Tuesday, October 21, 2014

Wednesday, October 22. 2014

Today is a PLC day so the blocks are shortened and you're out at 1:45.  Today's schedule is B-AG-A-D-C

B Block Law 12 - Today, I'll get you to look at the R. v. Williams (2003) case. In terms of the Williams case, another example of an HIV related aggravated sexual assault case involved former CFL athlete Trevis Smith. A review of the decision (sentenced to five and a half years in 2007 and was paroled in 2010) can be found here at CBC News. In terms of Wilful Blindness, because of the Sansregret case, the Supreme Court of Canada held that the concepts of recklessness and wilful blindness are not the same and that it is wise to keep the two concepts separate. The court then defined each concept as follows (Stuart: 211):

  • Recklessness involves knowledge of a danger or risk and persistence in a course of conduct which creates a risk that the prohibited result will occur,
  • Wilful blindness arises where a person who has become aware of the need for some inquiry declines to make the inquiry because he does not wish to know the truth.

You'll need to work on the Review Your Understanding questions 1-5 on page 130 in the law textbook.

A & C Blocks Social Studies 10 - Today we'll look at the ethnic "diversity" of Canada in the 1800's. I'll have you use the information from page 59, Figure 2-18, to construct a pie graph showing the percentage of the 1871 population who were: French, Irish, English, Scottish, or Other. You'll get two hand outs “The Immigrant Experience” (LM 2.4) and “Graphing Ethnic Groups” (LM 2.5) that I'll need you to work on in class. In these activities you are graphing and mapping the immigrants to Canada in the early 1800’s. After this please complete questions 1 & 2 on page 56 of the Horizons text along with questions 2 & 5 on page 64 of the Horizons text.

D Block Criminology 12 - To start the class I'd like to talk about your lists from yesterday and find out why violence is entertainment for some. We'll wrap up our discussion with a few notes on the question: Where does violence come from? We'll look at personal traits, ineffective families, evolutionary factors, exposure to violence, cultural values, substance abuse, and firearm availability.

After that 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. While we watch the cartoons I want you to think about the implicit and implied messages that each cartoon sends to kids (rather than the explicit and obvious messages) and then we'll talk about what those messages do even if kids understand the difference between cartoon and real violence. We'll look at: Bully for Bugs; Rabbit Seasoning; For Scentimental Reasons; Duck Dodgers in the 24 1/2th Century and lastly The Ducksters.

So now compare the violence in the Warner Brothers cartoons (from the 50's and 60's) with that of the Happy Tree Friends. Check out the following video: Happy Tree Friends A to Zoo . Let's be frank here, the cartoon is not meant for children but because of the "cute" characters what would it be like if we just let young children watch that cartoon unsupervised? Consider the following:
Media Violence: Psychology
Cartoon Violence Project
Gender and Comm. Kids Cartoon Violence

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