9:05 – 9:35 Homeroom
9:40 – 10:40 D block
10:45 – 11:50 C block
11:50 – 12:30 pm Lunch
12:35 – 1:50 B block
1:55 - 3:10 A block
D/C Blocks Social and Environmental Sciences - Today we will go through the course outline package and see what local and global environmental issues you are passionate about and interested in. After, Benton and I will take you down to the Comox Valley Exhibition Grounds. First, as the Exhibition grounds have a rich pre-contact history,
We respectfully acknowledge that the land we gather on is on the unceded traditional territory of the Pentlatch, E'iksan, and K’ómoks First Nation, the traditional keepers of this land. We would like to thank them for the privilege of living on the land and the gift of working with their children.
When we get there, we'll sit in a circle and begin our first "Talking Circle".
We are going to ask you to share your earliest memories of being outside, playing in nature.
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| Pretty sure this was Mr. Benton in his youth |
The circle itself is considered sacred. First Nations people observed that the circle is a dominant symbol in nature and has come to represent wholeness, completion, and the cycles of life (including the cycle of human communication). So, Young will start and next Benton in a clockwise manner, however we will not have an object of power to share around the circle. The main point of using the sacred object, is that whoever is holding the object in their hand has the right to speak. Instead of an object of power we will pick up a stone and then speak. When you are finished with what you wish to share, instead of passing the object to the next person, simply place your stone back down. A few things:
1. It is respectful to introduce yourself.
2. It is important that the circle of people listens respectfully to the person speaking.
3. You should 'speak from the heart'.
4. Shared communications should be kept in confidence.
When everyone has their turn to speak, when all voices are heard in a respectful and attentive way, the learning atmosphere becomes a rich source of information, identity, and interaction. Next we'll go around the circle again this timer consider "Your Relationship to Place and the Natural World". People interact with the natural world around them in individual and collective ways.
Please tell us what the natural world means to you, and how you interact with the geographical place where you live.
So instead of your memories of childhood we're talking about now. We'll follow the same path as above and then our last turn around the circle asks you to consider the following:
What is your belief on environmental issues? What do you believe in and why? What influences your view on the environment?
Just going to leave this link here...Children who play outside more likely to protect nature as adults
B Block Human Geography - Welcome to Human Geography...the most important class you'll ever take in your life...no, really it is, Really! Today we will go through the course outline package and become familiar with the routines and structures of room 115. We will take the class to orient ourselves to the curriculum and the course outline. Human geographers ask two simple questions:
- Where are people and activities found on Earth? and
- Why are they found there?
Bananas are among the most produced, traded and consumed fruits globally. More than 1 000 varieties of bananas exist in the world, which provide vital nutrients to populations in producing and importing countries alike. The most traded variety is the Cavendish banana, which accounts for just under half of global production at an estimated annual production volume of 50 million tonnes. Bananas are particularly significant in some of the least developed and low-income, food-deficit countries, where they can contribute not only to household food security as a staple but also to income generation as a cash crop.World banana trade has expanded to unprecedented heights in recent years, with an estimated export volume of 21 million tonnes in 2019. On average, more than 90 percent of bananas for export originate from Central and South America, and the Philippines. The largest importers are the EU, the United States of America, China, the Russian Federation, and Japan. Banana export earnings help to finance food import bills, supporting the economies of major banana-producing countries
So let's take a look at where and why bananas are found and are important in terms of Geography:
So here in Canada? The average Canadian will consume more than 15 kilograms of bananas a year; Bananas account for 20% of all the Fruit import volume into Canada by commodity; The top countries we import Bananas from are in descending order Guatemala, Costa Rica, Colombia, Ecuador, and Honduras; Bananas form the largest share of the worlds fruit commodity produced annually by volume (metric tons) and Canada is the 8th largest net importer of fruit (in terms of dollar value) in the world (from Statistical Overview of the Canadian Fruit Industry 2021) and HERE are the 19 largest banana importers into Canada (wholesale)
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| Volume of fresh bananas imported in Canada from 2008 to 2022 (in 1,000 metric tons) |
From the FAO Food and Agriculture Organization
There are five big multinational trading companies, which engage in the production, purchase, transport and marketing of bananas. These are Chiquita, which recently moved its headquarters to Geneva, Switzerland, Fresh Del Monte, Dole, Fyffes and Noboa. Fyffes, which is based in Ireland, primarily supplies bananas to Europe.How are you connected to Bananas?
A Block Criminology - Today, to start, we will go through the course outline package. In this course we look at crime theories and crime typology. The first week and a half sees us look at a general history of crime, big ideas about why people commit crime and thoughts on why people become victims of crime. The rest of the first term then focuses on crime typologies: violent crimes; property crimes; white collar / enterprise / business crimes; organized / gang crimes; and crimes of a social nature (gambling, drug use, sex trade). Starting next week (maybe), we spend the first part of Monday in the library / learning commons working on an on-line crime blog while each Thursday or Friday we'll watch an online video about our topic for the week. Sometimes it will be an episode of a crime television program (but there's always a question about what you watch). Today, I'm hoping you'll let me know what you want to focus on this semester in Criminology. Then we'll start with one question that I'd like you to brainstorm:
Why do people commit crime?
After some time, I'd like you to partner up and get your ideas on a large sheet of paper. After you collect all of your ideas on large sheets of paper with smelly felts, I'd like you to cluster (group) your reasons why people commit crime into categories (emotions, poverty, culture, etc...) and see what biological factors and sociological factors may contribute to crime. We'll then share your ideas together as a class and see if there are any common ideas that we may have and we'll try to see where your clusters fit in terms of Choice, Trait, Social Structure, Social Learning, and Conflict theories.
Today's Fit...
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