Today's schedule is C-AG-D-B-AC Block Law 9/10 - Today we are going to continue your look at crime scene investigation procedures and we will begin our work on our case study project.
You will need to imagine that you are a constable in the Comox Valley R.C.M.P. detachment specializing in criminalistics and crime scene analysis. You are going to create a crime scene dossier file that you would normally put together for the Crown Counsel. You have been called out to a crime scene here in the Comox Valley and when you arrive at the scene you need to begin your narrative report. What do you need to do?
•Create a crime (ex: murder, arson, kidnapping, assault)
•Choose eight pieces of evidence (from the list below) that you would find at the crime scene and either help you solve the crime or mislead the investigators
•Create a victim, a perpetrator, two other potential subjects, & witnesses (not necessary)
•Create a dossier file that contains the following: a walk through narrative; pictures of the eight pieces of evidence (with a description, a tag number, and an explanation of where it was found); a detailed crime scene diagram/sketch with pictures of what the crime scene looked like and the identification of evidence; forensics lab sheets for each piece of evidence that describes the evidence and explains what the evidence tells you; transcripts of any interviews conducted by investigators (including potential eyewitnesses or suspects); a narrative of how you "solved" the crime so that the Crown Counsel can move forward with laying charges and proceed to trial.
Evidence to choose from: human hair, synthetic hair, carpet fibres, cotton fibres, bullet cartridges, bullet holes, finger prints, foot/shoe prints, blood stains (drip, splatter, pool), bodily fluids, skin epithelials, tube of lipstick, can of coke, apple core, piece of rope, body, accellerants, matches, money (wallet), poisons, bugs or larvae (blowflies), cigar or cigarette but, mug, tire treads, or any other trace evidence but you must approve the other evidence with me.
I will have examples for you to look at and we will also work on this next week in class.
B Block Geography 12 - Today we'll continue our look at severe weather focusing on hurricanes. We'll look at the conditions necessary for hurricane development and then look at the Saffir-Simpson scale (wind speed, storm surge, and damage to structures). Your activity will be to track (plot out the path) of Hurricane Diana from 1984 and answer two questions (including question 18 from page 248 of your Geosystems text). For more on predicting Hurricane Landfall check out: Predicting Hurricanes and the NOAA Predicting Hurricanes site too.
While you are working on the questions I'll show you some footage of Hurricane Ike and the damage done to Galveston Island (on the Raging Planet Hurricane episode)
Raging Planet: Hurricane (2009) - Part 1 by bigcenterprises
If there's time today we'll start watching National Geographic's Inside Hurricane Katrina.
The tragedy of Hurricane Katrina is very
personal to me. Although I was not directly impacted by the hurricane (I did not
lose loved ones; nor did I lose property in the storm) In early August 2005, I spent time talking with
the people of New Orleans and making friends there. I traveled the Gulf Shores
road (Highway 90) through Pass Christian, Bay St. Louis, Long Beach, and
Gulfport. Three weeks later after a clear warning from the director of the
National Hurricane Center, Dr. Max Mayfield (someone who I met at a professional
workshop five years earlier), Katrina made landfall along the border between
Louisiana and Mississippi. Now it wasn't as if politicians didn't know about the
potential disaster that could befall New Orleans if a major hurricane was to
strike. Dr. Ivor van Heerden ran a simulation (Hurricane Pam) the previous year
at Louisiana State University. His test results were provided to FEMA, state,
and local officials. People knew. People in power knew. Heck, I even knew and
I'm just a geography teacher living on the opposite end of the continent. The
DVD asks some hard questions and I hope to begin a lively discussion with you
about them.
CNN Special: Hurricane Katrina
NOAA: Hurricane Katrina
BBC: Hurricane Katrina
NOLA: Hurricane Katrina
NOVA Science Now: Hurricane Katrina
A Block Social Studies 11 - Today in class we'll continue our look at World War Two by focusing on the internment of Japanese Canadian citizens here in British Columbia. This sad event in Canadian history was the culmination of years of racism and xenophobia on the west coast. Japanese Canadian citizens were excluded from a 160 kilometer range from the coast, were sent to detention camps and were deprived of their civil liberties. Japanese Canadians lost all their possessions (houses, farms, fishing boats, companies and personal goods) which the government sold off to keep them from returning to British Columbia. It wasn't until 1949 that they regained all of their rights and that all
restrictions were lifted. You'll have to work on questions 1 a and b from page
127 out of the Counterpoints textbook. After this, I'll give you the
rest of the class to work on your propaganda poster that you began on Friday
last week...remember what you put on your poster has to be relevant to Canada
(Encourage men to enlist; Pressure women to encourage their husbands, brothers
and boyfriends to enlist; Encourage women to help out at home e.g. conserving
food, buying victory bonds; Encourage children to help the war effort e.g.
purchasing war stamps; Persecution / suspicion of enemy aliens; Encouraging
pacifism; Glamorizing the Canadian war heroes; or just plain Demonizing Japan,
Germany or Italy). Your poster is due this Friday.
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