Friday, September 28. 2012

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

D Block Social Studies 11 - Don't forget that you have a test on Monday. I have given you a review of the government in Canada this week and today we'll go over the booklet. Use your time wisely to review your package, organize your notes, pick up your marked work and prepare for Monday's unit final. Study, Sleep and Eat on Sunday night. For the rest of the class you'll be working with Ms. Curry so check out her blog for more information. Don't forget that there is a quick guide to test questions in your course outline. Good luck.

C Block Criminology 12 - Today we will spend a few minutes reviewing our discussion of violence from yesterday. We'll look at the difference between serial and mass murder and then try to understand a little bit about psychopathology. To better understand the people that commit heinous acts of murder, we'll take the class to understand what a "psychopath" is. Too often people throw the term psycho around without really understanding what it means so we'll look at Dr. Robert Hare's PCL-R (Psychopathy Checklist Revised). The diagnosis "Psychopath" is closely related to Antisocial Personality Disorder in the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders 4th Edition). We'll end the class looking at the motivations of mass and serial murder and dispel the myths surrounding those who commit them. After I'll have you watch a Law & Order Criminal Intent episode "Jones" about a psychopathic killer. From Wapedia...

In this episode, Detective Goren and Eames are investigating the death of a pretty, petite woman found drowned in her bathtub.

The detectives go to work, turning down a more high-profile case because this one looks interesting. Suddenly, they find themselves awash when a second victim is another petite woman found naked and washed up on shore just days apart. Goren quickly deduces she, too, was drowned in a bathtub. But the case turns out even bigger as a third body is found, with similar body type and strangled but not drowned. Later, a fourth woman is killed.

The investigation leads Goren and Eames to an abusive, cocaine-addicted lawyer. The connection is that the women were his clients and he also was taking them for a significant amount of money to help feed his gambling addictions. The detectives dig into the case, knowing that he has one more unknown victim remaining on his list. Since Goren and Eames are unable to get help from his wife, they race in a desperate attempt to save the potential victim.

B Block Geography 12 - Yesterday we looked at earthquakes and the seismic gap concept (focusing on Izmit Turkey in 1999). Today....Oh today we look at Tsunamis and the west coast of North America. We'll watch sections of the Discovery Channel documentary "America's Tsunami: Are we Next?" You will have two questions to work on tonight in your week four package:

How do Tsunami’s work? from p.11 &

• Why can tsunamis cause such damage and devastation? What are some characteristics of the wave that factor into how much damage it could cause? How do coastal or shoreline features factor into the extent of damage? What role could a warning system play? How effective would a warning system be for the west coast of Vancouver Island? Why?

You can find more information at:
PBS documentary "The Wave that Shook the World"
PEP Tsunami Preparedness website

A Block Law 12 - Today we'll head to the library to continue research for our Human Rights poster (which is due next Thursday - October 4th, 2012). I have poster paper for you and I'll give you the paper once I've seen your ideas (a rough sketch) on paper. Remember you need to create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating key information (What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?) as well as pictures, symbols, and colours. Your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner!

Thursday, September 27. 2012

Today is our annual celebration of Terry Fox and so our schedule is altered for the day. The day looks like this:

D 9:05-9:55
C 10:00-10:50
Assembly/Run/Lunch 10:55-1:15
B 1:20-2:15
A 2:20-3:15

D Block Social Studies 11 - Today with Ms. Curry you'll have time to work on your political party project. Below is a chart of the political parties in Canada and the policies that they support; feel free to use some ideas in the creation of your own political party.



We'll also be looking at the Charter of Rights and Freedoms where we'll focus on our legal rights outlined in sections 7-14 of the Charter (figure 11-7 on p. 276 would be a good place) and both our fundamental freedoms and equality rights (page 299)

C Block Criminology 12 - Today we'll finish watching the Warner Brothers cartoons that we started yesterday in class and 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 we'll discuss murder and homicide. We'll discuss the divisions of murder in Canada (1st and 2nd degree and manslaughter), the extent of murder in Canada, and murderous relations (acquaintance and stranger homicide). If there's time I'd like to talk about multiple homicides (mass and serial murder) and motives for killing other human beings.

A Block Law 12 - Today we will venture off to the library to begin work on our introductory unit major assignment that comes from the Toronto District School Board:

Human rights violations are a daily occurrence throughout the world. These violations take place in both the North and the South and affect the civil, economic, political, cultural, social, and equality rights of human beings. These violations are in direct opposition to the universal and inalienable rights guaranteed by the Universal Declaration of Human Rights (UDHR). Fortunately, organisations around the world work on protecting these rights, partly through education and awareness campaigns

Artists, both visual artists and musicians, often comment on human rights issues through their artwork. Assume the role of the Media Outreach Co-ordinator for a particular human rights organisation (Amnesty International, Human Rights Watch, etc.) and research a contemporary case of human rights violations somewhere in the world. Based on your research, create a Human Rights Campaign Poster that educates the greater public about the human rights violations and urges them to take action to end the abuse.

Remember...

• Human rights are the basic standards human beings need to live life with freedom and dignity. Human rights include fundamental civil and political rights, such as the right to free speech, to freedom of religion, and the right to participate in government. Human rights also include essential economic, social and cultural rights, such as the right to education, to work, and to healthcare.



• Human rights are the rights that all people have simply because they are human beings. Each of these rights are inalienable; they cannot be denied or taken away from any individual. They are also indivisible; all human rights are equally important and one right cannot be taken away because it is said to be less important than another.



• Finally, human rights are interdependent, all human rights are connected and you cannot guarantee one right without ensuring that other rights are protected.

So your task is to...

1. Choose a contemporary case of human rights violations, as well as an organisation that is working on ending the abuse.

2. Research your case study using the following websites: Amnesty International (click on campaigns); Human Rights Watch (click on Global Issues); Oneworld (click on In Depth then Human Rights); or the BBC "I Have a Right to..." site and complete the following questions to help with your poster Case Study: What is happening? Where is it taking place? What rights are being violated? Who is having their rights violated? Why are their rights being violated?

3. Create a visually appealing Human Rights Campaign Poster that addresses the human rights violation by incorporating the key information from the questions in point 2 above (in point form) as well as pictures, symbols, and colours. Remember, your poster should seek to draw the attention of the public through the balanced combination of text and visuals in a creative, yet educational manner!

Some examples of Human Rights posters...



B Block Geography 12 -  Today we shift our focus (pun intended) to earthquakes. We'll look at some video of the aftermath of the Izmit Turkey 1999 Mw7.4 earthquake along the North Anatolian fault. We'll also look at the Loma Prieta (San Fracisco) 1989 Mw6.9 earthquake along the San Andreas fault. We'll try to compare the two and then take some notes down about the three types of faults. After, you'll have a series of questions to complete from the Geosystems text (14, 15, 16, & 19 from p. 412). Check out the cool interactive activity at National Geographic Forces of Nature or the Today in Earthquake History at the USGS. For more information check out the Digital Geology webpage on earthquakes.

Wednesday, September 26. 2012

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

B Block Geography 12 - Today we'll begin the class by working on the Juan de Fuca and Geothermal energy questions that we ended the day off with yesterday. I'll show you some information on geothermal energy plants and you'll get some time to work on the assignment. After, we'll watch the first part of the Geologic Journeys: The Rockies. This episode is all about terrane building and the formation of the Rockies in Canada. When the video is finished, you'll work on your Day 15 assignment (define anticline & syncline, and work on questions 4 - 5 from page 412 in your Geosystems text). You will also have the opportunity to work on your Juan de Fuca plate and Geothermal energy questions as well. For help with the geothermal energy check out:

USGS Other Energy Sources (Geothermal)
Canadian Geothermal Energy Association
US Energy Information Agency Energy Kids Geothermal


A Block Law 12 - At the beginning of class today, I'll give you time to work on yesterday's questions 1-5 from page 78 of the All About Law text about pay and work equity. After, we'll examine the collective rights of Canada's Aboriginal/First Nations people. We'll talk about the significance of the Calder v. Attorney-General of British Columbia, 1973 decision. From the Agreements, Treaties and Negotiated Settlements Project:

The decision in Calder v Attorney-General of British Columbia was handed down by the Supreme Court of Canada on 31 January 1973. It is often credited with having provided the impetus for the overhauling of the land claims negotiation process in Canada. The case was initiated in 1968 by the Nisga'a Tribal Council against the Government of British Columbia. It failed both at trial and in the Court of Appeal. The Supreme Court overturned the Court of Appeal's finding in recognising the possible existence of Aboriginal rights to land and resources, but was equally divided on the issue of whether the Nisga'a retained title. The decision prompted the federal government to develop new policy to address Aboriginal land claims. In 1976 Canada commenced negotiations with the Nisga'a Tribal Council. British Columbia did not join the negotiations until 1990. The Nisga'a Final Agreement was concluded in 1999 and implemented by legislation in 2000.

After, we'll talk about the LGBT community in Canada and the Civil Marriage Act (which legalized same-sex marriage in Canada on July 20, 2005) and finally we'll take a closer look at Human Rights and how they are enforced in Canada.

In preparation for tomorrow's project work I'll have you work on: Questions 1-4 on page 94
1. Explain the difference between civil rights and human rights.
2. How do prejudice and stereotyping lead to discrimination?
3. Explain the difference between a complainant and a respondent.
4. What is the difference between intentional and unintentional discrimination?
Questions 4 & 5 from page 97
4. Explain the concept of a poisoned work environment. Provide an example.
5. Explain the difference between accommodation and undue hardship.
AND Question 5 from page 104
5. What types of remedies are available under human rights law?
For more on the BC Human Rights Code look at the Attorney General's Human Rights Protection site. For more on the Canadian Human Rights Act see the Canadian Department of Justice site. For more on Human Rights in Canada see the Canadian Human Rights Commission.


D Block Social Studies 11 - Yesterday's class saw us talk about the ways you can influence government, focusing on elections and voting. With Ms. Curry, we looked at representation by population, the first past the post system, and the concept of proportional representation. You also began a group project on an election campaign and political party. Don't forget that the document for this project can be found here on Google Docs.  For help on why you should vote see:
Elections Canada Young Voters Site
Elections Canada Electoral System explanation
Compulsory voting in Australia explanation
Electoral Reform in BC First Past the Post or STV
About.com First Past the Post vs Proportional Representation
Historical record of Canadian Voter turnout
2011 Election Results CBC
You'll get time to work on this assignment today and in class I'll also have you take a look at other ways of influencing government such as civil disobedience, mass media, pressure groups and lobbyists. You'll have to answer the following questions:

1. What is a pressure group? What is a lobbyist? How do they influence government?
2. What is the role of the media in the political process (think news, reporting, campaigns, and advertising)?
3. What is civil disobedience? What are the three "guidelines" for practicing civil disobedience?

C Block Criminology 12 - Yesterday for homework I asked you brainstorm a list of all the entertainment you can think of that is based in violence. Think of video games (HALO), television programs (CSI), books (30 Days of Night comics), movies (Saw), music (ONYX, Biggie, Megadeath, Anthrax, Slayer), sports (MMA, WWE), and other forms of entertainment. To start the class I'd like to talk about your list and find out why violence is entertainment for some.

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 1/2^th 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

Tuesday, September 25. 2012

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

C Block Criminology 12 - Today we will start with our Victimology quiz and then look at violent crime. We will focus on the roots of violent crime today. Where does violence come from (personal traits, ineffective families, evolutionary factors, exposure to violence, cultural values, substance abuse, and firearm availability)? For homework tonight I would like you brainstorm a list of all the entertainment you can think of that is based in violence. Think of video games (HALO), television programs (CSI), books (30 Days of Night comics), movies (Saw), music (ONYX, Biggie, Megadeath, Anthrax, Slayer), sports (MMA, WWE), and other forms of entertainment. Take some time and scan through the TV channels tonight (yep watch TV for homework).

Can the roots of violence be traced back to youth? If so should we ban Warner Brothers cartoons? Is Bugs Bunny bad for kids? Comedy and violence are intermingled into a typical or formulaic narrative story.....Wile E. Coyote chases the Road Runner, Elmer Fudd chases Bugs Bunny, Sylvester chases Tweety Bird andthey inflict carnage on each other. The end is always the same....someone wins, someone loses, the loser is humiliated and we laugh at them (good clean wholesome fun). So tomorrow 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. Think about the implicit and implied messages that each cartoon sends to kids.

An excellent source of information on violence in media and its link to aggression is the Media Awareness Network.
Check out Time Magazine for a good article on "Seeking the Roots of Violence".

D Block Social Studies 11 - Today Ms. Curry will continue with the political party assignment with you and we'll also talk about the ways you can influence government, focusing on elections and voting. We'll look at representation by population, the first past the post system, and the concept of proportional representation. You'll need to work on 1, 2, 3, and 4 on page 253 along with 1 and 2 on page 258 of your Counterpoints textbook today. For help on why you should vote see:
Elections Canada Young Voters Site
Elections Canada Electoral System explanation
Compulsory voting in Australia explanation
Electoral Reform in BC First Past the Post or STV
About.com First Past the Post vs Proportional Representation
Historical record of Canadian Voter turnout
2011 Election Results CBC

A Block Law 12 - Today in Law we'll look at the difference between prejudice and discrimination. Next we'll look at discrimination in Canada focusing on the Persons case and women's issues employment and pay equity, sexual harassment, and discrimination against pregnant women. I'll have you work on questions 1-5 on page 78 of the All About Law text:

1. What are some of the current barriers to equality facing women?
2. What is pay equity?
3. How are different jobs compared under pay equity?
4. What is employment equity?
5. What groups are protected under employment equity laws?

After this we'll examine the collective rights of Canada's Aboriginal/First Nations people. We'll talk about the significance of the Calder v. Attorney-General of British Columbia, 1973 decision. Tomorrow we'll talk about the LGBT community in Canada and take a closer look at Human Rights and how they are enforced in Canada.

B Block Geography 12 - Today in class you’ll look at tectonics and plate boundaries. You’ll have to take down a few notes on divergent, convergent, and transform plate boundaries along with hot spots and then you'll need to work on two questions on geothermal energy and the effects of the Juan de Fuca plate and ridge just off our shores.


For more on Plate Tectonics check out:

Earth Floor: Plate Tectonics
UCal Berkeley Plate Tectonics animated Gifs
NASA: Our Restless Planet animation library
Plate Tectonics Earth View
Plate Tectonics animations - University of Kentucky
UCAR - University of Michigan - Plate Tectonics
Essentials of Geology textbook Plate Tectonics animations

Monday, September 24. 2012

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

A Block Law 12 - On Friday I gave you the following questions to work on: page 54 q 1-3; page 56 q 1, 2 and 4; and page 60 question 1. For the rest of the class talking about equality and looking at section 15. From the Website charterofcanada.ca:

To prove section 15 has been violated you must show:

•You were treated differently from others because of the law
•The different treatment was because of a reason set out under section 15 (race, national or ethnic origin, colour, religion, sex, age, mental or physical disability) or an analogous reason (a personal trait like sexual orientation, marital status, or citizenship)
•The different treatment amounts to discrimination under section 15. For example, does the law have the effect of saying the person is less worthy of respect or consideration than other people? Is the person part of a group that has been stereotyped, suffered prejudice or been historically disadvantaged? How does the different treatment relate to the persons circumstances?

We'll examine equality in greater detail today as that leads us to our examination of the BC Human Rights Act tomorrow and the United Nations Universal Declaration on Human Rights as well.

B Block Geography 12 - On Friday we looked at magma, igneous rocks, and plutonic (intrusive) igneous rock features (both concordant and discordant features). Today we will focus on sedimentary and metamorphic rocks. We'll take down a cross section diagram of the geology here in south western British Columbia. We'll collectively define compaction, cementation, recrystallization, clastic sedimentary rock, and non clastic sedimentary rock. We will define contact, regional, and dynamic metamorphosism and you'll have question 15 from page 366 in your Geosystems text for homework.

Check out the Dynamic Earth Interactive Rock Identification site here
Check out the Flash animation of Metamorphic Rock Creation here.

C Block Criminology 12 - Today your journal / blog entry is to post your response to Friday's question:

What are the short and long term impacts on victims of Crime? Use Harper in the Law & Order episode you watched today (Friday) and Chapter 3 pages 54-7 in Criminology: The Core textbook to help.

Next, I'd like you to find an article (news story) about a victim of crime and for that you should outline the impacts of the crime on them. Finally, using the two stories (one fictional and one real) explain what we should do to mitigate (soften the impact) the impacts of crime on victims (be realistic). Don't forget to find stories on crime in Canada check out the Canoe CNews crime archives.

D Block Social Studies 11 - On Friday we worked on the "Job Wanted" advertisement for the Prime Minister of Canada and you'll get some time today to continue with it. On your wanted ad you will need to include:

1. Job description (role and powers that the PM has)
2. Job requirements (expectations and necessary capabilities)
3. Preferred personal characteristics (choose five qualities of leadership that we discussed and explain what they mean for a PM) and
4. Symbols (of Canadian identity)

This assignment is due Wednesday (September 26, 2012) so use your time wisely this class. After Ms. Curry will work with you on a political parties project connected to what you looked at with her last week in class.