Friday, February 24. 2012

Today's schedule is B-AG-A-D-C

We have our second programming day today so the morning schedule is altered and looks like this:
B Block 9:05-10:10
AG 10:15-10:35
A Block 10:40-11:50

Your programming forms for course selections are due today so please get them in. Thanks.

B Block Law 12 - Today we will watch "True North" an episode of Law & Order from season 9. In the episode, the double murder of a wealthy man and his daughter leads the detectives to the wife and stepmother of the deceased. However, Canada's objection to the death penalty hampers McCoy and Carmichael in seeking crucial evidence for obtaining a conviction. We'll discuss the episode after its conclusion and don't forget...Test on Monday and Poster due next Wednesday.

A Block Social Studies 11 - Today with Ms. Krahn...We’ll pick up where we left off yesterday on the topic of how the Canadian public reacted to joining the war effort. We’ll briefly review the key points that were touched upon yesterday, and then take a closer look at how government and citizens responded to the ‘call to action.’ We’ll discuss government recruitment techniques, who volunteered, how Canadian troops prepared to head overseas, and how all of these efforts tied into the development of a national identity.

We’ll watch the first two scenes from Canada A People’s History (Volume 5: Ordeal by Fire), and afterwards I’ll have you take some notes about the War Measures Act.

After this, I’ll ask you to answer the following questions:

1. What powers did the War Measures Act give to the Canadian Government?

2. Do you think the War Measures Act was necessary? Why or why not?

For those of you who wern’t here yesterday, you will need to know the following terms, and how these events lead to the outbreak of WWI (Couterpoints, p. 22-24)

Imperialism
Militarism
Nationalism
System of Alliances (Triple Entente and Triple Alliance)
Here is a map of the Alliances in Europe pre-WWI


C Block Geography 12 - Today....Oh today we start on Volcanoes....Sweet! It's a Bill Nye the Science Guy video (brought to you by the Law Offices of Magma, Lava, Tefra, and Pumice making mountains out of vent holes for over four billion years) and then we'll try to understand the five different types of volcanoes, with examples, and see if we can figure out where these beasts are on the planet. This all sets us up for our Mt. Rainier project later on next week. We'll look at the Mount Saint Helens eruption of 1980 (May 18th at 8:32 am) and watch some sweet vids on Kilauea. Warning: Geek Alert! (By the way at the 1:55 minute mark of the video you'll see Bill @ Mount Saint Helens...not too far off from where the picture of he and I was taken....like I said Geek Alert!) If you missed it here's the YouTube link to the video we're watching in class

Thursday, February 23. 2012

Today's schedule is D-C-B-A

C Block Geography 12 - Today we'll start by watching the Tsunami video we didn't get to yesterday in class: Mega Disaster: West Coast Tsunami. You'll need to complete two questions this weekend along with today's activity on plate boundaries.

1. How do Tsunami’s work? from p.11 &


2. Why can tsunamis cause such damage and devastation? What are some characteristics of the wave that factor into how much damage it could cause? How do coastal or shoreline features factor into the extent of damage? What role could a warning system play? How effective would a warning system be for the west coast of Vancouver Island? Why?

When we finish the video you'll then work on a plate tectonic boundary map of the world. You will need coloured pencils to copy the plate map from your Geosystems text or if you're not here check out:

http://www.platetectonics.com/
http://www.ucmp.berkeley.edu/geology/tectonics.html
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
http://pubs.usgs.gov/gip/dynamic/dynamic.html
http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Graphics/framework.html
Ensure that you use different colours for divergent, convergent, and transform boundaries. You'll need to name the plates and show the relative direction that they travel as well. HINT: Do NOT forget the Juan de Fuca plate!

B Block Law 12 - Today we'll start with a review for our intro unit test on Monday (February 27th, 2012). The unit test will cover the first three chapters of the All About Law text and will have: 15 True/False questions; 15 Multiple Choice questions; 15 Fill In the Blank questions; 15 Matching questions; and 7 Short Answer questions. After the review we'll head to the library to continue research for our Human Rights poster (which is due next Wednesday - February 29th, 2012). I have poster paper for you and I'll give you the paper once I've seen your ideas (a rough sketch) on paper. Remember you need to create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating key information (What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?) as well as pictures, symbols, and colours. Your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner!

A Block Social Studies 11 - Today with Ms. Krahn...you’ll have some time to finish the questions that we have been working on this past week.

From Monday’s discussion on the theme Racism and Discrimination:

1.Describe the steps taken in BC to restrict Asian immigration (Counterpoints p. 10-11)
2.Describe the policies of the federal government that were designed to assimilate Canada’s Aboriginal people (Counterpoints p. 12)
3.Can we right the wrongs of past generations? Is a formal apology appropriate, or not enough?

And questions 1-7 on pages 18-19 in your Counterpoints textbook on primary and secondary sources.

Primary Sources were created at the time of the event being studied - Examples include diaries, memoirs, editorials, photos, documents, newspapers, etc.
Secondary sources were created after the event in order to describe or analyse the issue - Examples include Academic articles, textbooks

Remember, The 5 Ws (and 1 H) can be useful in your analysis of sources:

WHAT kind of source is it? What is it about (people, places, ideas, time or events)?
WHEN was it made (during the event, soon after or much later)?
WHERE was it made (physically close to the event)?
WHO made it (artist, writer, politician, regular person, etc. – and their BIAS)
WHY was it made (inform, persuade or entertain)?
HOW do you know (what clues does the source give you to answer the 5 Ws)?

After this, we’ll take a look at the situation in Europe before the outbreak of WWI. You’ll need to know the following terms: Imperialism, Nationalism, Militarism, and the System of Alliances.
We’ll talk about the complicated relationships in Europe at the time (pictured in the cartoon below), and the pivotal ‘Shot Heard Around the World’ that served as the catalyst for the outbreak of war (the assassination of Archduke Franz Ferdinand by the Serbian terrorist group the Black Hand).

Days that shook the world video

Wednesday, Febuary 22. 2012

Today's schedule is B-A-D-C

B Block Law 12 - Today we start in the class and then we'll head over to the library to begin work on our Human Rights project. First off, yesterday our class had an amazing episode of ADHD and tangential conversations based on protections covered in the Ontario Human Rights legislation. This is OK as it was totally connected to our topic but we neither got our quiz/test review or worked on the questions I'd hope we'd get to. So we'll postpone the test/quiz to Monday and you'll get a review tomorrow in class. Today we will venture off to the library to begin work on our introductory unit major assignment that comes from the Toronto District School Board:

Human rights violations are a daily occurrence throughout the world. These violations take place in both the North and the South and affect the civil, economic, political, cultural, social, and equality rights of human beings. These violations are in direct opposition to the universal and inalienable rights guaranteed by the Universal Declaration of Human Rights (UDHR). Fortunately, organisations around the world work on protecting these rights, partly through education and awareness campaigns

Artists, both visual artists and musicians, often comment on human rights issues through their artwork. Assume the role of the Media Outreach Co-ordinator for a particular human rights organisation (Amnesty International, Human Rights Watch, etc.) and research a contemporary case of human rights violations somewhere in the world. Based on your research, create a Human Rights Campaign Poster that educates the greater public about the human rights violations and urges them to take action to end the abuse.

Remember...

• Human rights are the basic standards human beings need to live life with freedom and dignity. Human rights include fundamental civil and political rights, such as the right to free speech, to freedom of religion, and the right to participate in government. Human rights also include essential economic, social and cultural rights, such as the right to education, to work, and to healthcare.



• Human rights are the rights that all people have simply because they are human beings. Each of these rights are inalienable; they cannot be denied or taken away from any individual. They are also indivisible; all human rights are equally important and one right cannot be taken away because it is said to be less important than another.



• Finally, human rights are interdependent, all human rights are connected and you cannot guarantee one right without ensuring that other rights are protected.

So your task is to...

1. Choose a contemporary case of human rights violations, as well as an organisation that is working on ending the abuse.

2. Research your case study using the following websites: Amnesty International (click on campaigns); Human Rights Watch (click on Global Issues); Oneworld (click on In Depth then Human Rights); or the BBC "I Have a Right to..." site and complete the following questions to help with your poster Case Study: What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?

3. Create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating the key information from the questions in point 2 above (in point form) as well as pictures, symbols, and colours. Remember, your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner!

Some examples of Human Rights posters...



A Block Social Studies 11 - From Ms. Krahn's blogsite...Today you’ll wrap up the Laurier era by looking at the relationship between Canadians and Canadiens. We’ll watch a brief clip about Laurier’s efforts to come to an agreement between sentiments of imperialism and nationalsim, gaining the nickname of the ‘Great Compromiser.’

We’ll look at the key issues Laurier had to deal with during his time as Prime Minister, including the Manitoba Schools Question, Alaska Boundary Dispute, the Boer War, the Naval crisis and the Reciprocity issue. Laurier struggled to build a Canadian national identity between the powers of Britain and the USA, and we’ll see how these issues came to a head for him during the 1911 election.

After this, we’ll discuss the difference between primary and secondary sources, and how these sources are used in historical research. I’ll ask you to work on questions 1-7 on pages 18-19 in your Counterpoints textbook.

Here are some links about PM Laurier, and the key issues that happened under his government

History Spotlight: Sir Wilfrid Laurier
The Laurier Era

And here’s a link to using Primary and Secondary sources

C Block Geography 12 - Yesterday we looked at earthquakes and the seismic gap concept (focusing on Izmit Turkey in 1999). Today....Oh today we look at Tsunamis and the west coast of North America. We'll watch sections of the History Channel documentary "Mega Disasters: West Coast Tsunami" see below

and sections of the Discovery Channel documentary "America's Tsunami: Are we Next?"
You will have two questions to work on tonight in your week four package:

1. How do Tsunami’s work? from p.11 &


2. Why can tsunamis cause such damage and devastation? What are some characteristics of the wave that factor into how much damage it could cause? How do coastal or shoreline features factor into the extent of damage? What role could a warning system play? How effective would a warning system be for the west coast of Vancouver Island? Why?

You can find more information at:
PBS documentary "The Wave that Shook the World" and the British Columbia PEP Tsunami Preparedness website National Geographic has an excellent article called "The Calm Before the Wave: Where and When will the next Tsunami Hit?" in the February 2012 issue. Really it's good and you should check it out...no seriously you should.

Below you'll find footage of the Tōhoku earthquake and tsunami that struck Sendai in Japan

Tuesday, February 21. 2012

Today's schedule is C-D-A-B

C Block Geography 12 - Today we shift our focus (pun intended) to earthquakes. We'll look at some video of the aftermath of the Izmit Turkey 1999 Mw7.4 earthquake along the North Anatolian fault. We'll also look at the Loma Prieta (San Fracisco) 1989 Mw6.9 earthquake along the San Andreas fault. We'll try to compare the two and then take some notes down about the three types of faults. After, you'll have a series of questions to complete from the Geosystems text (14, 15, 16, & 19 from p. 412). Check out the cool interactive activity at National Geographic Forces of Nature or the Today in Earthquake History at the USGS. For more information check out the Digital Geology webpage on earthquakes.

Below is a You Tube version of the movie we watched in class today...For the Izmit earthquake start from the 15:30 minute mark and watch through to the 25:36 minute mark

Below is a You Tube version of the IMAX Blue Planet movie we watched in class. For the Loma Prieta earthquake start from the 23:30 minute mark and watch through to the 27:33 mark


A Block Social Studies 11 - Today with Ms. Krahn you’ll be focusing on two out of the four themes you talked about yesterday: Hope and Discovery, and Protest and Unrest. From Ms. Krahn's site...

We’ll talk about the exciting times technological innovations can bring, but also at the downsides to these developments. This includes looking at the pros and cons of the urbanization process, and some of the growing pains cities experience as they develop.

We’ll compare current issues in a developing city with historical examples of what happened in Canadian cities at the turn of the 20th Century. These points will take us to the reform movements in Canada, and how certain groups worked towards addressing concerns about the rights of women, factory/mine workers, children and youth, and poor conditions in cities.

You will have some time at the end of class to work on the questions from yesterday (we’ll do a quick review to refresh your memories)

1.Describe the steps taken in BC to restrict Asian immigration (Counterpoints p. 10-11)
2.Describe the policies of the federal government that were designed to assimilate Canada’s Aboriginal people (Counterpoints p. 12)
3.Can we right the wrongs of past generations?
Is a formal apology appropriate, or not enough?
Here are some extra info on what life was like in the early 1900s

McCord Museum Quebec
Statscan
Here’s a great radio program about the urbanization process in China, and the current environmental and workers’ rights issues a particular city is facing

OTHER STUFF

Here is an interesting story from The Tyee that ties in to our discussion on migrant workers’ rights from yesterday

B Block Law 12 - Today 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.

Monday, February 20. 2012

Today's schedule is A-B-C-D

A Block Social Studies 11 - Today with Ms. Krahn you'll begin your history unit...from her blogsite...

Today we’ll continue the discussion we started on Thursday about life in Canada at the turn of the 20th Century.There are four major themes we’ll use to analyse what life was like during the Laurier era, and to look at the development of Canada’s identity throughout the 20th century:

Racism and Discrimination
Hope and Discovery
Protest and Unrest
Canadians and Canadiens

Today we’ll focus on Racism and Discrimination, and how this theme took shape in Canada’s immigration and Aboriginal policies. You will need to define the following terms: Racism, Discrimination, Prejudice, Stereotyping, Ethnocentrism, Xenophobia and (Forced) Assimilation. We’ll also discuss the Government’s present-day actions of restitution and what this means. Then I will ask you to answer the following:

1.Describe the steps taken in BC to restrict Asian immigration (Counterpoints p. 10-11)
2.Describe the policies of the federal government that were designed to assimilate Canada’s Aboriginal people (Counterpoints p. 12)
3. Can we right the wrongs of past generations? Is a formal apology appropriate, or not enough?

Here are some links that will be useful to your discussion.
Canadian Immigration timeline
The ‘Last Best West’ immigration campaign
The History of Racism in Canada
Residential Schools at Surviving the Past
Chinese Canadian History
The importance of compensation
A chronological list of formal apologies made by governments

B Block Law 12 - Today in Law we'll look at the difference between prejudice and discrimination. Next we'll look at discrimination in Canada focusing on the Persons case and women's issues employment and pay equity, sexual harassment, and discrimination against pregnant women. I'll have you work on questions 1-5 on page 78 of the All About Law text:

1. What are some of the current barriers to equality facing women?
2. What is pay equity?
3. How are different jobs compared under pay equity?
4. What is employment equity?
5. What groups are protected under employment equity laws?

After this 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. Tomorrow we'll talk about the LGBT community in Canada and take a closer look at Human Rights and how they are enforced in Canada.

C 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 on Friday. 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 14 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 Day 13 Juan de Fuca plate and Geothermal energy questions as well. All of your Week 3 work is due tomorrow. For help with the geothermal energy check out:

USGS Other Energy Sources (Geothermal)
Canadian Geothermal Energy Association
US Energy Information Agency Energy Kids Geothermal