Wednesday, February 10, 2016

Thursday, February 11. 2016

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

D & B Blocks Social Studies 10 - We'll continue our look at the Five Themes of Geography today finishing place and then focusing on Human - Environment Interactions, Movement and Regions. Remember, in order to understand the increasingly complex and interconnected world we live in we need to find a way to make sense of information in a way that doesn't overwhelm us. The Five Themes (Location, Place, Human-Environment Interactions, Movement, and Regions) are a framework for making sense of geographic data.

Geography is not a liner subject nor is it a linear mindset. Geography is inherently holistic or spatial in nature; thinking like a geographer is looking for patterns, connections, relationships and the big picture which can help you better visualize the broad spectrum of humanity and our place in the world.

Geoliteracy requires the ability to reason about three things: interactions, interconnections, and implications. To make context-dependent and far-reaching decisions:
  1. People must understand the systems at work in specific places in order to select actions that will achieve their goals and also to anticipate other possible consequences of those actions.
  2. People must be able to reason about the connections that link places together, so they can account for remote influences on our actions, and so they can anticipate the impact of their actions on remote people and places and
  3. People must be able to reason about the implications of the conditions in specific places for the alternatives under consideration and must be able to reason about the implications of selecting each of those alternatives for places that will be affected by them. They must also be able to systematically weigh the advantages and disadvantages of each alternative based on the priorities and values that apply to that decision
When we're through looking at the Five Themes you have time to finish work:
  1. Page 3 and 4 questions 2, 3, 4, & 5a (last week)
  2. Page 7 questions 1, 2, 3 and 4 (last week)
  3. Pages 8-9 questions 1-4 (last week)
  4. Page 17 question 4 and question 1 on page 18 (last week)
  5. Page 20 questions 1, 2, and 3 (Monday)
  6. Page 21 questions 1 and 2 (Monday)

C Block Law 12 - Today you'll need to complete questions 1-5 on page 40 of the All About Law text. After that I'll have you back in partners to work through the Multani v. Commission scolaire Marguerite-Bourgeoys (2006) case on pages 41-42 of the All About Law text. After we discuss the case I'd like you and your partner to choose four of the items/statements/scenarios from the list below. If you need to, use your All About Law text and then we'll figure out whether or not Section 2 of the Charter covers the following...

If there's time, I'll have you work on questions 1-4 of the Canada (Attorney General) v. JTI Macdonald Corp., (2007) on page 44 in the text. I'd also like you to work on question 3 from page 46 which deals with the R. v. Keegstra (1990) and R. v. Butler (1992) cases.

A Block Introduction to Law 9/10 - Today we'll finish up work on our "Typical Victim" of Assault. Don't forget to look through the crime statistics in the course booklet on page 4 that I handed out yesterday for help. Who will most likely be assaulted and why? Now you are taking information and enhancing stereotypes for the people you are drawing. The stereotypes you're basing your drawings on are an example of profiling. Later this week we'll take a deeper look at criminal profiling starting with a look at what psychopathy really is along with the differences between serial and mass murder. The poster is due on Friday and next Monday you'll have a quiz then begin your first major assignment in the course.

The crime data indicate that rates have declined significantly in the past few years and are now far less than they were a decade ago. Suspected causes for the crime rate drop include an increasing prison population, more police on the street, the end of the crack epidemic and the age structure of society. The data sources show relatively stable patterns in the crime rate. Ecological patterns show that crime varies by season and by urban versus rural environment, however there is evidence of gender patterns in the crime rate: Men commit more crime than women. Age is one of the largest influences on crime; young people commit more crime than the elderly (and there are fewer young people in society). Crime data show that people commit less crime as they age, but the significance and cause of this pattern are still not completely understood.

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