Mr. Johnston

Welcome To Our Page

Posted: March 22, 2017

Date: 

Tue, Mar 28/17 12:31 pm

 

Chapter 2: Our Natural Environment
Be able to read a relief map and get information about elevation and some land features (p.19)
Know the 5 regions of Canada
Know how big Canada is as a country in km2
Know representative fractions and map scales
Beable to use a straight edge and a map w/ a legend estimate distance between two points on that map.
Know all 6 Time zones by name.  Be able to tell me time in one if given a time in any other.
Know what the landforms of Atlantic Canada are like.  Be able to describe these landforms.
Water forms => be able to contrast and compare like we took down as notes in class.
There may be a vocabulary section on the test: it would be a matching type of question if there.

Posted: March 13, 2017

Date: 

Fri, Mar 17/17 9:43 am

 Canada's eight landforms; Western Cordillera, Interior Plains, Canadian Shield, Appalachian Highlands, Hudson Bay Lowlands, St. Lawrence -Great Lake Lowlands, Innuitian Mountains, Arctic Lowlands.  Check your textbook for information on these regions

-You will be expected to know and describe any of the landforms physical features.

-Need to know the five different types of climate: A)Tropical Climate, B)Dry Climate, C)Warm, Moist Climate; D)Continental Temperate (cool, moist), Moist Climate; E)Polar Climate

-Need to know where these climates are found in Canada; which one is not present in Canada.

-Weather: We learned that weather is affected by Global AND Regional elements.  Be prepared to name and describe the factors under each of these categories which affect weather  

-know the the following theories, names, and concepts associated with earth's formation: continental drift, plate tectonics, Alfred Wegener, layers of the earth,

-know the four ways we describe topography = elevation, relief, gradient, geology

-know the five ways we classify landforms

Posted: February 20, 2017

Date: 

Mon, Feb 27/17 9:40 am

Explain to me in your own words Canadian IdentityAspects of C.I. include: landscape, climate, history, people, citizenship, challenges/opportunities, culture, language, entertainment

First Nations / British / New France   Art How did what they do show an identity that would eventually become a Canadian Identity

Know the following terms: Inuksuk, petroglyph, petroform, documentary painting, totem, nationalism, topographic

What is the CRTC?Its purpose? For what do the initials stand?Do we still need it? (opinion)

Different literary genres from your notes; ballads, children’s literature

Be prepared to examine lyrics to a Canadian song AND discuss how it highlights or shows Canadian Identity (look back @#1)

Posted: February 15, 2017

Date: 

Wed, Feb 22/17 12:00 pm

Chapter 1: Finding Your Way

·         Know all vocabulary

·         Physical vs. cultural features = be able to give examples

·         Know how to use coordinates on a topographic map; be able to locate physical/cultural features

·         Know how to find a city using latitude/longitude; know how to give latitude/longitude coordinates for a city

·         Know how to follow directions on a large-scale city map

·         Know names of all four provinces AND their capital cities

Period 1: Writing 110

  • Finish Draft of letter started in class.  "Write a reflective letter outlining your writing goals for this sememster."  This should be directed towards two intended audiences; firstly, me your teacher, but secondly, and more importantly, the future you who will check to see how you have improved or met your goals at semester's end.  You may write about certain traits of writing upon which you wish to improve, you may wish to write about certain types of writing you would like to attempt/explore.  These are personal writing goals, make them suited to yourself.

Period 2: Canadian Identity 9T

  • "Writers Reflect Canadsian Identity."  Reread pp.12-16.
  • Answer Review & Reflect questions #1-3 (15 minutes in class were given for this and it was hinted they may be taken in for marks)

Period 4: Social Studies 8

 

Period 5: World Issues 120

Posted: February 6, 2017

Period 1: Writing 110

  • Be thinking of potential list of topics for a "Personal Writing Inventory"

Period 2: Canadian Identity 9T

  • Review & Reflect questions #s 1&2 on p.8.  Incorrectly identified in class as p.9

Period 4: Social Studies 8

  • Read pp.5-7
  • Answer questions #s 4 AND 6 on p.7.

Period 5: World Issues 120

  • Obtain a news clipping from a newspaper, journal, or magazine.  Try to have it be of a world event.  Suggested websites: 

www.cbc.ca/world

www.bbc.com

www.cnn.com

www.ctv.ca

www.aljazeera.com

www.nytimes.com

www.washingtonpost.com

www.globeandmail.com

www.nationalpost.com

Posted: February 5, 2017

Period 1: Writing 110

  • Students are completing a Preliminary Diagnostic piece of writing.  They chose 1 of 3 topics provided on Friday and are to complete 500wds for Monday (rough draft) to be handed in but NOT to be used for marking.  This is formative assessment.
  • NEED a composition notebook to be used for Quickwrites and Journal entries; of this sort is acceptable and commonly found in dollar stores or drug stores http://bit.ly/2kCSeP4

Period 2: Canadian Identity 9T

  • Read pp.2-3 and answer Review & Reflect questions 2,3 on p.3.

Period 4: Social Studies 8

  • Answer questions 1-3 on p.4 of the textbook.
  • Answer questions 1-3 on p.7 of the textbook.

Period 5: World Issues 120

  • Course outline was handed out and discussed as were the guidelines for the end-of-term Scrapbook Project.
  • Article of the Week: http://bit.ly/2kwaCXb  "Donald Trump Defends Tough Phone Calls."  This article was handed out but is also available here AND is link is provided on the course twitter account @BHSWorldIssues.  Rubric was also provided for how your articles of the week will be marked(I will attach to this site, in the documents tab, those rubric guidelines).  Expectation is that articles of the week will be a response of about 1-page in length and will go beyond summarizing the article; they will reflect upon the implications of the topic discussed on the local, regional and world stage.

Posted: February 2, 2017

Today in class, students were assigned a seating plan.  They were handed out textbooks.  They were given maps of the four Atlantic Provinces. They were taught about Longitude and Latitude.  They were also sent home with a worksheet assignment; the expectation being that they identify the latitude/longitude coordinates for the first three locations: Blackville, NB; O'Leary, PE, & Windsor, NS.  

IF a student was absent or forgot their sheet at school, that is not an excuse.  If you don't understand the work, ask a parent for help; call a friend (you'd do the same for gossip of what happened at school, make it the same for work).

I have, for your benefit included the worksheet and a picture of the map which all of the students are using.

 

Posted: January 12, 2017

Date: 

Wed, Jan 25/17 8:35 am

Chapter 1: An Introduction to Canadian Identity

·         Be prepared to give a personal definition of Canadian Identity, what it includes and what it is affected by.  Feel free to include anything you have learned in this course.

·         ART= French, British, Aboriginal.  How does their art reflect Canadian identity?  What affected or influenced their art?

·         CRTC=What is it? What is its role?  Is it still relevant/needed?

 

Chapter 2: Canada’s Physical Geography

·         What is topography?  What are the elements of topography (elevation, relief, gradient, geology)

·         How are landforms shaped? (weathering, erosion, deposition, mountain building)

·         Eight Landform Regions = How are Canada’s geographic regions classified?  What are the 8?  Be able to place them on a map.  Be able to describe them or give a detail of each.

·         Climate = what are the Global and Regional factors that affect climate.  Global are:  latitude, air masses & winds, ocean currents; Regional are: altitude, bodies of water, mountain barriers.  Be able to explain how all these factors affect climate.

·         What are the climate regions in Canada?  A. TropicalB. Dry ClimateC. Warm, Moist D. Cool, Moist (also known as temperate continental)E. Polar

 

Chapter 3: Canada’s People

·         Pop.Density & Pop. Distribution:  What are each?  Be prepared to define and explain w/ reference to Canada. 

·          Population Distribution = why have we chosen to live where we have to live? (near the border, around lakes & rivers, near natural resources)

·         Site vs. Situation factors.  Define each.  Be prepared to discuss w/ real life Canadian examples. P.43 in your textbookCanadian settlement patterns = In different regions of Canada, what occurred? The regions of Atlantic Canada, New France(Quebec), Ontario, Prairies, British Columbia and the North

·         Decline of rural population – Know percentages know the dates1881 = 75% rural; 1961 = 62% urban; 2001 = 81% urban

·         Industrial revolution…what was it?  What effect would it have on pop. distribution?

·         What are the 5 political regions of Canada?  Be able to name and describe them or give details about them.  P.52 in textbook.

·         Where is the core?  What is it the core? What is the periphery and what does it provide to the core?

 

Chapter 4: Migration

·         Know the different ways that it is believed First Nations came to Canada.

·         Know the difference between Push & Pull factors.  Be prepared to explain or give an example that is clear and understood.

·         What is “multiculturalism”?  Has Canadian immigration always promoted a multicultural society?  If not, explain specifically how not.

·         What is the difference between Canada’s acceptance of immigrants pre-1945 and post-1945?What are the three classes of Canadian immigrants?  Be prepared to explain each.  How many immigrants does Canada accept a year?

·         What is emigration?  What is the “brain drain?”  Why should we be concerned about a brain drain?   Why shouldn’t we be concerned about a brain drain?

 

Chapter 5: Responses to Geographic Influences

·         Know the location of Australia.  How does it compare/contrast to Canada?

·         Know the climate zones of Australia.  How do they compare/contrast to Canada?

·         Know the landforms of Australia.  How do they compare/contrast to Canada?

·         Know Australia’s population, population density, population distribution, and land area size.  How do these compare/contrast to Canada?  

 

Chapter 6: Prosperity & Depression

·         What was life like in Canada post World War I?

·         Why was the Maritime economy so particularly depressed just post-WWI? (think about rail/freight costs, tariffs, lack of capital investment)

·         Be prepared to explain the importance of electricity in boosting the economy. 

·         How did lifestyles begin to change in the 1920’s?

·         Era of Prosperity = 1920’s; but not everybody enjoyed prosperity.  Who didn’t and why?  What was life like for them?

·         Tues. Oct.29th, 1929 = Black Tuesday. 

·         What were the root causes of the Depression? (this is on my webpage; for the love of God and all that is holy look it up…for your sake and my sanity) 

·         What was the Depression?  What was life like during the Depression?  Be prepared to describe it in detail. 

·         Who was Bennett?  Be prepared to discuss him and his importance/legacy.  

 

Chapter 7: Canada at War

 

·         Be prepared to explain the four phases of WWII and more specifically what Canada’s role was in each of these stages?  At war’s end, where did Canada stand in the ranks of world powers?

Posted: December 18, 2016

Date: 

Thu, Dec 22/16 11:03 am

TEST REVIEW

Chapter 8: Investigation and Arrest

Format

Multiple Choice (15pts)

Fill-in-the-Blanks (10pts)

Matching (5pts)

Short Answer Questions (15pts)

Case Studies x 2 (5pts each)

 

·         Know all definitions from each of the four sections

·         Review all questions and answers that were given for each of the four sections.

Section 1: Levels of Police in Canada

·         What are the four levels of police? For where are they responsible?

·         With what type of responsibilities are each level of police force tasked? Ie: RCMP are responsible for federal policing, criminal intelligence, and customs and excise; while Provincial police are responsible for traffic control, investigative services; Municipal police are responsible for investigative services in respective cities, enforcing by-laws, and executing warrants (once again within city).

·         NOTE: generally, police force responsibilities are all very similar, its just a question of jurisdiction

·         What are the only three provinces that have their own Provincial Police force?

Section 2: Starting a Police Investigation

·         What is the difference between a centre and a perimeter?  What does contamination mean?

·         What are the 3 reasons for preserving a crime scene? 1)allow for a thorough search; 2) to seize and collect physical evidence; 3)ensure that evidence is admissible in court

·         What is a police log and why is it kept?

·         What are the four types of officers at a crime scene?  Be able to briefly describe their role or function at a crime scene.

Section 3: Identifying and Collecting Physical Evidence

·         Be able to differentiate (tell the difference) between class characteristics and individual characteristics.  You could focus on examples like tires or footprints.

·         What kind of information can be gathered from footprints at a crime scene?

·         Fingerprints: What are the three different ways to ‘lift’ latent prints?

·         Know the definitions of physical evidence and forensic science.

·         What is the most common body substance found at a crime scene? Its blood.  What other body elements may be found? How do we test them?  Police need what to compel (force) you to provice a blood/urine/breath sample? = a warrant.  When is a warrant NOT needed to get one of these samples?

·         DNA.  DNA differs for every human with what exception?

·         Differentiate between a chain of custody and labelling evidence.  Why do we have a chain of custody?  What type of information appears on an evidence label?

Section 4: Arrest and Detention

·         Can a police officer force someone to answer questions?  Why not?  What protects a suspect or individual?

·         Through what document are an individual’s rights guaranteed.

·         What is the four stage approach to interrogating a suspect? (see p.202) Be able to give examples of open-ended and close-ended questions in an interrogation.

·         What is the procedure for arresting an individual?  Be prepared to list the four steps.

·         Are you require to question someone before arresting them?

·         What is the difference between an arrest and a detention?  What is the purpose of a detention?  In order to arrest, police must have what? = reasonable grounds.  What is the meaning of reasonable grounds?

·         What are the three methods for apprehending an offender?  1)an appearance notice, 2)arrest with a warrant, 3)arrest without a warrant.  Be prepared to explain how each of the three work.  When can police arrest without a warrant?  What is an information?  To whom is it given?

·         What is a summons?  Under what circumstances is it usually issued?

·         Explain the procedure for a citizen’s arrest.  Why are they rarely done?

·         Search Warrant = what are they? when are they needed? Is there ever circumstances they are not needed?  Explain if so.

Section 5: Pre-Trial Release

·         Know the three ways that somebody may be released pre-trail: 1)promise to appear; 2)recognizance; and 3)surety.  Be able to explain any or all.

 

·         What is reverse onus in reference to bail?  Under what four circumstances is it applicable?

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World Issues 120 - Rubric for Written Reflection to Article of the Week