Tuesday, January 28, 2014

Thursday January 23 2014

Today's block order is FEHG

F/E Blocks Crim 12

Today we started discussing your Community Policing Project. Your goal in this project is to research one concern that you feel is problematic to your community here in Maple Ridge and come up with solutions to how to solve this issue. Make sure you go into your community to find these resources...talk to people just don't go on the computer and research...
In your research include:
-       Why this issue is a concern…what harm is being done.
-       Who is this affecting….what is the result
-       Who are the culprits
-       What can be done to stop this concern
-       Is there any group already trying to help alleviate these concerns
-       How have other communities dealt with similar issues
On Tuesday, we will be having three RCMP officers coming into class to discuss community policing and the mental health act with you.
Make sure you have questions pertaining to your project.

G Block Socials 9

Today we started to look at what the students know about the first nations people prior to contact with Europeans. I had the students come up and write the names of the different first nations groups that they might have heard of on the board. I was surprised at how little the students knew...based on the fact that they cover first nations all through elementary school.
I had the students compare what life would be like for first nations people who lived on the west coast to the arctic. The students were then responsible for choosing one first nations groups that we put up on the board and find the following info:
-where they lived
-what they ate
-what they wore
-language
-religion
-travel
-housing
-etc...
My goal is to create a brochure with pictures that we can post on the wall to give the students an idea of the diversity among the different first nations groups in Canada.

H Block Socials 10

Today we looked at Responsible Government. What is it? How did it evolve?
We studied the Rebellion Losses Bill...how did this affect the responsible government. We looked at Lord Elgin and his influence on this process.
Also I showed a riveting video on Lord Elgin....my apologies!!!



Wednesday Jan 22 2014

Today's block order is BADC

B Block  Socials 9

Today is the last day to work on your Industrial Revolution Project

C/D Blocks Law 12

Today we had a member of the Ridge-Meadows Forensics team come into class and discuss what she does. Fascinating class on Forensic Anthropology....I think the students learned more today than I could have expected. Definitely know that I could not last for one day in this job.
Thanks Meaghan!!!



Tuesday Jan 21 2014

Today's block order is EFGH

E/F Blocks

Today we looked at the different eras of policing. We started talking about the following:
1) Political/Reform
2) Professional Policing
3) Community Policing
4) Intelligent Policing

We also discussed the the opposing views of policing: Harm reduction vs Broken Window....an interesting debate between the two.
Finally the students looked at what options are available to reduce some of this crime.

G Blocks  Socials 9

Students worked on the Industrial Revolution Projects this class in the computer lab

H Block  Socials 10

Today was the last class to work on the Victorian Era Magazine.

Tuesday, January 21, 2014

Monday January 20 2014

Today's block order is ABCD

B Block  Socials 9

Today will be your second class to work on your Industrial Revolution Project.

C/D  Law 12

Today the students looked at people who have been wrongfully convicted. We looked at the life and case of David Milgaard. The travesty of justice that took place over a 27 year period. The students worked in the computer lab to find similar cases where an accused person was exonerated based on some form of DNA.
Criteria:
 Information about the case
Evidence used to convict
How long was the sentence
Reason for case being overturned
Length of time in jail
Compensation
Was it enough

Due next class.

Friday January 17 2014

Today's block order is EFGH

E/F Blocks  Crim 12

Today was a shorter class due to the Collaborative time teachers had this morning. Today we will look at what is Victim Services is. The students will be responsible for looking at multiple websites...

Students should explore the many different services offered...look at what Victim Services offers, what is doesn't do, what is should do....
This will be your next blog post.
Also, your victim impact statements are due next class.

G Block  Socials 9

Today will be your second block to work on your Industrial Revolution project.

H Block  Socials 10

Today will be your last class to work on the Victorian Era Magazine project

Thursday, January 16, 2014

Thursday January 16 2014

Today's block order is FEHG

F/E Blocks  Crim 12

Today we spent time looking at the Risk Factors associated with victims:

Age:       15-24 year olds have the highest level of victimization

Gender:  some level but different types of crimes

Marital Status:     Singles face risk of assault, robbery and other crimes against a person

Residence:     Urban

Income:    Less than $15000 the greater likelihood of being a victim

Season:    summer

Relationships:    50% of victimization happens in the home.

Also we discussed the Vicimization of the most vulnerable in society....Wally Opal and his recent recommendations in regards to the Missing Women's Inquiry.


What is a Victim Impact Statement?

A Victim Impact Statement is a written description of how a crime has affected the victim.
A Victim Impact Statement does not include a description of the crime or how the crime
occurred. That information should be included in your witness statement to the police because it
relates to the trial. The Victim Impact Statement is used at sentencing if the accused is found
guilty or pleads guilty.

Who may complete a Victim Impact Statement?

If you or a family member have suffered physical or mental injury, emotional trauma or significant
economic loss because of an offence, you or that family member may complete a Victim Impact
Statement. If a victim is not able to complete a Victim Impact
Statement, someone else, usually a family member, may complete the Statement on the
victim’s behalf. The reason the victim cannot complete the Statement must be explained and the name of the person completing the statement should be provided.

Do I have to complete a Victim Impact Statement?

No. Completing a Victim Impact Statement is your choice. Information in a Victim Impact Statement is valuable to Crown counsel and to the Judge because it helps them fully understand how the
crime has affected you.

How do I complete the Victim Impact Statement?

A Victim Impact Statement should be written in your own words. Describe how the crime affected you and your family. Avoid comments about the accused or about sentencing. If you are concerned about contact with the accused, you should describe that concern in
your Victim Impact Statement. You may use all or some of the questions in the
Victim Impact Statement Information Guide to assist you in preparing your Victim Impact
Statement. You do not have to answer any question if it does not apply to you or if you do
not wish to do so. Crime can cause physical, emotional or financial
harm. The degree of harm done to the victim is a factor which the judge may use in assessing how
serious the offence is for the purpose of determining an appropriate sentence.

Can I include information about my financial loss?

Yes. Information about financial loss serves two purposes. For many offences, the amount of financial loss reflects the seriousness of the crime and can assist the judge in deciding an appropriate sentence, if the accused is convicted. As well, information about the financial loss, depending on the circumstances and the type of case, may permit the judge to make an order that the offender repay the victim for those losses. The judge in a criminal case is more limited in
making such orders than a judge in a civil law suit but can make restitution or probation orders that include losses such as:
• the amount of an insurance deductible;
• lost income;
• medical, counseling or treatment expenses not
covered by insurance;
• expenses for moving, such as temporary housing,
food, childcare and transportation, if the
victim and the accused lived in the same
house-hold and the crime caused the victim to
leave that household;
• the cost of any property that was damaged,
lost, or destroyed and the cost of repairs or
replacement.

Will I receive compensation for the financial impacts I describe in my Victim Impact Statement?

Giving information about the financial impact of the crime may lead to an order that the offender
repay your losses, but such orders are not automatic. If the offender does not pay the order, further
court action may be required, either by you or by a probation officer, depending on the type of order.
Whether or not the Judge orders the offender to repay you does not affect your right to seek compensation through a civil lawsuit or to apply to the Crime Victim Assistance Program.
Information about starting a civil lawsuit and about the enforcement of restitution orders can be obtained at the Court Registry If you are injured (physically or psychologically) as a result of certain crimes, you may be eligible for benefits under the Crime Victim Assistance Act to assist with the costs resulting from the injury.

A Victim Services Worker or the Crime Victim Assistance Program will be able to provide you with the information and assistance in this matter. For information about eligibility for the Crime Victim Assistance Program call 1-866-660-3888.

How will my Victim Impact Statement be used?

Your completed Victim Impact Statement may be given to the Judge at the time of sentencing or Crown counsel may use the information you provide to tell the Judge about the impact of the crime on you. Crown counsel must provide a copy of your statement to the defence counsel or the accused prior to sentencing. The information in your Victim Impact Statement can also be used to assist the court at bail hearings, especially if you have indicated that you do not wish the accused to have contact with you. If your statement is filed in court, it may later be used by a federal parole or a provincial probation officer or by the National or Provincial Parole Boards to help them decide conditions of the offender’s release.

Can I update my Victim Impact Statement?

Yes. You can add further information about the effect of the crime on you by giving a signed update to Crown counsel.

Can someone help me with my Victim Impact Statement?

Yes. A victim service worker, friend or family member may assist you if you are having difficulty
describing in writing how the crime has affected you.

Wednesday January 15 2014

Today's block order is BADC

B block  Socials 9

Today I introduced the new Industrial Revolution Project for the class. The students will have four options to choose from. You will have the next three classes in the computer lab to get this completed.

C/D blocks  Law 12

Today was a fun class...we looked at how useful was eye witness testimony. By the end of the class, I don't think anybody could definitively say that they were confident in it. We did some ppt notes but most of the class was about testing our ability to rely on our memory.



Tuesday January 14

Today's block order is EFGH

E/F Blocks Crim 12

On Tuesday we discussed the role of victims in the Criminal Justice System. They seem to be the forgotten link. The role of the victim has been limited to calling the police, collaborating with the police investigation when asked and acting as as witness in the court case. Victims of crime are sometimes referred to as orphans of the CJS and even as the orpahns of social policy. However how much power should we give victims? Should they have a say in the sentencing of offenders. If so, would not all victims want to meet out justice by sentencing their offenders to lengthy jail terms. Is that best for society. Complex issues require great balance and thought.
I gave the students a survey to see which students had been victims of some kind of criminal act in the last year. I want to thank the students who shared their stories about how they have been affected by criminal acts in the past.
Then we discussed what the needs of a victim are:
I will post these notes later tomorrow.

Finally we looked at avoidance behaviors....which led to a discussion on gun control for self defence. It was a lively debate and I think the consensus was that most students do not want guns to be used as a way of defending our homes and our families.

G Block  Socials 9

Today we worked on a couple worksheets that dealt with the Industrial Revolution. One was based the living/working conditions in Britain at the time. We looked at the use of children in the labor force...also we looked at some key definitions that will help you understand some of the terminology.
I posed the question to the class whether we were better or worse off with more technology...I think the majority of students think we are better off.

H Block  Socials 10

Today the students continued to work on their Victorian Era Magazine Projects




Monday, January 13, 2014

Monday January 14 2014

Today's block order is ABCD

B Block   Socials 9

Today we worked on a couple worksheets that dealt with the Industrial Revolution. One was based the living/working conditions in Britain at the time. We looked at the use of children in the labor force...also we looked at some key definitions that will help you understand some of the terminology.
I posed the question to the class whether we were better or worse off with more technology...I think the majority of students think we are better off.

C/D  Law 12

Today the students worked on their Investigation and Arrest Booklets. I gave most of class time to this because I want the students to have a good grasp of the terminology and knowledge as we continue in the forensics unit.
Also, I had a student walk in and 'steal' my red pen....lets see how well you guys pay attention to detail.


Friday January 10 2014

Today's block order is ABCD

B block  Socials 9

Today the class worked on their project from before the break. I know some of the students were a little pressured for time to complete it so today was a bonus class to get it done. So far, it looks like everybody is using this time wisely. Project is due at the end of the class.

C/D  Law 12

Today the students continued to work on their story of the police officer of their choice. Remember choose one of the following:
patrol officer
scenes of crime officer
criminal identification officer
criminal investigations bureau officer

Know what each officer's job is at the crime scene and write a story in the first person describing their role in the crime.

Thursday, January 9, 2014

Thursday January 9 2014

Today's block order is FEHG

F/E Blocks   Crim 12

Today we looked at a number of housekeeping things. Not being around for the last month meant that there were a lot of issues and gaps in learning that I was not around to smooth out. So I will fill in these gaps as we go along.
The first order of business was to look at the recent news out of Surrey. The murder rate in Surrey reached it highest point in its history at 24, whereas in Vancouver and Abbottsford hit its lowest level ever. We looked at why Surrey? What has Vancouver done to lower their rates.
The students commented on the fact that the land value and cost of living was lower for Surrey, thus you might have a different demographic of people living their.
As for solutions....more police, educate the public as to the ills of gangs, get into schools.

We looked at Victims and Victimology. I had the students take a quick victimization quiz and then we shared some personal stories of being victims of crime. We discussed the role of the victim in the criminal justice system and whether a bigger role should be given to victims of crime.



H Block  Socials 10

Today the students began working on a Victorian Era Magazine. We will work on it for the next couple of classes. Remember you can work in groups of up to three. All outstanding work is due by Tuesday!!!

G Block  Socials 9

So we spent some time getting me caught up on what has been happening over the last month and a bit. It looks like most of the students still need time to finish off their French Revolution Project....students will have Friday to work on that.
We started talking about technology and how it affects our lives...students brainstormed how they use technology everyday....look at our phones...how many gadgets have become obsolete due to it.
The students then worked on a worksheet on why the Industrial Revolution started in Britain and finally how did the Industrial Revolution change Britain.
 

Wednesday January 8 2014

Today's block order is BADC

B Block  Socials 9

Today was my first day back in a while. So we spent some time getting me caught up on what has been happening over the last month and a bit. It looks like most of the students still need time to finish off their French Revolution Project....students will have Friday to work on that.
We started talking about technology and how it affects our lives...students brainstormed how they use technology everyday....look at our phones...how many gadgets have become obsolete due to it.
The students then worked on a worksheet on why the Industrial Revolution started in Britain and finally how did the Industrial Revolution change Britain.

C/D Block  Law 12

We are going to begin working on Chapter 7....Police Investigations. The discussion from the previous class was on policing. We talked about things like what qualities should a police officer have, training, qualifications, etc... I put up info on the application process on how to become an officer.
Finally we watched a couple of videos on the what life is at Depot....RCMP Training.
The students were given an assignment on choosing one of the four officers we covered in class. The goal is for the students to write a letter in the first person about their role in the investigation of a crime.
That is due on Monday.

Thursday, November 28, 2013

Thursday November 28 2013

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.

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.

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.

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...

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.








 

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.

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.



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.