My blog will be suspended until I get back to school in January...Off six weeks for Knee Surgery.
If you need to get a hold of me...use my email.
Thursday, November 28, 2013
Sunday, November 17, 2013
Friday November 15 2013
Today's block order is A B C D
B Block Socials 9
Today the class started with the students working in their booklets....up till the Revolution begins. Next I had the students take Cloze notes on the Monarchs (PPT) The students copied some notes on how the Estates General worked...we then watched a video on the Estates General and the Fall of the Bastille.
The students started their first of two journal entries.
C/D Blocks Law 12
Today's class was split into two sections. The first half of class was for students finish working on their projects (btw those are due next class). The second half of class the students were given a test review assignment: here is the criteria:
This should be from Chapter 4 and 5.
15 matching vocab
10 multiple choice
7 short answer
1 paragraph answer
1 answer key.
Due Wednesday.
B Block Socials 9
Today the class started with the students working in their booklets....up till the Revolution begins. Next I had the students take Cloze notes on the Monarchs (PPT) The students copied some notes on how the Estates General worked...we then watched a video on the Estates General and the Fall of the Bastille.
The students started their first of two journal entries.
C/D Blocks Law 12
Today's class was split into two sections. The first half of class was for students finish working on their projects (btw those are due next class). The second half of class the students were given a test review assignment: here is the criteria:
This should be from Chapter 4 and 5.
15 matching vocab
10 multiple choice
7 short answer
1 paragraph answer
1 answer key.
Due Wednesday.
Thursday, November 14, 2013
Thursday November 14 2013
Today's block order is F E H G
F/E Blocks Criminology 12
Since we are getting close to the end of the unit, the students will have some time to work on their booklets. It is imperative that these are done by the students individually not as a group!
I will give the students a PPT on the different correlates of crime. We will have an in depth discussion on some of the more salient points of the chapter.
We started discussing some common correlates we might see in the average young offender. I had the students work in small groups to come up with 15 questions that would help us narrow down these correlates. My goal is to come up with a class survey which we can give to a large group of grade 12 students and a group of high risk students and make comparisons.
H Block Socials 10
We discussed the notion of Rebellions...what are they and why do they happen?
Next the students were given a few definition....Loyalist, Chateau Clique, Family Compact, Crown/Clergy Reserves, Governor and Assembly.
Once the students had these definitions, we discussed the relevance of them in relation to the settlers arriving in Upper Canada.
Finally the students worked in their booklets and we ended the class by watching two sections of the Canada: A Peoples History.
G Block Socials 9
Today the class started with the students working in their booklets....up till the Revolution begins. Next I had the students take Cloze notes on the Monarchs (PPT) The students copied some notes on how the Estates General worked...we then watched a video on the Estates General and the Fall of the Bastille.
The students started their first of two journal entries.
F/E Blocks Criminology 12
Since we are getting close to the end of the unit, the students will have some time to work on their booklets. It is imperative that these are done by the students individually not as a group!
I will give the students a PPT on the different correlates of crime. We will have an in depth discussion on some of the more salient points of the chapter.
We started discussing some common correlates we might see in the average young offender. I had the students work in small groups to come up with 15 questions that would help us narrow down these correlates. My goal is to come up with a class survey which we can give to a large group of grade 12 students and a group of high risk students and make comparisons.
H Block Socials 10
We discussed the notion of Rebellions...what are they and why do they happen?
Next the students were given a few definition....Loyalist, Chateau Clique, Family Compact, Crown/Clergy Reserves, Governor and Assembly.
Once the students had these definitions, we discussed the relevance of them in relation to the settlers arriving in Upper Canada.
Finally the students worked in their booklets and we ended the class by watching two sections of the Canada: A Peoples History.
G Block Socials 9
Today the class started with the students working in their booklets....up till the Revolution begins. Next I had the students take Cloze notes on the Monarchs (PPT) The students copied some notes on how the Estates General worked...we then watched a video on the Estates General and the Fall of the Bastille.
The students started their first of two journal entries.
Wednesday November 13 2013
Today's block order is B A D C
B Block Socials 9
Today the students started class by working in their booklets up till The Revolution Begins. That will be checked for homework. Also, the students worked on a Three person Venn Diagram that involved both kings and Marie Antoinette.
We also looked at the Philosophes and their role in the French Revolution....Montesque, Voltaire and Rousseau.
We finished class by watching a bit of a documentary on the Revolution.
D/C Blocks Law 12
Today the students continued to work on their Human Rights projects. I think most of the groups look like they are getting close to being done. I have changed the due date on the project to Monday November 18. However your current events project is due today!!!
Fun discussion on what should be done with Mayor of Toronto Rob Ford. What a character...
B Block Socials 9
Today the students started class by working in their booklets up till The Revolution Begins. That will be checked for homework. Also, the students worked on a Three person Venn Diagram that involved both kings and Marie Antoinette.
We also looked at the Philosophes and their role in the French Revolution....Montesque, Voltaire and Rousseau.
We finished class by watching a bit of a documentary on the Revolution.
D/C Blocks Law 12
Today the students continued to work on their Human Rights projects. I think most of the groups look like they are getting close to being done. I have changed the due date on the project to Monday November 18. However your current events project is due today!!!
Fun discussion on what should be done with Mayor of Toronto Rob Ford. What a character...
Wednesday, November 13, 2013
Tuesday November 12 2013
Today's block order is E F G H
E/F Block Criminology12
Today we discussed the movie we watched last class. Most students agreed that the movie opened their eyes to a completely different world of struggles and violence within our society. The students were given some time in the computer lab to start a blog post on the six correlates of crime we discussed last class in relation to the movie.
The class came up with the following correlates:
Age
- most crime is committed by youth
- most of the individuals in the documentary were young
- ages ranged from 15-24.
Sex
- most were males (some were females but not many)
Race
- African American
- Hispanics
Socio-economic Status
- poor
- uneducated
- unemployed
- single parent homes
Region
- inner city
- Chicago
- rough part of town
- easy access to drugs/guns
Drug use
- most of the guys were either using drugs or selling drugs
We also discussed what would be the best way to stop this violence. That was an interesting but difficult discussion because there are no easy answers. Some students looked at reactionary policies...more police/tougher sentences/etc
Others looked at proactive solutions...help for single mothers, sex education, skills training
Last bit of class time was devoted to working on Chapter 5 booklets.
G Block Socials 9
Today the students started class by working in their booklets up till The Revolution Begins. That will be checked for homework. Also, the students worked on a Three person Venn Diagram that involved both kings and Marie Antoinette.
We also looked at the Philosophes and their role in the French Revolution....Montesque, Voltaire and Rousseau.
We finished class by watching a bit of a documentary on the Revolution.
H Block Socials 10
Today the students spent the whole class in the computer lab working on their Journal projects.
E/F Block Criminology12
Today we discussed the movie we watched last class. Most students agreed that the movie opened their eyes to a completely different world of struggles and violence within our society. The students were given some time in the computer lab to start a blog post on the six correlates of crime we discussed last class in relation to the movie.
The class came up with the following correlates:
Age
- most crime is committed by youth
- most of the individuals in the documentary were young
- ages ranged from 15-24.
Sex
- most were males (some were females but not many)
Race
- African American
- Hispanics
Socio-economic Status
- poor
- uneducated
- unemployed
- single parent homes
Region
- inner city
- Chicago
- rough part of town
- easy access to drugs/guns
Drug use
- most of the guys were either using drugs or selling drugs
We also discussed what would be the best way to stop this violence. That was an interesting but difficult discussion because there are no easy answers. Some students looked at reactionary policies...more police/tougher sentences/etc
Others looked at proactive solutions...help for single mothers, sex education, skills training
Last bit of class time was devoted to working on Chapter 5 booklets.
G Block Socials 9
Today the students started class by working in their booklets up till The Revolution Begins. That will be checked for homework. Also, the students worked on a Three person Venn Diagram that involved both kings and Marie Antoinette.
We also looked at the Philosophes and their role in the French Revolution....Montesque, Voltaire and Rousseau.
We finished class by watching a bit of a documentary on the Revolution.
H Block Socials 10
Today the students spent the whole class in the computer lab working on their Journal projects.
Tuesday, November 12, 2013
Thursday November 7 2013
Today's block order is F E H G
F/E Blocks Criminology 12
Today we continued to watch the movie The Interrupters. Remember to keep mental or written notes on how this relates to the correlates of crime. You will be making a blog entry on this next class.
H Block Socials 10
Today the students started the class by working in their booklets. Next the students were given their new journal entry. This journal entry deals with the perilous journey over to British North America. This entry should include your experiences and thoughts about the journey. Mention: type of transportation, length of trip, living conditions, feelings about leaving your country...
G Block Socials 9
Today we looked at the different leaders in France: King Louis XIV, King Louis XVI and Marie Antoinette.
The students were given a three person Venn Diagram to fill out on the three monarchs... looking at the similarities and differences between them. Next we discussed some of the problems that the country was facing at this critical juncture of history....what responsibilities did the monarchy have to fix these problems and what actions did it take.
The students also continued to work in their booklets.
F/E Blocks Criminology 12
Today we continued to watch the movie The Interrupters. Remember to keep mental or written notes on how this relates to the correlates of crime. You will be making a blog entry on this next class.
H Block Socials 10
Today the students started the class by working in their booklets. Next the students were given their new journal entry. This journal entry deals with the perilous journey over to British North America. This entry should include your experiences and thoughts about the journey. Mention: type of transportation, length of trip, living conditions, feelings about leaving your country...
G Block Socials 9
Today we looked at the different leaders in France: King Louis XIV, King Louis XVI and Marie Antoinette.
The students were given a three person Venn Diagram to fill out on the three monarchs... looking at the similarities and differences between them. Next we discussed some of the problems that the country was facing at this critical juncture of history....what responsibilities did the monarchy have to fix these problems and what actions did it take.
The students also continued to work in their booklets.
Wednesday November 6 2013
Today's block order is B A D C
B Block Socials 9
Most of the grade nine students were away today. I think it was take your kids to work day....good luck parents.
C/D Block Law 12
Today the students continued to work on their Human Rights Projects....This is your second full class for the project. Some interesting topics so far.
B Block Socials 9
Most of the grade nine students were away today. I think it was take your kids to work day....good luck parents.
C/D Block Law 12
Today the students continued to work on their Human Rights Projects....This is your second full class for the project. Some interesting topics so far.
Thursday, November 7, 2013
Tuesday November 5 2013
Today's block order is E F G H
E Block Criminology 12
Today we started class by looking at some of the leading Correlates of Criminal Behavior. We made a list on the board and discussed each one. Next the students were given the chance to comment on which city they thought was one of the most violent in North America. After a good discussion on this topic I shifted the focus to Chicago. I gave the students some stats to look at and we made a comparison with the lower mainland of Vancouver. Then we watched the movie Interrupters...at least the first half
F Block Criminology 12
We talked about what the prototypical criminal would look like. I asked students to close their eyes and imagine a criminal and then describe him/her to me. We brainstormed on the board some of this person's characteristics. We can up with a description that the students kind of agreed to. We looked at correlation and causation in relation to crime.This led to a discussion about correlates of crime.
I handed out the new booklet for Chapter 5 and a chapter 5 package for the students to work on.
At the end of class we looked at some of the leading Correlates of Criminal Behavior. We made a list on the board and discussed each one. Next the students were given the chance to comment on which city they thought was one of the most violent in North America. After a good discussion on this topic I shifted the focus to Chicago. I gave the students some stats to look at and we made a comparison with the lower mainland of Vancouver. Then we watched the movie Interrupters...at least the first few minutes.
G Block Socials 9
Today we started class by going over the last unit test the class wrote. Most students did very well. Next we we discussed what qualities it would take to become a great leader. We shared our ideas as a class and come up with a list of characteristics....Keep these in mind as we begin this new chapter on the French Revolution. See if the two Louis have any of them. Then the students had the opportunity to create 7 questions that they would ask to a potential new leader....some interesting questions to say the least.
With the last half of class the students worked in their booklets.
H Block Socials 10
Today the students continued to work on their journal entries. Also I gave the students a chapter booklet to work on.
E Block Criminology 12
Today we started class by looking at some of the leading Correlates of Criminal Behavior. We made a list on the board and discussed each one. Next the students were given the chance to comment on which city they thought was one of the most violent in North America. After a good discussion on this topic I shifted the focus to Chicago. I gave the students some stats to look at and we made a comparison with the lower mainland of Vancouver. Then we watched the movie Interrupters...at least the first half
F Block Criminology 12
We talked about what the prototypical criminal would look like. I asked students to close their eyes and imagine a criminal and then describe him/her to me. We brainstormed on the board some of this person's characteristics. We can up with a description that the students kind of agreed to. We looked at correlation and causation in relation to crime.This led to a discussion about correlates of crime.
I handed out the new booklet for Chapter 5 and a chapter 5 package for the students to work on.
At the end of class we looked at some of the leading Correlates of Criminal Behavior. We made a list on the board and discussed each one. Next the students were given the chance to comment on which city they thought was one of the most violent in North America. After a good discussion on this topic I shifted the focus to Chicago. I gave the students some stats to look at and we made a comparison with the lower mainland of Vancouver. Then we watched the movie Interrupters...at least the first few minutes.
G Block Socials 9
Today we started class by going over the last unit test the class wrote. Most students did very well. Next we we discussed what qualities it would take to become a great leader. We shared our ideas as a class and come up with a list of characteristics....Keep these in mind as we begin this new chapter on the French Revolution. See if the two Louis have any of them. Then the students had the opportunity to create 7 questions that they would ask to a potential new leader....some interesting questions to say the least.
With the last half of class the students worked in their booklets.
H Block Socials 10
Today the students continued to work on their journal entries. Also I gave the students a chapter booklet to work on.
Monday November 4 2013
Today's block order is A B C D
B Block Socials 9
Today we discussed what qualities it would take to become a great leader. We shared our ideas as a class and come up with a list of characteristics....Keep these in mind as we begin this new chapter on the French Revolution. See if the two Louis have any of them. Then the students had the opportunity to create 7 questions that they would ask to a potential new leader....some interesting questions to say the least.
With the last half of class the students worked in their booklets.
C/D Blocks Law 12
The class worked in the computer lab on their human rights project...
B Block Socials 9
Today we discussed what qualities it would take to become a great leader. We shared our ideas as a class and come up with a list of characteristics....Keep these in mind as we begin this new chapter on the French Revolution. See if the two Louis have any of them. Then the students had the opportunity to create 7 questions that they would ask to a potential new leader....some interesting questions to say the least.
With the last half of class the students worked in their booklets.
C/D Blocks Law 12
The class worked in the computer lab on their human rights project...
Sunday, November 3, 2013
Friday November 1 2013
Today's block order is F E H G
F Block Crim 12
Since too many students were away this morning we could not carry on with I lesson I had planned. Therefore, the students continued to work on their questions/definitions from Ch. 4 Counting Crime.
E Block Crim 12
Most of the students were in class so we carried on with the planned lesson. We talked about what the prototypical criminal would look like. I asked students to close their eyes and imagine a criminal and then describe him/her to me. We brainstormed on the board some of this person's characteristics. We can up with a description that the students kind of agreed to. We looked at correlation and causation in relation to crime.This led to a discussion about correlates of crime.
I handed out the new booklet for Chapter 5 and a chapter 5 package for the students to work on.
H Block Socials 10
Today was an interesting class. We are starting to work on an extended assignment....not a project! The students were given a character that they will work with for the next few weeks. This character card lists many details about the person's wealth/education/family life/religion...
The first part of the assignment is for the students to write about why they want to leave their home country and move to Upper Canada. There will be four journal entries in total for this assignment.
G Block Socials 9
Today we started to work on the French Revolution. Since some of the students away, you will get your test marks back on Monday. We worked on a map of France to get you familiar with some of the locations. After that we worked on a French society pyramid.
Put the following in correct order with a few notes to understand each:
Aristocrats
Peasants/Workers
King
Bourgoisie
F Block Crim 12
Since too many students were away this morning we could not carry on with I lesson I had planned. Therefore, the students continued to work on their questions/definitions from Ch. 4 Counting Crime.
E Block Crim 12
Most of the students were in class so we carried on with the planned lesson. We talked about what the prototypical criminal would look like. I asked students to close their eyes and imagine a criminal and then describe him/her to me. We brainstormed on the board some of this person's characteristics. We can up with a description that the students kind of agreed to. We looked at correlation and causation in relation to crime.This led to a discussion about correlates of crime.
I handed out the new booklet for Chapter 5 and a chapter 5 package for the students to work on.
H Block Socials 10
Today was an interesting class. We are starting to work on an extended assignment....not a project! The students were given a character that they will work with for the next few weeks. This character card lists many details about the person's wealth/education/family life/religion...
The first part of the assignment is for the students to write about why they want to leave their home country and move to Upper Canada. There will be four journal entries in total for this assignment.
G Block Socials 9
Today we started to work on the French Revolution. Since some of the students away, you will get your test marks back on Monday. We worked on a map of France to get you familiar with some of the locations. After that we worked on a French society pyramid.
Put the following in correct order with a few notes to understand each:
Aristocrats
Peasants/Workers
King
Bourgoisie
Thusday October 31 2013
Today's block order is F E H G
F/E Blocks Crim 12
Today we finished the final couple of presentations on the Media Project. The projects were well done and they should be marked by the end of next week.
With the rest of class, the students worked on the Chapter 4 questions and definitions...Counting Crime. Have them finished by Tuesday.
H Block Socials 10
Today we worked on a map of British North America. I did not think that it would take all class for such a small map but I think the students have other things on their mind today.
G Block Socials 9
Today the students wrote the English Revolution Unit Test. I think I should have it marked by next class....famous last words.
Happy Halloween People....Be safe tonight!!!
F/E Blocks Crim 12
Today we finished the final couple of presentations on the Media Project. The projects were well done and they should be marked by the end of next week.
With the rest of class, the students worked on the Chapter 4 questions and definitions...Counting Crime. Have them finished by Tuesday.
H Block Socials 10
Today we worked on a map of British North America. I did not think that it would take all class for such a small map but I think the students have other things on their mind today.
G Block Socials 9
Today the students wrote the English Revolution Unit Test. I think I should have it marked by next class....famous last words.
Happy Halloween People....Be safe tonight!!!
Wednesday October 30 2013
Today's block order is B A D C
B Block Socials 9
Today we started to work on the French Revolution. Since some of the students away, you will get your test marks back on Monday. We worked on a map of France to get you familiar with some of the locations. After that we worked on a French society pyramid.
Put the following in correct order with a few notes to understand each:
Aristocrats
Peasants/Workers
King
Bourgoisie
D/C Blocks Law 12
Today we started your Human Rights Project. I went over the criteria for the first bit of class. Then students were shown different examples from previous years and then I gave the class the rest of class time to begin finding which human rights violation their group wanted to work on.
Good luck and be efficient....you only have three more classes in the computer lab to finish.
B Block Socials 9
Today we started to work on the French Revolution. Since some of the students away, you will get your test marks back on Monday. We worked on a map of France to get you familiar with some of the locations. After that we worked on a French society pyramid.
Put the following in correct order with a few notes to understand each:
Aristocrats
Peasants/Workers
King
Bourgoisie
D/C Blocks Law 12
Today we started your Human Rights Project. I went over the criteria for the first bit of class. Then students were shown different examples from previous years and then I gave the class the rest of class time to begin finding which human rights violation their group wanted to work on.
Good luck and be efficient....you only have three more classes in the computer lab to finish.
Tuesday October 29 2013
Today's block order is E F G H
E/F Blocks Criminology 12
Today we a Justin come in from the Choices and Consequences Program to talk to and answer any questions that the students had about his life. It was a very interesting class. Justin was awesome!! He answered all the questions students had in an honest way. I was very impressed with the questions that you guys came up with. I hope we can do other presentations like this in the future.
G Block Socials 9
Today we spent all class working on a review for the upcoming English Revolution Test. Be sure to go over the vocab that we did in class. Also the review package will be very helpful. Your booklets are due at the end of the test. Good luck with the studying.
H Block Socials 10
Today we started our first class in History. We looked at our past. Where did our families come from? Which countries did we immigrate from. When did our families arrive in Canada? Why do the students think that their families came to Canada? What factors pulled them here or what factors pushed them away from their home country.
I wanted the students to talk to their parents to find out about these reasons. Then we looked at immigration statistics from the 1840's and 2012. The students made pie charts on which countries most of the immigrants came from back then in comparison to where most immigrants come from now.
E/F Blocks Criminology 12
Today we a Justin come in from the Choices and Consequences Program to talk to and answer any questions that the students had about his life. It was a very interesting class. Justin was awesome!! He answered all the questions students had in an honest way. I was very impressed with the questions that you guys came up with. I hope we can do other presentations like this in the future.
G Block Socials 9
Today we spent all class working on a review for the upcoming English Revolution Test. Be sure to go over the vocab that we did in class. Also the review package will be very helpful. Your booklets are due at the end of the test. Good luck with the studying.
H Block Socials 10
Today we started our first class in History. We looked at our past. Where did our families come from? Which countries did we immigrate from. When did our families arrive in Canada? Why do the students think that their families came to Canada? What factors pulled them here or what factors pushed them away from their home country.
I wanted the students to talk to their parents to find out about these reasons. Then we looked at immigration statistics from the 1840's and 2012. The students made pie charts on which countries most of the immigrants came from back then in comparison to where most immigrants come from now.
Wednesday, October 30, 2013
Monday October 28 2013
Today's block order is A B C D
B Block Socials 9
Today the students wrote their first Unit Test. It was on the English Revolution. I hope you all did well. We will start with the French Revolution next class.
C/D Blocks Law 12
Today we continued looking at Human Rights issues in BC. I had the students look at the BC Human Rights Tribunal website and choose a case. Each case was based on some form of discrimination.
The students were responsible for the following:
1) - Complainant
- Respondent
2) The actual complaint
3) Evidence to support the claims being made
4) Evidence provided by the respondent in their defense
5) The outcome or result
6) Student opinion of whether they agreed or disagreed with the outcome.
http://www.bchrt.gov.bc.ca/search/index.htm
B Block Socials 9
Today the students wrote their first Unit Test. It was on the English Revolution. I hope you all did well. We will start with the French Revolution next class.
C/D Blocks Law 12
Today we continued looking at Human Rights issues in BC. I had the students look at the BC Human Rights Tribunal website and choose a case. Each case was based on some form of discrimination.
The students were responsible for the following:
1) - Complainant
- Respondent
2) The actual complaint
3) Evidence to support the claims being made
4) Evidence provided by the respondent in their defense
5) The outcome or result
6) Student opinion of whether they agreed or disagreed with the outcome.
http://www.bchrt.gov.bc.ca/search/index.htm
Monday, October 28, 2013
Wednesday October 23 2013
Block order today is B A D C
B Block Socials 9
Today we spent all class doing a review for the big unit test on Monday. Be sure to go over the vocab that we did in class. Also the review package will be very helpful. Your booklets are due at the end of the test. Good luck with the studying.
C/D Block Law 12
We began class with the students defining the following terms:
Discrimination
Civil Liberties
Censorship
Reasonable Limits
Prejudice
This led to a discussion on how each one of these terms is related to Human Rights.
We looked at the differences between the CRF and Human Rights legislation. We looked at relevant cases....women's gyms/ girls playing boys sports..... and then the students copied the chart from page 139.
B Block Socials 9
Today we spent all class doing a review for the big unit test on Monday. Be sure to go over the vocab that we did in class. Also the review package will be very helpful. Your booklets are due at the end of the test. Good luck with the studying.
C/D Block Law 12
We began class with the students defining the following terms:
Discrimination
Civil Liberties
Censorship
Reasonable Limits
Prejudice
This led to a discussion on how each one of these terms is related to Human Rights.
We looked at the differences between the CRF and Human Rights legislation. We looked at relevant cases....women's gyms/ girls playing boys sports..... and then the students copied the chart from page 139.
Tuesday October 22 2013
Today's block order is E F G H
E/F Block Criminology 12
Today the students Presented their projects.....well done so far!!!
G Block Socials 9
Today we discussed the three remaining topics...Lord Protector, The Restoration and the Glorious Revolution. The students read the corresponding pages in the textbook and then took notes on each of the sections. Once they were done, we had a class discussion on the importance of each and how it led to England becoming a constitutional monarchy.
When we were finished this, we watched the last of the movie Cromwell.
H Block Socials 10
Today we worked on our last class of Geography. The students worked on the concept of Geography shaping our lives in Canada. We had a discussion on how geography shapes our lives/culture/...
E/F Block Criminology 12
Today the students Presented their projects.....well done so far!!!
G Block Socials 9
Today we discussed the three remaining topics...Lord Protector, The Restoration and the Glorious Revolution. The students read the corresponding pages in the textbook and then took notes on each of the sections. Once they were done, we had a class discussion on the importance of each and how it led to England becoming a constitutional monarchy.
When we were finished this, we watched the last of the movie Cromwell.
H Block Socials 10
Today we worked on our last class of Geography. The students worked on the concept of Geography shaping our lives in Canada. We had a discussion on how geography shapes our lives/culture/...
Monday October 21 2013
Today's block order is A B C D
B Block Socials 9
Today we discussed the three remaining topics...Lord Protector, The Restoration and the Glorious Revolution. The students read the corresponding pages in the textbook and then took notes on each of the sections. Once they were done, we had a class discussion on the importance of each and how it led to England becoming a constitutional monarchy.
When we were finished this, we watched the last of the movie Cromwell.
C/D Block Law 12
Today the students were assigned a case per two students. One student acted like the plantiff while the other student was the defendant. The students were randomly given a different case. They were to read the case and argue for its validity.
The cases ranged from locker searches to religious rights. The students were given about half the class to prepare for their case and the other half of class to debate their side of the case. Some interesting discussions.
B Block Socials 9
Today we discussed the three remaining topics...Lord Protector, The Restoration and the Glorious Revolution. The students read the corresponding pages in the textbook and then took notes on each of the sections. Once they were done, we had a class discussion on the importance of each and how it led to England becoming a constitutional monarchy.
When we were finished this, we watched the last of the movie Cromwell.
C/D Block Law 12
Today the students were assigned a case per two students. One student acted like the plantiff while the other student was the defendant. The students were randomly given a different case. They were to read the case and argue for its validity.
The cases ranged from locker searches to religious rights. The students were given about half the class to prepare for their case and the other half of class to debate their side of the case. Some interesting discussions.
Wednesday, October 23, 2013
Friday October 18 2013
Today's block order is B A D C
B Block Socials 9
Today was a work day. The students worked on their booklets and the Venn Diagram on Charles and Cromwell. With the second half of class, the students watched Cromwell the movie....is it just me or does Cromwell scream at everything in this flick!
D/C Blocks Law 12
Today we discussed five important/controversial cases in relation to the Charter. They involved:
R v Moltani
R v Suave
R v Keegstra
R v Mann
R v Rodriquez
These cases were discussed in small groups for the first half of the class. Then we shared what the students thought about the cases in the second half of class. Some interesting conversations for sure. The class seemed to be really split on the issue of doctor assisted suicide also with the issue of Multani being allowed to bring a kirpan to school.
B Block Socials 9
Today was a work day. The students worked on their booklets and the Venn Diagram on Charles and Cromwell. With the second half of class, the students watched Cromwell the movie....is it just me or does Cromwell scream at everything in this flick!
D/C Blocks Law 12
Today we discussed five important/controversial cases in relation to the Charter. They involved:
R v Moltani
R v Suave
R v Keegstra
R v Mann
R v Rodriquez
These cases were discussed in small groups for the first half of the class. Then we shared what the students thought about the cases in the second half of class. Some interesting conversations for sure. The class seemed to be really split on the issue of doctor assisted suicide also with the issue of Multani being allowed to bring a kirpan to school.
Tuesday, October 22, 2013
Thursday October 17 2013
Today's block order is F E H G
F/E Block Criminology 12
Today the students were given one last day to finish their projects. Those who were done and did not need the time started on the next chapter...Counting Crime
Next class are presentations!!!!
H Block Socials 10
Last class for projects....
G Block Socials 9
Today we discussed the role of Cromwell. Students worked on a Venn Diagram of Cromwell and Charles and we ended the class by watching the movie Cromwell.
F/E Block Criminology 12
Today the students were given one last day to finish their projects. Those who were done and did not need the time started on the next chapter...Counting Crime
Next class are presentations!!!!
H Block Socials 10
Last class for projects....
G Block Socials 9
Today we discussed the role of Cromwell. Students worked on a Venn Diagram of Cromwell and Charles and we ended the class by watching the movie Cromwell.
Thursday, October 17, 2013
Wednesday October 16 2013
Today's block order is B A D C
I was on a field trip today with a group of Law students. We went to the Vancouver Police Museum.
B Block Socials 9
Today we discussed the trial of the King. Students took notes off the Powerpoint on what happened during his trial. Lastly we spent most of the class working on a cartoon timeline related to the events leading up the death of the King.
It is due next class.
D/C Blocks Law 12
Today the students who remained worked on a dreaded worksheet...questions on rights and freedoms. Once that was finished the students were to continue working on their rights and freedoms notes.
I was on a field trip today with a group of Law students. We went to the Vancouver Police Museum.
B Block Socials 9
Today we discussed the trial of the King. Students took notes off the Powerpoint on what happened during his trial. Lastly we spent most of the class working on a cartoon timeline related to the events leading up the death of the King.
It is due next class.
D/C Blocks Law 12
Today the students who remained worked on a dreaded worksheet...questions on rights and freedoms. Once that was finished the students were to continue working on their rights and freedoms notes.
Tuesday October 15 2013
Today's block order is E F G H
E/F Blocks Criminology 12
Today is your last day on the Media project. Make sure you have all your materials you will need to complete the project.
G Block Socials 9
Today was a work block. Students worked on their booklets. Also we discussed Oliver Cromwell's role in the Civil War. The students were responsible for finishing their booklets and completing a Venn diagram on Cromwell and Charles.
H Block Socials 10
Today the students worked on their Natural Disaster project in the computer lab.
E/F Blocks Criminology 12
Today is your last day on the Media project. Make sure you have all your materials you will need to complete the project.
G Block Socials 9
Today was a work block. Students worked on their booklets. Also we discussed Oliver Cromwell's role in the Civil War. The students were responsible for finishing their booklets and completing a Venn diagram on Cromwell and Charles.
H Block Socials 10
Today the students worked on their Natural Disaster project in the computer lab.
Tuesday, October 15, 2013
Friday October 11 2013
Today's block order is A B C D
B Block Socials 9
Today we discussed the events that led up to the English Civil War. Students were given a Powerpoint handout which guided them through some of the key points of the war. Who the different sides were. We also discussed a key figure in the war....Oliver Cromwell.
For the rest of class we watched the movie Oliver Cromwell....we got through some of the movie, the rest we will watch at a later date.
C/D Blocks Law 12
Today we discussed the concept of Safe Injection Sites....in particular Insite.
Since opening its doors in 2003, Insite has been a safe, health-focused place where people inject drugs and connect to health care services – from primary care to treat disease and infection, to addiction counselling and treatment, to housing and community supports.
Insite is North America’s first legal supervised injection site. The BC Ministry of Health Services provides operational funding for Insite through Vancouver Coastal Health, which operates the facility in conjunction with PHS Community Services Society.
Insite operates on a harm-reduction model, which means it strives to decrease the adverse health, social and economic consequences of drug use without requiring abstinence from drug use.
The students spent the first 30 minutes of class researching what Insite is and the benefits and drawbacks of it.
Next we watched a 10 minute video on Insite....which was produced by the Coastal Health Authority. Once we did this, I finally opened the floor up the classes opinions on the subject. Fascinating discussion. I was very impressed with the tone of the discussion as well the understanding behind the comments.
Your assignment is to write a page response to whether you support Insite. Give reasons for your decision.
B Block Socials 9
Today we discussed the events that led up to the English Civil War. Students were given a Powerpoint handout which guided them through some of the key points of the war. Who the different sides were. We also discussed a key figure in the war....Oliver Cromwell.
For the rest of class we watched the movie Oliver Cromwell....we got through some of the movie, the rest we will watch at a later date.
C/D Blocks Law 12
Today we discussed the concept of Safe Injection Sites....in particular Insite.
Since opening its doors in 2003, Insite has been a safe, health-focused place where people inject drugs and connect to health care services – from primary care to treat disease and infection, to addiction counselling and treatment, to housing and community supports.
Insite is North America’s first legal supervised injection site. The BC Ministry of Health Services provides operational funding for Insite through Vancouver Coastal Health, which operates the facility in conjunction with PHS Community Services Society.
Insite operates on a harm-reduction model, which means it strives to decrease the adverse health, social and economic consequences of drug use without requiring abstinence from drug use.
The students spent the first 30 minutes of class researching what Insite is and the benefits and drawbacks of it.
Next we watched a 10 minute video on Insite....which was produced by the Coastal Health Authority. Once we did this, I finally opened the floor up the classes opinions on the subject. Fascinating discussion. I was very impressed with the tone of the discussion as well the understanding behind the comments.
Your assignment is to write a page response to whether you support Insite. Give reasons for your decision.
Thursday, October 10, 2013
Thursday October 10 2013
Today's block order is F E H G
Blocks F/E Criminology 12
Students continued to work on their Media/Violence Projects....Today was spent finalizing their surveys and putting together their imagery.
Block H Socials 10
Today we focused on Natural Disasters. Students were given the choice of working with a partner and investigate one natural disaster in detail. The choices the students had were: Earthquake, Volcano. Hurricane, Tsunami, or Tornado. Students were given the criteria for the research project and given this class as well as the next two classes in the computer lab to finish this project.
Block G Socials 9
Today we discussed the trial of the King. Students took notes off the Powerpoint on what happened during his trial. Lastly we spent most of the class working on a cartoon timeline related to the events leading up the death of the King.
It is due next class.
Blocks F/E Criminology 12
Students continued to work on their Media/Violence Projects....Today was spent finalizing their surveys and putting together their imagery.
Block H Socials 10
A natural disaster is a consequence when a natural hazard
(e.g., volcanic eruption or earthquake) affects humans. Human vulnerability,
caused by the lack of appropriate emergency management, leads to financial,
environmental, or human impact. The resulting loss depends on the capacity of
the population to support or resist the disaster: their resilience. This
understanding is concentrated in the formulation: "disasters occur when
hazards meet vulnerability".
Block G Socials 9
Today we discussed the trial of the King. Students took notes off the Powerpoint on what happened during his trial. Lastly we spent most of the class working on a cartoon timeline related to the events leading up the death of the King.
It is due next class.
Wednesday October 9 2013
Today's block order is B A D C
Block B Socials 9
Today we spent most of class discussing Charles I. What was his role in the Civil War....we watched two videos related to Charles...Students continued to work on their booklets. Also the students had to decide which side they supported...the King or Parliament and then make a poster showing their support. The poster must have a slogan, pictures and evidence to support your claim.
Block D/C Law 12
Today we started a discussion on the Charter of Rights and Freedoms. The students are responsible for reading the textbook and finding info on the following rights:
- Religion
- Peaceful Association/Assembly
- Democratic
- Mobility
- Legal : Unreasonable Search/Seizure...Arrested...Charged
- Equality
With each one of these rights, students must answer the following questions:
-What is the right
- What are the limitations
- Related cases
We looked at the role of the Supreme Court of Canada and how it is the enforcer of the Charter of Rights and Freedoms. We discussed the Notwithstanding Clause and its use in Quebec.
We went over a few cases in relation with the Charter and looked specifically at the Oakes Case.
Block B Socials 9
Today we spent most of class discussing Charles I. What was his role in the Civil War....we watched two videos related to Charles...Students continued to work on their booklets. Also the students had to decide which side they supported...the King or Parliament and then make a poster showing their support. The poster must have a slogan, pictures and evidence to support your claim.
Block D/C Law 12
Today we started a discussion on the Charter of Rights and Freedoms. The students are responsible for reading the textbook and finding info on the following rights:
- Religion
- Peaceful Association/Assembly
- Democratic
- Mobility
- Legal : Unreasonable Search/Seizure...Arrested...Charged
- Equality
With each one of these rights, students must answer the following questions:
-What is the right
- What are the limitations
- Related cases
We looked at the role of the Supreme Court of Canada and how it is the enforcer of the Charter of Rights and Freedoms. We discussed the Notwithstanding Clause and its use in Quebec.
We went over a few cases in relation with the Charter and looked specifically at the Oakes Case.
Tuesday October 8 2013
Today's block order is E F G H
Block E/F Criminology 12
Today we continued to work on the Violence/Media Projects....time is ticking. Make sure you are getting done what needs to get done! Project is due October 17.
Block G Socials 9
Today we discussed the events that led up to the English Civil War. Students were given a Powerpoint handout which guided them through some of the key points of the war. Who the different sides were. We also discussed a key figure in the war....Oliver Cromwell.
For the rest of class we watched the movie Oliver Cromwell....we got through some of the movie, the rest we will watch at a later date.
Block H Socials 10
There was was a Presentation this period.....Poetry at its finest!
Block E/F Criminology 12
Today we continued to work on the Violence/Media Projects....time is ticking. Make sure you are getting done what needs to get done! Project is due October 17.
Block G Socials 9
Today we discussed the events that led up to the English Civil War. Students were given a Powerpoint handout which guided them through some of the key points of the war. Who the different sides were. We also discussed a key figure in the war....Oliver Cromwell.
For the rest of class we watched the movie Oliver Cromwell....we got through some of the movie, the rest we will watch at a later date.
Block H Socials 10
There was was a Presentation this period.....Poetry at its finest!
Wednesday, October 9, 2013
Monday October 7 2013
Today's block order is A B C D
Block B Socials 9
Today we spent most of class discussing Charles I. What was his role in the Civil War....we watched two videos related to Charles...Students continued to work on their booklets.
Block C/D Law 12
Today we had presentations on the Survivor Island Project....So far so good. Glad I'm not stuck on an island with any of you.
Block B Socials 9
Today we spent most of class discussing Charles I. What was his role in the Civil War....we watched two videos related to Charles...Students continued to work on their booklets.
Block C/D Law 12
Today we had presentations on the Survivor Island Project....So far so good. Glad I'm not stuck on an island with any of you.
Friday October 4 2013
Today's block order is E F G H
Block E/F Criminology 12
Today the students were given all class to work on their projects. Remember to have your hypothesis ready to show me for next class.
Block G Socials 9
Today we spent most of class discussing Charles I. What was his role in the Civil War....we watched two videos related to Charles...Students continued to work on their booklets.
Block H Socials 10
Students were in the computer lab again working on their Oil Sands assignment.
Block E/F Criminology 12
Today the students were given all class to work on their projects. Remember to have your hypothesis ready to show me for next class.
Block G Socials 9
Today we spent most of class discussing Charles I. What was his role in the Civil War....we watched two videos related to Charles...Students continued to work on their booklets.
Block H Socials 10
Students were in the computer lab again working on their Oil Sands assignment.
Monday, October 7, 2013
Thursday October 4 2013
Today's block order F E H G
F/E Block Crim 12
Criminology Experiment
Today we continued our discussion on violence and media. We will be
starting our project where you will get a chance to conduct a
criminology experiment on your fellow students. The focus will be on how
violence affects children. Today we spent time researching the links
between the two. Some of the things we discussed was ethics. This is an
example of a famous experiment that called into question the ethics of
the researcher.
Next day we will be working on formulating a hypothesis and designing a methodology to test this hypothesis by means of an experiment.
Socials 10
Today we started a discussion on the impact we have on our environment. We discussed several different situations where people/companies have damaged the environment. There are plenty of options to look at but we decided to look at the Oil Sands in Alberta and the proposed Northern Gateway project.
Students were to research in the library the following:
- Positive/negative impact of oil extraction/production in Northern Alberta...Oil Sands...what is it?
- Should we increase/decrease oil production
- What is the Northern Gateway Project...what are the benefits/drawbacks
Then write a one page response as to whether the Pipeline project should be allowed.
Socials 9
Today we worked on reviewing the role the King and Parliament played in the lead up to the Civil War. Mainly worked on the action/reaction sheet.
F/E Block Crim 12
Criminology Experiment
Next day we will be working on formulating a hypothesis and designing a methodology to test this hypothesis by means of an experiment.
Socials 10
Today we started a discussion on the impact we have on our environment. We discussed several different situations where people/companies have damaged the environment. There are plenty of options to look at but we decided to look at the Oil Sands in Alberta and the proposed Northern Gateway project.
Students were to research in the library the following:
- Positive/negative impact of oil extraction/production in Northern Alberta...Oil Sands...what is it?
- Should we increase/decrease oil production
- What is the Northern Gateway Project...what are the benefits/drawbacks
Then write a one page response as to whether the Pipeline project should be allowed.
Socials 9
Today we worked on reviewing the role the King and Parliament played in the lead up to the Civil War. Mainly worked on the action/reaction sheet.
Wednesday October 2 2013
Today's block order is B A D C
B block Socials 9
Today we looked at the Role of Kings and the Diving Rights of Kings. The students compared James I to Charles I. What the relationship was like between the king and his subjects. We also looked at what laws the students would implements if they had the power to change any laws.
Students continued to work in their booklets up to the section on Fight with Parliament.
D/C Block Law 12
Today the students continued to work on their Survivor Island project. Today is the last class so make sure you make the most of it.
B block Socials 9
Today we looked at the Role of Kings and the Diving Rights of Kings. The students compared James I to Charles I. What the relationship was like between the king and his subjects. We also looked at what laws the students would implements if they had the power to change any laws.
Students continued to work in their booklets up to the section on Fight with Parliament.
D/C Block Law 12
Today the students continued to work on their Survivor Island project. Today is the last class so make sure you make the most of it.
Tuesday, October 1, 2013
Tuesday October 2 2013
Today's block order is E F G H
Block E/F Criminology 12
Today we stated looking at experiments....students were asked to define the following terms...
hypothesis
independent variable
dependent variable
correlational relationship (negative/positive)
causal relationship
We discussed the differences between the terms and how they all relate the concept of conducting an experiment.
The Great Pumpkin Experiment
We discussed the Scientific Method today....handout on how an experiment is done.
After much discussion we decided to look at the issue of pumpkin size and number of seeds.
Students go into groups and carved up the pumpkins to count the seeds. The students tested their hypothesis and will now chart their results and look at formulating their conclusions.
We start your criminology experiments next class!!!
Block G Socials 9
Today we looked at the Role of Kings and the Diving Rights of Kings. The students compared James I to Charles I. What the relationship was like between the king and his subjects. We also looked at what laws the students would implements if they had the power to change any laws.
Students continued to work in their booklets up to the section on Fight with Parliament.
Block H Socials 10
Today the students continued working on their Regions Project. Due next class.
Block E/F Criminology 12
Today we stated looking at experiments....students were asked to define the following terms...
hypothesis
independent variable
dependent variable
correlational relationship (negative/positive)
causal relationship
We discussed the differences between the terms and how they all relate the concept of conducting an experiment.
The Great Pumpkin Experiment
After much discussion we decided to look at the issue of pumpkin size and number of seeds.
Students go into groups and carved up the pumpkins to count the seeds. The students tested their hypothesis and will now chart their results and look at formulating their conclusions.
We start your criminology experiments next class!!!
Block G Socials 9
Today we looked at the Role of Kings and the Diving Rights of Kings. The students compared James I to Charles I. What the relationship was like between the king and his subjects. We also looked at what laws the students would implements if they had the power to change any laws.
Students continued to work in their booklets up to the section on Fight with Parliament.
Block H Socials 10
Today the students continued working on their Regions Project. Due next class.
Friday, September 27, 2013
Friday September 27 2013
Today's block order is B A D C
B Block Socials 9
B Block Socials 9
Had
a discussion on witches....how they were persecuted in 17C England. We
looked at who theses witches were and how they were punished. This led
to a bigger discussion on groups of people who are persecuted in today's
society.
We looked at a couple of interesting videos
Next
we looked at Divine Rights of Kings. What it meant and how it was
applied in England. Students were then asked to take the role of a king
and make or change any law that they wanted. An explanation was needed
to justify the changes!
D/C Blocks Law 12
Today the students worked on their Survivor Island Projects. Due on October 2/13.
Thursday September 26 2013
Today's block order is F E H G
F/E Blocks Criminology 12
F/E Blocks Criminology 12
How to Research
How to do a proper internet research:
1. Keywords to search....make sure your search is not too narrow or too broad
2. Use different search engines.....
4. Consider source
1. Keywords to search....make sure your search is not too narrow or too broad
2. Use different search engines.....
- Google (Scholar)
- Bing
- Yahoo
- Metacrawler
- Surfwax
- Clusty
4. Consider source
- should have no commercials
- opinion/fact
- is overly positive or negative
- APA format
H Block Socials 10
Students continued on their physiographic regions assignments. Today students worked using their textbooks and booklets that I handed out. Effort level was very poor today for many students...I hope that changes for next class or I will have to make changes!
G Block Socials 9
Had a discussion on witches....how they were persecuted in 17C England. We looked at who theses witches were and how they were punished. This led to a bigger discussion on groups of people who are persecuted in today's society.
We looked at a couple of interesting videos
Next we looked at Divine Rights of Kings. What it meant and how it was applied in England. Students were then asked to take the role of a king and make or change any law that they wanted. An explanation was needed to justify the changes!
Wednesday, September 25, 2013
Wednesday September 25 2013
Today's block order is B A D C
B Block Socials 9
Today we reviewed a little about society and how our society differs from the English Society prior to the revolution. We also discussed why people might be unhappy at that time. What would lead them to want to fight....start a civil war. Our discussion then went to Religion and the differing views of Protestants and Puritans.
The students read page 26 in their textbooks and were to complete a Venn Diagram on Puritans and Protestants.
Also....finish booklet up to Witches
D/C Block Law 12
We discussed the upcoming field trip today. Then I showed the students the first five minutes of the show Kid Nation. Fascinating concept of leaving kids stranded in the wild and see how they will survive. Unfortunately the show was kind of lame .
Students worked on their Survivor Island projects all class. Project is due Oct. 2.
B Block Socials 9
Today we reviewed a little about society and how our society differs from the English Society prior to the revolution. We also discussed why people might be unhappy at that time. What would lead them to want to fight....start a civil war. Our discussion then went to Religion and the differing views of Protestants and Puritans.
The students read page 26 in their textbooks and were to complete a Venn Diagram on Puritans and Protestants.
Also....finish booklet up to Witches
D/C Block Law 12
We discussed the upcoming field trip today. Then I showed the students the first five minutes of the show Kid Nation. Fascinating concept of leaving kids stranded in the wild and see how they will survive. Unfortunately the show was kind of lame .
Students worked on their Survivor Island projects all class. Project is due Oct. 2.
Tuesday, September 24, 2013
Friday September 20 2013
Today's block order is F E H G
F/E Block Criminology 12
Today the students spent the first half of class on the assignment that was assigned yesterday. Finding a person who has been convicted of a crime and has blamed it on the media. See yesterday's post for details.
Second half of class we watched an episode of Criminal Minds. Shocking how violent and how much gore this show has....
H Block Socials 10
Today we started to discuss how best to divide Canada into different regions. Some suggestions were: language/geography/physiography.
The best way
G Block Socials 9
We had a discussion on the breakdown of religion in England on the eve of English Revolution.
We discussed how the Protestant religion was starting to resemble the Catholic religion. This led to a discussion of what and who Puritans were.
Students were given a Venn diagram to complete on Protestants and Puritans.
Due next class
F/E Block Criminology 12
Today the students spent the first half of class on the assignment that was assigned yesterday. Finding a person who has been convicted of a crime and has blamed it on the media. See yesterday's post for details.
Second half of class we watched an episode of Criminal Minds. Shocking how violent and how much gore this show has....
H Block Socials 10
Today we started to discuss how best to divide Canada into different regions. Some suggestions were: language/geography/physiography.
The best way
G Block Socials 9
We had a discussion on the breakdown of religion in England on the eve of English Revolution.
We discussed how the Protestant religion was starting to resemble the Catholic religion. This led to a discussion of what and who Puritans were.
Students were given a Venn diagram to complete on Protestants and Puritans.
Due next class
Thursday July 19th 2013
Today's block order is F E H G
F/E Blocks Criminology 12
Today we discussed the role of television and violence. It shocks me to this day some of the stuff that I watched as a child. The amount of violence is shocking. What were my parents thinking! We looked at some examples of videos that I watched as a child compared to what is on tv now for kids.
Students were responsible for the following assignment:
Find a individual who has been linked to a serious crime (ie. murder) who has blamed it on some form of media:
Homework Post your response to this work on your blog!!!
H block Socials 10
Collected the homework on the Perfect Vacation Brochure.
We discussed the use of climographs and then the students worked on Climographs for three local cities.
Due next class
G block Socials 9
Today we had a discussion on the divisions that were appearing in the Catholic Church. The result of people being upset with the Catholic Church resulted in the beings of the Protestant Church. We discussed the differences between the two. Then the students wrote an open book quiz on the Middle Ages...or Chapter 1 as I call it. The students were allowed to use their notes.
Finally we began the next chapter by having the students work on a map of England.
F/E Blocks Criminology 12
Today we discussed the role of television and violence. It shocks me to this day some of the stuff that I watched as a child. The amount of violence is shocking. What were my parents thinking! We looked at some examples of videos that I watched as a child compared to what is on tv now for kids.
Students were responsible for the following assignment:
Find a individual who has been linked to a serious crime (ie. murder) who has blamed it on some form of media:
- Give the name of the individual
- What was the crime
- What sentence was handed down
- What evidence was used in court to convict this person
- What was the defence used by the accused (how was the media blamed)
- your opinion....do you think it was legit?
Homework Post your response to this work on your blog!!!
H block Socials 10
Collected the homework on the Perfect Vacation Brochure.
We discussed the use of climographs and then the students worked on Climographs for three local cities.
Due next class
G block Socials 9
Today we had a discussion on the divisions that were appearing in the Catholic Church. The result of people being upset with the Catholic Church resulted in the beings of the Protestant Church. We discussed the differences between the two. Then the students wrote an open book quiz on the Middle Ages...or Chapter 1 as I call it. The students were allowed to use their notes.
Finally we began the next chapter by having the students work on a map of England.
Thursday, September 19, 2013
Wednesday September 18 2013
Today's block order is B A D C
B block Socials 9
Today we discussed what society is like in our times. We separated society into three categories: Upper class/Middle class/Lower class. The students brainstormed what kinds of occupations/wealth/lifestyles would be accompanied in each category. It was a lively discussion on how to ascend from one category to the next.
We then started to look at what kinds of professions were available to people in the 16C. There was a comparison to the times during the English Revolution. The students were then given a Chapter 2 booklet and instructed to finish the first page for the next day.
We will look at society and religion next class.
C/D blocks Law 12
Today the students worked on the Survivor Island project.
B block Socials 9
Today we discussed what society is like in our times. We separated society into three categories: Upper class/Middle class/Lower class. The students brainstormed what kinds of occupations/wealth/lifestyles would be accompanied in each category. It was a lively discussion on how to ascend from one category to the next.
We then started to look at what kinds of professions were available to people in the 16C. There was a comparison to the times during the English Revolution. The students were then given a Chapter 2 booklet and instructed to finish the first page for the next day.
We will look at society and religion next class.
C/D blocks Law 12
Today the students worked on the Survivor Island project.
Tuesday, September 17, 2013
Tuesday September 18 2013
Today's block order E F G H
E/F Blocks
We had a discussion on the shooter in Washington that took the lives of 12 innocent people. We wondered why somebody would do something so horrible. Students did a great job of coming up with reasons to try and explain this rash behavior.
Today we focused on how and why the media misrepresents violence. Most Canadians learn about serious crime through the media rather than from first-hand experience. Stories in radio, tv and newspapers shape our views about crime and criminals. Writers of tv shows and movies use violence to attract viewers and to sell tickets. Newspaper editors and tv reporters select crime news to maximize ratings.
Today we looked at this media misrepresentation.
G Block Socials 9
Today we had a discussion on the divisions that were appearing in the Catholic Church. The result of people being upset with the Catholic Church resulted in the beings of the Protestant Church. We discussed the differences between the two. Then the students wrote an open book quiz on the Middle Ages...or Chapter 1 as I call it. The students were allowed to use their notes.
Finally we began the next chapter by having the students work on a map of England.
H Block Socials 10
Students continued to work on their Vacation Brochure Assignment. Due next class
E/F Blocks
We had a discussion on the shooter in Washington that took the lives of 12 innocent people. We wondered why somebody would do something so horrible. Students did a great job of coming up with reasons to try and explain this rash behavior.
Today we focused on how and why the media misrepresents violence. Most Canadians learn about serious crime through the media rather than from first-hand experience. Stories in radio, tv and newspapers shape our views about crime and criminals. Writers of tv shows and movies use violence to attract viewers and to sell tickets. Newspaper editors and tv reporters select crime news to maximize ratings.
Today we looked at this media misrepresentation.
- top 10 list of most violent movies/video games
- search through local newspaper to find articles skewed for violence
- discuss the question....can the media cause crime/violence
G Block Socials 9
Today we had a discussion on the divisions that were appearing in the Catholic Church. The result of people being upset with the Catholic Church resulted in the beings of the Protestant Church. We discussed the differences between the two. Then the students wrote an open book quiz on the Middle Ages...or Chapter 1 as I call it. The students were allowed to use their notes.
Finally we began the next chapter by having the students work on a map of England.
H Block Socials 10
Students continued to work on their Vacation Brochure Assignment. Due next class
Monday September 16 2013
Today's block order is A B C D
B Block Socials 9
Today we had a discussion on the divisions that were appearing in the Catholic Church. The result of people being upset with the Catholic Church resulted in the beings of the Protestant Church. We discussed the differences between the two. Then the students wrote an open book quiz on the Middle Ages...or Chapter 1 as I call it. The students were allowed to use their notes.
Finally we began the next chapter by having the students work on a map of England.
C/D Block Law 12
Students were probed on their knowledge of the Rights that they feel they have in Canada. We discussed the purpose of the Charter of Rights and Freedoms in Canada. I made a list of the ten most important rights and freedoms and had the students rank their importance to them. This sparked an interesting debate as to which right should be the most important....it was Equality Rights... Next the students broke up into groups and worked on a Desert Survival assignment. This was a precursor for the project is coming later in the week. Let's just say that not many of us would survive any time in the desert.
Finally we went over the Survivor Island Project. I gave instructions of how I would like it to be completed along with a few examples from previous years. The class will have the next 3-4 periods to work on it.
B Block Socials 9
Today we had a discussion on the divisions that were appearing in the Catholic Church. The result of people being upset with the Catholic Church resulted in the beings of the Protestant Church. We discussed the differences between the two. Then the students wrote an open book quiz on the Middle Ages...or Chapter 1 as I call it. The students were allowed to use their notes.
Finally we began the next chapter by having the students work on a map of England.
C/D Block Law 12
Students were probed on their knowledge of the Rights that they feel they have in Canada. We discussed the purpose of the Charter of Rights and Freedoms in Canada. I made a list of the ten most important rights and freedoms and had the students rank their importance to them. This sparked an interesting debate as to which right should be the most important....it was Equality Rights... Next the students broke up into groups and worked on a Desert Survival assignment. This was a precursor for the project is coming later in the week. Let's just say that not many of us would survive any time in the desert.
Finally we went over the Survivor Island Project. I gave instructions of how I would like it to be completed along with a few examples from previous years. The class will have the next 3-4 periods to work on it.
Sunday, September 15, 2013
Friday September 13 2013
Block order today is A B C D
B Block Socials 9
Students were given some time to finish their Chapter 1 worksheet. We discussed all the different changes that occurred during the Renaissance. Students put these ideas into the four major headings:
Religious Change
Economy Change
Cultural Change
Science Change
Students then chose one of these four categories and explained which one they felt had the biggest impact on the Renaissance and why.
We also watched a video on the Middle Ages:
Block C/D Law 12
Today students handed in their immigration write up. We talked about the different categories of law. The students were given a set of notes on the different categories. Then a Current Events Project was given. Students were given the rest of the class to work on it. Due date is November 15.
B Block Socials 9
Students were given some time to finish their Chapter 1 worksheet. We discussed all the different changes that occurred during the Renaissance. Students put these ideas into the four major headings:
Religious Change
Economy Change
Cultural Change
Science Change
Students then chose one of these four categories and explained which one they felt had the biggest impact on the Renaissance and why.
We also watched a video on the Middle Ages:
Block C/D Law 12
Today students handed in their immigration write up. We talked about the different categories of law. The students were given a set of notes on the different categories. Then a Current Events Project was given. Students were given the rest of the class to work on it. Due date is November 15.
Friday, September 13, 2013
Thursday September 12 2013
Today's block order is F E H G
Block F/E Criminology
Started the class by collecting the Venn Diagrams assigned last class.
Discussion on the following theories of crime: Hargan's Varieties of Deviance, Consensus Theory and Conflict Theory.
Continued discussion on what is considered deviant. Students make a list of acts that are deviant but not criminal. Then made a list of acts that are criminal but not deviant.
Interesting discussion around this topic.
Finally we had a discussion around the topic of underage criminals. This was sparked by the murder of a 6 year old boy by a 11 year old by on a reserve near Regina. Newspaper article.
Block H Socials 10
Finished our discussion on Scale and Latitude and Longitude. Students took notes from a powerpoint on the 5 Themes of Geography:
Location: Absolute and Relative
Physical: Physical and Cultural landscape
Regions
Movement of People, Ideas and Objects
Human/Environmental Interactions
Students were then given an assignment to choose a perfect vacation spot and create a brochure that incorporates all the 5 themes. Students will have next class to work on this as well.
Block G Socials 9
Students were given some time to finish their Chapter 1 worksheet. We discussed all the different changes that occurred during the Renaissance. Students put these ideas into the four major headings:
Religious Change
Economy Change
Cultural Change
Science Change
Students then chose one of these four categories and explained which one they felt had the biggest impact on the Renaissance and why.
We also watched a video on the Middle Ages:
Block F/E Criminology
Started the class by collecting the Venn Diagrams assigned last class.
Discussion on the following theories of crime: Hargan's Varieties of Deviance, Consensus Theory and Conflict Theory.
Continued discussion on what is considered deviant. Students make a list of acts that are deviant but not criminal. Then made a list of acts that are criminal but not deviant.
Interesting discussion around this topic.
Finally we had a discussion around the topic of underage criminals. This was sparked by the murder of a 6 year old boy by a 11 year old by on a reserve near Regina. Newspaper article.
Block H Socials 10
Finished our discussion on Scale and Latitude and Longitude. Students took notes from a powerpoint on the 5 Themes of Geography:
Location: Absolute and Relative
Physical: Physical and Cultural landscape
Regions
Movement of People, Ideas and Objects
Human/Environmental Interactions
Students were then given an assignment to choose a perfect vacation spot and create a brochure that incorporates all the 5 themes. Students will have next class to work on this as well.
Block G Socials 9
Students were given some time to finish their Chapter 1 worksheet. We discussed all the different changes that occurred during the Renaissance. Students put these ideas into the four major headings:
Religious Change
Economy Change
Cultural Change
Science Change
Students then chose one of these four categories and explained which one they felt had the biggest impact on the Renaissance and why.
We also watched a video on the Middle Ages:
Wednesday, September 11, 2013
Wednesday September 11 2013
Today's block order: B A D C
B Block Socials 9
Collected the map of Canada that was assigned last class. We are starting the first chapter of the year and it happens to be a look at the Modern Age. We discussed the word Change. The students created a top ten list of inventions/inventors.
We discussed this list and examined the impact some of these inventions have had on our lives. Next the students watched a youtube clip on inventions.
I handed out a worksheet on Chapter 1 that the students worked on for the remainder of class. It is not due next class. Students will have a bit more time to work on it.
D/C Block Law 12
Today we went over the Canadian Criminal Code worksheet from last class. We then carried on our discussion about morals and the law. The students worked in small groups on an immigration assignments. The purpose of it was to discuss the reasons for allowing somebody to stay in the country or to deport them.
Once that was complete, the students were given a hand out to read on the Tamil Tigers who were were aboard a boat heading to the Canadian coast in 2010. The students were to read the article and decide what to do with these potential refugees. The assignment is to write a half page to three quarters page on why the people aboard this ship should be allowed to stay in Canada or be deported.
B Block Socials 9
Collected the map of Canada that was assigned last class. We are starting the first chapter of the year and it happens to be a look at the Modern Age. We discussed the word Change. The students created a top ten list of inventions/inventors.
We discussed this list and examined the impact some of these inventions have had on our lives. Next the students watched a youtube clip on inventions.
I handed out a worksheet on Chapter 1 that the students worked on for the remainder of class. It is not due next class. Students will have a bit more time to work on it.
D/C Block Law 12
Today we went over the Canadian Criminal Code worksheet from last class. We then carried on our discussion about morals and the law. The students worked in small groups on an immigration assignments. The purpose of it was to discuss the reasons for allowing somebody to stay in the country or to deport them.
Once that was complete, the students were given a hand out to read on the Tamil Tigers who were were aboard a boat heading to the Canadian coast in 2010. The students were to read the article and decide what to do with these potential refugees. The assignment is to write a half page to three quarters page on why the people aboard this ship should be allowed to stay in Canada or be deported.
Tuesday September 11 2013
Today's block order is E F G H
E/F Block Criminology 12
Today we looked at a couple of different topics within Criminology. The first discussion was on what is a crime? Most of the students agreed on the definition of 'something that breaks the law'. We discussed what a criminal is next. And the class agreed that anybody who breaks the law is a criminal. We talked about the connotations of being labeled a criminal.
I proposed to the class that we are all criminals for downloading movies or music from the internet for free. This sparked a fierce debate as to the definition of a criminal. So we reworked the definition but could not come to an agreement on what a criminal really is.
This will be a precursor to our discussion on Hagan's Varieties of Deviance next week.
Students then discussed the role of mental illness in criminality.
The students then used their phones or laptops to take a personality test on the following website:
http://similarminds.com/personality_disorder.html
Once the students took the 50 question quiz, they were asked to do the following with their resuts:
-write down the top three personality traits
-write a description of the three
-explain whether the quiz is accurate
-does it describe their personality
Post this to their blogs.
G Block Socials 10
Started out by collecting the map of Canada that was assigned last class.
Next we did a quick review of latitude and longitude which was followed up by a worksheet reinforcing what we had just discussed. Most students had a pretty good idea of how to do this.
We then had a discussion on Scale.
I went over a few examples of how to convert a R/F scale and then the students were given a worksheet to practice on. Again, most of the students understood the concept and had little difficulty.
Next class we will work on The Five Principles of Geography.
H Block Socials 9
Collected the map of Canada that was assigned last class. We are starting the first chapter of the year and it happens to be a look at the Modern Age. We discussed the word Change. The students created a top ten list of inventions/inventors.
We discussed this list and examined the impact some of these inventions have had on our lives. Next the students watched a youtube clip on inventions.
I handed out a worksheet on Chapter 1 that the students worked on for the remainder of class. It is not due next class. Students will have a bit more time to work on it.
E/F Block Criminology 12
Today we looked at a couple of different topics within Criminology. The first discussion was on what is a crime? Most of the students agreed on the definition of 'something that breaks the law'. We discussed what a criminal is next. And the class agreed that anybody who breaks the law is a criminal. We talked about the connotations of being labeled a criminal.
I proposed to the class that we are all criminals for downloading movies or music from the internet for free. This sparked a fierce debate as to the definition of a criminal. So we reworked the definition but could not come to an agreement on what a criminal really is.
This will be a precursor to our discussion on Hagan's Varieties of Deviance next week.
Students then discussed the role of mental illness in criminality.
The students then used their phones or laptops to take a personality test on the following website:
http://similarminds.com/personality_disorder.html
Once the students took the 50 question quiz, they were asked to do the following with their resuts:
-write down the top three personality traits
-write a description of the three
-explain whether the quiz is accurate
-does it describe their personality
Post this to their blogs.
G Block Socials 10
Started out by collecting the map of Canada that was assigned last class.
Next we did a quick review of latitude and longitude which was followed up by a worksheet reinforcing what we had just discussed. Most students had a pretty good idea of how to do this.
We then had a discussion on Scale.
I went over a few examples of how to convert a R/F scale and then the students were given a worksheet to practice on. Again, most of the students understood the concept and had little difficulty.
Next class we will work on The Five Principles of Geography.
H Block Socials 9
Collected the map of Canada that was assigned last class. We are starting the first chapter of the year and it happens to be a look at the Modern Age. We discussed the word Change. The students created a top ten list of inventions/inventors.
We discussed this list and examined the impact some of these inventions have had on our lives. Next the students watched a youtube clip on inventions.
I handed out a worksheet on Chapter 1 that the students worked on for the remainder of class. It is not due next class. Students will have a bit more time to work on it.
Monday, September 9, 2013
Monday September 9 2013
Today's block order A B C D
B Block SS9
Today we had a What do we know about Canada Quiz. Some of you did very well. After that we started on a map of Canada.
The map must include:- Provinces/Territories
- Capital cities
- Oceans
- colored
- bodies of water outlined
- no pencil
Due next class
Block C/D Law 12
We started the class with a discussion of what is a law? What is the purpose of having laws? Imagine what life would be like if we had not laws. The students decided that life with laws might be interesting but not very fun because of the lawlessness. Anarchy would not be too cool.
Next the discussion moved to where laws come from. The issues of morals and morality was the next topic discussed. Students suggested that our morals come from the following sources:
-parents
-peers
-religion
-school
-media
I shudder at the last one...but its true. The prevalence of the internet has changed society. Finally we discussed such topics as capital punishment/abortions/physically disciplining children....in relation to our individual morals.
The students then did an exercise on page 40 out of their textbooks that outlined how we would react in certain situations based on our morals.
Once that was finished we looked at the Criminal code and I gave the students an exercise that had them exploring how to use it.
Good day!
B Block SS9
Today we had a What do we know about Canada Quiz. Some of you did very well. After that we started on a map of Canada.
The map must include:- Provinces/Territories
- Capital cities
- Oceans
- colored
- bodies of water outlined
- no pencil
Due next class
Block C/D Law 12
We started the class with a discussion of what is a law? What is the purpose of having laws? Imagine what life would be like if we had not laws. The students decided that life with laws might be interesting but not very fun because of the lawlessness. Anarchy would not be too cool.
Next the discussion moved to where laws come from. The issues of morals and morality was the next topic discussed. Students suggested that our morals come from the following sources:
-parents
-peers
-religion
-school
-media
I shudder at the last one...but its true. The prevalence of the internet has changed society. Finally we discussed such topics as capital punishment/abortions/physically disciplining children....in relation to our individual morals.
The students then did an exercise on page 40 out of their textbooks that outlined how we would react in certain situations based on our morals.
Once that was finished we looked at the Criminal code and I gave the students an exercise that had them exploring how to use it.
Good day!
Week 1
Sorry for the late posts guys. I have been a little slow to shake off the summer slumber. This blog post will summarize all of week 1 for each class.
Socials 9
We did a Canada quiz to see how much background information the students had on their country. I'm excited to say that we have lots to learn. Who knew our national debt was over $616 Billion!!!
We started working on a Canada map last class. The map must include:
- Provinces/Territories
- Capital cities
- Oceans
- colored
- bodies of water outlined
- no pencil
Law 12
We got a chance to get to know each other a little better with the ever popular human bingo! Next we had a chance to discuss what the year will look like...assignments/projects and field trips.
Socials 10
We did a Canada quiz to see how much background information the students had on their country. I'm excited to say that we have lots to learn. We discussed some of the obstacles students have faced in achieving a top mark. Also, we had a frank discussion on what the students wanted to see more of and what they wanted to see less of in class. As I promised, I will try to include some of your suggestions into my planning for the coming units.
We started working on a Canada map last class. The map must include:
- Provinces/Territories
- Capital cities
- Oceans
- colored
- bodies of water outlined
- no pencil
Crim 12
We discussed what the year will look like. I also stated my expectation for the students who have enrolled in this class. Being an elective that you have chosen, my goal is to challenge my students to produce their best work.
We discussed some of the topics that will be covered in class. Also the students created their own personal blogs. They will use these blogs to post some of their assigned work in class. Most students chose the following:
-Blogspot
-Tumblir
-Wordpress
-Blogger
Socials 9
We did a Canada quiz to see how much background information the students had on their country. I'm excited to say that we have lots to learn. Who knew our national debt was over $616 Billion!!!
We started working on a Canada map last class. The map must include:
- Provinces/Territories
- Capital cities
- Oceans
- colored
- bodies of water outlined
- no pencil
Law 12
We got a chance to get to know each other a little better with the ever popular human bingo! Next we had a chance to discuss what the year will look like...assignments/projects and field trips.
Socials 10
We did a Canada quiz to see how much background information the students had on their country. I'm excited to say that we have lots to learn. We discussed some of the obstacles students have faced in achieving a top mark. Also, we had a frank discussion on what the students wanted to see more of and what they wanted to see less of in class. As I promised, I will try to include some of your suggestions into my planning for the coming units.
We started working on a Canada map last class. The map must include:
- Provinces/Territories
- Capital cities
- Oceans
- colored
- bodies of water outlined
- no pencil
Crim 12
We discussed what the year will look like. I also stated my expectation for the students who have enrolled in this class. Being an elective that you have chosen, my goal is to challenge my students to produce their best work.
We discussed some of the topics that will be covered in class. Also the students created their own personal blogs. They will use these blogs to post some of their assigned work in class. Most students chose the following:
-Blogspot
-Tumblir
-Wordpress
-Blogger
Thursday, June 6, 2013
Research Paper
Today we continued to work on your research paper. I am seeing some great progress in some of your papers. We looked at a sample paper. I gave the class a copy of it. Make sure to use it as a reference because it can be very useful.
Getting close to the end!
Getting close to the end!
Tuesday, June 4, 2013
Research Paper
The last two classes we have worked in the computer lab on your research papers. Most of you have your working thesis statement and are now well into your research. Your research is what will make your paper. You need to commit a good deal of time finding multiple articles/books and journals that will facilitate your ability to write this paper. I need to have your final copy of the assignment due on Thursday June 13. No lates...no exceptions!
You will have the rest of the week to work on this project. Remember to reference any and all sources you are using.
You will have the rest of the week to work on this project. Remember to reference any and all sources you are using.
Tuesday, May 28, 2013
Research Paper
Today we started the much anticipated research paper. The project will be our last assignment of the year. Think of it as your term paper as there will be no final exam.
Our discussion was based around finding a suitable topic to write about. Find something that interests you. Here are some possible topics that you might want to consider:
-->
Capital punishment
Our discussion was based around finding a suitable topic to write about. Find something that interests you. Here are some possible topics that you might want to consider:
-->
Capital punishment
Guns and violence
TV and Violence
Prison Systems…do tougher sentences work?
Race and punishment in the Criminal justice system
Use of eye-witness testimony
Racial Profiling
War on Drugs
Marijuana ….legalizing drugs
Broken window policy and the reduction of crime New York
Pornography and its effects on society (Sexual Assault)
Social Class and crime
Race and crime
Education and Crime
Are men more criminal than women
Once you have your topic we need to focus on your thesis. As discussed in class, make sure your thesis is disputable, focused and relevant. I handed out a package that will help you make sense of what to do. By next class I want you to have a workable thesis in place. From there we will look at how to properly reference using the APA format.
Here is the website for the APA stuff I was talking about:
Saturday, May 25, 2013
Organized Crime
Today the different groups presented their findings on the different organized crime groups...some interesting information and some interesting choices. We then continued the discussion on what should the response be of the police. What can the police do to curb the rampant gang violence that we hear about on the news on a nightly basis. The following two videos illustrate what the police in the lower mainland are doing to combat gang violence.
Then we started a preliminary discussion on our year end research project....more to follow on Tuesday.
Thursday, May 23, 2013
Organized Crime
Today we worked in the computer lab on the Organized crime assignment. Next class we will go over your findings...be prepared to discuss your findings with the class.
Also I started to talk about your research papers that you will be doing the in the near future. Remember to find a topic that interests you....anything in the field of criminology. We will talk more about this next class and begin the research part next week.
Also I started to talk about your research papers that you will be doing the in the near future. Remember to find a topic that interests you....anything in the field of criminology. We will talk more about this next class and begin the research part next week.
Friday, May 17, 2013
Organized Crime
Last class we discussed the lure of gangs. I showed the class three videos and had them discuss some common themes to all three.
We had a discussion about the differences between the lure of gangs here in BC and the lure for some kids in inner city schools in the United States. This ties into different theories of why people join criminal organizations.
The words Respect/Power/ seemed to come up a lot in the discussion. We looked at the following:
Correlates of a gang member....what they look like
What do gangs offer?
Where are kids recruited?
How do you stop kids from joining gangs in the first place?
Finally we will be looking at specific criminal organizations....in small groups I want you to choose a gang/organization that interests you and answer the following:
- explain the activities of the group
- what do they do? (what illegal activities)
- how were they formed?
- How do they do it....get away with it?
- Where are they based?
- What do they control?
- Associations with/enemies with
- Any other interesting/useful info.
We had a discussion about the differences between the lure of gangs here in BC and the lure for some kids in inner city schools in the United States. This ties into different theories of why people join criminal organizations.
The words Respect/Power/ seemed to come up a lot in the discussion. We looked at the following:
Correlates of a gang member....what they look like
What do gangs offer?
Where are kids recruited?
How do you stop kids from joining gangs in the first place?
Finally we will be looking at specific criminal organizations....in small groups I want you to choose a gang/organization that interests you and answer the following:
- explain the activities of the group
- what do they do? (what illegal activities)
- how were they formed?
- How do they do it....get away with it?
- Where are they based?
- What do they control?
- Associations with/enemies with
- Any other interesting/useful info.
Wednesday, May 15, 2013
Organized Crime
Organized crime is best described as the operation of illegal business entities whose members are bound together because of their group interest and their desire to profit from illegal activity. Major organized crime groups include the Italian Mafia, outlaw motorcycle gangs (Hells Angels, Grim Reapers, Rock Machine), Triads, and other Asian crime groups, the Russian Mafia and Eastern crime groups; South American, Columbian, and Mexican Cartels; and other Canadian ethnic-based crime groups. These groups launder their illicit profits through countries whose laws are designed to protect bank and investment records.
Crime organizations establish territorial distribution areas and utilize extortion and corruption to develop regions under their control and to enforce and to enforce their rules. Laundered profits are invested in legitimate business, which provides the members in the upper levels with a cover and in turn, respectability in the community.
Last class we discussed what we know of organized crime.....what different groups might be considered as organized crime groups.
There was a booklet that I expect you to work on to help you get an understanding of what organized crime groups are and the theories that are attached to them.
Crime organizations establish territorial distribution areas and utilize extortion and corruption to develop regions under their control and to enforce and to enforce their rules. Laundered profits are invested in legitimate business, which provides the members in the upper levels with a cover and in turn, respectability in the community.
Last class we discussed what we know of organized crime.....what different groups might be considered as organized crime groups.
There was a booklet that I expect you to work on to help you get an understanding of what organized crime groups are and the theories that are attached to them.
Saturday, May 11, 2013
Sexual Assault
Today we watched the second half of the CBC documentary "Sext up Kids". I found this very disturbing. I was completely unaware of the overt sexual overtones being bombarded on children everyday. I agree with some of you that the documentary focused too much on girls and not enough on boys....because boy also have many issues and pressures in adolescence. However, the discussion was very healthy and shows how society has changed over the years.
The purpose of this video was to further our discussion about why sex assaults occur. Does it relate to hypermasculinity in males?
Your assignment for next class was to do a blog entry on the following:
- Do you think that males who commit sexual assault are "hypermasculine"? Why and where do men learn "hypermasculine" behaviour?
- Find a news story about a sexual assault. You will need to try to explain the motivation and roots of the behaviour of the assaulter in the story.
The purpose of this video was to further our discussion about why sex assaults occur. Does it relate to hypermasculinity in males?
Your assignment for next class was to do a blog entry on the following:
- Do you think that males who commit sexual assault are "hypermasculine"? Why and where do men learn "hypermasculine" behaviour?
- Find a news story about a sexual assault. You will need to try to explain the motivation and roots of the behaviour of the assaulter in the story.
Thursday, May 9, 2013
Sexual Assault
Today we focused our attention on sexual assault. We looked at what the students thought was sexual assault....from touching somebody inappropriately to rape. This topic seemed to be of high concern for many of the students so I am glad we will get a chance to cover it in some detail over the next few classes.
We started off by getting the proper definition of sexual assault is. According to the Law in Action textbook, Sexual Assault can be defined into three categories:
Level 1 violates the victim's sexual integrity...usually involves touching of a sexual nature without
consent
Level 2 sexual assault with a weapon, threats to a third party or causing bodily harm...involves
sexual assault combined with threats or use of weapons that cause bodily harm.
Level 3 aggravated sexual assault...wounding, maiming, disfiguring or endangering the life of the
victim
We held a brief discussion as to why the students thought sexual assaults occur. Some thought it was for power.....others thought control.....while others thought it was men who could not find sexual partners.
I had the students research info on Groth's typology for sexual assault. They looked at Anger/Power/Sadistic
They also formulated their own reasons based on some of the theories we have covered in the previous chapter.
Finally we looked at the following commercials and looked at societal values and how they have changed over the last 20 years.
Compare the two commercials and see how they reflect on society.
Finally we looked at the CBC Documentary Sext Up Kids....
Finish watching the video and we will have a discussion on the video during class tomorrow.
We started off by getting the proper definition of sexual assault is. According to the Law in Action textbook, Sexual Assault can be defined into three categories:
Level 1 violates the victim's sexual integrity...usually involves touching of a sexual nature without
consent
Level 2 sexual assault with a weapon, threats to a third party or causing bodily harm...involves
sexual assault combined with threats or use of weapons that cause bodily harm.
Level 3 aggravated sexual assault...wounding, maiming, disfiguring or endangering the life of the
victim
We held a brief discussion as to why the students thought sexual assaults occur. Some thought it was for power.....others thought control.....while others thought it was men who could not find sexual partners.
I had the students research info on Groth's typology for sexual assault. They looked at Anger/Power/Sadistic
They also formulated their own reasons based on some of the theories we have covered in the previous chapter.
Finally we looked at the following commercials and looked at societal values and how they have changed over the last 20 years.
Finally we looked at the CBC Documentary Sext Up Kids....
Finish watching the video and we will have a discussion on the video during class tomorrow.
Wednesday, May 8, 2013
Presentations
Great job on the presentations last class. Those were really well done. The analysis of the psych/biological/socio reasons for the crimes was outstanding. Also the tie in to a major theory of crime was impressive. I am looking forward to assessing your projects in more detail in the coming days (or weeks to be honest).
Next class we will spent some time examining what sexual assault is and the reasons why it occurs.
Next class we will spent some time examining what sexual assault is and the reasons why it occurs.
Thursday, May 2, 2013
Presentations
Thanks to the students who showed up today ready to do their presentations on TIME. I think I have said enough about the way feel about deadlines. We will continue with the presentations on Tuesday. If your projects are not complete by then....expect a mark no higher than 50%.
Tuesday, April 30, 2013
Silence Part Deux
Today you should have finished the movie....over the last two days, we have been the two Supreme Courts in the lower mainland. We were at the one downtown on Monday and at the New Westminster one today. I had a blast both days...I hope you guys enjoyed the day as well. We will talk about what you saw or did not see on Thursday.
Friday, April 26, 2013
Silence of the Lambs
Yesterday we watched one of my favorite movies....Silence of the Lambs....completely creepy but shows follows up what we have been covering for the past few weeks. You talk about messed up individuals. Nothing says psychopath like Hannibal Lector. You guys will finish the movie on Tuesday...I will be at the courthouse with some of the class.
Project/Presentations start Thursday....no excuses!
Project/Presentations start Thursday....no excuses!
Tuesday, April 23, 2013
Project work
Today was the last class to work on the Offender project. Make sure to update your blogs...On Thursday we will watch a video on what we have been covering so far. I am not sure which movie it will be yet but I am sure it will be entertaining.
Early next week are the two field trips....
Early next week are the two field trips....
Friday, April 19, 2013
Project Cont...
Last two classes we have worked on the project either in the computer lab or on the laptops. You have one more class to work on this project. It will be ready to be presented on May 2. We will move into the next unit on Thursday.
Have a great weekend...
Have a great weekend...
Tuesday, April 16, 2013
Project Time
Today we discussed the project that I want you to complete. The project will involve you choosing a notorious offender...somebody who has committed a serious crime. Your goal will be to do some serious research on this individual. Use the criteria sheet as a guide. Once your research on the background/history of the crime is complete you should move onto step two. In this phase of the project you will try to create a psychological profile of your subject. You must come up with reasons why the crimes were committed. Give Psychological/Sociological/Biological factors in your explanation. Also, you must relate your explanation to a major theory of crime that we have discussed so far this year. Look at your notes to help.
The final part of the project is to design a treatment plan for your subject. Look at your theory of crime to find out how best help your subject.
You will have 3-4 classes in the computer lab to complete this project. As always presentations will follow.
The final part of the project is to design a treatment plan for your subject. Look at your theory of crime to find out how best help your subject.
You will have 3-4 classes in the computer lab to complete this project. As always presentations will follow.
Thursday, April 11, 2013
Psychological Theories of Crime Cont.
Today we continued to discuss some of the other psychological theories of crime. These included theories of Moral Development, Eysenck's Theory of Crime and Personality, Social Learning Theory, Operant Conditioning and Anti Social Personality Disorder. The class was given a booklet that goes with this chapter. The booklet is due next class....
Next class we will begin a project on putting together a case study on a major criminal. Make sure you are here on Tuesday.
Next class we will begin a project on putting together a case study on a major criminal. Make sure you are here on Tuesday.
Tuesday, April 9, 2013
Freud....Psychoanalysis Theory
Today we worked on some note taking. The first half of class we discussed the different theories of crime that are based in Sociology....here are the notes in case you were not here in class.
Then we had an interesting discussion about Sigmond Freud and his theory of Psychoanalysis. We went through the different stages of development and the issues related to each unresolved step.
What I want you to do for homework is to use one of the following tests that are online to see if there is any validity to what Freud hypothesized. Take the quiz with a grain of salt. Remember it was just a theory and it is just a silly quiz.
Make a blog post on how accurate you found the quiz and what your critical analysis is of Freud's theory in general.
http://similarminds.com/freud.html
http://www.selectsmart.com/FREE/select.php?client=freud
-->
Trait Theory
One area of interest is biochemical factors, such as diet, allergies, hormonal imbalances, and environmental contaminants (such as lead). The conclusion is that crime, especially violence, is a function of diet, vitamin intake, hormonal imbalance, or food allergies. Neurophysiological factors, such as brain disorders, ADHD, EEG abnormalities, tumors, and head injuries have been linked to crime. Criminals and delinquents often suffer brain impairment, as measured by the EEG. Attention deficit hyperactivity disorder and minimal brain dysfunction are related to antisocial behavior.
Conflict Theory
ddsdsn
Then we had an interesting discussion about Sigmond Freud and his theory of Psychoanalysis. We went through the different stages of development and the issues related to each unresolved step.
What I want you to do for homework is to use one of the following tests that are online to see if there is any validity to what Freud hypothesized. Take the quiz with a grain of salt. Remember it was just a theory and it is just a silly quiz.
Make a blog post on how accurate you found the quiz and what your critical analysis is of Freud's theory in general.
http://similarminds.com/freud.html
http://www.selectsmart.com/FREE/select.php?client=freud
-->
So to help you build your own theories about why
crime happens - which is your first blog entry next week and an activity that I
asked you to work on for a rough draft today - below you'll find some notes on Choice, Trait,
Social Structure, Social Learning, and Conflict theories:
Choice Theory
Choice Theory
Choice
theories assume that criminals carefully choose whether to commit criminal
acts. People are influenced by their fear of the criminal penalties associated
with being caught and convicted for law violations.The choice approach is
rooted in the classical criminology of Cesare Beccaria, who argued that
punishment should be certain, swift, and severe enough to deter crime.
Today,
choice theorists view crime as offense- and offender-specific. Offense-specific
means that the characteristics of the crime control whether it occurs. For
example, carefully protecting a home makes it less likely to be a target of
crime. Offender-specific refers to the personal characteristics of potential
criminals. People with specific skills and needs may be more likely to commit
crime than others. Research shows that offenders consider their targets carefully
before deciding on a course of action. Even violent criminals and drug addicts
show signs of rationality.
Trait Theory
One area of interest is biochemical factors, such as diet, allergies, hormonal imbalances, and environmental contaminants (such as lead). The conclusion is that crime, especially violence, is a function of diet, vitamin intake, hormonal imbalance, or food allergies. Neurophysiological factors, such as brain disorders, ADHD, EEG abnormalities, tumors, and head injuries have been linked to crime. Criminals and delinquents often suffer brain impairment, as measured by the EEG. Attention deficit hyperactivity disorder and minimal brain dysfunction are related to antisocial behavior.
An
evolutionary branch holds that changes in the human condition, which have taken
millions of years to evolve, may help explain crime rate differences. As the
human race evolved, traits and characteristics have become ingrained. Cognitive
psychology is concerned with human development and how people perceive the
world. Criminality is viewed as a function of improper information processing.
Individual reasoning processes influence behavior. Reasoning is influenced by
the way people perceive their environment. Psychological traits such as
personality and intelligence have been linked to criminality. One important
area of study has been the antisocial personality, a person who lacks emotion
and concern for others.
Social
Structure Theories
Social
structure theories suggest that people’s place in the socioeconomic structure
influences their chances of becoming criminals. Poor people are more likely to
commit crimes because they are unable to achieve monetary or social success in
any other way. Social structure theory includes three schools of thought:
social disorganization, strain, and cultural deviance theories. Social
disorganization theory suggests that the urban poor violate the law because
they live in areas in which social control has broken down. Strain theories
view crime as resulting from the anger people experience over their inability
to achieve legitimate social and economic success. Cultural deviance theories
hold that a unique value system develops in lower-class areas. Lower-class
values approve of behaviors such as being tough, never showing fear, and
defying authority. People perceiving strain will bond together in their own
groups or subcultures for support and recognition.
Social Process
Theories
Social
learning theory stresses that people learn how to commit crimes. Social control
theory analyzes the failure of society to control criminal tendencies. Labeling
theory maintains that negative labels produce criminal careers. Social learning
theory suggests that people learn criminal behaviors much as they learn
conventional behavior. Control theory maintains that all people have the
potential to become criminals, but their bonds to conventional society prevent
them from violating the law. This view suggests that a person’s self-concept
aids his or her commitment to conventional action. Social reaction or labeling
theory holds that criminality is promoted by becoming negatively labeled by
significant others. Such labels as “criminal,” “ex-con,” and “junkie” isolate
people from society and lock them into lives of crime.
Social conflict
theorists view crime as a function of the conflict that exists in society.
Conflict theory suggests that crime in any society is caused by class conflict.
Laws are created by those in power to protect their rights and interests. Marxist
criminology views the competitive nature of the capitalist system as a major
cause of crime. The poor commit crimes because of their frustration, anger, and
need. The wealthy engage in illegal acts because they are used to competition
and because they must do so to keep their positions in society.
ddsdsn
flict theorists view crime as a function of the conflict
that exists in society. Conflict
Subscribe to:
Posts (Atom)