A Block Social Studies 10 - Today we'll finish the Over Canada DVD we started on Friday. After we'll look at 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.
After, I'd like you to use all of the geographic work we've looked at, as well as the text, and try to answer the following:
"How has Geography shaped the culture of Canada?"
This is a big question and I really want you to try hard to think like a geographer here. Thinking like a geographer is thinking spatially in a systems manner. This involves looking for patterns, relationships and connections in order to comprehend large, complex self regulating systems. So what patterns, relationships and connections exist between people and places that help to shape Canada today?
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 on Friday and Chapter 3 pages 54-7 in CRIM 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: CANOE CNews Crime site...or the Toronto Star Crime site...or Global News Crime site...or the Huffington Post Canada Crime site...or the Vancouver Sun Crime Blog
D 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 Friday. I'll show you some information on geothermal energy plants and you'll get some time to work on the assignment. After, we'll finish watching the National Geographic Amazing Planet DVD that we started. When the video is finished, you'll work on today's 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
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