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. 

Hurumanu 8 | Health | Effects of Gaming on the Mind & Body |

For the past few weeks on Hurumanu 8 (Health), we had to work on discovery tasks which consisted of several topics to choose from, the theme. I selected the effects of gaming on the mind and body. After we picked, a discussion, we then had to have five big questions. Once we had our five big questions. We then had to answer them and then describe three ways to improve and manage our chosen health issue. Afterwards, we needed to create an activity or make something, that teaches another group or the class about our topic/findings.

I chose to present my work on a website using visme, I, chose to display my work into this site because I was comfortable using it. It also made it considerably easy for me to move my writing on the planning sheet to the actual website. Anyways, I believe that I have managed to work well to complete the task. I am also really pleased and proud, with the work that I have created. 

My Planning sheet: 

My Presentation: 

Click the presentation to move to the next slide. 

Made with Visme

Hurumanu 2 | Film Studies | Coraline | Plots |

What are we learning? This week on Hurumanu 2, we have been learning about the plot of the movie Coraline. These plots were; 

• Exposition - The characters, Theme & Idea and Setting 
• Complication - The scene which triggers the chain of events or where something is about to happen
• Rising Action - This includes the series of events that increases the tension; to lead the climax of the story. 
• Climax - Where the problem is about to begin
• Falling Action - Where the problem has begun 
• Resolution - The problem has been solved by the protagonist
• Denouement - The ending of the story or the finale 

Then we had to make a timeline of the plot of the story, there were two options to make our timeline. One was to make a normal timeline and one was a Freytag's Pyramid, I chose to make one using Freytag's Pyramid since I have never used it before and It was new for me.  

How does this show my learning? This shows my learning by presenting my knowledge by making a Freytag's Pyramid, and explaining the events in the movie, 

What am I wondering as a result of my learning? I am wondering if I have properly explained the events of the movie. 

Hurumanu 2 | Film Studies | Coraline |

In this scene from Coraline, music, was used productively to portray the mood and ambience of the scene. An example of this is the music, below which used slow and minor chords. Overall, this produced a passive and soft dynamic. Also, this made the audience feel attached to Coraline and have a better grasp of what the character is feeling. These feelings were sad, alone and dark. 

Another example is when the other father sang a song for Coraline in this scene, the music was, used effectively to illustrate the mood and atmosphere. This scene included a fast tempo as well as a major chord. Overall, this created a powerful and amusing dynamic. The director did this on purpose to resemble the scene with the music, and present a fun and entertaining scene for the audience. They also did this to make us think that the other parents are good people.

Hurumanu 1 | ESSAY Writing | Depletion of Natural Resources |

For the past few weeks on Hurumanu 1, we have been writing an 'essay' about a topic of our own choosing. I chose to do my essay about the 'depletion of our natural resources', in my essay I wrote the story by starting on an introduction to explain the problem and give a detailed explanation of what is happening. Then wrote paragraphs for the; cause, impact, solution and the conclusion. I mostly did the paragraphs at my home, since I found it easier to focus and get the work done. Nevertheless, in the end, I managed to finish the work on time and in the best of my capability and I am proud of the work I have set. Anyways, my writing covers the depletion of the natural resources and what has caused this problem and the impacts it has done.

Depletion of Natural Resources:

Our natural resources are an essential part of our lives, without them, we would be struggling to survive. We are dependent on these resources to help us live and make our lives easier. Natural resources provide us with food, fuel and other raw materials for the production of goods. The food that we consume comes from plants and animals, which are natural resources. Similarly, other natural resources such as natural gas provide us with heat, light, as well as power. Today, the depletion of natural resources, when the resources are consumed, at a faster rate than that of renewal, which is happening today. So we must act fast to save our resources.

The problem of using too many resources without thought will cause our planet to be impotent to keep up with our ever heightened demands. Interestingly, the cause of depletion of our natural resources is caused by; overpopulation, overconsumption and waste, deforestation and destruction of ecosystems. Also, mining minerals and oil, technological and industrial development, erosions, pollution and contamination of resources. With the 7 billion people on the planet, the demand on the Earth’s resources will continue to increase. As the current global population of 7.2 billion and the way that we are living, we are using about 2 or 3 times more of the Earth’s resources than what is sustainable. If we do not do anything about this problem, we will see the aftermath of the depletion of our natural resources.

The three foremost depleting natural resources are water, oil, and forests. If our water resources are in decline, what will we drink instead of water? We see water everywhere because our planet is 70% water and 30% land. However, only 2.5% of that 70% is freshwater; the rest is salt water which is not useful for us humans. Nevertheless, that small percentage of freshwater is usually in the structure of ice or permanent snow cover. The depletion of water is more consequential than the current reduction of oil there, are other alternatives for oil yet, nothing can replace our drinking water. The causes of our ongoing water depletion are; Increased irrigation, increased use in agriculture, roads and infrastructure prevent water seepage in the soil and last of all rising temperature. The consequences of this are drinking water shortage, food shortage, and famine. 

There is nothing that can be moved, manufactured, transported, built, planted, mined, or harvested without the liquid fuels that we acquire from petroleum. Oil reserves around the world are a non-renewable resource. Globally, we use an approximate amount of over 11 billion tonnes of oil from fossil fuels every year. Crude oil reserves disappear at a rate of more than 4 billion tonnes a year, so if we carry on as we are our oil deposits could run out in just over 53 years. The cause of this depletion is industrial bloom, increase in population, and wastage. The consequences of this, however, are less transportation, smaller economies, and higher prices.  

Now picture a world without trees. We would not be capable of surviving because the air would be unsuitable for breathing. Consequently, the absence of trees would occur in significantly higher amounts of carbon dioxide in the air and lower amounts of oxygen. An estimated 18 million acres of forests are destroyed, each year and half of the world’s forests have been cleared. This is a crucial problem because our trees absorb greenhouse gases and carbon dioxide, and produce oxygen for us to breathe. Forests are also critical for millions of species. Now the cause of this is; Urbanization, Illegal logging, Agriculture, Subsistence Farming. The consequences are; Soil erosion, Global Warming caused by the rise of greenhouse gases- Extinction of species and loss of biodiversity, flooding and drought.

There are numerous things an individual can do to offer to help suppress the depletion of natural resources. If every person committed to the preservation of our natural resources and reducing their CO2 emissions footprint, we can make a tremendous difference. We can plant more trees, conserve energy, put a stop on polluting the ocean, save trees by going paperless or by using only recycled products, cycle, walk or use public transportation whenever possible, and reduce carbon dioxide emissions by buying energy-efficient appliances. By doing this, we can suppress the speed of the depletion of our natural resources.  

In conclusion, we must all act fast to try and stop the depletion of our natural resources. Essentially, these resources are a fundamental part of our lives since they are the primary materials that help us live. Without these materials, us humans and animals would starve and suffocate due to the high amounts of Co2 in the atmosphere. We must act now to save our planet!

Natural Depletion of Resources (Key Points) 

• Ocean acidification 
• Population shifts of plants and animals
• Arctic Ice melting
• Fossil Fuels
• Deforestation
• Permafrost
• Fire
• The 3 Rs
• Food waste
• Water waste
• Resources list
• Food shortage
• Dying plants

Natural Depletion of Resources:

https://www.conserve-energy-future.com/causes-effects-solutions-depletion-natural-resources.php

https://www.theworldcounts.com/stories/consequences_of_depletion_of_natural_resources

https://www.econation.co.nz/resource-depletion/

https://www.theworldcounts.com/stories/consequences_

What A Waste - Book

Global Warming - Book

Our Environment Climate Change and Global Warming - Book

Hurumanu 2 | Pig's Heart Dissection | Science |

What have we been learning about? For the past few days, we have been learning about the heart as well as the circulatory system. We are also learning about the parts of the heart and their purpose, and the circulatory system's labels and functions. 

Why are we dissecting heart? We dissected the heart to find out what each part of the heart does, and explain their purposes.

What are the parts of the heart? Did you see them? 

• Pulmonary Artery - The right ventricle artery which pumps oxygen to the lungs. Atrium - The atrium is the upper chamber of the heart that receives blood.
• Ventricle - The ventricle is responsible for pumping the blood away from the heart.
• Valves - The purpose of the valves is to move the blood around the body.
• Atrium - The atrium is the upper chamber of the heart that receives blood.

However, we didn't see the atrium and the veins because they were cut off when we started dissecting them.

Did you enjoy the dissection? Why/why not? Yes, I really enjoyed the dissection because It was the first time I have ever touched a pig's heart as well as dissecting on it. It did smell a bit but it didn't really bother me that much. Here are some pictures of our dissection!

Hurumanu 2 | Film Studies | Coraline |

This week on hurumanu 2, we are learning about the colours & lighting used in Coraline. We were tasked to make paragraphs about how the colours & lighting were used in the movie. I made 3 paragraphs to show my work and used screenshots from the movie to link what I was talking about.

What are we learning? We are learning how colours and lighting were used in the film Coraline.

How does this show my learning? This shows my learning because I have understood how the colours were used effectively in the shots.

What am I wondering as a result of my learning? I am not wondering anything at the moment.

P.E. | Gymnastics | Hurumanu 7 |

Today my focus is: To learn more about gymnastics and improve on some of the activities it contains I mainly focused on the parallel bars because I think that they required a lot of upper body strength to swing yourself on the bars. I quickly learned how to properly do the parallel bars by landing forward, however, I was close to landing backwards. Although, I believe that I could succeed with a little more practice.

The most difficult activity from today was the balance beam, I found it quite hard to balance myself and jump as well as land on the beam properly. Nevertheless, I did succeed at the end and properly landed on the beam.

The activities that I have done from today are:

• Balance Beam
• Parallel Bars
• Horizontal Bar
• Trampoline

What Makes a Good Leader?

Last week on our Wananga time, us year 9's have a leadership program which always happens during Wednesdays. On this leadership program, we learn about what a leader is and what makes a good leader. We were tasked to write what qualities we think a good leader has, and after we finished writing the qualities we then had to make a video of ourselves talking about the qualities. As well as who we think a good leader was. I personally chose 'Winston Churchill' because he showed courage and was an inspiration to others. 

Anyways, here are the qualities that I wrote for what qualities a good leader has. The video that I made wasn't really the best, because the camera was below me and my list was above. So I wasn't really looking at the camera and the volume was really low, however, I still finished the video so here it is!

My friend also made a video with all of the other videos collected into one, so you can see what my friends put into their video. Here is the link to the video.

https://drive.google.com/file/d/1c3wRTX5G126RnpPMMBmsttqE6UGbwlYN/view?ts=5f9888db

 

Hurumanu 2 | Film Studies | Coraline |

This week on Hurumanu 2, for our film studies we learned about SEXXXY paragraphs. The letters from SEXXXY are abbreviations, each letter had a meaning to it. Here are their meanings "Statement, Evidence, Explanation, Explanation, Explanation, Link". Anyway, after we learned about this paragraph technique we had to use it on four different scenes from the movie. Our teacher first demonstrated how to do it, so that we have a bit of knowledge on how we can start our paragraphs. Moving on I chose 4 different scenes and wrote a paragraph for each of them.  

What am I learning?: I am learning about SEXXXY paragraphs.

How does this show my learning?: My four paragraphs for each scene shows, how I did my SEXXXY paragraphs and I also put the letter beside to show how I used that technique.

What am I wondering as a result of this learning?: I am not wondering anything at the moment.

CMM | Metal Work | Drill Gauge |

For the past few weeks on CMM, which is our metalwork. We are making a drill gauge, we have made 2 different types of drill gauge so far. One of them being made from acrylic as a mock-up, which we designed using tinkercad. We made an acrylic drill gauge to guide us with the right measurements for the aluminium one.  Anyways, we are finished making the one made out of aluminium. However, I did make some mistakes during the making of my drill gauge. 

First of while drilling the different-sized holes, I have made some mistakes. Some of the holes are slightly bigger than what it is supposed to be, and some are smaller. I also cut the aluminium unevenly, although, I think I slightly fixed it. Anyways, here is my drill gauge. 

Hurumanu 2 | Film Study | Coraline |

This week on hurumanu 2, for our film studies we have set another task that is about the theme of the movie. We had to choose from 2 tasks and those were, create a coggle that shows as many examples from our visual text of one of the themes listed. The second one is Write a theme guide booklet for a student to use whilst viewing. After we have chosen the task that we want to do, we had to choose a theme to write about. The themes that we were able to choose from were; Be careful about what you wish for, looks can be deceiving, be grateful with what you have, bravery is doing things even when you are afraid, and last of all don't judge a book by it's cover. I chose to do the bravery one and showed my learning using coggle.

What am I learning? Analyse the ideas and themes of a film.

How does this work show my learning? This shows my learning by discussing the way a theme or idea is portrayed in the text.

What am I wondering as a result of this learning? I am wondering if I have missed anyone who also portrayed bravery through the film.

 

Creative Writing!

A tall mountainous landscape, with green trees. The bright blue sky glistened throughout the sparkling blue waters, with no clouds in sight. Above the bright blue water were some boats, ships, yachts floating above it, they stood still like ice on top of the water. The sun, bright as ever and scorchingly hot, it's rays hit me, and a black shadowy person appeared on the ground.

I am a hiker and I travel all around the world climbing different mountains in different countries. I have always enjoyed what I personally do, it was quite lonely hiking by myself. Although I got quite used to it. I continued to climb the rocky mountain, and I got even more exhausted each step up. I might even take a swim at the ocean.

While walking up the rocky mountain, I started getting thirsty. I sat down at the rough, hard, rock, I  and put my bag down. I slowly opened the bag, the small space of the bag was empty. I have forgotten to bring water, I knew I was in trouble, I started panicking but I knew I had to do something.

I stared up looking at the tall bright green trees, under the leaves of the tree were some bananas. But they won't keep me hydrated. I walked slowly trying to save energy, but I was looking for something specific. Then unexpectedly, I saw coconuts from the tree, I climbed the tree and cut off coconut from the tree; I started bashing the shell with a rock, a small opening appeared I drank the juice from the coconut, I knew I would be fine.

Summer Learning Journey - Activity 3 Mass Migration

Day 4 - Teaster Activity: Activity 3 Mass Migration.

As you know Donald Trump, the president of United States of America wanted to build a massive wall to separate the U.S.A from Mexico. Donald Trump's plan to build a wall was very pugnacious, meaning that some people strongly agree with his idea and some strongly disagree.

For this activity, let’s imagine that Donald Trump called you up and asked for your opinion on this controversial issue.

On your blog, please tell us what you think about his plan to build a wall between the U.S.A and Mexico. Is it a good idea or a bad idea? Why do you think so?

I honestly don't agree with the idea of build a wall to separate the U.S.A from Mexico.  Also, the majority of US citizens believe that the wall is not a good idea and it shouldn't be a priority for the president. Anyways I don't think that it is not a good idea to separate U.S.A from Mexico. 

Image Attribution: Mr Donald Trump New Hampshire Town Hall, Michael Vadon, CC BY-SA 2.0