Sunday, November 10, 2013

Tuesday, November 12 - Thursday, November 14. 2013

Mr. McRae will be with you this week as I will be in Ottawa. Please do your best to show him a good time and work hard.

Tuesday, November 12 - Today's schedule is C-AG-D-A-B                
Wednesday, November 13 - Today's schedule is B-AG-A-D-C
Thursday, November 14 - Today's schedule is D-AG-C-B-A

A Block Criminology 12 - Tuesday I'd like you to brainstorm all of the reasons you can think why someone would commit crime. If you need to, think in specific terms (why would someone sexually assault, murder or physically assault another; break and enter into a house; steal a car or create a computer virus to attack a Federal government website). Do this as a think-pair-share activity where you brainstorm on your own and then partner up with another student to share your ideas. After a few minutes you and your partner link up with another partner group so that you’re in groups of four. At this point get some chart paper and markers and put all of your ideas on the chart paper. Try to “cluster” your ideas into large categories (like emotions, biology, family, neighbourhoods or whatever you can think of). Come up with names for the categories and then we'll share your group posters with the class as a whole.

On Wednesday I want you to continue with your brainstormed list of all the reasons you can think why someone would commit a crime. We will collect all of your ideas on the overhead-computer-board and then try to categorize them into crime theory clusters (similar categories). We'll see where your clusters fit in terms of Choice, Trait, Social Structure, Social Learning, and Conflict theories. After this, we'll start with a brief history of criminology (from B.C.E up to and including the current theories).

On Thursday, I'll have you work independently to develop your own theory of why crime happens. When you create your own theory of why crime happens you need to use the brainstormed list from Tuesday, along with the notes you took yesterday on the history of Criminology. This is a general theory of crime so it will not be able to explain specific criminal acts – it will be a broad catch all theory that tries to explain criminal behavior in general terms. You'll have time to critique your own, and other student’s, theories by sharing them with each other. Why does it seem difficult to develop a theory of crime that can adequately explain types of crime? For Monday, you need to create your own theory of why crime happens. Remember you need to use the brainstormed list we did in class along with the notes you take today on the history of Criminology. Use the Crime Theory Web Site found on this link.

At the end of Thursday I'd like you to try to answer this question: If you ran the world, which acts, now legal, would you make criminal? Which criminal acts would you legalize? What would be the likely consequences of your actions?


B Block Social Studies 10 - Tuesday we will take a look at first contact between European and Aboriginal Peoples on the prairies in Canada. We'll review the concept of worldview and then spend time examining the relationship that developed between the Aboriginal Peoples and both the North West Company and Hudson's Bay Company on the Canadian Prairies.

Remember the Conquistadors and Aztec civilization? Montezuma, the Aztec leader, believed that Cortez was the return of Quetzalcoatl, the exiled deity who vowed one day to return and claim his kingdom. Aztec mythology tells of a fair-skinned god, Quetzalcoatl, who sailed east to join the sun god, warning that he would return.

"Many came also to gape at the strange men, now so famous, and at their attire, arms and horses, and they said 'These men are gods!'" – Francisco Lopez de Gomara, from The History of the Conquest of Mexico, 1552

Why would Montezuma believe in this? Technology mixed with a sense of foreboding doom that existed in Mexico. Today we will watch an episode of Star Trek: The Next Generation called "Who Watches the Watchers?" From the official Star Trek website:

A team of Federation anthropologists, working in a camouflaged outpost on Mintaka III, have been observing the Mintakans — a race of Vulcan-like humanoids whose development is at the equivalent of earth's Bronze Age. But when an explosion rips through the post, the expedition's leader, Barron, and his assistant, an elderly woman named Warren, are seriously injured. A third team member, a young man named Palmer, is dazed in the blast and wanders away from the site. Beaming down to assist the Federation officials, the Away Team is spotted by two Mintakans, Liko and his daughter Oji. Stunned by the sight of Warren being beamed up to the U.S.S. Enterprise, Liko accidentally slips and is critically injured in a fall. To save his life, Dr. Crusher beams Liko up to the ship, although it violates the Federation's Prime Directive, which states that members are not to interfere with other cultures. Regaining consciousness in Sickbay, Liko overhears Picard promising Barron that he will find Palmer. Despite the fact that Crusher performs a procedure to remove his short term memory, it doesn't work and Liko returns to the planet describing "the Picard" to other Mintakans as a god, capable of healing wounds and reversing death.

I'd like you to think about what happens in the Star Trek episode and then tomorrow we'll discuss the connections between what we see today and the relationship that developed between the Aboriginal Peoples and the North West Company and Hudson's Bay Company.
On Wednesday we will review the Star Trek: The Next Generation video from yesterday and explore the misconceptions that may have arisen when first contact occurred. We'll review the concept of worldview and then spend time examining the relationship that developed between the Aboriginal Peoples and both the North West Company and Hudson's Bay Company on the Canadian Prairies. When we finish our notes you'll need to work on a compare/contrast chart of the two fur trading companies as well as question 2 from page 135 of the Horizons text.

On Thursday we'll go to a Mother's Against Drunk Driving assembly in the gym.

C Block Crime, Media and Society 12 - Today we'll start our unit on media literacy. Not only are media constructions (made by humans) but that the receiving audience interprets the meaning of the message themselves.

1. Media are constructions - Media products are created by individuals who make conscious and unconscious choices about what to include, what to leave out and how to present what is included. These decisions are based on the creators’ own point of view, which will have been shaped by their opinions, assumptions and biases – as well as media they have been exposed to. As a result of this, media products are never entirely accurate reflections of the real world – even the most objective documentary filmmaker has to decide what footage to use and what to cut, as well as where to put the camera – but we instinctively view many media products as direct representations of what is real.

2. Audiences negotiate meaning - The meaning of any media product is not created solely by its producers but is, instead, a collaboration between them and the audience – which means that different audiences can take away different meanings from the same product. Media literacy encourages us to understand how individual factors, such as age, gender, race and social status affect our interpretations of media.

 3. Media have commercial implications - Most media production is a business and must, therefore, make a profit. In addition, media industries belong to a powerful network of corporations that exert influence on content and distribution. Questions of ownership and control are central – a relatively small number of individuals control what we watch, read and hear in the media. Even in cases where media content is not made for profit – such as YouTube videos and Facebook posts -- the ways in which content is distributed are nearly always run with profit in mind.

4. Media have social and political implications - Media convey ideological messages about values, power and authority. In media literacy, what or who is absent may be more important than what or who is included. These messages may be the result of conscious decisions, but more often they are the result of unconscious biases and unquestioned assumptions – and they can have a significant influence on what we think and believe.
As a result, media have great influence on politics and on forming social change. TV news coverage and advertising can greatly influence the election of a national leader on the basis of image; representations of world issues, both in journalism and fiction, can affect how much attention they receive; and society's views towards different groups can be directly influenced by how – and how often – they appear in media

5. Each medium has a unique aesthetic form - The content of media depends in part on the nature of the medium. This includes the technical, commercial and storytelling demands of each medium: for instance, the interactive nature of video games leads to different forms of storytelling – and different demands on media creators – that are found in film and TV.

So, I'll ask you to work in groups of three on commercial advertisements that I'll give you today. I'll ask you to practice the skills of critical analysis of the message and the medium. Together as a class we'll look at the following commercial and try to consider the message that this commercial sends to people.
 
On Wednesday we'll watch some Scooby Doo...

 
When watching I want you to think about the following:
  1. What assumptions or beliefs do Scooby Doo’s creators have that are reflected in the content?
  2. How does this make you feel, based on how similar or different you are from the people portrayed in the media product?
  3. How does the commercial purpose of Scooby Doo cartoons influence the content and how it's communicated?
  4. Who and what is shown in a positive light? In a negative light? Why might these people and things be shown this way?
  5. Who and what is not shown at all? What conclusions might audiences draw based on these facts?
So to end the class I'd like you to answer the following, "How does Scooby Doo explain crime to young people?"

On Thursday I'll have you work through the Media Smarts “Crime in the News” lesson: “Our TopStory Tonight: Crime in the News”. After we look at this as a class I'll have you read through the handout on "If it Bleeds, it Leads" and then we'll look at crime in Detroit.


After we'll look at a humourous explanation of how media reports crime. So how accurate is the Hamster Wheel in its portrayal of crime media? Does it Match WXYZ Detroit's crime coverage?

D Block Law 12 - On Tuesday I'll have you go through the "Valid/Invalid" search activity from the handout I gave you last Friday. Use page 154 - 159 of the All About Law text to help. After that, I'll have you work on R.v. Clayton (2007) questions 1-4 and then we'll review your rights upon arrest from Section 10 of the Charter which states that on arrest or detention, everyone has the right to the following:
  1. to be informed of the reasons
  2. to retain and instruct counsel (and to be informed of that right)
  3. to have the validity of the detention determined by way of habeas corpus(Latin for “produce the body”) and to be released if the detention is not lawful (illegal)
To end the class I'll have you work on questions 4 & 5 from page 164 of the text.

On Wednesday we'll talk about bail and pre-trial release. First I'll need you to define Bail, Recognizance and Undertaking and then we'll have a conversation about “Bounty Hunting”, which is illegal in Canada. After our discussion we'll watch Dog and Beth: On the Hunt (season 1 episode 5: LA Consequential)

To end the class I'll have you answer this question: In Canada, bail bondsmen and bounty hunters are illegal…should we legalize this practice? Why or Why not?

On Thursday we have a guest speaker, Mr. Ken Lees. Mr Lees used to teach at Vanier, but now works with SD71 Aboriginal Education Services. He's going to talk with us about Aboriginal principles of justice and how they are being adapted into the Canadian legal system. From the Justice Education Society:

If you have been charged with a crime and are an Aboriginal person, there are special cultural considerations that the court must take into account in assessing your case. This applies to all Aboriginal peoples of Canada, including status and non-status Indian, Inuit, and M├ętis and whether living on or off reserve. What this means is that, as an Aboriginal offender, a restorative justice process may be more appropriate for you. Such processes focus on healing those affected by the criminal act, including the offender, and so are more in line with traditional Aboriginal justice. Also, a restorative justice approach will often allow for a solution with no jail time, which helps reduce the drastic over-representation of Aboriginals in Canadian jails.

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