Wednesday, May 1, 2013

Thursday, May 2. 2013

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

D Block Criminology 12 - Today we'll discuss victims of crime and victimology. Criminologists now consider victims and victimization a major focus of study. About 7.6 million Canadians are victims of crime each year, and the social and economic costs of crime are in the billions of dollars. Like crime, victimization has stable patterns and trends. Violent crime victims tend to be young, poor, single males living in large cities, although victims come in all ages, sizes, races, and genders. Many victimizations occur in the home, and many victims are the target of relatives and loved ones. So today, we'll look at the Holly Jones murder case in Toronto (2003) as well as the Victoria Stafford murder case in Wooodstock, Ontario (2009) and try to find out what impact their murders would have on their families, their classmates at school, their neighbourhoods, and really the entire greater Toronto metropolitan area.
CBC News InDepth: Holly Jones
Holly Jones Memorial Site
CBC Timeline Tori Stafford Murder

After, I’d like you to read through the "Problems of Crime Victims" on pages 50-3 and "Theories of Victimization" dealing with Victim Precipitation, Lifestyle, and Routine Activities on pages 58-62 in the CRIM text. After discussing these sections your job will be to complete the following:

1. Explain the impacts of crime on victims (both short and long term)
2. Explain and compare the three theories of crime victimization (in a chart format)
3. Do you agree with the assessment that for young people, a school is one of the most dangerous locations in the community? Did you find G.P. Vanier to be a dangerous environment? Why/Why not?
4. Do people bear some of the responsibility for their victimization if they maintain a lifestyle that contributes to the chances of becoming a crime victim? That is, should we “blame the victim”?

C Block Social Studies 10 - Today we'll talk about the California Gold Rush (American River 1848-1849) and the discovery of gold on the Fraser River in 1858 (along with the Nlaka' pamux  - Thompson River Salish - people and the "Fraser Canyon War" and "Ned McGowan's War" both challenges to Governor Douglas' control of the British Columbia mainland colony). After we'll look at Barkerville and the Cariboo Gold Rush. I'll have you work on questions 2, 3, 4, and 5 on page 219 of the Horizons text and this sets you up for your Ole' Bill Coot Storyboard comic project that we'll start tomorrow in class.
Eyewitness to History California Gold Rush
The Gold Rush (California)
The Sacramento Bee On line Gold Rush site
BC Archives Time Machine
Fort Langley: Fraser River Gold Rush
BC Heritage Yale & the Fraser River gold rush
Cariboo Gold Rush
Historic Barkerville

B Block Social Studies 11 - Today we are off to the library to begin our research on the "Dictatorship for Dummies" project. It will be your job to create a "Dictatorship for Dummies" or "Complete Idiot's Guide to Dictatorship" book. These guides will need to use the experiences of Joseph Stalin in the Union of Soviet Socialist Republics, Adolph Hitler in Nazi Germany, and Benito Mussolini in Fascist Italy in order to describe the following:

  • What is a dictatorship?
  • What social and economic conditions allowed the development of dictatorships?
  • How did the dictators come to power? (did they create or join a political party? How did they get elected or did they? What factors allowed them to assume control of their country?)
  • How did the dictators hold on to power? What did they do once they got power to consolidate their control?
  • What did they do to convince the people of their country to abandon their rights?
  • How can the reader of the book become a dictator? (a step-by-step guide)
Use the notes that I will hand out to you, the photocopied information about Germany, Italy, and the U.S.S.R., the Internet, and your textbook in order to get the information you need to create your Idiot's Guide or Dummies book. You are, in essence, showing how to become a fascist dictator (getting and then holding on to power).

Five great print resources in the library are the Longman 20th Century History Series written by Josh Brooman: Italy and Mussolini 1900-45 (945.091 BRO); Weimar Germany 1918-33 (943.086 BRO); Hitler's Germany 1933-45 (943.086 BRO); Stalin and the Soviet Union 1924-53 (947 BRO) and Roads to War the Origins of the Second World War 1929-41 (940.53 BRO). In the class I have copies of the Time-Life Series The Third Reich: The New Order; The Twisted Dream; and Storming to Power. I also have a copy of The Rise and Fall of the Third Reich: A history of Nazi Germany by William L. Shirer and two books on Fascism - one by Stanley Payne and the other by Alan Cassels. Your textbook is a good resource (see pages 92-96) and you could also look at the following on line resources:

Totalitarianism in Europe
Death of the Father: An anthropology of the ends of political authority
Italy's Fascist Dictator by Jim Osborn
How Stuff Works the rise of Dictators video
Dr. Hubert Lerch The Rise of European Dictators
Depression, European Dictators and the New Deal (check out the chapter summary on the pdf)

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