Social Studies: Why was a Treaty needed in New Zealand Essay

Hi there! This week in Social Studies, we have been focusing on finishing our essays on why a Treaty was needed for New Zealand. Here is mine:

In 1830 there were 500,000 Māori and 200 Europeans living in New Zealand. The behaviour of the Whalers, the Missionaries’ desire to help protect Māori rights and the Musket Wars were reasons that a treaty was needed. The Declaration of Independence was another contributing factor to the need for a treaty.

One reason that a Treaty was needed was some of the British Settlers’ lawless behaviour like whalers. The lawlessness of New Zealand before the 1840s was a key cause that entered the British Crown and Maori into a Treaty. Before the Treaty of Waitangi was signed New Zealand was included in independent tribes with a small number of European settlements and a few traders throughout the country. The two races did not have a moral time cooperating, therefore, had different ways of doing things. This lifestyle led to the creation of Kororareka, the first European settlement and seaport of New Zealand. This community reached a poor reputation with no laws, increased racial tension and corruption, which had brothels (the house where men visit prostitutes) and grog (alcohol), shops to service the needs of the ship crewmen, it was known as the “Hell hole of the Pacific”. Without this Treaty, this lawless behaviour would continue.

Another reason that a Treaty was needed was to protect Māori rights. One group that felt strongly about this was the missionaries. To strengthen the missions and protect his Maori, converts from undesirable European influences, Henry William sent missionary opposition to the New Zealand Company and other large scale colonization ventures. Instead, the missionaries favoured intervention by the British government. Henry Williams agreed to the government’s request to use all his influence among the chiefs, to persuade them to make the desired surrender of sovereignty to her Majesty, by signing the Treaty of Waitangi. In contrast, the New Zealand company tried in every possible means to have the Treaty withdrawn or set aside. In regard to it as a mere blind to amuse and deceive ignorant savages. Well informed that New Zealand, like any other Pacific Islands, was exposed to European interference. The CMS missionaries and the Wesleyans welcomed the Treaty of Waitangi. They helped translate the treaty into Maori and later collected signatures for it. Overall, missionary influence in New Zealand reached its peak in February 1840, when chiefs such as Hone Heke and Tamati Waka Nene gave their Christian faith as their reason for signing the treaty.

Another reason that a treaty was needed was the Musket Wars. The Musket Wars caused many deaths as over 20,000 lost their lives. Land borders were changed drastically because of these wars. These wars cause many Maori to be enslaved and taken by other tribes who had more muskets than the other tribe making them more powerful. Maori tribes would get muskets through the trade of food and flax. These musket trades gave Maori new weapons which they could use in war. However, whoever had the most muskets where probably more likely to win. After Nga Puhi traded for muskets, a spike in musket trades happened as everyone wanted muskets. This would cause many wars and for tribal boundaries to change so much, this was unusual in the 1800s. These trades, cause many deaths to Maori which would then become a reason for the European population in New Zealand to increase. Maori people became frightened and now because of this thought, a treaty would help this issue and stop many deaths to Maori.

The final reason that a treaty was needed was the existence of the Declaration of Independence. What was the Declaration of Independence? The Declaration of Independence has caused Maori to do many things such as now being able to trade with other countries. This would cause Maori to have Aotearoa considered as a country. Maori would have been able to have control over their land too. The Declaration helped the Maori to finally own their land and protection. It also gave them freedom where if it had failed, they would have the Crown as a backup as the king would reach ownership if anything had gone wrong. This would foster the relationship between the Crown and Maori. This was major for the treaty signing.

In conclusion, a treaty was needed because it improved relations between the Crown, the Maori and the Missionaries. It protected the Maori culture and enabled Maori to stay in New Zealand as Maori. The treaty also helped the Crown, giving them the right to rule over New Zealand and represent the interests of all New Zealanders. It advised stopping the Musket Wars by uniting the nation and protecting all. Lastly, the treaty was also helpful by impacting both sides of the spectrum then and now. The negative effects of the Maori were conveyed eased by the Treaty of Waitangi.

Year 10 Writing Portfolio

Throughout this whole year in English, we have written three types of essays. Creative writing, close viewing and written text (short story). During this unit, I found it quite difficult and stressful, as I am not very confident in writing. But once I started writing and slowly got the hang out of it, it became easier each lesson and less pressured. Out of these essays, I enjoyed the close viewing the most. Overall, they were all great writings. Here are my written essays: 

Creative Writing:

Strands of thin light came from the sky. Goosebumps no longer show as warm air lingers around. A carnival of scents sways beyond my face, while flowers surrounding me flourish sky-high; Yellow daffodils, Orange Gerbera, Pink roses - All showing off their bright colours, like sparks of fireworks. The fields were parsley-green, rubbing softly between my toes, my ears were ringing louder and louder every second, like a ton of bees attacking me. Big dark shadows hovering above me, standing tall with lengthy branches, sheltered with golden brown leaves with a hint of lime green and sunlight yellow.

The sun glows bright red, and yellow as everything around me starts gleaming. A sudden sweat emerges on my skin, never running out of heat. The everyday skies were cock-tail blue like the fresh water in the ocean, a beaked chorus of birds flying in the unending sky while the puffy white clouds were latched, resting in their place. Families gather at beaches smiling and having a good time- sunbathing, munching on snacks and roasting a bbq. Dogs run around, breathing heavily, their tongues hanging out from their mouths, and a gust of wind gently blowing against their fur. The balmy, relaxing sound of the waves lapping over each other from the distance, echoing wave to wave.

Autumn days fall by as fast as the leaves fall from the trees. Though the sun is still bright, still brilliant in the sky, but is cooler even on the days that lack clouds. There is a chill overnight, frost on the ground in the morning, mist and fog floating in the air. Dry, dead leaves piling up among each other, creating piles, crunched beneath your feet giving you the feeling of roughness and prickliness. Children dressed in their warm, comfy coats and their leather secure boots, cheerfully leaping into clumps of leaves and throwing them in the air like confetti.  

The empty skies were silent. The ground was icy and slippery, covered with pale white snow. The trees were solid and frosty. The air was bleak and chilly, biting on my skin, causing goosebumps. The winter season has arrived. Snowflakes fall from the sky like crystal raindrops. My feet were buried under snow, moving in steady motions, making crunching sounds. Misty fog levitating around forming pitch-black clouds like a ghostly graveyard. Chimneys on homes running, ashes of wood fading into thin air producing dingy smoke, as people yearn for warm air.

Close Viewing:

In the film “The Power Of One,” directed by John Avildsen, which is based on the Apartheid that happened in South Africa, many film techniques like camera angles and shots are used effectively. Included in the film, was a variety of conflicts between the White people and Black. (English, Afrikaner and black Afrikans) (those in power and those who weren’t, which were the black Afrikans). In the “hang him up” scene, the characters displayed, P.K - an English boy, and Jaapie botha - A Afrikaner teen - are shown in different shots and angles to outline the confrontation they are about to have, surrounded by Afrikaner students. In the scene, P.K is framed as he is an English boy, these aspects help us understand the quarrels and hatred, not only between the white and black but between the English and Afrikaners. Techniques used were low-key lighting, close-up and low angle. These film techniques gave us an idea of what might go on in the confrontation and will create different effects on the audience.

In the “Power of one” movie, the “Hang Him Up” scene is a clear example of showing the mood in the scene. The mood expressed was intensity. The director uses the technique of low-key lighting. We see this when the scene switched up from bright lighting to darker lighting. This is where Jaapie Botha is waiting for his carved tattoo to be done, but only his face is shown in lighting that could be seen, while around him dingy light is used. The purpose of this was to show how much hatred Jaapie Botha has against English people. It also gives away how fervid the scene is and giving the scene an atmosphere that would fit with the confrontations happening between the students, Jaapie and P.K. This helps us understand how small things can be created into something bigger, causing an impact. The way the lighting was used gave us an understanding of how quickly our emotions can change just by the changes of lighting. This also helps us understand how much P.K has suffered throughout his stay at the Afrikaners school. The struggles he faced while having to tolerate the pain from bullying by not only Jaapie, as well as the students. This aspect can be compared to when P.K was teaching the black Africans English in a church but had to do so without getting caught by the Afrikaners - who were in power at the time. This can be contrasted when he was in a room with just only Afrikaners around him, having the emotions of fear and anger. Instead of feeling overwhelmed with those emotions, he began to feel confident and stood up for himself and spoke without cowering fear and interference.

Furthermore, with the “hang him up” scene where P.K is held in enforcement into the room, the director uses a close-up shot to show through his expression filled with mixed emotions as he was being carried blindfolded Jaapie Bothe; to the point where he has no idea what is about to happen. For instance, the director (John Avildsen) used a close-up shot to show how both Jaapie and P.K look at each other throughout their confrontation. It also gives us an idea of how severe Jaapie is towards P.K. This was done to display how instantly P.K’s facial expressions changed. From fear to anger as he struggled to escape from the student’s arms (carrying him), he was also suffering from the slap by Jaapie Bothe. In addition to when the Afrikaners hung up his chicken, he was yelling with irritation and then suddenly to anger. This makes us audience have in mind how much power was radiating from Jaapie, as he spits insults at P.K for doing things he was not responsible for. As for this act, it made us feel more hatred towards Jaapie and the Afrikaners. I can relate this to one of the scenes in the film, where Geel Piet-a (black African) was held hostile to the wall by an Africkner prison guard (Sergeant Borman), as he stares back in fear. This is giving us obvious shots of who had the most power and had the upper hand in the situation.

I can relate this to one of the scenes in the film, where Geel Piet-a (black African) was held hostile to the wall by an Africkner prison guard (Sergeant Borman), as he stares back in fear. This is giving us obvious shots of who had the most power and had the upper hand in the situation. This is demonstrated when he is shown from a low angle while chanting “Hail Hitler” to the crowd. This shows how much power he has. Another demonstration would be when P.K pushed him, making him fall onto a flag and causing him to feel angrier. The low angle shot is used then to show that Jaapie is displeased and wants to hang P.K up. The director did this to give the effect of the difference of power in which each Afrikaner student had. As every student respected and obeyed every instruction given by Jaapie. This can also show that there is an imbalance of power. This gave the audience the feeling of being threatened. We can see a vast difference in power, but we know that power can create problems and change. This is obviously what Jaapie believes in. This can also make the audience picture and feel whats it’s like to be overpowered by someone. This aspect can be linked to when the Headmaster was giving a speech, standing up on the podium, talking about how they will rule the English and gain the power they once lost, back. This also put us in a mood of feeling threatened, by the amount of power he had. During that moment, no one had the intention or audacity to speak, but only to listen.

In conclusion “The Power Of One” movie by John Avildsen, created an expansive effect on the audience. The director uses the techniques of low-key lighting, close-up shot and low angle logically throughout the scene. These techniques gave the audience an impact on the way they interpret the story or characters and affected the audience emotions. At the end of the day and movie, they all sincerely are great, engaging characters.

Written Text (short story)

Question: Describe the beginning and the ending of the text. Explain how the beginning and ending were connected.

In “A Game of Cards ” by Witi Ihimaera, I will be describing the beginning and the ending of the story, and how they are connected. This will include the importance of family, friends and relationships. A game of cards is a story about family and friends reconnecting, spending their last moments together and forming new precious memories.

At the beginning of the story, a young man who was away in Wellington returns home and visits his grandmother named Nani Miro. His grandmother loves to play card games and is currently living in a homestead, sick. They spend a good amount of time catching up and having quality time. From the very beginning, the young man was telling us all about his grandmother (Nani Miro) and how she is the best at playing card games--five hundred, poker, canasta, pontoon--anything. He also talks about all the women, focusing on Nani Miro’s good friend Mrs Heta, in the homestead gathering and playing cards as well. They have a warm bond with each other and always compete in card games, which is what made their friendship strong. This illustrates the importance of family and friends. For example, a great quote to show this statement is true would be, “Eeee! You cheat,” Nani would say, “Eeee! Miro!” Mrs Heta would reply. At the beginning of the text, the author wants us to think about how we should appreciate and spend the time we have with our loved ones.

At the end of the story, after hearing that Nani Miro was at her deadline, all her friends and family gathered around playing card games, creating countless memories. They all kept her company as Nani was to spend the rest of her journey peacefully. As for the grandson, he cherishes his last moments with his grandmother by having a good long catch up with her. Treasuring the moment when he played her favourite song “Me he manu rere”, on the piano, singing along, happily. This shows the importance of love and relationships. A quote from the story that would be a really good example for this would be “She held my hands tightly in hers, she didn’t want to let go.” This shows the readers that family is the dignity in our lives and that the small things we have with them are what life is all about.

The beginning and ending were compatible through the idea of relationships and what it means to be a family. A connection between a relationship from the beginning and end would be Mrs Heta and Nani Miro. This is by their strong connection when playing card games. Here are two quotes to prove this is true: “All of Nani Miro’s mates were crowded close to her bed. Among them was Nani’s rival, Mrs Heta. Nani was lying very still. Then she looked up, saw Mrs Heta and whispered to her: Maka . . . Maka tiko bum, I want a game of cards.”---“Later in the year, Mrs Heta, she died too. She was buried right next to Nani so that they could keep on playing cards.” A change I noticed throughout the story would be the moods from the beginning to the end. The start began warm and cheerful as all the families and friends were bonding. Mainly focused between Nani and the grandson reconnecting. Later getting close to the end, while Nani was slowly dying, the whole mood changed. This portrayed concern, misery and grief. Everyone had dull faces. This made the readers understand how strong Nani Miros relationships are with her family. The author’s purpose for this text was to show how important it is to cherish and spend the last moments you have with your whanau.

In conclusion, in the text, “A Game of Cards”, the beginning and end of the story are connected. Through the relationships and what it means to be a family. A significant relationship that had a connection between the two was Nani Miro and Mrs Heta. Of all these reasons, the most important is the importance of family and friends. This is because they are the key part of our lives. Therefore, as time passes, we will miss the valuable time we have with them. For example, the narrator (grandson) in “A Game of Cards” doesn’t go home often, returns to visit Nani Miro, who is about to pass on. Overall, I have learnt that how family and friends are crucial. They both impact peoples lives; love, comfort, understanding, hope, values and faith. Something we cannot forget. On top of that, the story left me with love and peace.

Commercial Patterns: Bucket Hat Finale

Hi there! This week in Textiles, I am still currently putting together my bucket hat. Afterwards once I am finished, I will making a reflection about the progress I have done, along with answering a few questions relating to commercial patterns.

What are commercial patterns?
Commercial patterns are patterns that are used in sewing to guide or direct how to make a certain piece of clothing, garment or accessories. It is issued in the States.

What pattern did you use?

My class used a bucket hat pattern by HelloSewing. The bucket hat had three parts to it; the top, brim, and crown. Every part was sewn on the 10mm line. The pattern that was used most was Bent Double-Headed Arrows (cut on the fold) and cutting lines.   

Reflection:

During this learning process of making bucket hats, I enjoyed the whole experience. However, at first, I found it quite difficult as I kept making the wrong turn on a step, but then once I got the hang of it, it slowly got easier each lesson. Overall, many mistakes occurred, but that helped me learn and improve on them. It was enjoyable making bucket hats, and now I am confident when doing this unit again.        

Here are pictures of my completed bucket hat:

Social Studies: Treaties

During Social Studies we have been learning about different treaties and did some research about them. The treaties we looked at was The Acts of Union (Between England and Scotland), and the treaty between the Americans and Indians. I chose to do my research on the treaty between England and Scotland. I've presented this in a google slideshow, with some remaining questions I had to provide information for. 

Social Studies: Population data of NZ from 1836-1901

Today in Social Studies, we have been looking at the population data of NZ from 1836-1901. We started creating a line graph as well as answering some following questions given. 

What does the graph show us?

The graph shows us that over time the Maori population dropped, whereas the European population increased.

Why do you think the numbers of Maoris change? 

The Maoris population changed because they suffered from fatal diseases and, Europeans attacked them during the Musket Wars.  

Why do you think the number of Europeans changed?

Because the land was sold to them, transporting them over to New Zealand, making their population grow.   

Here is the graph I made:

Commercial Patterns: Bucket Hats

In Term 4 for Soft Materials, we have started making bucket hats. The material for my bucket hat has blue butterflies with cursive writing; this will be on the outside and a plain navy blue fabric on the inside. Right now, I am at the stage of sewing my material/parts together. The process of this is a new experience for me since I haven't made something like this before although, I think I'm going great and, I am getting there at some point. 

Here is a photo of my bucket hat process, and a DIY video on how to make one:

  

Passion Projects: Reflection

In Term 4 2021, we are doing passion projects for Wananga. We spent weeks working on the projects.

For my passion projects, I am working with my friend Dominique and, we are doing visual art. Specifically, scrapbooking. Scrapbooking is a form of art collage, putting pieces together to create art. Our scrapbook is about the kpop groups we like (BTS, Stray kids etc.)

During this unit, I found our project stressful due to the lack of time. The reason for that was because lockdown occurred on the weeks we were supposed to start and prepare. However, we eventually got there and completed a decent amount pages.    

Social Studies: My Pepeha (Mihi)

Today in Social Studies, we created our Pepeha (Mihi). It's a traditional way of introducing yourself in Te Reo Maori. I have written one before in the past but I have revised some parts with some of my previous Mihi included.

My Pepeha (Mihi)

Ko So’oialo Anneleise tōku ingoa

Ko Aoraki tōku maunga (Mountain)

Ko Waimakariri tōku awa (River)

Ko Hornby High School tōku kura

No Samoa tōku whānau (My family is from)

Ko Otautahi ahau e noho ana (I live in )

Nō reira, tēna koutou, tēna koutou, tēna koutou katoa.

Social Studies: God Poster Activity

 Hi there,

Today in Social Studies, we have been focusing on the Gods in the Maori mythology and their deities. We had to create a poster choosing one Maori God and a similar god to them that may be from the Ancient Roman or Ancient Greek. I have done my poster on Canva about Tangaroa (The Maori god of the Ocean). I hope you like it.     

Commercial Patterns - Soft Materials

 Hi there,

Today in Textiles we had to cut and paste the correct symbols with the correct meanings. We had to choose to either do it digitally or on paper but I preferred to do it digitally. I found this difficult and confusing to do as some of the descriptions match with the other symbols as well.   

Passion Projects: Wananga

Passion Projects

Hi there,

 For the past few weeks in Wananga, we started on Passion Projects. My idea for my project is scrapbooking, focusing on Visual Arts. I am working on this project with my friend Dominique. Our purpose in scrapbooking is to show our creativity and interests. We are making our theme K-pop, this includes the groups we favour like BTS, Stray Kids, Enhypen etc. 

Here are some examples of what our scrapbooking might look like.

  

English: Yellow Brick Road (Post-Reading Questions)

Hey viewers,

Continuing on with the Novel Studies, our task today was to read the Yellow Brick Road novel. After reading the story we had to answer questions in full sentences, about what the story was all about. There were also specific pages we had to talk about. 

1) The narrator (speaker) of the story believes they are moving to Wellington so they can begin a new, better life by discovering new jobs, finally making money to help his family out of suffrage. Evidence for this statement: "We'll make lots of money and be rich as anything because Wellington is where the money is and you have to go where the money is, ay Dad. No use staying in Waituhi and being poor all the time, ay"

2) On Page 1, the big difference between Waituhi and Wellington, that was mentioned by the narrator was that "Wellington is where the money is. And you have to go where the money is, ay Dad. No use of staying in Waituhi and being poor all the time". The meaning of that quote is basically saying that there is a bigger population of Pakehas than their own hometown.

3) On Page 3, the narrator's dad told Uncle Sam that they were moving to Wellington because there were no more jobs back at home and they had plenty of seasonal work like shearing, fruit-picking etc. On top of that, Wellington had plenty of work there; plenty of factories. Another reason is that he wanted his kids to have a better life. 

4) The narrator's attitude towards moving to Wellington changes, as they were getting closer to the city. Earlier at the beginning of the trip and during, he was optimistic, curious and interested but then later on when they got closer to the city, his whole mood switched and started feeling worried and anxious. While that being said, there were signs ahead that made him feel those kinds of emotions, additionally also by some people who they encountered that were not so friendly.

5) Emerald City, Yellow Brick Road, Flying Monkeys, scarecrow, tinman and cowardly lion, are all allusions (references) to a famous book titled "The Wizard of Oz". I think the author made this comparison to show the audience what it's like to be in two different worlds, Rich and Poor. It shows that moving into a different or unalike place can make a big difference in peoples lives and that life can be an obstacle.

Social Studies: The Gruesome Camps

 Hi there,

Today in Social Studies, we had to create a Bar Graph showing the number of deaths that occurred in the death camps during the Holocaust. In my previous post, I made a map of where the death camps were located. 

Yellow Brick Road - Pre-reading Qns: English

Hi there,

Today in English we began a new topic on Novel Studies. Our new set of work is about the "Yellow Brick Road" story. This post is just answering pre-reading questions regarding the Author and story.

1) Witi Ihimaera is a New Zealand Author born in Gisborne, NZ in 1944. 

 One of his famous works that were adapted to films is the Nights in the Garden of Spain (1995). 

2) I have never come across an expression called "Yellow Brick Road" before or heard of Witi Ihimaera and any of his books. But I am assuming that the Yellow Brick Road means to capture people to follow it or it could be a non-existing road.  

3) Based on the title, I am guessing the story will be about a protagonist who discovers a Yellow Brick Road and follows the path. So basically going on an adventure. 

Social Studies: Re-creating The Past

Today in Social Studies we had to watch a clip from Band of Brothers. Our task was to describe in our own words what the soldier discovered and what impact it had on them. 

Here is my description of the clip:

In the Band of Brothers clip, we see soldiers discovering a concentration camp. These soldiers see the terror of the Nazi’s concentration camps observing frail Jews and spoiled bodies of dead Jews. They were in shock and disbelief as they saw pale, sickening, very skinny Jews walking around weakly. This would have an immense impact on the soldiers as it was a very pitiful scene to experience. Later on, we see all these lifeless bodies get buried leaving a long-lasting effect on the soldiers. This would give the soldiers so much guilt about seeing these poor lives suffer and go to waste.

Social Studies: The Einsatzgruppen

The Einsatzgruppen

Furthermore, on studying "Holocaust" we began working on some mapping about The Einsatzgruppen. Einsatzgruppen basically means "The cleanup squads" in German. We were given paper copy maps for us to locate and label where the countries that were involved in WW2, as well as the locations of the death camps. 

What I found curious about this is why are the Death Camps only in Poland but not Germany?

Here is the map I created:

Science: DNA Extraction

 Today in Science we did an experiment on DNA Extraction, where we extracted DNA from a Kiwifruit. 

Aim: To extract DNA from a Kiwifruit.

Equipment: Water, test tube, beakers, spatula ethanol, kiwifruit, ziplock bag, cloth. 

Method: 

1. Cut the kiwifruit in half and scoop out the kiwifruit in a ziplock bag.

2. Crush the kiwifruit inside the ziplock bag until chunks are gone. 

3. Add 2 pinch of salt and a little bit of water to the mixture and mix it together.

4. Then pour through cloth, collect the juice in a beaker, then transfer it into a test tube.

5. After pouring the mixture into the test tube, add Ethanol. Watch the DNA separate and collect the DNA using a spatula.

Results:

As a result, there were two layers in the test tube. At the top is the foggy looking texture which is the DNA and the bottom is just the neutral mixture that was from the start of the process. The dishwashing liquid broke the DNA cells of the kiwifruit, then the ethanol separated the DNA.    

Conclusion:

Altogether the experiment was pretty interesting to do and I enjoyed the process. Next time if I got to do this experiment again, I would like to try it on a strawberry. 

Visual Art: Transcription Street Art

 Hi there,

Today in Art we began doing some transcription of Street Art. Our task was to look at various street murals and choose one we were interested in. We also looked at different types of cultural art and or just any art style. I quite enjoyed the process of having to use a grid and use a different section of the art, I used half of a flower with a bit of pattern showing. The piece of artwork I chose was a Samoan, pacific kind of art. 

Social Studies: Night of the broken glass

Hi there,

Continuing on with "Holocaust" we began working on a new topic, The night of the broken glass. We watched a video talking about what happened at the time of the event and then answered some questions relating to the video.    

1. What is meant by the term “Kristallnacht”?

Night of broken glass.

2. When did this event occur?

9th and 10th of November, 1938.

3. How many synagogues did the programme claim were burned?

267 were damaged or burned.

4. How many Jews were claimed to have died as a result of this event?

91 Jews were claimed as dead.

5. How many were said to have been sent to concentration camps?

30,000 were sent to concentration camps.

6. What was the reaction of the German people to this event?

Germans forced the Jews to pay for the cost of the event. They would disown/deport them and even ban them from attending school. They were basically blaming the Jews.

Show how Kristallnacht was planned in advance:

As we already know that the event of Kristallnacht was planned ahead of time due to a document being sent out on the 8th of November 1938, before the event happened. The documents included what the Germans can and cannot do. For instance, particular care is to be paid in business sections and surrounding streets, non-Jewish businesses are to be protected from damage under all circumstances, officials are to arrest as many jews especially wealthy ones and for the time being, only healthy male Jews or not too advanced age are to be arrested. In conclusion, the Night of the broken glass was set up by the Germans.

The document signed by Reinhard Heydrich, SS Gruppenfurer.

Social Studies: The Nuremberg Laws

Hi there,

Today with the subject mentioned in the title, we looked at the Nuremberg Laws and answered 5 questions relating to them. Nuremberg Laws are basically the official rules that the Nazis passed to protect the German blood and honour pure in 1935. My answers are the ones highlighted this time.

1. Provide two examples of ways in which the Nuremberg laws affected the rights of German Jews.
German court judges could not refer to legal commentaries or opinions written by Jewish authors and Jewish university students were not allowed to sit for doctoral exams.

2. What other actions were taken that discriminated against Jews in Germany? (Remembering) 

Like what was said in my other blog post about Hitler, the quotes are other actions that were discriminated against the Jews, for example, “The Jews hate the white race and wants to lower its cultural level so the Jews might dominate”. Another example was in December 1935, the Reich Propaganda Ministry issued a decree forbidding Jewish soldiers to be named among the dead in World War I memorials.

3. Why do you think that the Nazis passed these laws? (Understanding)

The Nazis passed these laws because they believed that the presence of Jews in Germany threatened the German people. They believed they had to separate Jews from other Germans to protect and strengthen Germany as well as lowering their ‘pure’ German blood. Therefore, they forbid them from marrying or having any sexual relationships of their kind to Jews. Aside from that, they are prejudiced towards Jewish in general. They think they need to be superior to them, especially in their own country.

4. If a New Zealand government passed a law that provided for different treatment of a named racial group in New Zealand, what do you think the reaction of most New Zealand people would be? Why do you think this might be the case? (Applying)
I think the reaction of most New Zealand people if the New Zealand government passed laws that provided a different cure of a named racial group in NZ, would be conflicted. It is because many believe in equality and justice in this country. I think it would be unfair in some cases. It would just make netizens more angry and partial.

5. Do you think these Nuremberg laws were racist? Explain your point of view. (Evaluating)
I certainly think that the Nuremberg laws are racist. Why I think that is because they all violate most human rights. It is prejudiced, biased and discriminatory rules. These laws are unfair and shouldn’t have existed, to begin with.

Social Studies: What did Hitler actually say about Jews?

 Hi there,

Today in Social Studies we began a new topic, Nazi Anti-Semitism. We read about Adolf Hitler, the leader of the Nazi party in Germany, and looked at statements that he wrote from his book called the Mein Kampf (My Struggle). His book was written during his time in prison in 1923, as he attempted to seize power by force in what became called the "Munich Putsch". Our task was to provide two quotes, one from each statement, which shows Hitlers anti-semitism and explaining how these statements represent anti-semitism.   

What did Hitler actually say about Jews?

Quotes: 

"The Jews were responsible for bringing negroes into the Rhineland with the ultimate idea of bastardising (lowering the quality of) the white race which they hate"

"The Jews hate the white race and wants to lower its cultural level so the Jews might dominate".

These quotes describe Hitlers anti-semitism. He is against Jewish people but did not invent the hatred of Jews. Hitler has many reasons why he hates the Jews; blamed them for the defeat of the Great Depression, he thinks Jews hates the white race and wanted to dominate them, he lowered their cultural/political level in their own country and spied on an innocent German girl, he planned to seduce, contaminate her blood and remove her from the bosom of her people. Back when the wars even started, it is clear that Hitler already has a quarrel of prejudice towards the Jews.   

   

Textiles: Recap

 Textiles: Recap

Today in Textiles we did some recap on some basic skills that we already know about sewing. We did some recapping on how to work the sewing machine and how to set it up. We then had to display some of the sewing techniques to see if we remember how to do them. The following techniques are a backtrack, pivot (sewing a corner), and sewing 6mm, 10mm, and 15mm seams.  I found this difficult to do since I haven't done this in a long time, but eventually, I got there with some help. 

Here are some photos of me attempting to do the basic skills listed above:  

Social Studies: The Great Depression

Hi there,

Today in Social Studies, we launched into looking at the topic of The Great Depression. We were set a research task about it and answering the 3 questions in our blog using the Lawyer paragraph structure. 

Why was Germany hit the hardest during the depression?

This tragedy occurred in 1929, as the Wall Street Crash led to a worldwide depression. Germany suffered more than any other nation as a comeback of the loans they were taking from America since 1924 stopped. This has caused Germany's economy to collapse. A major factor was the Treaty of Versailles, which was supposed to settle outstanding debates following the closure of hostilities in World War 1. This provision effectively prevented many German industries from selling their goods in foreign markets. There were also many phases and challenges they faced which were an industrial crisis, factories were shut down, exports were reduced, farmers were badly affected and speculators took back their money from the market. The most obvious consequence of this collapse was a huge rise in unemployment. Over the winter of 1929-30, the number of unemployed rose from 1.4 million to over 2 million. As a result, the country was cruelly affected by the great depression.

Explain what Germany had to agree to by signing the Treaty of Versailles?

First of all, the Germans initial priority was to keep the peace by signing the Treaty. The Treaty of Versailles is a civil peace agreement sig ned by the victorious Allied powers (Great Britain, France, Russia, Italy, Romania, Japan, United States) and Germany. Germany had to agree to the terms and reservations noted in the Treaty of Versailles. The Treaty of Versailles held Germany responsible for starting the war and urged harsh penalties in terms of loss of territory. Moreover, the massive reparations cost 32 billion gold marks (33 billion US dollars) which took 92 years to pay off (1919-2010) because of the Great Depression. Although the Germans found the treaty unfair, they weren’t allowed to participate in the conference and didn't have a say in the creation of the treaty.

How was NZ affected by the depression?

When the great depression occurred, the effect on New Zealand was not immediately apparent. However, by the end of 1930, businesses and manufacturers were feeling the flow-on effects. Requests for their goods and services fell, as well as the prices they charged. Unemployment increased to 12% of the registered workforce in 1933, and those who still have their jobs often found their wages slashed by as much as 20%. There was also an eruption of protest among urban businessmen and professionals in New Zealand. In the first six months of 1932, Auckland and Wellington were rocked by a series of unemployed riots. The number of protest organisations that formed during the Depression was ranging from the National Unemployed workers movement. In the end, George Willam Forbes as Prime Minister (1930-1935), has led NZ out of the harsh economy of the 1930s Great Depression.       

Visual Art: Street Art

Visual Art: Street Art 

Today in Art we had to find a piece of Street Art that we found interesting and liked. I chose this piece of Art created by Reuben Woods. The first feature that caught my eyes was the peace sign, it really stands out. I also found the blending of colours they were used quite cool.   

Social Studies: Anti-Rubbish Poster

 Hi there,

Today in Social Studies, we are creating posters about rubbish and how we can help to reduce it. I made this poster with Elisha Mae and I think we did pretty good, whereas we had a short time to complete it. I hope you like it and have a great day. 

Science: Forces & Motion - Speeding Past School

Speeding Past School Experiment 

Aim: To see how many cars are speeding past the school.

Method:

1) Measure the distance of power pole to power pole = 50m

2) Time how long it takes a car to travel this distance.

3) Collect 10 times.

4) Calculate speed in m/s then covert it to km/hr.

5) Are there any speeders?

Roles:

- "Flag" The person indicates when the car passes their pole. 

-  "Timer" The person starts when the car stops and when the car passes their pole.  

- "Writer" The person writes down the time speeds.

Results:

Speed	Car 1	Car 2	Car 3	car 4	Car 5	car 6	car 7	car 8	Car 9	Car 10	Average
Time	4.84	3.80	5.57	5.83	3.80	5.17	3.13	4.90	3.35	4.18	4.457
m/s-1	10.33	13.15	8.97	8.57	13.15	9.67	15.97	10.20	14.92	11.96	11.21
km hr-1	37.188	47.34	32.292	30.852	47.35	34.812	57.492	36.72	53.712	43.056	40.38

Conclusion:

In conclusion in this experiment, the results are all different. Some cars are in the line of 30 to 50 and some others are past the limit of 50 km/hr but only by a few seconds. The average speed according to our experiment was 40.36 km/hr.     

Social Studies: Greenpeace

 Hi there, 

Today in Social Studies, we started a new task called Greenpeace. We were required to do a mini-research on it as well as answering three questions on our blog. 

Who is Greenpeace?

Greenpeace is an international, self-sustaining organization that uses peaceful protest and productive ways of speaking out to reveal worldwide environmental problems. It develops solutions that are crucial to a green and peaceful future.   

What have they done to make positive changes?

With their continuous strive through centuries, they have assembled at advance awareness and spoken out about the environmental issues that are happening on Earth. Greenpeace has continued to protest against nuclear testing, also to toxic-waste dumping, whaling, and other environmental issues. As a result, Greenpeace became a powerful influence on global environmental protection.   

What are they doing now to help protect our oceans?

Greenpeace has helped to protect our oceans by getting together with scientists creating helpful ways of rescuing our oceans. They have started by constructing a global network of ocean "sanctuaries" that would be restricted to possible destructive production.  

Resources:

Link  Link  Link

Music: Matariki

 Hi there,

Today I will be blogging about what we have been working on in Music for the past few weeks. We were looking at Matariki and were required to research about it, recording it in a slideshow. There were four tasks assigned for us to complete, including detailed answers and interesting information. I hope you enjoyed viewing my post and learn something from my work.  

Social Studies: Eco-Tourism

 Today in Social Studies, we were set another task to complete which is about Eco-Tourism. We need to write three paragraphs answering these three questions. I hope you enjoy this post.

- What is Eco-Tourism?

Eco-Tourism was created in the 1980s by an Academic Adventurer, Clause-Dieter. The definition present today is, a form of tourism involving responsible travel to natural destinations, minimal harmful impact on the environment, building environmental awareness among visitors, and improving local people's well-being. It is directed towards an exotic, often threatened and natural environment. The first general accepted definition of Eco-Tourism is to travel relatively undisturbed or uncontaminated areas with the specific objective of studying, admiring, and enjoying the scenery and its wild plants and animals. Eco-Tourism has many negative and positive benefits to our environment, for instance, negative benefits, the destruction of natural features; overused tracks lead to soil erosion and damage to vegetation. There are areas where they are becoming overused, causing danger. Tourist hotels are dumping waste into rivers producing water pollution. The positive benefits, firstly, it builds cultural and environmental awareness; encouraging positive experiences for visitors as well as hosts, secondly, it minimizes the impact of tourism if on the environment; reducing pollutions, natural habitat loss, increased endangered species etc, and another is the respect for local culture, supports humans right and democratic movement.         

- Why is it a growing trend?

Eco-Tourism is a growing trend because it produces useful and helpful results for the environment along with improving the lives of local communities. It is both valuable and sustainable. There are many reasons and benefits why it is a growing trend, these include a higher rate of awareness about the need to protect the environment, it conserves the natural habitats and aquatic species, it encourages positive experience for visitors as well as hosts; minimizing the impact of tourism on the environment and it boosts local people to provide financial benefits in its favour.            

- How does tourism help our oceans?

Eco-Tourism helps our oceans by protecting the species that lives in there, decreasing the damage being done by illegal fishermen such as overfishing and bycatch. Acknowledging and watching our actions when dealing with rubbish. Just basically helping it produce better quality ocean waters along with preventing such species to become instinctive and overpopulated.