Monday's schedule is A-B-C-D and Tuesday's schedule is C-D-A-B
A Block Introduction to Law 9/10 - Monday...Welcome to Introduction to Law, also known as Law & Order: Vanier. This term class is a very short but exciting look at criminal law in Canada. The course is organized much like an episode of Law & Order. The first two weeks of the course deal with criminological studies (the study of crime - we will focus on why crime is committed). The next month of the class deals with criminal forensics and detective investigation. The last three weeks of the class deal with the "order" component of Law & Order where we'll follow the process of arrest, trial, and sentencing for crimes committed.
Today, I want you to start by brainstorming a list of all the reasons you can think why someone would commit a crime (you should have a minimum of 10). We'll do this as a Think-Pair-Share activity where you will come up with a list of your own, then partner up with someone and share/compile your lists together into one big list. After you've done this your partner group will get together with another partner group into a group of 4. Mr. Allen will then give you a large sheet of poster paper and you may use markers to combine your lists on the large sheet of poster paper. I'd like you to cluster (group) your reasons why people commit crime into categories (emotions, poverty, culture, etc...) and see what biological factors and sociological factors may contribute to crime. We'll then share your ideas together as a class and see if there are any common ideas that we may have.
On Tuesday, we'll finish up yesterday's Think-Pair-Share activity and then you'll get two handouts on Crime Theories. The first handout will be on Economic exclusion and Social exclusion where you'll read a fictional story about "Suzanne" and will need to identify the factors that led her to a life of crime. Read through the story and then list out all of the "social exclusions" that led to Suzanne's life of crime and all of the "economic exclusions" that led to Suzanne's life of crime.
The second handout will be on Crime Theories. I'd like you to look at the questions on the first page and put a check mark (if you agree) or an x (if you disagree) next to the question. I need you to evaluate them (what you like about them and what you disagree with them about)...don't worry we'll go through them together in class today. After, you'll have to complete part two of today's assignment - this means you need to create your own theory of why crime happens. Use the brainstormed list we did in class along with the handouts you received today. I'll place more info on the blog tomorrow but for more help check out the Crime Theory Web Site found on this link.
B Block Law 12 - Monday...Welcome to Law 12. Today we will go through the course outline package and then we'll talk about career paths that are available with Law. Law 12 is an intense one semester course that deals with the foundation, the structure, and the key principles and concepts of the Canadian legal system. We will try, as much as possible, to cut through the “Legal speak” so that you can simply become a legally literate person. In February we'll look at the foundations of the Canadian legal justice system along with civil and human rights. The rest of the third term sees us look at criminal law in Canada while in term four we'll focus on civil and family law in Canada. Today I'll have you partner up in groups of three and discuss:
- what is crime (come up with a definition),
- why do we have laws (there are five big reasons),
- give 15 examples of Canadian Laws - What are Canadians not allowed to do? (without looking at the Criminal Code)
- what is the difference between what is legal what is moral and what is ethical.
The Oxford Dictionary defines a crime as 'an action or omission which constitutes an offence and is punishable by law'. So we may do something 'wrong' that is not a crime. Lying to a friend may be wrong but it may not be a crime. On the other hand we may do something 'right' which is a crime. So, a crime is a fact, a matter of law. It is not an opinion. As society changes, some actions which used to be criminal, for example, are no longer criminal. Likewise, some actions, such as smoking in covered public places are. Laws are made by the Government, a government we elect democratically, for the good of us all. We may not agree with the law but there are democratic opportunities to change it.
- Morality governs private, personal interactions and different social groups have differing moralities...groups tend to agree (consciously or subconsciously) on a set of rules for how they’ll behave around each other. Things that are considered immoral have personal consequences.
- Ethics governs professional interactions. Codes of professional ethics are often established by professional organizations to help guide members in performing their job functions according to sound and consistent ethical principles. Things that are unethical have professional consequences
- Law governs society as a whole, often dealing with interactions between total strangers. People in a society are subject to the laws that reflect society's collective morals and ethics (that are codified as law). Things that are illegal have personal and social consequences.
Tuesday...today, we will continue our discussion on what crime is, why we have laws, and figure out the difference between what is legal what is moral and what is ethical...hint look up :) We'll then jump in to our
Introduction to Law unit by looking at the five functions of law (establishing standards, maintaining order, resolving disputes, protecting society and protecting liberties and rights) and the divisions of Public (criminal, constitutional, and administrative) and Private law (tort, family, contract, property, and labour law). Lastly we'll take a look at the differences between Substantive and Procedural Law. Your assignment will be to look up the penalties for a law (in the Canadian Criminal Code) that you disagree with and explain why we should have stronger or lighter penalties for this law. Consider "Mischief"
C.C. 430. (1) Every one commits mischief who wilfully
(a) destroys or damages property;
(b) renders property dangerous, useless, inoperative or ineffective;
(c) obstructs, interrupts or interferes with the lawful use, enjoyment or operation of property; or
(d) obstructs, interrupts or interferes with any person in the lawful use, enjoyment or operation of property.
Punishment
(2) Every one who commits mischief that causes actual danger to life is guilty of an indictable offence and liable to imprisonment for life.
So if you are protesting the removal of old growth trees in a location and hammer spikes into trees then you are endangering the life of fallers (who would use chainsaws and chainsaws don't mix well with metal spikes)...that means you're eligible for life in prison much the same as if you tampered with someone's break lines in their car. Is that sentence too harsh or too light? Why? that's an example of what I'd like you to consider. You may use the pocket criminal codes in class or may use the computer/your digital devices to check the statutes on line.
C Block Social Studies 11 - Monday and Tuesday...Welcome to Social Studies 11. Today we will go through the course outline package and become familiar with the routines and structures of room 611. We will take the class to orient ourselves to the curriculum and get ready to look at the topic for the week - Regionalism and the challenges to Canada. Social Studies 11 is an intense one semester course that deals with the Canadian governmental system; the emergence of Canada in the 20th Century, from Dominion to influential Middle Power; and Canada’s role in global economic, social, cultural, and environmental issues. You will learn about who makes our laws, who carries out and enforces our laws, and who interprets and upholds our laws. You’ll learn about the close relationship we have with the United States, the sometimes tense relationship we have with Quebec, and the relationship we have with other countries and organizations around the world. Finally, you’ll learn about the issues that face the world, as a whole, such as population, climate change, development assistance, and conflict and conflict resolution.
What are symbols? Symbols operating at the national level draw people together in Canada. So, I would like you to brainstorm a list of common national symbols in Canada that are symbols of our identity...(Here are the Official Symbols of Canada).
As we approach the sesquicentennial (150th birthday for Canada in 2017) Statscan, through the General Social Survey (GSS), collected information on a range of national identity measures, including Canadians’ appreciation of national symbols and perceptions of whether Canadians share specific values. Also collected were personal feelings of pride in being Canadian and in national achievements. Combined, these identity-related indicators paint a broad picture of the Canadian collective identity. From their site:
National symbols are largely conceptual representations of a country’s identity, and have been argued, in some contexts, to have a positive effect on bonding and emotional attachment to one’s country. The 2013 GSS asked Canadians about the importance of specific national symbols to the Canadian identity. Among the five symbols measured, the Charter of Rights and Freedoms and the national flag ranked the highest, with more than nine in ten Canadians stating that these symbols were either very or somewhat important to the national identity. Next highest were the national anthem at 88% and the RCMP at 87%. Ranking the lowest, but still garnering majority support, was hockey, with 77% of Canadians believing that it was an important national symbol.
For most national symbols, more than half of Canadians aged 15 years and older believed they were very important to the national identity, particularly in reference to the Charter (70%) and the flag (69%). However, less than half (46%) considered hockey - Canada’s official winter sport, as a very important symbol, with about one in five (22%) believing that it was not very important or not at all important. This contrasts feelings about the Charter and flag, where less than one in ten carried the same beliefs (4% and 9%, respectively).
When asked if there were any other symbols of national importance, Canadians offered a range of responses. Among the most commonly cited were the beaver as the national animal (16%), the maple leaf (14%) and the values and qualities of Canadian people (11%).So...symbols; they help identify things like countries. Last year New Zealand had a referendum on a new flag. New Zealand's flag, which was officially adopted in 1902, has the British Union Jack in the top left corner on a royal blue background along with the four stars of the Southern Cross...problem? It's "Britishy" so it kind of ignores New Zealand's indigenous Maori people and it kinda looks like Australia's flag...look
So the government of New Zealand accepted flag proposals and of the 10, 292 submissions that were made, these were the finalists
In the end? New Zealanders voted against changing the flag.
This used to be Canada's flag...
Yay, BUT...imagine it's 1964...Groovy. Now I'd like you to submit a flag proposal to John Diefenbaker's Special Flag Committee of the House of Commons for a "new" flag of Canada. Consider the following from (of all places) the British Broadcasting Corporation:
Canada is anything but a homogenous Commonwealth state; nearly one million indigenous people rub shoulders with immigrants from around the world, including many from Asia. What does it mean to be Canadian now? What are the traits which help make up modern-day Canada?
This is a question that we'll come back to over and over again in the course and I'll ask you to revisit your answer in June, but for now draw me a flag that describes what it means to be Canadian (the traits that make up modern day Canada) and I'll take it from you Wednesday. So you have the block today to brainstorm your ideas and Tuesday to work on your "New Flag" for Canada. Remember, a powerful national symbol will be:
- distinct - is uniquely associated with Canada
- recognizable - is widely known across groups and regions
- connected - has strong attachments for many people
- long lasting - had been a factor for many years.
Effective symbols also including the following factors:
- simplicity
- widely available
- touches a deep desire or need
- makes people feel special.
The North American Vexillological Association (Vexillology is the study of flags) has “Five Basic Principles of Flag Design” that you should keep in mind and here are their recommendations:
- Keep it Simple
- Use Meaningful Symbolism
- Use Two to Three Basic Colours
- No Lettering or Seals
- Be Distinctive or Be Related
Canada's Flag Debate
11 Rejected Canadian Flag Designs (Mental Floss)
Flags of the World
D Block Criminology 12 - Monday...Welcome to Criminology 12. Today we will go through the course outline package and see what crimes we have in store for the next two months. In this course we look at crime theories and crime typology. The first three weeks of the course sees us look at a general history of crime, big ideas about why people commit crime and thoughts on why people become victims of crime. The main portion of the class then focuses on crime typologies: violent crimes; property crimes; white collar/enterprise/business crimes; organized/gang crimes; and crimes of a social nature (gambling, drug use, sex trade). Each week we spend Monday in the library working on an on-line crime blog. Today, I have two questions that I'd like you to brainstorm:
- What is a crime and why should we study it?
- Why do people commit crime?
We'll do this as a Think-Pair-Share activity where you will come up with a list of your own, then partner up with someone and share/compile your lists together into one big list. After you've done this your partner group will get together with another partner group into a group of 4. Mr. Allen will then give you a large sheet of poster paper and you may use markers to combine your lists on the large sheet of poster paper. I'd like you to cluster (group) your reasons why people commit crime into categories (emotions, poverty, culture, etc...) and see what biological factors and sociological factors may contribute to crime. We'll then share your ideas together as a class and see if there are any common ideas that we may have and we'll try to see where your clusters fit in terms of Choice, Trait, Social Structure, Social Learning, and Conflict theories
Tuesday...we'll finish up yesterday's Think-Pair-Share activity and then you'll get a handout on Crime Theories. I'd like you to look at the questions on the first page and put a check mark (if you agree) or an x (if you disagree) next to the question. I need you to evaluate them (what you like about them and what you disagree with them about)...don't worry we'll go through them together in class today. After, you'll need to create your own theory of why crime happens. Use the brainstormed list we did in class along with the handouts you received today. This will be the first online activity that you'll work on next week (you'll be creating a Criminology blog for the course) After this, we'll discuss nature vs. nurture trying to think about psychological and sociological criminology.
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