C Block Crime, Media and Society 12 - This week we'll take a look at crime waves, moral panics and the media with a special focus today on age (specifically youth). We’ll look at the way the media turns “ordinary” criminal events into extraordinary criminal “panics”. This happens when the Mass Media (usually led by the press) defines a group or an act as deviant and focuses on it to the exclusion of almost anything else. This then focuses the public’s negative attention on the group or act and demonizes people associated with it.
When it comes to crime, young people are often lumped into one of two contradictory categories:
Tragic Victims or Evil Monsters. We'll look at the media's portrayal of young tragic victims and evil monsters using the 1993 U.K. murder of James Bulger. The media's coverage of this case twenty years ago radically altered the view of childhood in the United Kingdom in an overwhelmingly negative fashion and is a "watershed" in terms of youth justice and the attitude towards children.
Crime and Investigation: The James Bulger case
BBC News - Every Parent's Nightmare
The Mirror: James Bulger
The Guardian: James Bulger
We'll try to make sense of how the media covers youth criminals and victims and see a local example: the murder of 6 year old Dawn Shaw by Jason Gamache here in the Comox Valley in 1992.
Killer Kids Season 1 Episode 3:
D Block Geography 12 - Today we'll continue our look at resources, resource use, and management issues. We'll talk about renewable and non-renewable resources along with the four ethical views on resource use (economic/exploitation; preservationist; balanced-multiple use; and ecological or sustainable). Our focus will be on water consumption (Don't forget I'd like you to track your water consumption for the week). After, we'll watch the first few sections of the Human Footprint DVD we previewed yesterday. We'll get through scenes 1-6 today (from birth up to early 20's) and this will take about 45 minutes of class time. When the DVD is over I'd like you to answer the following:
- Why do different cultures use and consume things at different rates? What do the numbers and facts in the video say about North American society?
- In some areas of the world people are already in conflict over a limited amount of natural resources. How will a growing population affect people’s access to food, potable (safe drinking) water, and fuel? What affect might the population increase have on pollution and encroachment on wildlife habitats?
A Block Social Studies 10 - Today we are in the library for the first day of research/work on your family history assignment. Remember, your task is to research your family history, which includes learning how to conduct academic research, making critical evaluations regarding sources, and managing information. Please remember that I want you to focus on the context of history- did your ancestor fight in the war of 1812? What was life like for farmers during early settlement of the west? Why do you have American relatives? Use the primary documents and stories you find to uncover what daily life might have been like for your relatives.
Links to help with research...
Government of Canada Geneaology Site
American National Archives
Pier 21 Immigration Museum Research Canada
Ellis Island - U.S. Immigration
Climbing Your Family Tree
Family Search
BC Department of Vital Statistics
Ancestry
Family Echo
Geni
Roots Magic (download program for home use - check with parents)
My Heritage
Find My Past (check out the quick tips to get started page)
US Gen Web (if you have American relatives)
Board for Certification of Genealogists (check out the skillbuilding articles for tips and links)
CanGenealogy
Automated Genealogy (1851, 1901, 1906, 1911 Censuses)
And two new ones...
Genealogy Roadshow (check out the Discover your Genealogy Tab)
Finding Your Roots
Kenyatta Berry, Joshua Taylor, and Mary M. Tedesco, GENEALOGY ROADSHOW’s experts, offer some advice for researching your own family’s genealogy.
FOUNDATION DOCUMENTS Collect as many oral histories as possible. Your living ancestors have information and stories to share. Interview them and record their stories.
Hint: Collect memories whether you think their stories are true or not.
Hint: Gather as many names as you can, including maiden names and relationships.
Hint: Try to get dates. If someone can’t remember a specific date, ask them to reference a major event (how old were they during World War II, etc.)
Hint: Show family photos to help spur memories. Who can be identified? Who else might be able to help identify family members (can a family friend fill in the gap?)
Hint: Gather all photos and documentation, regardless of whether you think they are important. Items might include:
• Birth, death and marriage certificates
• Diplomas and other school documents
• Military service documents
• Communion or other social/service/religious documents
• Real estate documents
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