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.