C Block Social Studies 10 - Today we'll start with a review for Thursday's test in Social Studies. Your test is on Selkirk, Red River, Louis Riel and Manitoba's entry into Confederation; the Gold Rush and BC joining confederation; the CPR; numbered treaties and the Indian Act; the Northwest Rebellion; and settlement on the prairies. After you may continue working on your children's story book about the building of the Canadian Pacific Railway from Toronto to Vancouver. Remember, the book is targeted for 5 to 9 year old children you'll need to choose your words carefully and have age appropriate language. 5 to 9 year old children are, however, not dumb and you are trying to tell a story of the challenges involved in building the railway along with the characters who did it. You will need to include:
- the building of the railway in three locations (northern Ontario, the prairies, and through the mountains in B.C.),
- you'll need to show what passenger cars and locomotives looked like,
- you'll need to show what trestles and tunnels looked like,
- you'll need to identify the main characters (Smith, Macdonald, Van Horne, and Onderdonk),
- you'll neeed to show what it was like for workers (different conditions for whites and coolies),
- you'll need to show the last spike in Craigellachie and have a map of the railway.
Good luck with your work this week.
D Block Criminology 12 - OK so we know where violence comes from. We know what homicide is, the divisions of murder and why people do it. We understand what sexual assault is, the typology of assault and the motives for doing it. Today I'll finish up the violence section with you by looking at abuse, domestic assault and terrorism. You'll have a unit quiz tomorrow and after we'll begin property crime. You need to hand in your work from last week to me (typology of rapist and identify and explain the motives for sexual assault). For terrorism consider the following:
By design, terrorist attacks are intended to have a psychological impact far outweighing the physical damage the attack causes. As their name suggests, they are meant to cause terror that amplifies the actual attack. A target population responding to a terrorist attack with panic and hysteria allows the perpetrators to obtain a maximum return on their physical effort. One way to mitigate the psychological impact of terrorism is to remove the mystique and hype associated with it. The first step in this demystification is recognizing that terrorism is a tactic used by a variety of actors and that it will not go away. Terrorism and, more broadly, violence are and will remain part of the human condition. The Chinese, for example, did not build the Great Wall to attract tourists, but to keep out marauding hordes. Fortunately, today's terrorists are far less dangerous to society than the Mongols were to Ming China.
For more on this read Keeping Terrorism in Perspective at Stratfor
B Block Social Studies 11 - Today we'll finish our look at World War 2 by examining the effects of the war on Canada and then we'll prepare for tomorrow's unit final quiz. I'll have you work on questions 1-4 on page 121 (Is the use of Weapons of Mass Destruction ever justified?) and questions 1 & 2 on page 122 from the Counterpoints textbook and then watch the American Civil Defense video "Duck and Cover" along with a bit of the Atomic Cafe movie in class. The Atomic Cafe contains civil defense movies from the 1940's through the 1960's and will help you understand the culture of fear that developed throughout the Cold War. Today we'll watch the first few sections that deal with the Manhattan Project and the attacks on Hiroshima and Nagasaki.
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