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 

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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.

Hurumanu 2 | Film Study | Coraline |

Last term on hurumanu 2, we watched the movie, Coraline. We watched the movie for 2 periods and finished it. We were given 2 tasks that we can choose from, we either make a resume or a character's challenge chart. I chose to make a challenge chart and used google drawings to present my work. 

What am I learning? I am learning what challenges the characters faced throughout the movie, as well as what kind of personalities they have and feeling they had in the movie.

How does this work show my learning? This shows my learning by explaining how a character was portrayed in the movie.

What am I wondering as a result of this learning? I am wondering If I have missed any important pats of the movie. 

| Hurumanu 1 | Sustainability and Climate Change |

This week on hurumanu 1, we are learning about sustainability as well as climate change. You presumably already know what climate change is since it is happening right now. Climate change is caused by the human activity we use different fossil fuels to help us power different things. This fossil fuels, however, is not good for our planet. They produce Co2 which is carbon dioxide, these things are produced by burning coal, oil and natural gases. We were tasked to watch videos about things that are happening due to climate change, and then make a small summary about it.

Anyway, the first video I watched tells us about how climate change is affecting our oceans, and mostly our corals. Our coral's reefs are dying due to massive amounts of carbon emissions absorbed by the ocean, the ocean absorbs most of the carbon emissions and heat created by climate change. However, we aren't only losing our coral reefs, yet we are also losing species before we even discover them.

Video: Journey into the deep ocean

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This week on Huruamnu 1 as part of our sustainability subject, we have learned about the three aspects of sustainability. There is environmental sustainability, social sustainability, and last of all economic sustainability. These three aspects are an important role in sustainability, we were also tasked into putting the definitions of these words; Bearable, equitable, and viable. Anyway, here is my learning and I hope you have learned the three aspects of sustainability. 

Sustainability: 

The three aspects of sustainability

Environmental Sustainability: Environmental sustainability is mostly about how we can maintain the living and natural resources that reside on our planet. 

Social Sustainability: Social sustainability--about creating fairness between social groups and generations. Meaning that our generation now and in the future will have access to these resources. 

Economic Sustainability: Economic sustainability means taking; using our resources at a rate that guarantees the future generations will also have access to the same resources.

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Sustainable Development: Economic development is a conducted progress that is without the excessive diminution of natural resources. 

Definition and meaning:

Bearable: Resources are shared and provided equally between social groups.

Viable: The environment must be used in a way that provides for ongoing economic needs.

Equitable: Society's use of the environment must not be destructive. 

The three pillars of sustainability

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Today on Hurumanu 1 we leaned different terms that relate to our subject, (Climate Change).  We looked at different terms and had to connect it to its definition, we then colour coded the words into red, orange, and green. Red meaning that it's getting worse, the orange is between worse and better, and green is getting better. The task that was given was pretty easy to do since we were already taught of some of the terms. 

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Today, we have researched and made a graph about a topic that we have chosen to make a graph about. My partner and I have chosen to make a graph about "which country over-fished the most", by looking at the graph above it can be seen that China over-fish the most. There are a total of 7 countries in total; China, Japan, US, South Korea, Indonesia, Peru, and the Philippines. Anyway, I hope that you have learned something about countries that over-fish. We also made a slide show, talking about our topic in more detail. 

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For the past few weeks, on our hurumanu 1. We have been working on a sustainable project of our choice. Axle and I chose to make a game board that relates to sustainability. We also took some aspects from the board game 'quelf' and mixed it in our game. In the game quelf, there are a total of five different types of cards in the game there is; showbiz, roolz, quizzle, stuntz, and scatterbrainz. These cards have different actions that we changed to relate to sustainability. 

We chose to make our game with a mix of the quelf's rules, cards, and board. Because we believe that the different cards of the game we could just change and make it relate to sustainability. Our game relates to sustainability since we changed the cards to relate to a sustainability topic. 

Hurumanu 2 | Bones | Working Hand |

During last week and this week we for the other science part of Hurumanu 2, we have been learning about the bones in our bodies and what each bone do. We have also learned how our hands work, we have made a working hand out of a paper hand, yarn strings, and some straw. 

Anyway, how do our hands work? Our hands move by the muscles in our forearm, however, only thin tendons which are holding the muscles are found directly in our hand. The tendons represent the yarn strings that we have made on our working hand, and the straws represent the bones. 

How we made a working hand: 

You will need:

• A paper hand
• Straws
• Yarn Strings
• Tape

Methods:

1. Cut out the paper hand.
2. Cut some pieces of straws mostly the same length.
3. Tape the straws into where the fingers are. 
4. Put the yarn strings inside of the straws, then tape the yarn strings at the end. 

Hurumanu 2 | Film Studies | Camera Techniques |

This week on Hurumanu 2 we have learned different types of camera shots, angles, and movements. We were tasked to make a dictionary or a photographic about the different types of camera shots, angles, and movements. I chose to make a dictionary again about these camera techniques using a slideshow to show my learning. Anyway, here is the slideshow showing my work. 

Hurumanu 2 | Film Language Dictionary |

This week on Hurumanu 2, for our film and language subject we were tasked to either make a dictionary or crosswords for the words which are below. The words below are used in films to make them realistic and appealing for audiences. Anyway, I chose to do a dictionary because I found it easier to list their definitions.

Body Language:
Body language is a type of communication by movement or position, mainly facial expressions and gestures.

Costumes: 
Costumes are used to describe details of the character's personality to the audience.

Hairstyles: 
The hairstyles are similar to the costumes, hairstyles also specify features of the character's personality.

Make-Up:
Make-up is used for 2 different parts of films, they can either be used to adjust or adapt a specific character for changes in appearance. They can also be used to enhance attributes or flaws of a character. 

Colour:
Colours are used to set the moods of a scene, there are 3 main components used in colours. The hue, saturation, and brightness.

Lighting:
Lighting is quite crucial to films because it creates a visual mood and atmosphere. 

Props:
Props are often used to make a scene more interactive, and make the story more lifelike. 

Settings:
Settings can rapidly establish a situation or mood, most films consist of the main setting and minor setting.

Dialogue: 
Dialogues can be used to either advance a plot or expose new features about a character.   

Sound Effects:
Sound effects are used to create a mood for the audience or highlight a scene. 

Music:
Music is also used to create a mood or describe a continuous scene.

Silence:
Used to create a serious environment.

Symbols:
Symbols are often an object, which is used to suggest new ideas.

Special FX:
Special FX are used to create a more realistic look for the film.

What am I learning? I am learning about film languages and film studies.

How does this show my learning? This shows my learning because I have put the definitions of film languages. 

What am I wondering as a result of this learning? 

Hurumanu 5 | Lemon Batteries |

Aim: To produce an electrical current using lemons

Equipment: 

• Lemon
• Copper electrode
• Zinc electrode
• Copper wire
• Voltmeter

Steps: 

• Roll the lemon to release the juices inside.
• Insert the copper about halfway through the lemon.
• Do the same for the zinc.
• Connect the wires into the voltmeter.
• Then connect the wires into the copper and zinc plate. 

Findings: 

1 lemon = 1 volt

2 lemons = 1.8 volt

3 lemons = 2 volts

We also found that the volts can also change depending on where you place the copper and zinc plates onto the lemon.

CMM | Metal Work | Dog tags |

For the past few weeks on CMM, which is metalwork. We are making dog tags for ourselves, we have made 2 different types of dog tags so far. One of them being made from acrylic and so far we have made one with wood as well. We are close to making one with aluminium and I am quite excited to get it. Anyway, the design that I have made for my dog tag is VM which stands for Vann Manaig. I received 3 of the dog tags cut in different power, meaning that the words would be darker. Here is the dogs tag that I received today. 

Hurumanu 5 | Circuits | Series and Parallel Circuits |

 This week on hurumanu 5, we continued on learning more about circuits, both series and parallel circuits. We made diagrams four different types of circuits half of them being a series circuit and the other half as a parallel circuit. For a series circuit, all the wired are connected together in a single path. If a bulb has exploded the others will be affected by this as well as, meaning they will all turn off. However, in a parallel circuit, the electricity is separated and this will result in the disturbance of the other bulbs if one has exploded.