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.

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.

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.      

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.

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.

Technology 👩‍💻

In social studies, we have been learning about tech and change. So how technology has changed over the years and what impact it has had on us now. When starting this topic we had to list 20 ways technology has changed and we made a slideshow about it. Then we moved on to making a poster about phones and what they first looked like to what they look like now and we have to add the year the phone was released and a picture of the phone. During this time we had some homework to do which was monitoring our screen time, and that didn't just mean our phones we also had to estimate how long we would watch tv or go on a computer anything that had a device screen we had to time or guess how long we were on it.

I did my timeline wrong and put some things in the wrong place on accident. 

1973- In 1973 the first call with a handheld device was made.
1983-In 1983 this phone was sold for approximately 4000 dollars.
2000- The Nokia was the first phone to fit into your pocket and was the first phone to be able to search the web.
2002- The sidekick brought phones into the mainstream. The keypad pulled out from behind the screen.
2002- The first flip phone could be sold for 400 dollars and the camera could capture at shots 640 x 480 pixels.
2004- By 2004, cell phone companies were competing in full force to make the phone not only function better but look better.
2007- the first iPhone was made. At this time the blackberry was still the most popular phone.
2008-A year after the first iPhone was made apple lunch the apple store with 500 apps.
2010- The iPhone 4 was released and it had better battery life.
2011- In 2011 the blackberry phone was made.
2018 the iPhone x was made.

This is a graph about what type of devices people use and in it, you can see that the most used one is a phone.

In this graph, it shows how long people spent on their device over the weekend you can see the most common it around 11-20 hours. 

boomerang

last term we were learning about the aboriginal culture and migration and how they would use boomerangs and what they would use them for like hunting, playing and practising with them. On the first week back at school for term 3 we finished this topic of by designing a boomerang, we were meant to make the boomerang have meaning to it and incorporate the traditional patterns to do this we had to do a bit of research. On the 3rd and final day of doing these, we through the boomerangs and tested how far they would go and how good they would actually work considering that they aren't proper boomerangs the ones we had were just flat and they weren't rounded so they wouldn't come directly back, but they did do a little spin back. I don't know the meaning of mine but it looks good and I added kangaroos a sunset and a shadowed land thing.

creative writing

When my dad Steve died my mum Emilia was left alone in England with a 10-year-old girl and a business that wasn't going so well and wasn't making enough money to support us. Mum and I decided that it was best for us and the business to move away from England and our home to start a new life somewhere else. Something you should know about my family is that we would always move around England because my dad was in the army, this would sometimes make my mum angry and whenever she got angry she would take it out on me, I didn't like it but I couldn't do much about it. The most memorable memory I remember about my dad was that when we would go to the park and walk around he would yell out to me saying “ Emma come back here” because I would always run off from them and be ahead. So when mum said we were moving I didn't want to move because it was brought back a lot of memories of dad, but I didn't say anything because it would have just made her angry and I didn't want to do that because we had just lost my dad. So when we started looking for a place to move to mum didn't want somewhere in England and that is when we ended up finding a small country called New Zealand around 18 thousand km away from England. When my mum and I found this country we knew it would be a good place for us to move to and a good place to start over again because it will be easier for us financially and there is more land there. Finding this country made me not as sad to move because it looks like a nice place. Before we left mum sold the business and all the jewellery that was in it to. The guy that brought it was some rich buyer so we had enough money to support us for a bit and enough money to get our tickets to New Zealand. When mum sold the business we went out and brought our tickets. Mum brought herself a cabin ticket and me a steerage ticket so we saved on money. The day of our departure we had to wait for about 30- 50 mins for our boat to get to the docks, then when it finally arrived at the docks we ended up having to wait another hour to actually be allowed onto the boat. While we were waiting for the boat and all that, we went for a walk to all dads favourite places he would go to when he wasn't working. We went to the park where dad and mum met each other, for the last time. We walked back to the dock and boarded our boat this is where mum and I went our separate ways because we were in different seats.

On our journey to New Zealand, mum was seated in the cabin part of the boat and I was seated in the steerage by myself with others that were in there too. Sitting in there made me really wish I was in the cabin part with mum because it stunk and it was way too cramped for the number of people that were in there. When I would get bored I would either play chess or cards sometimes I would wonder what mum was doing whilst I was stuck down here, but I knew that if she had enough money she would have got me a cabin seat to. A lot of the journey the weather would play up and keep changing making the boat feel really ruff and bring out the bad smell of the dead animals and livestock. When it was time to eat I was served dried potatoes, salted and preserved meat, floured biscuits and oatmeal, whilst mum was probably served freshly cooked meat by the crew.  Not to mention the only way I could wash was by using the salt water from the sea and that was on the good days sometimes I didn't even get to wash. This is what my life was like for the next 50-60 days. And during the ride, there were a lot of sick people that were in the steerage, and to go on top of having a lot of sick people around me I think I might have caught something from another kid. The rest of the way to New Zealand I felt a bit sick but I didn't know if it was from getting sick or from the sea and the weather being so ruff. When we were near to the dock I was taken up to my mum and we waited for the crew to tell us we had arrived at the dock and were ready to get off. Before we got off my mum asked me "do u feel okay" I think it was because I looked sick so I just replied with " yeah I feel fine" and after that, we were on our way off the boat.

When we first stepped off the boat I remember thinking wow this place look so nice, because when our boat arrived at the dock I couldn't see anything since I was down in the steerage which is why I had to wait to see what it was like. Before my mum and I were allowed to step foot onto New Zealand land we had to show someone our tickets so they knew we really did pay for our tickets and that we didn't sneak onto the boat. Once all that was done and sorted with we walked over to get all our stuff like our clothes and some personal belongings, I still felt a bit sick but I didn't say anything because I thought it was just seasickness and it will pass by soon. While we waited for a ride into the town I ran around and played so I could stretch my legs since I was stuck in that cramped place for 50- 60 days on the boat. Our ride arrived in about 5-10 mins, it arrived and we hopped in, While we were on our way to the town the driver was telling my mum and I a little bit about New Zealand, and how the Maoris were the first people to ever stet foot onto New Zealand. As we arrived in the town I looked around and I was so surprised at how different it was compared to England. We hopped off our seats and out of the vehicle to walk around the town and find where we were staying. As we walked around I felt a bit sick still and I ended up passing out. I woke up in what looked like a hospital and the last thing I could remember was hitting the ground. When I sat up I found that my head was hurting and I saw my mum sitting next to me on a chair waiting for me to wake up. One of the doctors came in not too long after that and told my mum that I was very sick and wasn't looking so good. When I found out the news I wasn't really sure how to react because we had not long just lost my dad and now my mum is going to lose me to all in the same year. Laying in the hospital bed made me feel more tired, but that also could have just been because I was dying and getting sicker the more I sat in that bed. A few days went by before I died and left my mum. In those few days, I couldn't really do anything because I was too tired to move. One day my mum decided she was going to go home and come back the next day so she could get a few of my things and some games to play, like cards and chess. When she arrived back at the hospital the next day she was too late and I had passed away overnight in my sleep. When I was dying I didn't know what was going to happen to my mum, like if she was going to be a slave, housemaid or something else, and that really worried me.

Harriet Tubman

In Social Studies we were learning about Harriet Tubman and what she did to help the slaves escape to freedom.
 

slave trade tri

In the past couple of weeks in social studies, we have been learning about the slave trade triangle. We had to make a map of all the place they would go to and stop off at.

My map:
https://www.google.com/maps/d/viewer?mid=16jn20pHQSY5_GRphIFkm3IQaJU2zpsSR&ll=21.251205541925803%2C-3.9892448000000513&z=4

human rights

http://www.un.org/en/udhrbook/index.shtml#42

Me and my group have decided that these are the top five best Human Rights based on our opinion, we think these are really important because we believe everyone should have the right to be free, live where they want, be who they intend to be, love who they want no matter there skin colour or race or gender.

Article  02

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

                                                               Article 10

Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

                                                              Article 19

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

                                                             

                                                             Article 26

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.

                                                                     Article 5

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.