Forensic anthropology is the application of anthropology to criminal investigations. It incorporates concepts and methods from biological anthropology (the study of the physical aspects of humanity).
Identifying unknown individuals is a key part of forensic anthropology. Anthropologists assist in identifications primarily by constructing a biological profile. This includes estimating age, sex, stature, and ancestry, as well as identifying specific characteristics, like diseases or injuries. In addition to helping identify human remains, the anthropologist analyzes injuries that happened around the time of a person's death, which can help determine how a person died. To do these things, an anthropologist begins by asking a series of important questions.

Website includes more information on forensic anthropology, including photos and videos.

CAUTION: THIS SITE CONTAINS IMAGES THAT SOME MAY FIND DISTURBING.

A criminal case has just been opened. Your task is to help close it.
Have you ever wondered how forensic science works? You may have seen police and crime lab work on television but what is a real forensic science investigation like?
This site includes information and activities that recreate some of the challenges forensics experts deal with. You will learn first-hand about forensics by taking on the roles of Forensic Archaeologists, Anthropologists, Entomologists, Botanists, DNA Analysts, and Stable Isotope Analysts. Each of your tasks will be a real job that a forensic expert does and every step is important to solving the case. Think carefully, but if you get stuck there are hints to help you.
Additionally, there are expert videos on each discipline, photographs of practising forensic scientists at work in the field and in the lab, and a detailed textual library in the "Resources" section. Links to these resources occur at the end of each activity.

In this unit, students explore a variety of resources—texts, images, sounds, photos, and other artifacts—to learn more about the Holocaust. Beginning with journal writings and a picture book to introduce the central issues, the unit focuses on student-centered inquiry. Students explore a range of print and non-print resources through extensive online inquiry activities. Progressing from individual work to a group learning project, the unit culminates in publishing the group's findings in topic-based newspapers.

The lesson includes complete lists of picture books, read-aloud books, reference texts, and online sites and collections that allow teachers to customize the activities to fit the available resources and students' specific research interests.

In which John Green teaches you about Iran's Revolutions. Yes, revolutions plural. What was the1979 Iranian Revolution about? It turns out, Iran has a pretty long history of unrest in order to put power in the hands of the people, and the most recent revolution in 1979 was, at least at first, not necessarily about creating an Islamic state. It certainly turned out to be about that, but it was initially just about people who wanted to get rid of an oppressive regime. Listen up as John teaches you about Iran's long history of revolution.

This site offers instructional activities for irregular and high frequency words. Not all words use the most common phoneme-grapheme correspondences, but most words are at least partially decodable. Many words appear so frequently in text that children need to learn them before they have been taught the necessary phoneme-grapheme correspondences. The resources on this site provide a range of options for you to teach such words.

In which John Green teaches you the history of Islam, including the revelation of the Qu'ran to Muhammad, the five pillars of Islam, how the Islamic empire got its start, the Rightly Guided Caliphs, and more. Learn about hadiths, Abu Bakr, and whether the Umma has anything to do with Uma Thurman (spoiler alert: it doesn't). Also, learn a little about the split between Sunni and Shia Muslims, and how to tell if this year's Ramadan is going to be difficult for your Muslim friends. Let's try to keep the flame wars out of this reasoned discussion.

Overview: Sun West and Junior Achievement Partnership for Grade 68Career Education:

Sun West School Division partnered with Junior Achievement Saskatchewan in support of career development competencies of students through a business lens. Grade 8 Career Education Teachers will continue to deliver Junior Achievement’s Dollars with Sense (Gr. 8) program to our students.

Junior Achievement focuses on the pillars of Financial Literacy, Entrepreneurship, and Work Readiness. The programs include combinations of whole class, team, and individual activities. Junior Achievement kits were sent to schools and categorized in our libraries. The materials are very detailed containing necessary resources, student preparation portfolios, and the teacher inspiration guide. The Student Preparation Portfolio consumables have been sent to schools.

As well, Junior Achievement has updated their online portal and created both Teacher-led and Student self-directed modules. These modules can be used alongside the physical kits – lots of options! Course Access Codes for the online portal have been shared with CD LEAD Teachers and Administrators. The access codes are also included in the packages sent to schools. If any support needed,

Sun West and Junior Achievement Partnership for Grade 6 Career Education:

Sun West School Division partnered with Junior Achievement Saskatchewan in support of career development competencies of students through a business lens. Grade 6 Career Education Teachers will continue to deliver Junior Achievement’s Our Business World (Gr. 6) program to our students.

Junior Achievement focuses on the pillars of Financial Literacy, Entrepreneurship, and Work Readiness. The programs include combinations of whole class, team, and individual activities. Junior Achievement kits were sent to schools and categorized in our libraries. The materials are very detailed containing necessary resources, student preparation portfolios, and the teacher inspiration guide. The Student Preparation Portfolio consumables have been sent to schools.

As well, Junior Achievement has updated their online portal and created both Teacher-led and Student self-directed modules. These modules can be used alongside the physical kits – lots of options! Course Access Codes for the online portal have been shared with CD LEAD Teachers and Administrators. The access codes are also included in the packages sent to schools. If any support needed,

his toolkit has been designed to promote positive mental health practices and perspectives within the school environment. The toolkit was developed for the Pan- Canadian Joint Consortium for School Health by Dr. Patricia Peterson and Dr. Bill Morrison of the University of New Brunswick. The JCSH wishes to acknowledge the many professionals from each Canadian province and territory who provided assistance by participating as key informants and reviewers.

In the second edition of the Positive Mental Health Toolkit, the resource has been divided into a series of online modules, presenting information and materials that are manageable and user friendly. It is not necessary that you implement all modules of the PMH Toolkit or that you complete them in the sequence they are presented. We encourage you to take the time to explore each module and its written and video components. The toolkit has been updated to reflect recent Canadian research, and to identify promising practices occurring in diverse contexts across the country. In addition, the PMH Toolkit provides a means of measuring positive mental health practices, with results generating a series of individualized strategies for enhancing healthy school environments for students, educators and staff members. These assessment measures can be used in conjunction with the JCSH Healthy School Planner as a means of evaluating overall school environments.
The Positive Mental Health Toolkit consists of five modules:

• Module 1: Introduction to Positive Mental Health

• Module 2: School Connectedness

• Module 3: Resiliency in School Environments

• Module 4: School Team Relationships

• Module 5: Assessing Comprehensive School Health

We're headed back to Japan, this time in the Edo period to follow up on Noh theater, which had gone out of style last time we checked in. Now, under the Shoguns, there's couple of really interesting types of drama on the scene. Kabuki is a sort of successor to Noh, with wilder stories and more action. And Bunraku is straight up high intensity puppet theater. Mike tells you all about how the Samurais got themselves into trouble watching bawdy theater shows in Edo.

In which John Green teaches you about what westerners call the middle ages and the lives of the aristocracy...in Japan. The Heian period in Japan lasted from 794CE to 1185CE, and it was an interesting time in Japan. Rather than being known for a thriving economy, or particularly interesting politics, the most important things to come out of the Heian period were largely cultural. There was a flourishing of art and literature in the period, and a lot of that culture was created by women. The Tale of Genji by Murasaki Shikibu was the classic piece of literature of the day, and it gave a detailed look into the way the Aristocrats of the Heian period lived. While this doesn't give a lot of insight into the lives of daily people, it can be very valuable, and the idea of approaching history from a cultural perspective is a refreshing change from the usual military or political history that survives from so many eras.

Jason’s story is one of many. Listen, learn and share at www.passagescanada.ca

Passages Canada is a national storytelling initiative of Historica Canada that nurtures cross-cultural dialogue in Canadian communities. Our volunteer speakers share their personal experiences of identity, culture and immigration with groups of all ages. Passages Canada is generously funded by TD Bank Group and Citizenship and Immigration Canada.

“I was born in Seoul, South Korea. My mom and dad immigrated to Toronto when I was a just 3 months old. They dreamed of becoming entrepreneurs. In 1978 they opened one of the first businesses in Toronto’s Koreatown.

As a teenager, I wanted nothing to do with the family business. I didn't speak Korean; I wasn’t interested in my parents’ Korean culture. I just wanted to be like the other Canadian kids. My mom finally kicked me out of the house.

Five years ago, my dad got sick. I decided it was time to embrace my roots. I started managing the restaurant. I even learned to speak Korean.

I am a Korean-Canadian, proud of what my family has built.”

The following is a novel study guide for "Jean Val Jean" and a character wheel print out.

This excellent activity was used with our PeBL Mentors at Sun West. An explanation is included in the PowerPoint slides attached, and the other resources are provided as Word Documents.

Enjoy!

Je prepare ma presentation minute
One minute presentation template