C Block Human Geography - Today we'll take a look at our key question Why is each point on Earth unique? We'll figure out the difference between place and region (hint think scale) and talk about toponyms, (Check out the first two names on this Mental Floss article) site and situation and look at the differences between formal, functional and vernacular regions. So, what's in a name? Why do we name things and what does that say about what we believe in and how we see our connection to the world?
From the Province of BC Geographical Names website:
Geographical names are essential for communication and navigation but also represent much more. They reflect the values of communities or decision makers at the times the names were created and continue to influence how we view, understand, interact with, and remember places and their histories.
From the article Euro-Settler Place Naming Practices for North America through a Gendered and Racialized Lens
Toponyms articulate the socio-economic, political, and cultural history of a place as well as the taxonomies of power that influence every moment of a place name’s existence, particularly in terms of how the name is spelled, pronounced, and the language(s) from which it originates, in addition to the meaning of the name itself...Not unlike the bestowing of names upon children by their parents, place nomenclature implies a relationship invested with the authority to not only name, but also to claim the named as belonging to the namer.
So names are connected to place and give an identity (we talked about this yesterday). The “sense of place” that humans possess may apply to a larger area of Earth rather than to a specific point. A person may feel attachment as a native or resident of Black Creek, or of the Comox Valley, or the area of attachment could encompass Vancouver Island or British Columbia. You have the rest of the block today to work on the following:
- Find the names of two Canadian cities that have changed their names and explain why they changed their names
- How do people shape places? How do places shape people?
To help with question the question on place:
D Block Physical Geography - Since we spent the block looking at systems feedback, thresholds and dynamic equilibrium...and bunnies - A single introduction of wild rabbits triggered the biological invasion of Australia and How European Rabbits Took over Australia yesterday, today we'll focus on geographic spheres within the Earth system (the Lithosphere, the Atmosphere, the Biosphere and the Hydrosphere).
Your work today is to interpret the relationships among the four spheres as a result of humans burning fossil fuels.
I'd like you to interpret the relationships among the four spheres as a result of humans burning fossil fuels (where do they come from? what are they made of? how do we extract/process/use them? What happens to the carbon byproduct after combustion? How does that impact the spheres?)
If you're having trouble with this consider the carbon cycle (pages 186-187 in the Geosystems Core text "Climate Feedbacks and the Carbon Budget" pages 188-193 in text "Evidence for Present Climate Change" and pages 194-197 "Causes of Present Climate Change" in text) or look at Earth Observatory Carbon Cycle from NASA. You could also look at Annenberg Media's "The Habitable Planet" Carbon Lab or their Chapter 8 Global Carbon Cycle from their online text or the Cool Geography Global distribution of major stores of carbon website. You could also check out Systems Thinking and the Carbon Cycle from Chapter 8 in the text An Interactive Introduction to Organismal and Molecular Biology or you could look at The Carbon Cycling Game
A Block Criminology - So because we didn't get to it yesterday today we'll look at the difference between deviance and criminal behaviour (acts that are criminal but not deviant and deviant but not criminal). What is deviant behaviour? A simple explanation of deviant behaviour could be any action that violates cultural norms (formal norms like laws - or informal norms like nose picking). This is a difficult concept because what an individual or sub culture in society defines as deviant is contextually situated (meaning what I think is deviant may be different for you; it is subjective - influenced by personal considerations).
To end the class, using the text and your brains you need to come up with a list of things that are deviant but not criminal and a list of things that are criminal but not deviant
B Block Legal Studies - Since we didn't get to it yesterday, today we'll discuss the "rule of law" and quickly review the Social Studies 10 topics of our constitution and how laws are made. After, we'll see what rights that you have guaranteed through various legal documents in Canada (including the Charter of Rights and Freedoms the Canadian Human Rights Act and the BC Human Rights Code a great BC Human Rights Code pdf/booklet can be found here).
Lastly, if there's time, we'll look at the three sections of the Charter of Rights and Freedoms that limit your individual rights (Reasonable Limits, Notwithstanding Clause and Where the Charter Applies). From the Ontario Justice Education Network...Section 1 of the Charter establishes that every Canadian is guaranteed the rights protected by the Charter while simultaneously providing for the possibility that these rights be limited by the government if such a limit could be demonstrably justified in a free and democratic society. As such, it both guarantees and limits Charter rights.
This means that "Freedom" or "Liberty" are not absolute
The Charter is in place to ensure that the rights and freedoms of Canadians are protected. Requiring the government to justify Charter infringements ensures that these rights and freedoms are not arbitrarily limited by the government. The government has the burden of proving that any limit is justified.
Today's Fit...
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