It was great to see so many of you working so hard at editing your peers' papers and I'm really looking forward to seeing the polished papers on Monday, along with the three peer-edited copies.
Also, on Monday we'll start the presentations and I expect to get through them all by the end of Tuesday's class.
So, enjoy the weekend and we'll reconvene on Monday at 10:09 in 104. I'm really looking forward to seeing all of your hard work!
Friday, February 25, 2011
Thursday, February 24, 2011
DAY 16 (Feb 24) Last Day for History of Law
Today we finished up lab work on your papers and your presentations.
Tomorrow is Peer Edit Day - everyone needs to bring in THREE copies of your draft paper for others to peer edit before you put your own finishing touches on them for submission on Monday.
A reminder too that Monday is the day we'll start presentations.
Tomorrow is Peer Edit Day - everyone needs to bring in THREE copies of your draft paper for others to peer edit before you put your own finishing touches on them for submission on Monday.
A reminder too that Monday is the day we'll start presentations.
Wednesday, February 23, 2011
DAY 12, 13, 14, 15 (Feb 17, 18, 22, 23) Follow-Up
Although I was scheduled to be away for Days 12 & 13 and you had work to do, I expected to be here on Day 14, Feb 22. Unfortunately I couldn't be so in effect you have had three days to work on projects and/or review. I apologize for not being here but sometimes professional duties interfere with scheduled classes.
So, because I wouldn't consider it fair to expect you all to start your presentations after my three day absence, we spend the day working further on the presentations and your papers. I'm VERY IMPRESSED with the work that you are all producing - your attention to detail is impressive and I'm really looking forward to your presentations that will start next Monday (see below).
Because of the changes in schedules and because of a very large field trip tomorrow, as a class we agreed today that your presentations will begin on Monday and they will still follow the original order of topics because they occurred throughout history in that chronological order. Everyone should be ready to present on Monday although we will certainly not have sufficient time to see all the presentations that day. We will be finishing presentations on Tuesday.
To that end we will meet in the Comm Tech Lab on Thursday (that's Rm 211) as a final polish-up day for your presentations and papers.
On Friday of this week we will do an in-class Peer Edit of your work. Please see the marking scheme for the marks for this. Everyone must submit on Monday your completed copy of your paper along with the THREE peer-edited versions of it so that we can compare your finished product with the works-in-progress.
To be clear, here is what the next three days look like:
Thursday, Feb 24 - Lab 211 (Comm Tech) for final work period
Friday, Feb 25 - In class Peer Edit day for your papers - come prepared!
Monday, Feb 28 - All final copies of your papers along with THREE peer-edited copies are due at the beginning of class.
Monday, Feb 28 - We will start our presentations, we'll finish them on Tuesday and then move on with Human Rights Issues in Law.
So, because I wouldn't consider it fair to expect you all to start your presentations after my three day absence, we spend the day working further on the presentations and your papers. I'm VERY IMPRESSED with the work that you are all producing - your attention to detail is impressive and I'm really looking forward to your presentations that will start next Monday (see below).
Because of the changes in schedules and because of a very large field trip tomorrow, as a class we agreed today that your presentations will begin on Monday and they will still follow the original order of topics because they occurred throughout history in that chronological order. Everyone should be ready to present on Monday although we will certainly not have sufficient time to see all the presentations that day. We will be finishing presentations on Tuesday.
To that end we will meet in the Comm Tech Lab on Thursday (that's Rm 211) as a final polish-up day for your presentations and papers.
On Friday of this week we will do an in-class Peer Edit of your work. Please see the marking scheme for the marks for this. Everyone must submit on Monday your completed copy of your paper along with the THREE peer-edited versions of it so that we can compare your finished product with the works-in-progress.
To be clear, here is what the next three days look like:
Thursday, Feb 24 - Lab 211 (Comm Tech) for final work period
Friday, Feb 25 - In class Peer Edit day for your papers - come prepared!
Monday, Feb 28 - All final copies of your papers along with THREE peer-edited copies are due at the beginning of class.
Monday, Feb 28 - We will start our presentations, we'll finish them on Tuesday and then move on with Human Rights Issues in Law.
Wednesday, February 16, 2011
DAY 11 (Feb 16) History of Law Presentation Review
Since most of you are finished your presentations we'll take today's period to gently critique your work - this is an opportunity for the class to "peer edit" your presentations. The purpose of doing this is so that you can have some group feedback to use in tweaking / improving / correcting / increasing the effectiveness of your presentations. As discussed, fancy transitions and other features that are easy to create are generally annoying - they almost always detract from the presentation and make it less professional.
Review of effective presentations.
1. Rule of 6 - no slide should have more than six lines of text, each line having no more than 6 words.
2. Graphics - each slide should have a graphic which enhances audience understanding of the point that you are trying to make with that slide.
3. Transitions - the simpler the better.
4. Headings - each slide should have a short but effective heading or sub-heading.
5. Theme - by this I mean colour scheme. It should be the same for the entire presentation including the same font, background colour, font colour, same sizes for headings and each level in a list.
Afterward we'll start looking at your papers if possible. Remember, because you have already done the presentation you already have the information that you will need to complete your paper, including at least four examples of laws from your time period and the corresponding laws in effect in Canada today.
For the paper I'm asking you to do footnoting. The Google Docs conversion of this hasn't worked perfectly so I'm also distributing the correct version (Google Docs puts the footnotes off to the left hand margin and doesn't insert correct numbers for footnotes, it puts in a number sign (#) instead.
We did all of the above and we were pleased to see many already effective presentations!
The following is an account of our discussion on writing a supported opinion paper like the one you need to do for this project, "History of Law."
Introduction:
Opening Statement - introduces the main topic, in this case your historical time period and the context of the newly written law, e.g. ...
"Ancient Babylon was a culture with highly developed Mathematics, architecture and other technologies. In order to keep the society and its economy thriving the leaders needed to create laws for everyone to follow to ensure that the society continued to develop. The longest lasting legacy of the need to maintain order in Babylonian society is the Code of Hammurabi, the oldest surviving complete set of written laws of which we know. Many of the legal ideas from 3,700 years ago continue to influence our laws in Canada today. This paper will explain the connection between the Code of Hammurabi and Canadian law and it will show that those ancient legal ideas are influential in Canada's legal system.
Review of effective presentations.
1. Rule of 6 - no slide should have more than six lines of text, each line having no more than 6 words.
2. Graphics - each slide should have a graphic which enhances audience understanding of the point that you are trying to make with that slide.
3. Transitions - the simpler the better.
4. Headings - each slide should have a short but effective heading or sub-heading.
5. Theme - by this I mean colour scheme. It should be the same for the entire presentation including the same font, background colour, font colour, same sizes for headings and each level in a list.
Afterward we'll start looking at your papers if possible. Remember, because you have already done the presentation you already have the information that you will need to complete your paper, including at least four examples of laws from your time period and the corresponding laws in effect in Canada today.
For the paper I'm asking you to do footnoting. The Google Docs conversion of this hasn't worked perfectly so I'm also distributing the correct version (Google Docs puts the footnotes off to the left hand margin and doesn't insert correct numbers for footnotes, it puts in a number sign (#) instead.
We did all of the above and we were pleased to see many already effective presentations!
The following is an account of our discussion on writing a supported opinion paper like the one you need to do for this project, "History of Law."
Introduction:
Opening Statement - introduces the main topic, in this case your historical time period and the context of the newly written law, e.g. ...
"Ancient Babylon was a culture with highly developed Mathematics, architecture and other technologies. In order to keep the society and its economy thriving the leaders needed to create laws for everyone to follow to ensure that the society continued to develop. The longest lasting legacy of the need to maintain order in Babylonian society is the Code of Hammurabi, the oldest surviving complete set of written laws of which we know. Many of the legal ideas from 3,700 years ago continue to influence our laws in Canada today. This paper will explain the connection between the Code of Hammurabi and Canadian law and it will show that those ancient legal ideas are influential in Canada's legal system.
Tuesday, February 15, 2011
DAY 10 (Feb 15) Last Lab Day for History of Law Project
Today we are in the final lab period for your project. I've been checking everyone's presentations and even some of your papers and I'm really quite impressed with what I'm seeing.
Tomorrow we'll have a lookie at your presentations in class and you'll have the change to get going on the written part of your project too.
Before the end of today's period I'd like everyone to upload your presentation to Google Docs and change the Share setting on it to "Anyone with the Link can open" so that we can all look at it. Before presentations are due I'll include the links to everyone's presentations here on the blog.
As I mentioned in yesterday's blog post, please note that because I will not be in Law class next Monday I've moved ahead by one day all of the presentations - so they start onWednesday , Feb 23. Those changes are reflected in the project links below.
All of your draft copies of your paper on the History of Law are still due on Friday, Feb 25 for Peer Editing.
History of Law Project
History of Law Presentation Marking Scheme
History of Law Paper Marking Scheme
Tomorrow we'll have a lookie at your presentations in class and you'll have the change to get going on the written part of your project too.
Before the end of today's period I'd like everyone to upload your presentation to Google Docs and change the Share setting on it to "Anyone with the Link can open" so that we can all look at it. Before presentations are due I'll include the links to everyone's presentations here on the blog.
As I mentioned in yesterday's blog post, please note that because I will not be in Law class next Monday I've moved ahead by one day all of the presentations - so they start onWednesday , Feb 23. Those changes are reflected in the project links below.
All of your draft copies of your paper on the History of Law are still due on Friday, Feb 25 for Peer Editing.
History of Law Project
History of Law Presentation Marking Scheme
History of Law Paper Marking Scheme
DAY 9 (Feb 14) Valentine's Day and Lab Period
Today I have you booked into the Library Lab to work on the project that you started last week. Everyone is moving through this smoothly. I have reposted the project and the marking scheme below in case you need to refer to them and can't find your handout.
Please note that because I will not be in Law class next Tuesday I've moved ahead by one day all of the presentations - so they start on Wednesday, Feb 23. Those changes are reflected in the project links below.
All of your draft copies of your paper on the History of Law are still due on Friday, Feb 25 for Peer Editing.
History of Law Project
History of Law Marking Scheme
Thursday, February 10, 2011
DAY 8 (Feb 11) Work Period for History of Law Project
Today I have you booked into the Library Lab to work on the project that you started yesterday. Everyone is moving through this smoothly. I am on a field trip today so you will have a supply teacher who has handouts of the marking scheme for your presentation. I have reposted the project and the marking scheme below in case you need to refer to them and can't find your handout.
History of Law Project
History of Law Marking Scheme
We'll be back in the lab on Monday.
History of Law Project
History of Law Marking Scheme
We'll be back in the lab on Monday.
DAY 7 (Feb 10) History of Law Project
Today I introduced the History of Law Project. You are to create a presentation similar to my Hammurabi's Code presentation from yesterday. The Project Outline is below as is the marking scheme for it.
History of Law Project
History of Law Marking Scheme
History of Law Project
History of Law Marking Scheme
Wednesday, February 9, 2011
DAY 6 (Feb 9) Hammurabi's Code
Today we're looking at the history of law in the world. It is important to note that law is constantly evolving. Each of the records of Law that you will cover (list is below) had an impact on laws written hundreds or even thousands of years later. For example, the Napoleonic Code was based heavily on the Justinian Code, and civil law in Quebec is based on the Napoleonic Code, and there are many many more examples.
The first set of ancient laws that we will look at is the Code of Hammurabi (this is a complete text of it). In 1,800 B.C. the Amorite king, Hammurabi, took the throne of the new Babylonian dynasty in what is today modern Iraq. He was the sixth king of the first dynasty of Babylon. Immediatley he began to expand his new empire to eventually include Assyria and northern Syria. Hammurabi was a great military leader and lawgiver. In the first year of his reign Hammurabi fulfilled a promise to the Babylonian god Marduk and established an extensive law system which encompassed nearly every area of ancient life. The document was over 300 paragraphs long and included sections on social, moral, religious, commercial and civil law.
The first set of ancient laws that we will look at is the Code of Hammurabi (this is a complete text of it). In 1,800 B.C. the Amorite king, Hammurabi, took the throne of the new Babylonian dynasty in what is today modern Iraq. He was the sixth king of the first dynasty of Babylon. Immediatley he began to expand his new empire to eventually include Assyria and northern Syria. Hammurabi was a great military leader and lawgiver. In the first year of his reign Hammurabi fulfilled a promise to the Babylonian god Marduk and established an extensive law system which encompassed nearly every area of ancient life. The document was over 300 paragraphs long and included sections on social, moral, religious, commercial and civil law.
Kings of the day often posted large monuments listing their laws with an accompanying statue carving of themselves to identify the law with the king. Hammurabi was no different in this practice. There were many copies of this law erected throughout the kingdom usually in temples dedicated to local gods. One of the original pillars now resides in the Louvre Museum, in Paris.
Mosaic Law (c. 1240 BC) and the 10 Commandments
Tuesday, February 8, 2011
DAY 5 (Feb 8) Charter of Rights and Freedoms
We started by going through each of your parts of the Canadian Charter of Rights and Freedoms that were assigned yesterday. You did a very good job with interpreting your first Canadian Law! Well done!
I then distributed the Government of Canada's official guide to the Charter and we clarified some of the sections of it. We discovered some interesting things about the Charter including:
The Canadian Charter of Rights and Freedoms is a set of laws containing the basic rules about how our country operates. For examples, it contains the powers of the federal government and the powers of the provincial governments of Canada.
The Charter also sets out the Rights and Freedoms that Canadians believe are necessary in a free and democratic society including:
WHY is it important that the Charter is part of our Constitution?
The Constitution is the supreme law of Canada and all other laws must be consistent with the rules set out in the Constitution - if they are not they may not be valid. Because the Charter is part of the Constitution, laws that limit Charter rights may be invalid. This makes the Charter the most important law we have in Canada.
The Charter does, however, allow governments to put some limits on some Charter rights. This is set out in Section 1 which says that other laws may limit the rights and freedoms in the Charter so long as those laws are reasonable and justified in a free and democratic society. So, a law that limits a Charter right is still valid if it confirms with Section 1.
Also, the federal Department of Justice must make sure that new laws proposed by the federal government comply with the Charter.
How Long has the Charter been in Force?
The Charter came into effect on April 17, 1982 as part of a package of reforms contained in The Constitution Act, 1982.
Are All of Your Rights contained in the Charter?
No. The Charter contains those rights and freedoms that Canadians believe are essential in a free and democratic country. Many other laws create rights too. The federal, provincial and territorial governments all have laws that provide rights and freedoms: laws against discrimination in employment and accommodation, consumer protection laws, environmental laws, and, in the area of criminal law, laws that give rights to witnesses, victims and those accused of crimes. There are many more as well.
Who Enjoys Charter Rights?
Generally, any person in Canada, whether a Canadian citizen, a permanent resident or a newcomer, has the rights and freedoms contained in the Charter. There are some exceptions as follows:
Some rights are limited only to Canadian citizens: the right to vote (s.3) and the right to enter, remain in and leave Canada (s.6).
What Can I Do If My Charter Rights Have Been Denied?
The Charter allows for three kinds of actions to those whose rights have been denied. They are called, "legal remedies."
1. A person can ask a court for a remedy that is "appropriate and just in the circumstances." For example a court may stop proceedings against a person charged with an offence if his or her right to a trial within a reasonable time has been denied.
2. A second remedy is available when persons carrying out investigations for the government (e.g. police officers) violate a person's Charter rights. This may happen when the police improperly search for evidence on a private property and violate a person's right to privacy. In this situation a person can ask a court to order that the evidence not be used against the person in a trial. A court would make an order like this if the evidence at a trial would "bring the administration of justice into disrepute." (s.24)
3. Finally, if a court finds that a law violates Charter rights, it can rule that the law has no force (s.52of the Constitution Act, 1982).
I then distributed the Government of Canada's official guide to the Charter and we clarified some of the sections of it. We discovered some interesting things about the Charter including:
The Canadian Charter of Rights and Freedoms is a set of laws containing the basic rules about how our country operates. For examples, it contains the powers of the federal government and the powers of the provincial governments of Canada.
The Charter also sets out the Rights and Freedoms that Canadians believe are necessary in a free and democratic society including:
- Freedom of Expression
- Our right to live and seek employment anywhere in Canada
- Our right to a democratic government
- The rights of anyone accused of crimes
- Aboriginal Peoples' rights
- The right to equality, including the equality of women and men
- Our right to use either of Canada's official languages (French, English)
- The right of linguistic minorities to an education in their own language
- The protection of Canada's multicultural heritage
WHY is it important that the Charter is part of our Constitution?
The Constitution is the supreme law of Canada and all other laws must be consistent with the rules set out in the Constitution - if they are not they may not be valid. Because the Charter is part of the Constitution, laws that limit Charter rights may be invalid. This makes the Charter the most important law we have in Canada.
The Charter does, however, allow governments to put some limits on some Charter rights. This is set out in Section 1 which says that other laws may limit the rights and freedoms in the Charter so long as those laws are reasonable and justified in a free and democratic society. So, a law that limits a Charter right is still valid if it confirms with Section 1.
Also, the federal Department of Justice must make sure that new laws proposed by the federal government comply with the Charter.
How Long has the Charter been in Force?
The Charter came into effect on April 17, 1982 as part of a package of reforms contained in The Constitution Act, 1982.
Are All of Your Rights contained in the Charter?
No. The Charter contains those rights and freedoms that Canadians believe are essential in a free and democratic country. Many other laws create rights too. The federal, provincial and territorial governments all have laws that provide rights and freedoms: laws against discrimination in employment and accommodation, consumer protection laws, environmental laws, and, in the area of criminal law, laws that give rights to witnesses, victims and those accused of crimes. There are many more as well.
Who Enjoys Charter Rights?
Generally, any person in Canada, whether a Canadian citizen, a permanent resident or a newcomer, has the rights and freedoms contained in the Charter. There are some exceptions as follows:
Some rights are limited only to Canadian citizens: the right to vote (s.3) and the right to enter, remain in and leave Canada (s.6).
What Can I Do If My Charter Rights Have Been Denied?
The Charter allows for three kinds of actions to those whose rights have been denied. They are called, "legal remedies."
1. A person can ask a court for a remedy that is "appropriate and just in the circumstances." For example a court may stop proceedings against a person charged with an offence if his or her right to a trial within a reasonable time has been denied.
2. A second remedy is available when persons carrying out investigations for the government (e.g. police officers) violate a person's Charter rights. This may happen when the police improperly search for evidence on a private property and violate a person's right to privacy. In this situation a person can ask a court to order that the evidence not be used against the person in a trial. A court would make an order like this if the evidence at a trial would "bring the administration of justice into disrepute." (s.24)
3. Finally, if a court finds that a law violates Charter rights, it can rule that the law has no force (s.52of the Constitution Act, 1982).
Monday, February 7, 2011
DAY 4 (Feb 7) Lost in a Cave and Our Rights
Today we're having a look at the old Law Gem, Lost in a Cave. In your assigned groups you are to address all of the questions and then present your findings to the class on large chart paper.
Some of the main legal points addressed here are (these are notes from today's class discussion and your presentations):
1. There is a difference between Rules and Laws.
Rules generally apply within a restricted situation, e.g. Hockey Game, Game of Monopoly, School Environment, Work Environment, your own Home . . . etc.
Laws apply to everyone in the country equally (including those who write the laws and those in political power). Laws can be quite powerful and they might be able to take away your freedom (jail) or money (fines).
2. Society - everyone is governed by the laws (rules) of that society equally. The boys in the cave, all Canadians, etc.
3. Are they part of society of old? Yes, although physically separated they still have the old society's mindset, however, they're making their own laws that will govern only them.
4. Despite their isolation, Canadian Law still governs their actions. What Canadian Law does NOT account for is NATURAL LAW - which, without food for too long, would have killed all three boys.
I also distributed your texts today. These are brand new, All About Law, 6th Ed., Murphy et al, and I have put your names in the book. I explained that at the end of the semester I'll collect these and my expectation is that they are still in excellent, almost pristine shape, with no graffiti or other marks and that the binding is still in tact so please take good care of these books. For a list of who has which book please see my Student Text List. I've also posted this in the Information You Might Need link, upper right of the blog main page.
Tonight I expect each of you to return to class tomorrow having had a good look at your assigned part of the Canadian Charter of Rights and Freedoms, p. 598, and ready to explain it to the class tomorrow. Please don't worry, I'll help you all along in this task.
Some of the main legal points addressed here are (these are notes from today's class discussion and your presentations):
1. There is a difference between Rules and Laws.
Rules generally apply within a restricted situation, e.g. Hockey Game, Game of Monopoly, School Environment, Work Environment, your own Home . . . etc.
Laws apply to everyone in the country equally (including those who write the laws and those in political power). Laws can be quite powerful and they might be able to take away your freedom (jail) or money (fines).
2. Society - everyone is governed by the laws (rules) of that society equally. The boys in the cave, all Canadians, etc.
3. Are they part of society of old? Yes, although physically separated they still have the old society's mindset, however, they're making their own laws that will govern only them.
4. Despite their isolation, Canadian Law still governs their actions. What Canadian Law does NOT account for is NATURAL LAW - which, without food for too long, would have killed all three boys.
I also distributed your texts today. These are brand new, All About Law, 6th Ed., Murphy et al, and I have put your names in the book. I explained that at the end of the semester I'll collect these and my expectation is that they are still in excellent, almost pristine shape, with no graffiti or other marks and that the binding is still in tact so please take good care of these books. For a list of who has which book please see my Student Text List. I've also posted this in the Information You Might Need link, upper right of the blog main page.
Tonight I expect each of you to return to class tomorrow having had a good look at your assigned part of the Canadian Charter of Rights and Freedoms, p. 598, and ready to explain it to the class tomorrow. Please don't worry, I'll help you all along in this task.
Thursday, February 3, 2011
Day 3 (Feb 4) The Star Chamber - What is Justice?
We finished watching the film today and then set our sights on some Q & A on the Star Chamber. Some of your comments are included below for future reference:
Here are some of the awesome ideas many of you had for the Q & A on the Star Chamber:
1. "What happened to the law? We let it happen." Most of you recognize that the judges in the film and probably in real courts too have rules to follow so that they are not at fault when miscarriages of justice occur. I pointed out that the Criminal Code of Canada is the basic rule-book for Criminal Proceedings and that the Canadian Charter of Rights and Freedoms must be followed too in regards to the rights of the accused.
2. Baseball Analogies: many of you pointed out the similarities between the umpire of a baseball game and a judge - both are human and sometimes they make mistakes. They are also responsible for interpreting the laws/rules of the trial/game so again, there might be some subjectivity involved.
3. Difference between Law and Justice: it's clear to most of you that the laws are there to help maintain justice in our system and that they are, as a result, extremely important in determining what justice is. Also, our elected officials in Ottawa create the laws of the land and consequently define justice for us all. And yes, those definitions change over time and as they do our laws evolve.
4. Overall, the point of the film is to expose to you all the idea that sometimes the law and justice do not mesh, that sometimes the rights of some groups (e.g. those charged with crimes) can override the rights of the victims and society at large - it is the role of the citizenry through our elected officials to define rights as they fit into our Constitution via the Charter of Rights and Freedoms.
Great start to the class, everyone! Keep sending in your email information for you and your parents.
Here are some of the awesome ideas many of you had for the Q & A on the Star Chamber:
1. "What happened to the law? We let it happen." Most of you recognize that the judges in the film and probably in real courts too have rules to follow so that they are not at fault when miscarriages of justice occur. I pointed out that the Criminal Code of Canada is the basic rule-book for Criminal Proceedings and that the Canadian Charter of Rights and Freedoms must be followed too in regards to the rights of the accused.
2. Baseball Analogies: many of you pointed out the similarities between the umpire of a baseball game and a judge - both are human and sometimes they make mistakes. They are also responsible for interpreting the laws/rules of the trial/game so again, there might be some subjectivity involved.
3. Difference between Law and Justice: it's clear to most of you that the laws are there to help maintain justice in our system and that they are, as a result, extremely important in determining what justice is. Also, our elected officials in Ottawa create the laws of the land and consequently define justice for us all. And yes, those definitions change over time and as they do our laws evolve.
4. Overall, the point of the film is to expose to you all the idea that sometimes the law and justice do not mesh, that sometimes the rights of some groups (e.g. those charged with crimes) can override the rights of the victims and society at large - it is the role of the citizenry through our elected officials to define rights as they fit into our Constitution via the Charter of Rights and Freedoms.
Great start to the class, everyone! Keep sending in your email information for you and your parents.
Day 2 (Feb 3) More on the Star Chamber
It's nice to see everyone back in class today after yesterday's snow day - a beautiful sunny day is reflecting off the snow today making everything beautiful to say the least!
We are watching the rest of the film today after going to the Computer Lab for you to create your own Gmail account and to get familiar with this class blog.
I'm also trying to collect as many email addresses from you and from your parents as I can in order to make an emailing list through which I'll keep everyone well-informed of the goings on in this class including assignments, marking sheets, due dates, field trips and everything else that's relevant to our class and school community. This way everyone connected to this course (including your parents) will never be out of touch.
Here's an information sheet I'd like you all to return completed tomorrow - better yet email me and have your parents email me all the information.
We are watching the rest of the film today after going to the Computer Lab for you to create your own Gmail account and to get familiar with this class blog.
I'm also trying to collect as many email addresses from you and from your parents as I can in order to make an emailing list through which I'll keep everyone well-informed of the goings on in this class including assignments, marking sheets, due dates, field trips and everything else that's relevant to our class and school community. This way everyone connected to this course (including your parents) will never be out of touch.
Here's an information sheet I'd like you all to return completed tomorrow - better yet email me and have your parents email me all the information.
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