Tuesday, December 3, 2013

Wednesday, December 4. 2013


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

B Block Social Studies 10 - Today we are going to room 609 (next door) to join Ms. Zirkl's Socials class for a presentation by Suzanne Camp. She is going to talk with us about the Métis. Blue and White are the colours of the National Métis Flag. It has a white infinity symbol with a blue background. This flag was flown on June 19, 1816 at the “Battle of Seven Oaks” under the leadership of Cuthbert Grant.
The Métis emerged as a distinct people or nation in the historic Northwest during the course of the 18th and 19th centuries. This area is known as the “historic Métis Nation Homeland,” which includes the 3 Prairie Provinces and extends into Ontario, British Columbia, the Northwest Territories and the northern United States. Distinct Métis communities developed along the routes of the fur trade and across the Northwest within the Métis Nation Homeland. The Métis National Council consequently adopted the following definition of “Métis” in 2002: “Métis” means a person who self-identifies as Métis, is distinct from other Aboriginal peoples, is of historic Métis Nation Ancestry and who is accepted by the Métis Nation.” In 2003, the Supreme Court of Canada confirmed that Métis are a rights-bearing Aboriginal people and according to the 2006 Census, almost 400,000 people reported they were Métis with almost 90% located in the western provinces and Ontario.

A Block Criminology 12 - Today we can start by finishing up yesterday's work:

1. Briefly outline and explain the patterns we've identified in victimization (social ecology, household, personal characteristics and repeat victimization)
2. Explain and compare the three theories of crime victimization (as a comparison chart or Venn diagram) and
3. Do you agree with the premise that school is one of the most dangerous places for young people? Why or Why not

After that, we will focus on the roots of violent crime. Where does violence come from (personal traits, ineffective families, evolutionary factors, exposure to violence, cultural values, substance abuse, and firearm availability)?

I would like 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. After we talk about it, we'll try to answer the question: Can the roots of violence be traced back to youth? If so should we ban Warner Brothers cartoons? Is Bugs Bunny bad for kids? Comedy and violence are intermingled into a typical or formulaic narrative story.....Wile E. Coyote chases the Road Runner, Elmer Fudd chases Bugs Bunny, Sylvester chases Tweety Bird andthey inflict carnage on each other. The end is always the same....someone wins, someone loses, the loser is humiliated and we laugh at them (good clean wholesome fun). Tomorrow 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. Think about the implicit and implied messages that each cartoon sends to kids.

An excellent source of information on violence in media and its link to aggression is the Media Awareness Network. Check out Time Magazine for a good article on seeking the roots of violence here.

D Block Law 12 - Today I'd like to start by looking through the Thornton et al. v. Board of School Trustees of School District No. 57 (Prince George) et al. (1978) case together (kind of an important case for non-pecuniary loss in Canada). After, you'll need to look over information about damages. Here is some info to help:

Compensatory Damages - The basis: Compensation in tort law is based on the principle of restitutio in integrum. The Purpose: To restore the Plaintiff, in so far as money can do, to the same position as if no tort had been committed. It entitles Plaintiff to be compensated for their pecuniary and non-pecuniary losses arising from the Defendant’s tort. Compensatory damages are divided into Special and General damages. Special Damages include: Pre-trial pecuniary losses incurred by Plaintiff which includes lost income, nursing and personal attendant costs, medical expenses and consequential expenses. General Damages include: Future losses resulting from Defendant’s tort. A Plaintiff may be compensated for three heads of damages under general damages: (1) Inability to work; (2) future care cost; and (3) non-pecuniary losses. Each item of damage must be separately considered and compensated for. More on these in class later this week.

Non-Compensatory Damages include: Punitive Damages: These are appropriate where Defendant’s misconduct was so malicious, oppressive and highhanded. Their Purpose: Punishment and deterrence. Nominal Damages: which are small amounts of money awarded when the plaintiff has successfully established a cause of action but has suffered no substantial loss or is unable to prove what that loss is. Their purpose: Vindication of the Plaintiff’s rights and a minor deterrence to the Defendant.

The rest of the class is time for you to work on your project. Good Luck.

C Block Crime, Media and Society 12 - Today we'll look at groups and socialization. Our focus today will be on in-groups, out-groups and social integration along with agents of socialization (family, school, peer groups and mass media). Groups are really important because they affect the way we view the world, our sense of self, and our understanding of where we fit into the larger social scene. The family is the most basic primary group we belong to. We may also have close friends or belong to a support group that we feel close intimate ties with. This leads me to today's activity:

There are many groups or "cliques" in this school. A "clique" is a group of people who interact with each other more regularly and intensely than others in the same setting. Interacting with cliques at school is part of normative social development regardless of gender, ethnicity, or popularity.

So, what are the cliques that exist in our school? To start Identify/ Brainstorm as many as you can on your own and, while avoiding stereotypes, try to describe the typical member of each clique. Get together with another two students in the class and form a triad - a group of three (not a dyad - a group of two). In your triad groups select one clique in the school and make a poster that graphically depicts that group. Make sure that there are explanations of their behavious, attire, appearance, attitudes and beliefs...hmmm maybe their clique culture? This will be due this Friday in class. Your activity from yesterday will also be due Friday and I'll give you more time tomorrow to work on either your clique assignment or your social influences assignment.

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