D Block 8:58 - 9:43
C Block 9:48 - 10:33
Assembly 10:43 - 11:15
Terry Fox run/Lunch 11:13 - 1:13
B Block 1:18 - 2:13
A Block 2:18 - 3:13
D Block Law 12 - Today we'll have the notebooks in class to continue research for our Human Rights poster (which is due next Wednesday - October 2nd, 2013). I have poster paper for you and I'll give you the paper once I've seen your ideas (a rough sketch). 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!
C Block Criminology 12 - Today we'll wrap up our discussion on violence 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.
B Block Social Studies 10 - Today we'll look at the cultural landscape of Canada along with the First Nations peoples that existed on the land before the European settlers arrived in Canada. We'll focus on how the land shaped Aboriginal society in Canada and see the influences of the land on the way people lived. There are six major cultural regions of First Nations in Canada. From east to west, these are the Woodland First Nations, the Iroquois First Nations of southeastern Ontario, the Plains First Nations, the Plateau First Nations, the First Nations of the Pacific Coast and the First Nations of the Mackenzie and Yukon River basins.
Each Nation possesses its own unique culture, language and history and the practice of identifying all First Nations as a homogeneous group obscures the unique and rich traditions that each First Nation has developed and nurtured. Having said that, although there are many differences between First Nations, there are commonalities as well. For example, all First Nations were dependent on the land for survival and prosperity. All First Nations were hunters and gatherers. Some were also farmers. Without the skills and knowledge to hunt and fish and to gather food and medicines, First Nations would not exist today. Another commonality is that all First Nations lived in organized societies with their own governments, religions and social and economic institutions. Individuals, families and larger groups of people, such as clans, tribes and Nations, behaved according to a broad range of agreed-upon social, political and economic values. A third commonality was trade. All First Nations in Canada and North America as a whole traded extensively throughout the continent. Expansive trading practices contributed to the growth and development of First Nations cultures. These practices also enabled many First Nations to respond to the fur trade as competitive, efficient trading partners with Europeans.
So we'll finish the chart we started on Tuesday and you'll have time to work on the questions I assigned yesterday (1-5 on page 28 along with 1 and 4 on page 32 of the Horizons text along with Explain the positive and negative impacts of oil extraction/production in northern Alberta. Do you think we should increase exploration and extraction of the oil sands? Why or why not?
A Block Law 9/10 - Today we are going to continue your look at crime scene investigation procedures and we will begin our work on our case study project.
You will need to imagine that you are a constable in the Comox Valley R.C.M.P. detachment specializing in criminalistics and crime scene analysis. You are going to create a crime scene dossier file that you would normally put together for the Crown Counsel. You have been called out to a crime scene here in the Comox Valley and when you arrive at the scene you need to begin your narrative report. What do you need to do?
•Create a crime (ex: murder, arson, kidnapping, assault)
•Choose eight pieces of evidence (from the list below) that you would find at the crime scene and either help you solve the crime or mislead the investigators
•Create a victim, a perpetrator, two other potential subjects, & witnesses (not necessary)
•Create a dossier file that contains the following: a walk through narrative; pictures of the eight pieces of evidence (with a description, a tag number, and an explanation of where it was found); a detailed crime scene diagram/sketch with pictures of what the crime scene looked like and the identification of evidence; forensics lab sheets for each piece of evidence that describes the evidence and explains what the evidence tells you; transcripts of any interviews conducted by investigators (including potential eyewitnesses or suspects); a narrative of how you "solved" the crime so that the Crown Counsel can move forward with laying charges and proceed to trial.
Evidence to choose from: human hair, synthetic hair, carpet fibres, cotton fibres, bullet cartridges, bullet holes, finger prints, foot/shoe prints, blood stains (drip, splatter, pool), bodily fluids, skin epithelials, tube of lipstick, can of coke, apple core, piece of rope, body, accellerants, matches, money (wallet), poisons, bugs or larvae (blowflies), cigar or cigarette but, mug, tire treads, or any other trace evidence but you must approve the other evidence with me.
I will have examples for you to look at and we will also work on this next week in class.
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