Why was a Treaty needed in New Zealand - ESSAY: Social Studies

Why was a Treaty needed in New Zealand: Essay

During 1830, a total of 100,000 Māori and 200 Europeans were living in New Zealand. The behaviour of the Whalers, the Missionaries’ desire to help protect Māori rights and the Musket Wars were reasons that led to a conclusion that a treaty was needed. The Declaration of Independence was also another contributing factor to the need for a treaty. One reason that a treaty was needed was the lawless behaviour of some of the British Settlers like whalers. This is important because Maori were being treated poorly by the whalers. Meaning that a treaty would help this situation as there was a possibility that it could improve their behaviour. Because of their actions upon their arrival, a treaty would help. After being months in the sea, a vast celebration can be foreseen. Though the way they celebrated was lawless and disorderly. Being intoxicated with alcohol guided them to more predicaments. Such predicaments are; fighting, prostitution, and diseases. All of this fighting and lawlessness led Korarerika to be known as "The Hell Hole of the Pacific." Thus, explaining the requirement of a treaty. Another reason that a treaty was needed was to protect Māori rights. One group that felt strongly about this was the missionaries. The missionaries significantly helped the Māori gain more information and knowledge. Furthermore, converting the Māori into Christianity, and overall, achieve a good relationship with them. As they arrived in New Zealand, they introduced new technologies to the Māori such, as farming equipment and methods. To embody the ultimate goal of hoping that they would convert to their religion by showing them the British way of life. The Missionaries was also worried about the Māori as they were losing vast amounts of people due to the musket wars. Furthermore, they were alarmed by the lawless and violent behaviour of the pakeha as well as concerns of the large land sales that were happening around the country. These were the reasons the missionaries supported the treaty and actively encouraged the Māori to sign it. Hence, why the treaty was needed to protect Māori rights. When the Europeans arrived in Aotearoa, they introduced a new weapon to Maoris; muskets. Muskets were powerful enough to change the population during this century, as most tribes fought with weapons that required you to be near your enemies to prove useful. Northern tribes were the first tribes to obtain muskets, specifically the Ngāpuhi tribe. The Ngāpuhi tribe used the muskets to gain an advantage against the Ngāti Whātua tribe. Resulting in the Ngāti Whātua tribe trading for muskets, ultimately resulting in the rivalry between the two tribes. Other tribes then traded for muskets, as they saw the power it conveys. Approximately 20,000 people died due to the musket wars. What is the Declaration of Independence, what was its purpose? Significantly, the overall purpose of the declaration of independence was for promoting and protect the rights of Māori. 35 Rangatira (Māori chiefs) and 4 British residents signed the Declaration of Independence in 1835. Through He Whakaputanga (Declaration of Independence of New Zealand), the 35 Māori chiefs asserted that Aotearoa was an independent Māori state, this rule resided fully with the Māori and foreigners would not be allowed to make laws. However, the chiefs had to meet annually at Waitangi to make laws, in return for the friendship and protection that Māori was to give British subjects in New Zealand. Concluding in the Treaty of Waitangi which was signed 5 years. Therefore, the importance of Whakaputanga. To conclude, a treaty was needed to protect the culture of Māori and enable them to live in New Zealand as Māori. An example can be the lawless behaviour happening in Kororereka and the use of muskets during the musket wars. Two things we can learn from is the importance of the treaty and how the Māori were taken advantage of. The treaty protected Māoris, their mana and their culture. Before the treaty was formed, the Māoris were taken advantage of. Examples of this were the loss of land and their lack of technology. Overall, expressing the significance of the treaty to Māoris.

Year 10 Writing Portfolio

Throughout the year we had in English, we had a total of 3 assessments and 1 short film. During the making of these assessments, I have learned several techniques and methods we can use for our writing. In term 1, I have learned the sensory language, language features and the narrative arc. Term 2 was something different as we learned film aspects and had an opportunity to create our short film. Unfortunately, we were in lockdown on term 3, however, we were still able to produce work. Within this term, we were learned how to understand the main idea, theme, topic and the author's purpose of a novel. Finally, in term 4, we learned how to write an introduction, body paragraph and conclusion using acronyms. Here is a pdf of my writing throughout the terms. 

Year 10 Writing Portfolio pdf

The Treaty of Union: Social Studies

This week on Social Studies we, looked at different treaties such as; the Treaty of Union, Treaty of Waitangi and the treaty between the United States and Native American Indians. Our task for this week was to research a treaty of our choice and answer questions based on our treaty. I chose to research the Treaty of Union which, is an agreement between England and Scotland. The Treaty of Union relates to our main topic (Te Tiriti o Waitangi) as some similarities can be distinguished between the two treaties. Anyway, here is my presentation about the Treaty of Union. 

The Population Data of NZ from 1836 - 1901: Social Studies

Continuing on the topic of the 'Treaty of Waitangi', this week we are looking at the history of New Zealand's population. Throughout this topic, we also learned the culture of Maori and their beliefs. The graph that we were tasked to create looks at the people the difference between the Maori and Europeans, starting from 1836-1901. Anyway, here is the graph.

What does the graph show us?

The graph shows that as the year progresses, the population of Maori's continue to decline whereas the European's population inclines.

Why do you think the number of Maoris changed?

The Maori's population declined due to the invasion of the Europeans, including their muskets. The introduction and involvement of guns ultimately increased the number of deaths, resulting in the decline of the Maori population. Foreign diseases could also cause the Maori's population. 

Why do you think the number of Europeans changed?

Upon the arrival of the Europeans to Aotearoa, they traded with the Maoris as they were pretty less advanced. They then traded with other countries which earned them more money. Additionally, more Europeans came and colonized Aotearoa. 

Pepeha: My Mihi

Continuing our Treaty of Waitangi topic, today we were tasked to make a 'Mihi' which I have made a few years ago. We also looked at the Maori culture which involved Waka, Iwi and the culture that connects the people of New Zealand. Here are my notes about Iwi and my Mihi. 

Notes:

Iwi defines as bones and refers to someone’s relevant background.

Ngati defines as descended from, and is usually heard before an iwi is mentioned. 

A person would identify with a mountain, an ocean, a lake and the land around their tribal area. 

My Mihi:

Ko Makiling toku maunga

Ko Pacific toku moana

Ko Pasig toku awa

Ko Laguna toku rohe

Ko Vann Manaig ingoa

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

Personalized Passion Project: Beast King Kabuki 2

As you might have known, around mid Term 3, we have been working on our personalized passion project. In the first blog post, I talked about the planning of our project, our driving question, and the start of our project. A couple of weeks later, we have finally finished our sculpture "The Beast King". This idea came from a Kabuki play, a form of theatre, a Japanese play. Anyway, we created a slideshow to present the process of how we created our sculpture. Overall, I believe that all members of the group worked well together to finish the sculpture on time. 

Te Tiriti o Waitangi - Tangaroa Poster: Social Studies

For the last term on Social Studies, we are learning about "Te Tiriti o Waitangi", or The Treaty of Waitangi. The Treaty of Waitangi has been taught to us several times, however, we don't fully understand its story. The Treaty of Waitangi was first signed on the 6th of February 1840 by representatives of the British Crown and Maori chiefs from the North Island of New Zealand. 

For our task, we were given different Maori God's to find what deity they had and their equivalent in Roman, Greek and Hindi. Finally, making a poster for one of the Gods and a bit of story about them. I chose to make a poster about Tangaroa, who is the God of the ocean. Here is the poster that I have made. 

Fashion from the 1850-1920 in New Zealand - English

Pre-Reading Task:

Today in English we are researching one of the topics that were given to us. We were given three topics to choose from; fashion from 1850-1920 in New Zealand, the difference in how Pākehā settlers and native Māori lived during 1850-1920, and the myths and stereotypes Europeans had regarding the Māori during 1850-1920. I chose to research the fashion from 1850-1920 in New Zealand as I found it the most interesting. Anyway, here are my findings. 

Women: Women from the 19th-century wore long dresses, corsets and hats. Many of their fashion was based on styles from London and Paris. In the late 19th-century feminists expanded practical clothes such as knickerbockers (baggy knee-length trousers) for women. Overall, women's fashion was somewhat lacy and feminine, which then became simpler and looser in 1920.

Men: Men's fashion was limited with strong fabrics with colours including black, blue, brown, white and grey. 19th-century men wore shirts, waistcoats, trousers and coats. In general, men's fashion has changed less over time than women's fashion. 

Post-Reading Tasks:

The narrative "How Pearl Button was Kidnapped" contained three main characters; Pearl and the two Maori women. Pearl is a little child with blonde hair wearing a pinafore, a dress, a petticoat, and stockings. She was light-skinned with very white teeth. As she stood by the gate, we are then introduced to the two Maori women. Pearl described them as fat and dark-skinned, one dressed in red and the other was dress in yellow and green. Furthermore, they had pink handkerchiefs on top of her head and wore no shoes and stockings. 

1. Pearl was swinging on a little gate at the front of the house of boxes.

2. Two Maori women came walking down the street and took Pearl.

3. They walked a long way and arrived at their house.

4. They then ate and laughed and took her to the beach.

5. Police officers came to look for Pearl and take her back. 

Personalised Passion Project: Beast King Kabuki

For the past few weeks on Wananga, we have been working on our personalised passion projects. We have assembled a group of seven people, five from our Wananga and two from another Wananga next to our classroom. On the first day, we brainstormed our ideas and concluded into creating a life-sized sculpture which is the "King of the Beast" from a Kabuki play. Kabuki is a form of theatre, Japanese theatre. We also developed our driving question; How can we use sustainable materials (recycle), such as newspaper and cardboard to create art--life-size sculpture? 

On the following day, we began to construct a plan and the measurements of the sculpture whilst thinking about the materials we require to make the sculpture. Proceeding to Wednesday, we began to measure the cardboard around the torso including, arms and hands. We then began to cut out the pieces that we measured around the torso, arms and hands. On Friday, we measured and cut the body, head and put together some of the pieces cut. Overall, the materials we used include cardboard, newspapers and any other junk. 

Yellow Brick Road: Post-reading Questions - English

1. The narrator's reason for moving to Wellington is money. It has been mentioned that they were poor and that they couldn't stay poor all the time. We can also comprehend their financial struggles as the limited space in the car and its problems. Moving to Wellington could ultimately change their lives, and fix their financial problems. 

2. The several differences between Wellington and Waituhi are the people. Throughout their drive to Wellington, people would be disrespectful towards them and sped past them without stopping. They also mentioned how there were fewer Pakeha in Waituhi and plenty in Wellington. 

3. Dad told Uncle Sam they were moving to Wellington because Dad had enough of shearing, the fruit-picking and the going down South to shear some more. Moving to Wellington could give them better jobs that pay more than the jobs they do at Waituhi. Overall, Dad wanted a new start for his kids so that they would grow up with everything.

4. The narrator's attitude changed once they got closer to the Emerald City (Wellington), he was excited and happy. Although, once he saw the numerous yellow signs that instructed them about the road. He began to feel scared and sang to himself to feel consoled. 

5. The Emerald City, Yellow Brick Road, Flying Monkeys, scarecrow, tinman and cowardly lion, are all allusions (references) to "The Wizard of Oz". I believe that Witi Ihimaera used references from The Wizard of Oz as the characters from The Wizard of Oz believed that by going to Emerald City, they will be helped. Similar to the characters from Witi Ihimaera, where the family is poor, resulting in the journey to go to the Emerald City (Wellington). They might not know what awaits at Emerald City, however, it could still fix their problems. 

Yellow Brick Road: Pre-reading Questions - English

1. Witi Ihimaera was born on February 7, 1977, in Waituhi, near Gisborne, New Zealand. Ihimaera is an author, novelist and short-story writer, anthologist and librettist. He is known for being the first Maori to publish both a book of short stories and novels about Maori rather than a European. Many of his work has been adapted to films, including Mahana, Déwé Gorodé: Écrire Le Pays, White Lies, Kawa' and Whale Rider.

2. The title "Yellow Brick Road", for me symbolises hard work and wealth. Yellow bricks could be determined as gold which can relate to hard work and wealth. 

3. Based on the title, "Yellow Brick Road" could be about a journey about people where they face several challenged on the way to reach their goal. 

Some of his works:

The Einsatzgruppen - Social Studies

During the study of the Holocaust, we have revisited mapping activities that required us to locate the given counties on a map and identify them. The topic for this mapping activity was "The Einsatzgruppen," which translates to "clean-up squads". We were tasked to locate countries that were involved with WW2 and death camp locations. To complete this task, I used my maps to show my work, as I found working digitally easier and faster. 

Link to My Maps: Link

The Planning of Kristallnacht - Social Studies

Following on the topic of Kristallnacht, today we have learned how Kristallnacht was planned after the night it actually happened. 

TO ALL REGIONAL AND SUB-REGIONAL GESTAPO OFFICES

sent at 1:20AM, November 8, 1938

SUBJECT: MEASURES AGAINST THE JEWS THIS NIGHT

That only such measures were to be taken that would not endanger German lives or property (e.g. the burning of synagogues was only to be carried out if there was no danger of fire spreading to the surrounding district). Businesses and residences of Jews may be damaged but not looted. Particularly care is to be paid in business sections and surrounding streets. Non-Jewish businesses are to be protected from damage under all circumstances. Police are to seize all archives from synagogues and offices of community organizations, this refers to the material of historical significance. Archives are to be handed over to the SS. As soon as possible, officials are to arrest as many Jews especially wealthy ones - in all districts as can be accommodated in existing cells. For the time being, only wealthy male Jews of not too advanced age are to be arrested. 

Signed by Reinhard Heydrich,

SS Gruppenfurer

How does this evidence in this document show that "Kristallnacht" was planned in advance of the event actually happening? 

Kristallnacht was planned in advance since the document hints at several pieces of evidence that prove this theory. The document mentioned what to do and what not to do during the night it occurs. We can see how Nazi Party targeted Jews as they damaged and destroyed the Jew's properties. They were even ordered to arrests as many Jews as possible, especially wealthy ones. Therefore, proving how Kristallnacht was planned before the night, it happened. 

Kristallnacht - Social Studies

What is meant by the term "Kristallnacht"? 

Kristallnacht (Crystal Night) is referred- to as the Night of the broken glass, associated with the attack of the German Nazis on Jewish persons and property as they broke the glass of the Jew's houses and left them in the streets as part of their pogroms (devastation). 

When did this event occur?

This event occurred on the 9th of November, 1938, and continued during November 10. Taking place in Germany, Austria and Czechoslovakia.

How many synagogues did the programme claim were burned?

In the aftermath of the pogroms, a total of 267 synagogues were destroyed or burned.

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

During this event, 91 Jews have been claimed to have died as a result of this event. Several dozens even committed suicide.

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

Around 30,000 male Jews, have been arrested and sent to Nazi concentration camps. 

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

Vast numbers of people involved themselves in looting and plundering, picking up goods thrown out onto the street whilst benefiting from the confiscation of Jewish property. Teachers brought their students to mock and ridicule the Jews, as many of the young people considered that the “Jews are our misfortune”. However, some felt ashamed to be German and were decisive of the violence upon the people and the destruction of property.

The Nuremberg Laws - Social Studies

Today on Social Studies, we studied the Nuremberg Laws and how they affected the Jews. The Nuremberg Laws were antisemitic and racist laws formed in Nazi Germany on the 15th of September, 1935. Moving forward, we were then given a task; in which we were required to answer five different questions that relate to the topic. 

THE NUREMBERG LAWS

At their annual party rally held in Nuremberg in September 1935, the Nazi leaders announced new laws based on many of the racial theories common in Nazi beliefs. These German Jews from Reich citizenship and prohibited them from marrying or having sexual relations with persons of "German or German-related blood." Additional regulations to these laws deprived them of most political rights. Jews were disenfranchised (that is, they had no right to vote) and could not hold public office. 

The Nuremberg Laws did not identify a "Jew" as someone with particular religious beliefs. Instead, the first amendment to the Nuremberg Laws defined anyone who had three or four Jewish grandparents as a Jew, regardless of whether that individual recognized himself or herself as a Jew or belonged to the Jewish religious community. Many Germans who had not practised Judaism (the Jewish religion) or who had not done so for years found themselves caught in the grip of Nazi terror. Even people with Jewish grandparents who had converted to Christianity could be defined as Jews. 

The Nuremberg Laws of 1935 were the start of a new wave of anti-Semitic laws that brought about immediate segregation: Jewish patients were no longer admitted to municipal hospitals in Düsseldorf, German court judges could not refer to legal commentaries or opinions written by Jewish authors, Jewish officers were expelled from the army, and Jewish university students were not allowed to sit for doctoral exams. 

Other regulations reinforced the message that Jews were outsiders in Germany; for example, in December 1935, the Reich Propaganda Ministry issued a decree forbidding Jewish soldiers to be named among the dead in World War I memorials. 

Adapted from http://www.ushmm.org/wlc/en/article.php?ModuleId=10005681 

1. Provide two examples of ways in which the Nuremberg laws affected the rights of German Jews.  Several examples can be seen in which the Nuremberg law affected the rights of German Jews. Such examples are the "Nuremberg Laws", which excluded German Jews from Reich citizenship and prohibited them from marrying or having sexual relations with persons of "German or German-related blood." Another example is Germans who had not practised Judaism (the Jewish religion) or who had not done so for years found themselves caught in the grip of Nazi terror. Even people with Jewish grandparents who had converted to Christianity could be defined as Jews. 

2. What other actions were taken that discriminated against Jews in Germany? (Remembering) Other examples of actions that discriminated against Jews are how they are prohibited from voting and could not hold public office. Furthermore, Jewish officers were expelled from the army, and Jewish university students were prevented sit for doctoral exams. 

3. Why do you think that the Nazis passed these laws? (Understanding) I believe that the Nazis passed these laws to show their dominance and put their ideas about race into law. The Nazis believed in the false assumption that the world is divided into distinct races that are not equally strong and valuable. However, they produced laws that would be unfair to Jews to portray their anti-semitism. 

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) If a New Zealand government passed a law that provided different treatment of a named racial group in New Zealand, I believe that most New Zealanders would be astounded. We now live in a world where equal rights are held in great importance, and it is something we can't ignore. However, when disregarded, it can cause problems leading to demonstrations and predominantly havoc among New Zealand. 

5. Do you think these Nuremberg laws were racist? Explain your point of view. (Evaluating) I believe that these Nuremberg laws are discriminatory. As the law disrupted human rights and mainly targeted Jews. Such laws they had to follow were unfair, biased and overall antisemitic.

Maori Settlers: Cultural Unit - Home Economics

Gathering and preserving food: 

The Māori had a unique way of cooking their kai (food), in which they use a hāngī known as the Earth oven to cook their food. It is a traditional method of cooking specialised in preparing food for vast numbers of people. The hāngī uses hot rocks and water to produce steam in a shallow hole dug into the earth. Food is layered on top of the rock; meat first, and then vegetables. They are covered with whāriki (flax matting) or, in more recent times, sacking or cloth. Soil is then replaced to trap the steam for a few hours. The exact time depends on the size of the hāngī.

Māori had methods to preserve their food to save for leaner times or to trade with other tribes. Drying was the most used method for the preservation of their food. Food was dried in embers or, in the geothermal Rotorua area, spread on hot rocks. Shellfish were threaded onto long lengths of twisted flax and hung, drying in the sun and wind. 

What were the key foods brought to NZ by the British Settlers? 

Māori quickly utilised food sources that were introduced by Europeans. They grew potatoes, provided pigs to other tribes, developed large wheat plantations and mills. During the early 1800s, pigs and baskets of potatoes were used as currency. Māori quickly utilised food sources that were introduced by Europeans. They grew potatoes, provided pigs to other tribes, developed large wheat plantations and mills. During the early 1800s, pigs and baskets of potatoes were used as currency. As for our first practical during HEC (home economics), we have made scones which are also food brought to NZ by the British Settlers. 

Drill Gauge - CMM

For the first task on CMM, we are making a drill gauge out of metal. Today, we have done several steps, such as marking our own metal using tools like a scriber, a ruler, and try square. First of all, we used a scriber to mark 115mm on a 20 by 3 flat bar. We then used a try square to mark it more accurately. Afterwards, I used a hacksaw to cut the metal and then used a file to smoothen the piece of metal. This is what we have gotten to for now, and next time we are going to look at engineer dye. 

What did Hitler actually say about Jews - Social Studies

Continuing on the topic of 'Holocaust', we have moved on to the subject of 'Nazi Antisemitism' and Hitler's views on Jews. Hitler--the leader of the Nazi Party in Germany, attempted to seize power by force, which led to his imprisonment in 1923. During his experience in prison, he wrote a book called Mein Kampf (My Struggle) which, showed his anti-semitic ideas. For this task, we were tasked to provide two statements that show Hitler's antisemitism. 

Statements:

1. The Jew hates the white race and wants to lower its cultural level so that jews might dominate.
2. The jews were responsible for bastarding the quality of the white race which they hate. 

Overall, the statements signify Hitler’s racist beliefs, recognising Aryan as the genius race and the Jew as the parasite.

The Great Depression - Social Studies

On the first day back for term 3 in social studies, we have moved on to a new topic, "Holocaust". Our first task was to research the 'Great Depression' and answer several questions regarding the subject. The Great Depression was a global crisis that impacted several countries including, Germany, New Zealand, Austria. and many more. Overall, it changed how the economy worked since Wall Street crashed, leading to economic decline. Furthermore, we were also required to write our paragraphs by following the structure of a lawyer paragraph to answer the given questions. Each; containing around 6-8 sentences.

 The Great Depression 

______________________________________________________________________

Why was Germany hit the hardest during the depression? In 1929, the Wall Street Crash led to a global crisis, while Germany underwent more difficulties than any other country. As a result of the recall of US loans, which addressed its economic collapse. Producing outcomes such as a rise in unemployment and poverty. Which later concluded in a chain of events that ended in the destruction of German democracy. One of the most obvious consequences of this collapse was an enormous surge in unemployment; throughout the winter of 1929-30, the abundance of unemployment rose from 1.4 million to over 2 million. Furthermore, Germans started to succumb to their faith in democracy and attended utmost parties such as the communists and the Nazis for quick and simple solutions. Even after the five-year recovery, the German economy was not resilient enough to endure significant withdrawals of cash and capital. Hence the reason why Germany was hit the hardest during the great depression. Explain what Germany had to agree to by signing the Treaty of Versailles? The Treaty of Versailles is a peace document signed a the end of World War 1 by the Allied and associated powers and by Germany. The German government agreed to sign the Treaty of Versailles in June 1919 to obtain peace. However, the terms they had to follow were quite damaging to Germany. Such events are territory being taken from Germany, seizing valuable industrial and agricultural income from it too. According to article 231, the War Guilt Clause accused Germany and its allies of starting the war, leading to humiliation and anger. Furthermore, they had to pay the reparations of £6.6 billion, which resulted in the long unsuccessful recovery of their economy. Additionally, their armed forces were ultimately reduced. How was NZ affected by the depression? As the Great Depression began, the effects of the crash were not promptly apparent. However, during 1930 export prices started to decline, falling 45% by 1933. This was overwhelming as New Zealand was dependent on agricultural exports. Unemployment rates rose to 12% and, those who were able to save their jobs; usually found their wages cut by as much as 20%. A group of unemployed riots rocked Auckland, Wellington and Christchurch in the first six months of 1932. While the government tried to help those who are experiencing depression conditions through unemployment relief schemes, which required them to travel long distances for a small payment. Overall, this lasted for a total of 5 years.

Speeding Past School - Science

Aim: To see if there are any cars that are speeding past school (HHS). 

Method. 

1. Measure distance ... power pole  ---> power pole = 50m

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

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

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

- "Writer person," writes down times. 

3.  Collect 10 times. 

4. Calculate speed in m/s ---> convert to km/hr.

5. Are there any speeders?

Results: 

Speed	Car 1	Car 2	Car 3	Car 4	Car 5	Car 6	Car 7	Car 8	Car 9	Car 10	Average
Time (s)	04.69	3.59	4.50	4.40	5.40	4.15	6.09	3.77	3.43	5.02	4.504
m/s-1	0.6	13.9	11.1	11.3	9.25	12	13.2	14.5	9.96	8.21	11.402
km/hr-1	38.1	50	39.90	33.3	43.2	29.5	47.5	52.2	35.8	40.9	46.01

Conclusion:

As the speed limit around the school is 50kmph, there was only one car that drove past the speeding limit, which is car 8. Police enforce a 4km/h tolerance of the posted speed limit outside schools. However, 46.01 km/hr being the average speed; it is not speeding. 

1. What was the average speed of the cars you measured?

The average speed of cars was 46.01 km/hr. 

2. Should the Principal be worried about speeding on this road?

I believe that the Principal shouldn't be worried about speeding, as it doesn't happen constantly around the school. However, going 52 km/hr is still considered speeding, but not to a great amount. 

3. Outline how you could improve this investigation and make it more accurate.

By using a proper speed detecting device, we would be able to detect the velocity of vehicles more accurately than timing. I also believe that we should measure different car types, as there multiple car types.