole project is based on mentorship. I’ve been learning quite well on my own but I feel like I could learn so much more if I could meet with a mentor. Also, these blog posts have been hard to write since all of the questions have been based on meetings with your mentors.

IN DEPTH blog post 2

As I am researching the field of robotics, the more I learn, the deeper I dwell, the more interested I get. As for my progress so far, I have done lots of research and am very familiar with the subject. Although, securing a mentor has been tricky. I’ve sent out emails to a robotics company, a Charles Best school teacher, a couple groups and an organization for the past few weeks but have only received let-downs. I still have many more ideas on where to find a mentor, and will keep pursuing them until I have secured one. So far I have emailed about 5 people. I am also going to start talking to teachers and family who are in similar fields to robotics and see if they have any friends or colleagues that are in the field of robotics. I hope to get a mentor soon.