Friday, April 12. 2013

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

A Block Law 9/10 - Today you'll be in the library so that you may continue working on your forensic science web page project. Do not forget that this assignment is due next week and it a major component of your final grade for the course. Please remember that the books I have on forensics and crime scenes are great resources for you to use...so use them (I'll bring them along to the library with me). When you finish your site please provide me your URL and I will check it out an post a link on this site. Do not forget that you need a links page that is in essence your bibliography and you need at least one print source for the project. Please make sure that the spelling of the web page address is correct. If your page is forensicchemistry.com and you give me the address forinsicchemistry.com then I won't be able to view it and therefore will not be able to mark it. The best way to give me your address is to cut and paste the address and mail it to me (my e-mail address is on the course outline). Work hard and have fun.

B Block Social Studies 11 - Today we will spend the entire class looking at the Paris Peace Conferences and the Treaty of Versailles. You have the block to work on:

1. Great Expectations work section questions A, B, and C
2. Germany Re-Made: The Treaty of Versailles work section questions A and B
3. Europe Re-Shaped: The Other Paris Peace Treaties work section questions A and B
4. The League of Nations work section question B
5. A Dictated Peace: The Treaty of Versailles work section questions A, B and C

For more info see:
BBC History: The Ending of World War One
UK History Site Treaty of Versailles
Treaty of Versailles documents
First World War dot com Treaty of Versailles
You Tube video on Treaty of Versailles
BBC World War One Treaty of Versailles

C Block Social Studies 10 - Today we are going to continue our editorial cartoon work. Your cartoons are due Monday in class so it would be wise to spend today's class time in a productive and useful manner....in other words get it done. Some help:

For your Pro/Anti Confederation cartoon consider

1. context — the circumstances in which it was created (imagine it is 1865 or 1866 in the Atlantic colony you've selected)
2. content — the details of what it shows (how will you convey your message of pro or anti confederation)
3. target — who or what it is directed at (colonists or politicians)
4. style — how it presents the content, through images, words and humour which taken together determine its
5. message — the key point it is trying to make, or the idea it is putting forward. 

and remember:

1. symbolism - using an object to stand for an idea
2. captioning and labels - used for clarity and emphasis
3. analogy - a comparison between two unlike things that share some characteristics
4. irony - the difference between the way things are and the way things should be or the way things are expected to be
5. exaggeration or characture - overstating or magnifying a problem or a physical feature or habit: big nose, bushy eyebrows, large ears, baldness

Thursday, April 11. 2013

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

C Block Social Studies 10 - Today we start to wrap up our look at Canadian confederation by focusing on and taking some notes about the reaction in the colonies to the decisions made in Quebec. We will see the problems Tilley faced in New Brunswick, Tupper faced in Nova Scotia, Cartier faced in Canada East and examine the reasons why P.E.I. and Newfoundland refused to join with the Canadas. When we finish this, you will begin work on an editorial cartoon for one of the Atlantic colonies (Nova Scotia, New Brunswick, Prince Edward Island, or Newfoundland) about Confederation. Look through the section in your textbook about the reaction in the colonies from the Quebec conference and the plan for Confederation. What did the colonies like or dislike the most about the plan? Who were the characters (Tilley, Tupper, Howe, and Pope in Atlantic Canada and Macdonald or Cartier for the Canadas)? Now read through what an editorial cartoon is on pages 98 & 99 of the text (Skill Builder: Bias in the News) and pages 366 & 367 of the text (Skill: Analyzing Images). Now use all that you've learned and create an editorial cartoon for one of the Atlantic colonies that is either pro (for) or anti (against) Confederation.
Check out Collections Canada political cartoon site on Confederation.

B Block Social Studies 11 - Today we will spend the entire class looking at the Paris Peace Conferences and the Treaty of Versailles. You have the block and tomorrow to work on:

1. Great Suffering work section A, B, and C
2. Great Expectations work section questions A, B, and C
3. Germany Re-Made: The Treaty of Versailles work section questions A and B
4. Europe Re-Shaped: The Other Paris Peace Treaties work section questions A and B
5. The League of Nations work section question B
6. A Dictated Peace: The Treaty of Versailles work section questions A, B and C

For more info see:
BBC History: The Ending of World War One
UK History Site Treaty of Versailles
Treaty of Versailles documents
First World War dot com Treaty of Versailles
You Tube video on Treaty of Versailles
BBC World War One Treaty of Versailles


A Block Law 9/10 - On Tuesday we continued our look at criminal law procedures and focusing on arrests, arrest procedures, and your rights upon arrest. Today, I'll have you work on questions 1, 2, 3, 4, & 5 on page 91 of your All About Law text. After a bit we'll look at warrants through both the  R. v. Wise (1992) and R. v. Ruiz (1991) cases along with the "plain view" principle. If there's time we'll also look at release procedures and habeas corpus along with disclosure, preliminary hearings, pre-trial motions, and plea bargaining.

Wednesday, April 10. 2013

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

B Block Social Studies 11 - Today we'll spend time looking at the effects of 1917 (Russian Revolution & US entry into the war). The last thing we'll do is take a look at Canada's Hundred Days and General Arthur Currie along the fall of the Central Powers in 1918 and armistice. We'll also take a look at the effects of the war on the "Home Front" and examine how the government conscripted wealth (paid) for the war (income tax & victory bonds). We'll examine government propaganda and then spend more time looking at the Suffragette movement (along with Nellie McClung and the Woman's Christian Temperance Union). We'll watch the Canada: A People's History documentary "Our Investment in Blood" (Volume 5 Chapter 3) and you'll need to complete yesterday's questions 1 &4  from page 42 of the Counterpoints text.

Check out the Canadian War Museum First World War poster site here or the McGill War posters webpage here or the Canada at War enlistment posters here.
For more on propaganda techniques in war check out:
Global Issues
Media Awareness Network
Propaganda Critic. 

A Block Law 9/10 - Today you'll be in the library so that you may continue working on your forensic science web page project. Do not forget that this assignment is due next week and it a major component of your final grade for the course. Please remember that the books I have on forensics and crime scenes are great resources for you to use...so use them (I'll bring them along to the library with me). If you have not selected your topic, please try to do so no later than this morning please. Work hard and have fun.


C Block Social Studies 10 - Today you can start with the pro/con chart on Confederation that I gave you yesterday in class. After, we will look at the Charlottetown and Quebec conferences in August and October 1864. We'll talk about the circus atmosphere of the Charlottetown Conference and examine the outcomes of the week long discussion. Next we'll look at the Quebec conference and identify all of the political and logistical problems that the Founders of Confederation had to overcome. We'll figure out what the Quebec Resolutions (also called the 72 Resolutions) were and see how taxation and representation issues were deal breakers for PEI and Newfoundland.

Tuesday, April 9. 2013

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

C Block Social Studies 10 - Yesterday we looked at the first three (of six) causes for Canadian Confederation: war and expansionism in the U.S.; Fenians; and trade/economic problems. Today we'll look at transportation problems (railways); the Little Englander movement in the U.K.; and double majorities and political deadlock (in the Canadas).   I'll have you work on a pro/con chart for Confederation and I'll also have you work on questions 3 & 5 from page 108 of the Horizons textbook.

A Block Law 9/10 - We had the library booked for us yesterday to work on our Forensic Science webpage project and will have Wednesday and Friday in the library as well. Today, in class, we will focus on arrests, arrest procedures, and your rights upon arrest. As a class, we'll work on the R. v. Macooh (1993) case, questions 1, 3, 4, and 5 on page 91 and then I'll have you work on questions 1, 2, 3, 4, & 5 on page 97 of your All About Law text.

B Block Social Studies 11 - Today we start by reviewing 1917 - a crucial year in the First World War (Don't forget we already know about Vimy Ridge and Passchendaele). We will take a look at the crisis surrounding conscription (Military Service Act) and see how that issue divided Canada. We'll also look at the Suffragette movement (Nellie McClung) and the Wartime Elections Act of 1917 that was tied to the Military Voters Act. You'll get three supplemental hand-outs today: "The Conscription Crisis"; "A Country Divided the conscription crisis"; and "The Suffrage Movement women get the vote". Using the handouts, you'll need to work on a casualty / enlistment graph for 1917 in class and work through questions 1 & 3 on page 39 and 1 & 4 on page 42 in your Counterpoints text along with the Reconnect questions 1 & 2 on the handout "The Conscription Crisis".

For more info see:
Histor!ca Conscription crisis 1917
Conscription Crisis
Mapleleafweb 1917 voter changes

Monday, April 8. 2013

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

A Block Law 9/10 - Today we have one of two things happening...I need to check in but I think I have the library booked for us to begin our final project for Law. If this is the case then we're off to the library to begin work on the final project of the year...your forensic science webpage project. Here is the criteria for this assignment:

LAW 9 / 10 Forensic Science Web Page Project:

It will be your responsibility to create one section of the G.P. Vanier Forensic Science/Criminology web page. You will need to find the following information about your chosen subject / topic:

1. A description of your subject which includes an explanation of what is (history, background information, people associated with it, important milestones and discoveries)
2. An explanation of how your topic is collected at the crime scene and the tools that are used to interpret the evidence at the crime lab.
3. An description showing how the subject is used to solve crimes (identifying suspects, showing the cause of death, tracing the source of evidence or identifying a possible alternate crime scene)
4. Graphics - photos, illustrations, and animations that show and explain your subject
5. Case Study - Provide one example of how your subject was used to solve a real crime.
6. Provide URL’s as links for further investigation of your subject.

Subjects / Topics to choose from (NOTE: Since there are many of you in the class I have limited the amount of people per topic to two - 2 - so if on the list below it says chosen already then two people have already selected that topic and you'll need to choose another topic):

Forensic Anthropology
DNA
Fingerprinting (chosen already)
Ballistics (chosen already)
Forensic Entomology
Hairs and Fibers
Questioned Documents
Toxicology (chosen already)
Forensic Serology (chosen already)
Forensic Pathology
Forensic Odontology (chosen already)
Computer Forensics (chosen already)
Forensic Chemistry
Ask for other topics

For the forensic science web page assignment, there are many on line web page creation sites (including this site which is kind of like a bloggers for dummies site). Try the following:
http://www.weebly.com/
http://sites.google.com/
http://www.webs.com/
http://www.yola.com/
http://www.wix.com/
Of course the creation of your site is really the last step in the process. Once you've chosen your topic (through me) you will need to get started working on finding information about it. Don't forget there are some fabulous print resources in the library and you must have at least one print source for this assignment.

Here are some previous examples of the Forensic science web page project for you to look at if you'd like:
Forensic Pathology
Forensic Serology or Forensic Serology
Computer Forensics
Forensic Physics
Forensic Toxicology
Forensic Voice Identification
If I don't have the library booked for you then we move into criminal law procedures and will focus on arrests, arrest procedures, and your rights upon arrest. As a class, we'll work on the R. v. Macooh (1993) case, questions 1, 3, 4, and 5 on page 91 and then I'll have you work on questions 1, 2, 3, 4, & 5 on page 97 of your All About Law text.

B Block Social Studies 11 - Today we'll finish up the chart activity that I asked you to work on in yesterday's class. We'll spend time today looking at Vimy Ridge (1917), the first time that all four Canadian Regiments faught together as one force. Vimy is widely seen as the birth of Canadian nationalism and we'll watch the Canada: A People's History documentary on it today.Your chart on the four battles will be due at the end of class today. After looking at Vimy and Passchendaele (third battle of Ypres) we'll find out about the war in the air (along with Canada's ace Billy Bishop) and the role of the Canadian Navy (along with the effect of the munitions mishap in Halifax harbour between the Imo and the Mont Blanc). There will be a few questions from Counterpoints to end the class.

C Block Social Studies 10 - Today we'll start the class with a look at the Civil War in the United States. We'll watch two BrainPop! videos (causes of the Civil War and the Civil War) to understand this tragic event in American history. More importantly we will try to understand the impact of the Civil War on British North America. This gets us to the beginning of our unit on Canadian Confederation.

Today we will develop a mind map of the six factors that led Canada into Confederation. These are a complex set of problems that are interconnected and just imagine how difficult it would be for the founding fathers to solve them (U.S. expansionism, Transportation problems, Fenians, Political Deadlock, Changing British Attitudes, and Economic problems).

As I mentioned above, we'll take a look again at the US Civil War (1861-1865) and the postwar "Reconstruction" (including the 13th, 14th, and 15th amendments to the US Constitution) and expansion westwards. The 13th Amendment to the Constitution declared that "Neither slavery nor involuntary servitude...shall exist within the United States." Formally abolishing slavery in the United States, the 13th Amendment was passed by the Congress on January 31, 1865, and ratified by the states on December 6, 1865. We'll next look at the Fenian Raids led by John O'Mahony and Michael Murphy. We'll make sense of Canada losing preferential status through the abolition of the Corn Laws in 1846 and our Reciprocity Treaty of 1854 with the United States. We'll look at the development of the Grand Trunk Railway and the need for railways in Canada (think trade and defense).We'll take a look at changing attitudes in Britain (Little Englanders) and political deadlock in the 1860's (between 1849 - 1864 there were twelve governments formed).

Check out Confederation for Kids "How Canada was Formed" for more information on the topic!