the treaty of Waitangi

We had to read this:
https://drive.google.com/file/d/0B5oHHr0ysMDURmY1UGdpSmJuU2Vsd1FwcGFPU0Jhb0YzR1Rv/view

Article 1
In article 1 the English version says that the Maori have to give up complete control and on the Maori version it says that they still had control over there tribes.
Article 2
They were only allowed to sell their land to the British on the English version and on the Maori version it says if they have not reached the price that is suited to them or the British crown did not approve then the Maori could sell to someone else.
Article 3
On the English version, it says 'Maori have the same right as the British subject' and on the Maori version it says 'Maori have the same rights as the British subject' but it also says that 'Maori have protection from the British' and that is not on the English version.

what does an ideal world look like?

Cortney(me) and Sharleze world
what does an ideal world look like?
-cures for cancer
-unicorns come alive
-peace within wars
-no homeless or less of them
-clean environment
-clean coral
-clean waterways
-tall buildings (like New York concrete jungle where dreams are made of)
-cheap homes(big)
-cheap flights
-phoenix
-full Maori
-eat and pick your size
-don't need school (when born and you turn 10 you are already smart)
-cheaper clothes
-cures for Alzheimer's
-cures for diseases
-cheap medical care
 -no world hunger
-only plant based drugs and medical drugs

why was a treaty needed in New Zealand?

In social studies, we have been learning about the treaty of Waitangi and other treaties around the world. We had to research a treaty other than the treaty of Waitangi and comper how they are similar. Once we did that we had to watch a few video and answer question related to the video after that we started to learnt how to write the lawyer paragraph, the slamdunk paragraph, the hammer paragraph and robust conclusion. Once we learnt those we started our planning sheet and then we were ready to write our essay about, why was a Treaty needed in New Zealand? 

Introduction 
In 1830 there were around 100,000 Māori and near 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.

Paragraph One (Lawyer)
One reason that a treaty was needed was the lawless behaviour of some of the British Settlers like whalers. In this paragraph, I am trying to prove how the treaty was needed because of the lawless behaviour from the whalers. This is important because then it would reduce the fighting, prostitution as well as drinking and parting. For example, there were around 200 people out at sea, most of the Europes were whalers. They would go out at sea for months at a time and not see a lot of people for a while. The whalers would constantly be arriving at kororareka, once docked they would reak havoc and outstay there time. Whalers weren’t good for New Zealand and the treaty helped reduce the havoc and problems they caused.

Paragraph Two (Lawyer)
Another reason that a treaty was needed was to protect Māori rights. One group that felt strongly about this was the missionaries. In this paragraph, I am trying to prove that the treaty was needed to protect the Maori and their rights. This point is important because it allowed Maori to live without fear and it was important to prevent foreigners from buying land in New Zealand. For example, they taught Maori Christianity and easier ways of farming, they helped Maori protect their rights and kept people from buying their land and they also had a good relationship with the Maori which made it better for them to trust. The treaty was needed to protect Maori rights, it also gave them protection over the land.

Paragraph Three (Hammer)
Another reason that a treaty was needed was the Musket Wars. Evidence shifted power this is why the musket wars impacted the treaty. 20,000 Maori were killed, tribes were being killed off and they would trade food and materials for muskets. In this paragraph, I am trying to prove that muskets were a very horrible thing for Maori and New Zealand, which is why a treaty was needed. The effect of all of this is important because less Maori would be killed and it would bring order to New Zealand. The musket wars brought good and bad to New Zealand but with the help of the treaty, it resolved some of the bad.

Paragraph Four (The Slam Dunk)
The final reason that a treaty was needed was the existence of the Declaration of Independence. why would Maori sign the treaty when they already signed the declaration? In this paragraph, I am going to answer why was the declaration of independence important? Interestingly it was important to protect the rights of Maori and establish peace between Maori and the Europeans. For example, Maori had legal rights over there land and a flag was created to symbolize that this was their country and their land and New Zealand could only trade with the British. The effect of all this is important because now New Zealand belongs to the Maori and they can legally trade. So the declaration of independence was important.

Conclusion (Robust Conclusion)
Why was a treaty needed in New Zealand? Their main reasons were the lawless behaviour of the whalers, the protection of the missionaries, the trading of the muskets and the declaration of independence. Personal I don’t think the treaty was needed because they already had the declaration of independence and all the treaty done was take Maori rights away from them and take the rights of there land away to.

rocks

Rocks

What are rocks?
Rocks are solid materials which mostly occur naturally. These are minerals that are non-living substances Minerals are like concrete building blocks. It's also possible to form certain rocks from just one mineral. Others are formed by more than two or more minerals that are combined Minerals appear like fragments of various sizes, or particles, some minerals may also be powdery in rocks too. Many rocks have very small minerals, giving the rock a smooth and even texture. Other rocks have a lager mineral grain which gives it a rougher texture. There are three different types of rocks called igneous, metamorphic and sedimentary rocks.

Igneous rocks:
Igneous rocks are formed from magma. The magma is forced up and some time out of the earth crust. When the magma cools crystals begin to form and the magma solidifies. Depending on how fast the magma cools will vairy for how big the crystals are. Eg; Basalt is formed from lava which contains small crystals because it cools fast on the surface, this makes the rock an extrusive igneous rock because it is outside of the volcano. Whereas granite has large crystals as it is formed by slow cooling inside the volcano making it an intrusive igneous rock.

Extrusive- Outside or exiting.
Intrusive- Inside something.

Metamorphic rocks:
When sedimentary rocks become buried deep in the earth's crust they are subjected to high temperatures and pressure. Over millions of years, this causes structural and chemical changes which form metamorphic rocks. Great pressure and weight of the rock above causes crystals to form in parrel planes or band. Metamorphic rocks are usually more resistant to erosion than sedimentary rocks. Eg; Shale is changed into the metamorphic rock slate and chalk to marble or sandstone to quartzite.

Sedimentary rocks:
Sedimentary rocks are formed from grains of eroded rocks or undecomposed parts of animals or plants. These sediments settle in layers usually underwater. Once the layers build they get old and become buried under newer layers, the more layers the heavier and the weight squeezes out water.
The particle of them ends up cementing together. This process takes you to millions of years. Eg; mud is compressed into shale and shellfish into limestone, or sand into sandstone.

eroded-Graduly wore away by natural agents.
undecomposed- Not left to spoil.

Rock cycle

Rocks we had to know

1. Pumice 
2. Basalt
3. Granite
4. Obsidian
5. Conglomerate 
6. Limestone
7. Mudstone
8. Marble
9. Quartz
10. Slate
11. Schist
12. Gneiss
13. Sandstone

Pumice-Igneous

What is pumice?
Pumice is a light coloured extrusive igneous rock that has a lot of tiny holes in it that forms in a volcanic eruption. The holes are formed because the rock its self has a lot of gas in it. Many specimens have a high enough porosity that they can float on water until they slowly become waterlogged.

How does the pumice form?
The pore spaces in the pumice are vesicles. The vesicles are gas bubbles that were trapped in the rock when cooled at a fast pace. As the gas bubbles escape the lava becomes frothy. The pumice cools and formes so fast that the atoms in the melt don't have time to aline themselves into a crystalline structure. 

What can you use pumice for?
You can use pumice for lightweight concrete blocks and other lightweight products. Lava soap, that you wash your hands with the little tiny bits of pumice, Sandal feet, you use sandal feet to wash your feet and get rid of the dead skin. 

Where can you find pumice in New Zealand?
You can find pumice nearly anywhere around the coastline of New Zealand because it can float and can get taken around but the water. The main spot that you can find in is I the central North Island. The beaches of Lake Taupō have pumice sand and in Waikato and Bay of Plenty, there was 173000 pumice found in 2003. 

Marble-Metamorphic

What is marble?
Marble is a metamorphic rock that forms when limestone is under heat and pressure of metamorphism. 

How does marble form?

Marble forms at convergent plate boundaries where large areas of Earth's crust are exposed to regional metamorphism. Some marble can also form by contact metamorphism when a hot magma body heats adjacent limestone or dolostone.

Dolostone-Dolomite, also known as "dolostone" and "dolomite rock," is a sedimentary rock composed primarily of the mineral dolomite

Sandstone-Sedimentary

What is sandstone? 

Sandstone is a sedimentary rock composed of sand-size grains of mineral rocks or organic rocks.  It also has a cementing material that combines the sand together. Sandstone is one of the most commonly found sedimentary rock. It is often mined and used for construction material. 

What is sand?

Sand is a granular material composed of finely divided rock and mineral particles. It is defined by size, being finer than gravel and coarser than silt. Sand can also refer to a textural class of soil or soil type.

Scotland and England

 In this poster, it tells you about the treaty between Scotland and England. You will also see some information compering the treaty between Waitangi and the Scotland and England treaty. When learning about this we started off with learning about the treaty of Waitangi and then moved to this. We were learning about this in social studies.      

pasta

last week we made pasta. With the pasta, we were allowed to choose what type of paster we wanted to use. In the pasta, we used onion, garlic, tomato sauce with tomatoes in it ( I think it was from a can), we also added salt to the water. In the group, the best thing that I think went well was we all worked together and helped each other out. Next time I think I might want to add some pepper or something that will give it some spice. 

Future or past⌚

Future or past.

 Would you rather go to your future or your past? Personal I would rather do neither because life's meant to be a surprise like getting a present and not knowing what it is, life is also meant to have a lot of adventures. Both of these can have there ups and downs if you were to choose to go into the future by doing that you could find out things you never wanted to find out or you might be able to discover something cool that could help you and others in the present. If you were to choose to go back to your past you could mess things up in your present/future or you could change something in your life that you an others benefited from. 

Going to your future.

 Going to your future could be fun, cool but also dangerous, let's say you travelled 20-30 years from now, with all the new technology/ inventions you could use to help people in the present if you were to take that information from the future what would be the consequences with those actions. Being able to see yourself and everyone else's future would be an amazing experience, being able to see how everyone turns out before they even know how they turn out and seeing all the new invention and how everything looks different and being able to see how all of this impacts us. 

Back to the past.

 Being able to go back to your past would be life-changing for some people. It would also be a bad thing messing with your past being able to change a lot of people's lives including yours, you may be able to change it for the better but the majority of the time there will be a lot of consequences that come with changing your present/future.

If I was to go to the future.

 If I was to go to the future I would want to look at all the new technology we have then and how that changed the world. I would want to see what type of illnesses or diseases they have found a cure for, and see if they could be made with the technology we have in the present or if they only found a cure because of the new technology. Going to the future I would also have the fear of finding out how I die or how anyone close to me dies.

If I was to go to the past.

 If I was going to go to my past I would want to change a lot of things, at the same time I wouldn't want to because the present would change along with other things. But it would be cool to go back a see what things were like back then and to be able to see or meet people that were in my family. Or to be able to go back to when technology wasn’t a big part of everyday life and be able to spend a day without technology and do what they would do then, like go to the park or do whatever it was they did back then. 

Group discussion

Discuss the idea of Mythology/stories in religion, and the role myths and stories play in society

It is to give people something to believe in and to help with giving people an understanding of things, it also helps give people an explanation on how things happened and why things are like they are today.

What similarities are there between the myths and stories of Màori and the first British Missionaries

• They both have gods
• they both killed
• they both had beliefs
• both had a different dialect
• They both used music
• They both prayed/karakia

Why would a difference between Màori beliefs and English beliefs cause conflict?

Because they didn't believe in most things and they didn't agree on most things either, they also thought very strongly in their own beliefs. The missionary would also not accept Maoris for believing that they have got different gods and would try to convert Maoris to Christianity and it would most likely have made Maori people feel mad, frustrated, annoyed and confused.

Japan

In home economics, we are learning about Japan and their culture. Something I learnt while doing this topic was a traditional tea ceremony was only allowed to be prepared by the woman. Compared to New Zealand, Japan takes their time to get lunches ready because to them it is like an art form. Whereas in New Zealand we just throw things into our lunch box our sometimes into our bag and say that that's our lunch. 

Questions about rice:

1. What are 5 different types of rice?
2.  Why is brown rice healthier?
3. What are some fragranced rice?

Random

Hiii corts....
I'm in social studies rn .... your writing an essay or something idkkkk
anways i got bored doing nothing so i decided to write you a message soo hope you have a good day.
byeeee
nvm im back, i had noting better to do....
i think we have pe next im not sure but ik i didnt bring my uniform but owell.
ANYWAYS BYE AGAINNN.

HIIIIIIIIIIIIIIIIIIII IM BACK

im really bored and im just talking to bri and i might go to sleep but there is only 7 mintues left so i probally wont!!!!!!!


GUESS WHOS BACK BACK AGAIN SHADYS BACK TELL A FRIEND.....
GUESS WHOS BACK GUESS WHO BACK GUESS WHOS BACK


BYEE UR COMING OVERNOWWWW BYEEEEEEEEEEEEEEEEEEEEE

Souvlaki 🌯

Today in home economics we made souvlakis. While we were prepping the souvlakis we had to cut up some veggies like tomato, cucumber and lettuce and for the carrot, we grated that. We also added cheese and for the meat we used beef and it was thin pieces that were then cut into thin strips so they weren't too big and chunky and could actually fit into the souvlaki wrap. When it came time to put our souvlaki together and closes to finishing the teacher brought out a variety of sauces. In mine I added some mayo onto the wrap and spread that out before I added any filling, Once that was done I then added os of the filling like the carrot then tomato, cucumber cheese and then the meat on top. I then had to rap up the souvlaki and when it was rapped I added some BBQ sauce on top of it. Whilst making this our group teamwork was food and everyone was doing something, there were a few times when some of us weren't but overall it was good and everyone's souvlaki looked good. If I was going to do thins again I think I would want to try one with chicken instead of beef.

Changes we made:
Beef
- Wiener schnitzel
-shredded
Reduced oil
-in marinade
-we put some in the pan when cooking
-some needed to watch the temperature
-sizzle, not stew
-extra liquid
Marinade
-red onion finely chopped
-fresh oregano

Catapult

Catapult

Aim: To calculate the speed.

What we want to happen: 

• We want to be able to make a catapult.
• Calculate the speed it is flying at.
• Have a competition who can make the best one.
• Whos can go the farthest and fastest.
• Who can catch the most marshmallows in their mouth

Equipment:
Creates one catapult

• Popsicle sticks (Around 10)
• Rubber bands (Around 5)
• Plastic bottle cap (1)
• Something to catapult Eg: Small stone, Marshmallow (As many as you want)
• Hot glue
• Plastic cups (4)

Method:

We didn't make it exactly like this but it was similar.
Results:

Marshmallow (Amount)	Test 1	Test 2
1	2m28cm	3m
2	2m11cm	2m
3	1m71cm	1m22cm
4	1m40cm	1m23cm

Test 1: In this chart, you can see the blue line which represents how many marshmallows are used, and the red line is the distance of how far the marshmallows went. As you can see from this chart the distance of the marshmallow decreases as the number of marshmallow increases.

Test 2: In this chart, you can see the blue line which represents how many marshmallows are used, and the red line is the distance of how far the marshmallows went. As you can see from this chart the distance of the marshmallow decreases as the number of marshmallow increases, but unlike test 1 the distance decreased faster and then stays at the same distance and then at the end, it goes up a little bit.

Photos:

Speech

Self-reflection

Today I am going to be speaking about self-reflection.

Self-reflection is a good thing because you can think about all the things you have done wrong, right, learnt or know. 

Self-reflection is good for when you want to take a break or need to think about something else.

The value of self-reflection.

Reflection is a key learning tool that helps us evaluate our experiences and learn from them.

We are now going to take 2-3 minutes to do some self-reflection. 

For the first minute, I want you to think about a time you faced a challenge in your life.

Go.

30sec. 

1min.

1min 30 sec. ( now think how you faced or overcame the challenge)

2 min.

2min 30sec. ( and how did it turn out in the end)

3min. 

Now the time is up and we have had a chance to self-reflect we will listen to other people's speech.

Something you are proud of:

Actually finishing the speech.

Something you could do differently:

Be more confident and not worry as much maybe talk about something that I am more interested in.

were there any challenges:

While doing this I found it hard to actually talk in front of the class and find the confidence to do it.

pizza 🍕

Last week we made small pizza's and there was 1 pizza per person. On the pizza, you were allowed ham, salami, pineapple, capsicum, onion, mushroom and cheese. the base was made out of flour, greek yoghurt and water we added a little bit of salt into it. Making the pizza was fun and was one of the best practicals we have done so far. Our team work this week was good and the end result was good. 

Photos to come...

Wine🍷

Ancient Egyptian inventions 

Wine

During the ancient Egyptian times, the Egyptians created wine back then the wine was considered food because of what it was made of. When the wine was made it was only for the royal family, unlike beer. The wine was mostly consumed during festival and at banquets, the lower classes would get there shear of wine during public feasts like the feasts of the harvest-goddess renenutet. The wine was also used as a medicine. It was good to cover-up the gross taste of some of the medicine. You could have used it for cough syrup and apparently, it helped with dressing wounds.     

Stone age cave art

During the stone age to make cave art or to make art on a rock/ stone wall, they would use there hands as there paintbrushes and maybe they could have used sticks too. For the paint, they would use mud, berries and I think to get the dark brown-red colour the could have used blood. Back in the stone age, you would have been able to find the art in caves and under little cave-like shelters which would have been by there homes most likely. Nowadays you can find them in the same spots but they will just be faded in more.

29.08.19
Today in social studies we had a go at making our own cave art and we did it all on the walls in the classroom. The walls were coved in a little bit of sand and brown-reds pra paint to give it texture so it could kind of fell like we were painting on a stone wall. The art I did was like a little battle during the day and then someone died. I think the sand really helps give it texture but it was a bit hard to get the paint on without wiping the sand off.

vegetarian sushi🍣

In cooking last week we made vegetarian sushi. In it, we had the choice of capsicums, carrot, cucumber and avocado, we could also add a little bit of mayo and wasabi id we wanted. When making the sushi roll we had to be careful not to get rice or anything sticky in the sushi roller because then the next person after us wouldn't be able to use it. During the cooking time, I think our team done well when it came to actually make the food but when we had to listen to the teacher some of us weren't too focus. 

Note:

We were meant to take a photo or get someone in the group to take a photo but our group forgot so I don't have a photo of the food we made. Instead, I got one of the internet.