B Block Geography 12 - Today we'll begin the class by working on the Juan de Fuca and Geothermal energy questions that we ended the day off with yesterday. I'll show you some information on geothermal energy plants and you'll get some time to work on the assignment. After, we'll watch the first part of the Geologic Journeys: The Rockies. This episode is all about terrane building and the formation of the Rockies in Canada. When the video is finished, you'll work on your Day 15 assignment (define anticline & syncline, and work on questions 4 - 5 from page 412 in your Geosystems text). You will also have the opportunity to work on your Juan de Fuca plate and Geothermal energy questions as well. For help with the geothermal energy check out:
USGS Other Energy Sources (Geothermal)
Canadian Geothermal Energy Association
US Energy Information Agency Energy Kids Geothermal
A Block Law 12 - At the beginning of class today, I'll give you time to work on yesterday's questions 1-5 from page 78 of the All About Law text about pay and work equity. After, we'll examine the collective rights of Canada's Aboriginal/First Nations people. We'll talk about the significance of the Calder v. Attorney-General of British Columbia, 1973 decision. From the Agreements, Treaties and Negotiated Settlements Project:
The decision in Calder v Attorney-General of British Columbia was handed down by the Supreme Court of Canada on 31 January 1973. It is often credited with having provided the impetus for the overhauling of the land claims negotiation process in Canada. The case was initiated in 1968 by the Nisga'a Tribal Council against the Government of British Columbia. It failed both at trial and in the Court of Appeal. The Supreme Court overturned the Court of Appeal's finding in recognising the possible existence of Aboriginal rights to land and resources, but was equally divided on the issue of whether the Nisga'a retained title. The decision prompted the federal government to develop new policy to address Aboriginal land claims. In 1976 Canada commenced negotiations with the Nisga'a Tribal Council. British Columbia did not join the negotiations until 1990. The Nisga'a Final Agreement was concluded in 1999 and implemented by legislation in 2000.
After, we'll talk about the LGBT community in Canada and the Civil Marriage Act (which legalized same-sex marriage in Canada on July 20, 2005) and finally we'll take a closer look at Human Rights and how they are enforced in Canada.
In preparation for tomorrow's project work I'll have you work on: Questions 1-4 on page 94
1. Explain the difference between civil rights and human rights.
2. How do prejudice and stereotyping lead to discrimination?
3. Explain the difference between a complainant and a respondent.
4. What is the difference between intentional and unintentional discrimination?
Questions 4 & 5 from page 97
4. Explain the concept of a poisoned work environment. Provide an example.
5. Explain the difference between accommodation and undue hardship.
AND Question 5 from page 104
5. What types of remedies are available under human rights law?
For more on the BC Human Rights Code look at the Attorney General's Human Rights Protection site. For more on the Canadian Human Rights Act see the Canadian Department of Justice site. For more on Human Rights in Canada see the Canadian Human Rights Commission.
D Block Social Studies 11 - Yesterday's class saw us talk about the ways you can influence government, focusing on elections and voting. With Ms. Curry, we looked at representation by population, the first past the post system, and the concept of proportional representation. You also began a group project on an election campaign and political party. Don't forget that the document for this project can be found here on Google Docs. For help on why you should vote see:
Elections Canada Young Voters Site
Elections Canada Electoral System explanation
Compulsory voting in Australia explanation
Electoral Reform in BC First Past the Post or STV
About.com First Past the Post vs Proportional Representation
Historical record of Canadian Voter turnout
2011 Election Results CBC
You'll get time to work on this assignment today and in class I'll also have you take a look at other ways of influencing government such as civil disobedience, mass media, pressure groups and lobbyists. You'll have to answer the following questions:
- What is a pressure group? What is a lobbyist? How do they influence government?
- What is the role of the media in the political process (think news, reporting, campaigns, and advertising)?
- What is civil disobedience? What are the three "guidelines" for practicing civil disobedience?
C Block Criminology 12 - Yesterday for homework I asked you brainstorm a list of all the entertainment you can think of that is based in violence. Think of video games (HALO), television programs (CSI), books (30 Days of Night comics), movies (Saw), music (ONYX, Biggie, Megadeath, Anthrax, Slayer), sports (MMA, WWE), and other forms of entertainment. To start the class I'd like to talk about your list and find out why violence is entertainment for some.
After that we'll watch some Warner Brothers cartoons with all the glorious
violence in them and we'll have a discussion about the acceptance of
violence in our modern culture. While we watch the cartoons I want you
to think about the implicit and implied messages that each cartoon sends
to kids (rather than the explicit and obvious messages) and then we'll
talk about what those messages do even if kids understand the difference
between cartoon and real violence. We'll look at: Bully for Bugs; Rabbit Seasoning; For Scentimental Reasons; Duck
Dodgers in the 24 1/2th Century and lastly The Ducksters.So now compare the violence in the Warner Brothers cartoons (from the 50's and 60's) with that of the Happy Tree Friends. Check out the following video: Happy Tree Friends A to Zoo . Let's be frank here, the cartoon is not meant for children but because of the "cute" characters what would it be like if we just let young children watch that cartoon unsupervised? Consider the following:
Media Violence: Psychology
No comments:
Post a Comment