Versions Of The Treaty Of Waitangi

What are the key differences and perspectives causing conflict?

Article 1: The differences in the article are that in the English translation Maori give up their sovereignty to Britan. Resulting in Maori under complete control of the British. However, this statement was also written in the Maori version but, Maori chiefs still had control over their tribes. This is different because in the English version Maori gave up all their sovereignty. But in the Maori version, Maori chiefs still had control. This may have caused conflict because Maori were deceived into thinking they still had power over their people. 

Article 2: 

The differences in this article are that in the English translation Maori could only sell their land to the British. However, in the Maori version, if Maori were to sell land they first had to offer a reasonable price to the Crown. If the crown did not agree then it was then when the Maori could sell it to someone else. This may have created conflict because Maori believed they could sell land to anyone but in the English version they could not. 

Article 3: The differences in this article are that in the English version they only agreed to have the same rights as British. Whereas in the Maori version as well as that statement they also agreed to be protected by the British. This may have caused conflict because it meant that the Maori would not be protected by the British. 

Link

Why did New Zealand need a treaty?

My Social Studies Essay

Link To My Essay


Link

The Treaty Of Canandaigua ( Social Studies )

The Treaty Of Canandaigua 

In Social Studies we are learning about the treaty of Waitangi and we were given a choice to research about a treaty and I chose the Treaty Of Canadaigua. This treaty was signed in 1974 in Canandaigua, New York. It was all about establishing land and making peace with the Americans. How does this relate to the treaty of Waitangi? Both treaties were signed by indigenous people of the land and was signed by multiple chiefs. Both cultures fought over land and both has treaties.  

The Treaty Of Canandaigua by Nidhi Prasad

Maori Mythology & Gods

Maori Religion & Gods 

In social studies, we have been learning about the Maori mythology and religion. I have created a poster about Ranginui. The Sky Father. The poster gives an explanation of his story.

In class, we were put into groups and given questions to answer. These are answers we came up with:

1. Discuss the idea of Mythology/Stories in religion, and the role myths and stories play in society?

Myths and stories play a huge role in society by helping us understand other cultures and beliefs. They educate people and give us something to believe in. It helps us understand our history and the stories of our ancestors. Also explaining the unknown. 

2. What similarities are there between the myths and stories of Maori and the first British Missionaries?

Both cultures had their own beliefs. They both believed in gods or a higher power they worshipped. 

3. Why would differences between Maori beliefs and English beliefs cause conflict?
Because both cultures believed in their religion very strongly and we're not going give it up easily. Also because the Maori and Europeans had different morals and beliefs. They had diverse ways of worshipping gods and compared to the Europeans the Maori were treated differently. 

Ancient Egyptians - Cosmetics

Cosmetics:

Believe or not, the ancient Egyptians invented make-up. The purpose was to protect the skin and prevent the body odour from offending the gods, goddesses and others. Some additional reasons include protecting themselves from the harsh rays of the sun and dark colours were applied to ward off evil eyes. The ancient Egyptians used natural resources in their makeup. Makeup was worn by both genders because they took pride in their appearance. This is very different from the technology was have now because we are able to get multiple shades of makeup in lipstick, eyeshadow, blush and many more. The makeup we have now is very different from ancient Egyptian makeup because we have many high tech tools which help us easily apply cosmetics. 

They used:

Malachite, this provided a green colour ( This was very popular at that time ).

Kohl, this used to draw thick lines, giving the almond shape to the eyes.

Red Ochre, was used as a lipstick.

Henna, was used to dye toes and fingers.

link, link, link, link

🎨 Stone Age Art - Social Studies 🎨

Stone Age Art

In social studies, we have been learning about the stone age, specifically the paleolithic and neolithic period. The paleolithic era started 2.6 million years ago to about 10,000 BCE. However, the Neolithic period started in 10,000 BCE and ended in 2,000 BCE. The class learnt about how and what they used to make weapons, the food they ate and the art. 

10Hh had an opportunity to draw and paint on the walls of the classroom some stone age art. We first had to plan what we were going to draw, this included symbols and sketches. These are some pictures of 10Hh's and 10 Bu's work:

People in that era didn't have paintbrushes so they used their hands, sticks and twigs. A majority of stone age art is found inside caves across the world, this includes Europe, Africa, South East Asia and Australia. Colors were made from dirt, charcoal, crushed berries and fruit. Red and black pigments were made from rock. They used art to tell stories and communicate, some would have a hidden meanings. 

This is my planning:

The art above shows some of my paintings. My paintings symbolizes survival, hunting, humans and animal

Facts:

1. Stone age art is predominately found in Europe.

2. Early humans would make tools out of stone and wood.

3. Some would use saliva and animal fat in paint. 

4. Many paintings mainly include humans and animals.

Cave Art:

Link, Link, Link, Link

Social Studies - Tech and Change

Tech & Change

In social studies, we have been looking at changes in technology. The class has created a timeline on the history of cellphones. From the first cellphone to a guess on the future cellphones. They also have experimented on themselves how many hours they spend on the screens and what devices they use. Throughout the weekend we had to count how many hours we spent on our screens. I downloaded an app called instant which keeps count of the hours ( phone only ). I intend on keeping it. The graphs below show how many hours the class spent on their phones and which devices were the most popular.

Careers Research - Social Studies

Careers Research 

In social studies, we are learning about different careers. I am studying an accountant. The class is learning about budgeting, taxes, KiwiSaver and net and gross income. 

Boomerangs - Social Studies

Boomerangs 

In social studies, we have been learning about the indigenous people of Australia ( Aboriginals ). The class was given an opportunity to design their own boomerang, with a choice of using symbols from the aboriginal culture. Unfortunately, these boomerangs did not come back. The boomerang was very important in the aboriginal culture as it helped with hunting.

What was the purpose of this activity?

To apply my knowledge from the aboriginal topic into a boomerang. To learn about their culture and what their symbols meant.

What was the story on your boomerang?

My boomerang did not have a story behind it but was a bunch of symbols. The blue dot surrounded by the black marks was a symbol for the sun or star. The green strips with blue dots represented the bush tucker tree. The other designs were something I chose to put on but had no meaning.

Creative Writing - Social Studies ✍️

Creative Writing 

In Social Studies we have been learning about migration. We learnt about the push and pull factors and the industrial revolution. To show our learning we had to create a story about what it was like in Britan at that time and why you would want to move from Britan to New Zealand. 

Here is my story:

Thomas Jones - 1850 Europe
I walk home in disappointment. My hands tremble, as the thought of not bringing food tonight disappoints me. The coal factory is very dangerous, approximately one person dies every day. I wipe my sooty hands on my shirt, to examine any signs of cuts or wounds. The black soot fades away and opens up to several wounds spreading all over my hand. I walk over to the tap, open it up and start washing my hands. As I am washing my hands, a smell strengthens. It smells familiar. Then it hits me, its the scent of feces in the water. I close the tap, take a step back and start shaking my hands continuously until it’s dried. The smell disgusts me. I shake my head and begin walking home. I wave to the homeless man as I walk past. So fragile he can’t even wave back, all I get is a half smile. 

I reach my doorsteps and open the door, greeted by my wife with a warm and comforting hug. She takes a step back and examines my hand to see any food. “Did you bring any dinner” Anna questions. I sigh in regret and answer “no”.  She looks down in dejection and accepts the answer and hands me a poster. I read the poster in awe. It talks about a new country named New Zealand, with better water supply, cities and jobs. I hurry to my bedroom and open a small brown box situated beneath my bed. I calculate the money in jollity. " There's just enough" I whisper under my breath. I take the box back to the kitchen, " Anna" I call. She turns around and looks at the money and poster in my hand, "No, not now" she responds. " Then when Anna, It's our only way to get out this polluted place, I just lost my job and if you think we can live in London without a job, well your wrong" I answer instantly. “ To add to that we won’t be starving every second day” I reply before Anna speaks." I know that, but what about George?" answers Anna with a persuasive tone. " What about George, he's not going to remember anything and we don't want him dying from a disease, like our daughter Annie" I shout back. The shout startles her. She nods in agreement and continues sweeping the kitchen. " Why don't we go to America, I know many people going" replies back Anna in an excited tone.  "It will be a shorter trip" I drag." But many people are going and it will be too crowded for us, in addition, we have a baby" I respond. " Okay," Anna mumbles and disappears up the stairs. I rush back into my bedroom and pull out my suitcase. The excitement gets to me and I start packing my suitcase, in a happy spirit. 

It’s the next day. I stand in line next to Anna waiting for the ticket stall to open. Anna looks back and nudges me too as well. I look back and see a long line stretching until I don’t know where. I turn around and peek over the stall to see the ship we will be travelling on. I notice the workers loading on livestock, they don't seem to be enough for 4 months I question in my head.  My mind shifts back to the people in line. Only ten people away from a new start I say in my head. “ Tickets, tickets, we are now open, come get your tickets, bound for New Zealand” shouts a bald-headed man while opening the wooden window. The voice travels far, and the line grows as time goes on. My time comes. “ How many people, what’s your name, age, steerage or cabin,” repeats the bald-headed man with a deep voice. “ Ummm, 3 people, Thomas Jones, Anna Mabel Jones and George Henry Jones,” I say, as he notes the names down on the ticket. “ I am 25, Anna is 23 and my son is 9 months old” I add. " So what are you going to be travelling in steerage or cabin?" the bald men questions. I look down at my money and see that I only have enough money for steerage. I answer in disappointment " Steerage ". “ So that is ￡15, each” responds the bald man while he opens the dark blue money box. I open my wallet and hand him the money, my savings all used on tickets I state in my head. New Zealand better be worth it. The man hands me the tickets and points me to the dock. 

As we approach the dock, I see my son George curled up in a blanket sleeping peacefully, held by his grandmother. I see tears running down her cheeks as she sways him to sleep in her arms. I approach my family and hug them tightly since it will be the last time I'll see them. Just holding my tears in. Anna walks up to my mother and hugs her so tight, she bawls into tears. I run and give them both a hug. My mother hands me George and I hold on to him so tight, thinking of Annie. "I don't want to lose you". I whisper under my breath.  After all the hugs we board on the ship, looking back at my family, I hope for the best. We were the last people to board the ship, as I took my foot off the wooden bridge I knew I wouldn't be coming back. The crew pulls the anchor and we set sail for New Zealand. Hopeful for a new start.

The crew members accompanied us over to the steerage. As I enter the room I hear the excitement and cries of many passengers, as they settle down. " Watch your head" alerts one of the crew members. We lower our heads and proceed walking to our bed. While we walk a couple of children run past me, nearly tripping me over. I turn around to swear but a man with dark brown hair and hazel eyes approaches me. " I'm so sorry they're just kids, please forgive them, my names Joseph," he remarks. He extends his hand for a shake. I shake his hand in acceptance and reply "My name is Thomas". We finally reach our bunk bed and I Iay George down for his nap. I leave Anna and George walking up to the deck to explore the boat. I reach the deck and a bunch of goats run past me and crew members follow. It's about 3 pm and I stand in line to get some biscuits for Anna and I. The wealthy cut in front multiple times, playing with my temper. By the time I got two biscuits, it was already 4.30pm. I walk back into the steerage, bumping my head a few times, getting used to the lowered ceilings. I hand a biscuit to Anna, she crumbles it and feeds George. I'm just about to put my biscuit in my mouth when catch eyes with a little boy hiding behind a pole, gazing at my biscuit. My stomach says eat it but my mind says otherwise. I call him over and hand him the biscuit, Anna smiles. I open my bag and pull out my diary and start writing.



Day 4
I wake up, my eyes open to rat scurrying across the floor. The day goes by very slowly, and my stomach aches since the last time I've had proper food was 2 days ago. The steerage starts to smell and the first half of the steerage has been infested with rats. There has been no storm but the crew has warned us some will approach as time goes on. I have made friends with a Joseph, the same guy who's children bumped into me. He has 4 children, Emma, Rose, Elizabeth and Charles. His wife ( Rosie ) has been sick for many days and she's barely been able to walk. Anna has been looking after her.

Day 28
We had our first storm. Many passengers didn't survive and Josephs wife died. We had to throw her and other passengers overboard, otherwise, the place would reak of dead bodies. I saw Josephs face when he threw her overboard, a piece of him just vanishing into thin air. From that day, I connected to Joseph, losing someone you really love, I know that feeling.  Since then I have been looking after Joseph's children and feeding them. Many days I have gone without food. But I make sure Anna and George eat. Anna has been becoming ill recently and throwing up. The infestation of rats has increased and they are slowly drifting to our side. 

Day 53 
It has been so long since I've seen land, nothing on the boat seems to interest me anymore. Every day becoming more monotonous as times goes on. The food is very tedious, and clean water is slowly running out. Rats are now infesting the food, and many kids are dying of chicken pox. George has been walking now and he's able to say many words. I try to keep him away from the children with the diseases. Josephs children have been better since the last time I wrote, but they still get very emotional.

Day 89
It has been extremely long since we have had access to good food, and passengers are dying of starvation. Several passengers begging the wealthy for food. The boat has been sailing faster, seems like we might reach New Zealand ahead of the selected date. Anna has been looking after Josephs children, the girls primarily have been missing their mother. Joseph as well has been becoming more miserable as time goes on. I try to cheer him up but no expression.

Day 119 
I'm a day away from landing and my heart beats faster and faster. However, Joseph has been becoming very Ill and he's barely been able to walk to the deck. I pray for him. I hope he makes it to New Zealand. Today is George's birthday he turned 1, everyone in the steerage adores him. The food has run out and we won't be eating for another 8 hours. 

I'm finally here after 120 days, I'm finally here.  As I reflect back on my journey, many things I have forgotten. But we made it. I pack my clothes in excitement, ready to leave this god damn ship. The bells ring as everyone lines up to depart the ship, my heart beating quicker and quicker as I step up the stairs. I reach the end of the stairs and see huge green tree's and bushes spread all over the land. They spread until I don't know where. I hear the excitement and disbelief of the passengers, as they wait in line." This is nothing like London,"  I say in awe to Anna. She gives me a nod. The crew drops the anchor and opens the bridge, everyone rushing out. I too rush out and start to touch the grass. Like I've never seen grass before. Walking in amazement, the cold wind kicks my face. I turn around and see Joseph, lying on the ground he looks unconscious I state in my head. I drop my suitcase and run to him. I approach him," Look after my children, you'll have to raise them now," Joseph says in a weak way. " Okay," I reply in grief. I pick him up and lower him into the cold water, his children crying, as he floats away. I hug the children and walk them over to the crowd of people. I stand in line when a Maori comes up to me. He's wearing a skirt, it looks like it's made out of leaves and he's carrying a spear. It appears like he's going to attack me.  I try not to show that I am afraid, I slowly push the children behind me. " Do you need a place to stay?" says the Maori Man in a deep voice. " Umm, sure, okay " I respond in confusion. He escorts me over to a tent made with long light brown leaves. I check the surrounding to make sure it's all clear." Thank you," I say. We sit down on the ground and try to communicate with them. I realise he and his family can speak English.

Five days after our arrival I worked with the Maori guy his name Kerehoma. We fished for seals and fish we could sell or trade to get money or necessities. His way of fishing was completely different from mine, he used baskets to catch fish. Through this basket system, I have got many basic necessities. The children get along with Kerehoma's children just fine, they are learning Maori games which keep them busy. Anna has been learning to weave baskets and sitting mats, with Kerehoma's wife. Seems like Maori's aren't bad after all. We soon created our own tent with the long leaves and started living in it. New Zealand seems like a dream.....
http://rootsroutes.com/history
https://dawlishchronicles.com/steerage-passengers-on-the-north-atlantic/
http://www.norwayheritage.com/steerage.htm
https://waiotaiki.co.nz/blog/a-rich-history/
https://firstindustrialrevolution.weebly.com/working-and-living-conditions.html

Child Trafficking Presentation - Social Studies

Child Trafficking 
For social studies, we had to create a presentation about child soldiers, child trafficking or child slavery. I chose child trafficking and here is my presentation.  

Made with Visme Presentation Maker

Harriet Tubman - Social Studies

Harriet Tubman

The slide above is about the underground railroad, Harriet Tubman and spiritual songs. Harriet Tubman was "Conductor" for the railroad. She is an amazing woman who helped hundreds of slaves to freedom. There is information about spiritual songs which they sang to escape and a bit about Harriet Tubman. 

Something I learned?

I learned how the underground railroad worked and the interesting part was how Harriet would risk her life going back to help other slaves to freedom. I find that courageous. I also learned about how spiritual songs had hidden meaning/clues which helped slaves immensely. 

Slave Trade Triangle - Social Studies

My Slave Trade Map:

Click on the colourful points, and it will bring up an explanation on what happened at each and every point, same for the lines.

What Is The Slave Trade Triangle?
The slave trade triangle is a triangle formed in the Atlantic ocean and the main objective is to exchange Africans for weapons and ammunition. Then Europeans would take them to Africa in horrible conditions and make them do laborious work, for money.

What Is The First Passage?
The first passage is loading guns and weapons to trade with Africans kings for slaves. There are 3 points that the Europeans can arrive at Dakar, Cacheu & Sierra Leone.

What Is The Middle Passage?
Africans were taken from Africa to the Caribbean in very severe condition, the Europeans would pack as many slaves as they could in the bottom part of the ship and make the slaves dance to keep them fit. If the slaves were unfit they would throw them overboard or if the tried to fight back the Europeans would kill them. This passage also involved selling Africans to Americans for personal slaves. Even in America, they were treated poorly.

What Is The Third Passage?
The third passage is loading the products the slaves picked and made and shipping them to Europe for money.

Something I Learned About This Topic?
I learned a lot during this topic but something interesting I learned was how they would pack as many Africans slaves on the boat and treat them very carelessly, like animals.

Social Studies - Human Rights - Poster

What Am I Learning So Far?

In Social Studies I am learning about Human Rights, and what rights people have all over the world.

What Is The Most Interesting Thing I've Learnt?

Something interesting I learnt is if people have these rights, why is there still slavery? Why can't over a million adults read? Why are people getting discriminated because of there colour, religion or sex?

Explain What My Work Is And How It Links To The Topic?

Canva Poster:

This poster is all about the thirty human rights all humans have all over the world. It tells us what rights we have and that humans can't force us to do things for their pleasure. I think this connects to my learning because I have displayed all the human rights in a poster and have made keywords stand out.

Ranking:

The ranking above, me and my group have done is all about what we think is the most important human rights are as a group. There is also a description below explaining why we chose certain rights as our first, second and etc.

Social Studies - Human Rights - Rankings

Human Rights

In Social Studies, we are learning about human rights. This is one of our assignments where we decided which human rights should be in the top 5. Out of the possible thirty we chose these rights as our top five. We also have to create a poster with all the human right written in it:

Top 5

1)No one can take your human rights away.

2) Education

3)Everyone has the right to Freedom, though, religion.

4)Right To Speak

5)Everyone charged with a penal offence has the right to be presumed innocent until proved guilty.

These are the reasons why we chose what we chose:

We chose Right no.30 ( No one can take your human rights Away) because its a general concept/ rule connecting to basically all the human rights.

We chose education as our second most important because we think basic knowledge is needed for overall needs.

We chose everyone has the right to Freedom, though, religion as our third choice because it covers everyone as an equal human being.

We chose the right to speak as our as our fourth option because everyone should be able to speak their mind/thoughts and be able to express themselves/feelings.

We chose Everyone charged with a penal offence has the right to be presumed innocent until proved guilty as our fifth option because you should not be convicted of a criminal penalty that you have not committed or taken part of.

https://www.haikudeck.com/30-human-rights--education-presentation-BtvVJjzPVd