Treaty~ Social Studies

In social studies, we are learning about the Treaty of Waitangi. SO once we learnt about it we got to pick a treaty between the United States & Native Indians, and England & Scotland. I chose the United States & Native Indians treaty. To show our learning we have to present our work and I chose to do a poster ( also sorry if it's not enough or complete I found it really hard to read and gather information. This is it so far i'll update it later)

Maori and Euro Population Changes in NZ 1836-1901

1.  What does the graph show us?: This graph showed us that the Europeans grew in their population whereas the Maori population keep increasing and decreasing.
2.  Why do you think the numbers of Maori change?: They live in a land where the Maori don't have the technology so all these Maori could have a disease and they can pass it on which will affect their population growth.
3.  Why do you think numbers of Europeans changed?: Because the Europeans live in a popular environment can populate more and more.

Te Tiriti o te Waitangi~ Maori Gods

In Social Studies we are learning about Te Tiriti o te Waitangi. This is what we are learning so far......


Discuss the idea of Mythology/stories in religion, and the role myths and stories play in society?: They make people believe that back then there was a God that created the world. It is providing people with an understanding of how the world was created, as well-meaning to their life.

What similarities are there between the myths and stories of Màori and the first British Missionaries?: They all believe that there is some type of god that created the whole back then

Why would the difference between Màori beliefs and English beliefs cause conflict?:
Both the Maori mythology and Christain religion emphasised worship and solidarity of their god/s respectfully

This is a poster that shows what God I wrote about:

Tech and Change

In social studies, we are learning about tech and change throughout the whole term. In this topic, we have learnt about technology these days and how it has changed, the Egyptian times, Roman era. With all the information we learned BU and HH decided to team up and make an exhibition. SO this is a video of what BU and HH have done about tech and Change

https://mail.google.com/mail/ca/u/0/#inbox/FMfcgxwDrHwHkZjBbQPrCnWdDfcFfDPB?projector=1

What was my favourite thing about this topic?: Making the lego pyramids and TP mummies.

What could I improve on next time?: Maybe finishing my manikins because some bits were really hard to make :(

Ancient Pyramids~ Social Studies

In Social Studies we are learning about tech and change, For this topic, we are studying more about the Ancient Egypt People and it in general. Within a topic, in a topic, we are learning about pyramids and everything about them. So after we learnt about of stuff about them we made pyramids out of lego blocks and this is what we created.......

 This is me being an awkward person that I am when someone takes photos of me. Also, these are my two moods in class. This is also me thinking at this moment .. what am I doing














So after I built something our whole table decided to make a big HUGE one.. as you can see this is our group helping each other out.

Ancient Egyptian Inventions- Social Studies

Back then the Egyptians created many things such as ramps and levers. They used this type of thick paper that was called Papyrus. It was used for writing on, It was made from the tissue, steam bit of the papyrus plant. This was known as a thing you would write and keep it, roll it up altogether like a scroll, or can be made into a book with the writing on it. They used this material to make paper, reed boats, mats, rope, sandals, and baskets. The papyrus was relatively cheap and easy to produce, but it was sooo fragile and dry. It was very hard to write on it because of its troubles.

 The first earliest papyrus paper to be found was in 2012 which was dated back in c 2560-2550 BCE. 

So it when from these steps

Stone Art- Social Studies

In Social Studies we are learning about Stone age. Back then there were cave people and they would draw art work ( pictures ) on the walls to either show what they were doing on that day or what it was like back then. SO we decided to re-create that by crating our own art. Here are some art work.....

As you can see that people did diffrent artworks. The bottom one represents two people hunting to get food for them. The top one ( even if you don't see it in the photo) is showing that the bottom in the corner is someone rounding up the animals. The art in the middle is random art with a person with a bow. The one on the left is showing 

History of CELLLLLPHONES

In Social Studies we are learning about technology and how it has changed over the years... We also did "how much do people spend on their devices" here are the results.....

* My* ( spelling mistake) 

In conclusion I think that our class did pretty good with our hours on are a device, At least no one actually did the whole 72 hours because that would mean that no-one had slept and they would most likely be sick right now.

Aboriginal Boomerangs- Social Studies

Boomerangs 

In Social Studies we are on the topic of Migration a so we have been studying everything about it and what it is. Further on in the topic, we got to choose between Aboriginal Boomerangs or Refugees so I decided to do the boomerang one because I felt like I wasn't intelligent enough to know what the topic is.

The inspiration behind my design is Kaiden and I just looked up Aboringanail designs and so I drew suns ( One side had red flames around it and the other one is like orange fire). The black represents just lines.

What have I learnt?:
They come in all different shapes and sizes because it’s all depending on their geographic or tribal origins and intended function. People say that Australia made the first one BUT they were spotted in ancient Europe, Egypt, and North America. It helped the indigenous people hunt for stuff. That the boomerang can be used as a sport and also for entertainment.

Sueson 1865's life in England - Social Studdies

Sueson 1865’s life in England

Sueson Smith is a 29-year-old Married woman who lives with her 30-year-old husband Benjamin Smith in England, her husband has a brunette haired child named Rose which is Season's stepdaughter and another one coming on the way. They live in a warm big brick house but Benjamin is a professional Soccer/ Football player so that means there are some fans that would follow him around and always call out his name. So Sueson and Benjamin decided that it was time to move down to little ol New Zealand because it is quiet, they have beautiful land and animals, and Susan's sister Victoria moved down there in 1864. “ Honey, have you packed all your things yet?” Sueson said to sweet little Rose “ Yess mum”  Rose said sweetly “ Darling have you got our tickets?” Sueson said anxiously to Ben “ Yip, I still don’t know why we brought the cheapest one, We can afford the expensive one you know? ” Ben said curiously “ Well suck it up darling” Sueson replied. Once they all got sorted with the packing Sueson and Ben sold their furniture such as the tables and headboards from the bed to an auction warehouse. “ Ok Family grab all your things and head to the car,” Sueson said to her family, while they were walking out the fans waved them goodbye.

* 1-hour drive later, they arrive at the ship dock* “ ok Rose sweety, Benjamin darling grab your things from the car and head to the ship” Rose advise them. Once they arrived Rose instantly bounced with joy and raced to the ship to see what was inside of it. This ship was an open buffé one where it could last you year loads, it had lots of beds and bunk beds. There cabin/bedroom was very quiet and warm place and stay, even the manager said it was the best bedroom to stay at but since she was pregnant he gave her that room, It was a pretty good ship for $15 ( NZ= $25). Benjamin carried all the stuff from the car ( with a little bit of help from the staff) meanwhile Susan and Rose walked themselves to the buffé to look for brunch. 10 mins later Benjamin joined them for brunch. “ Mummy….  Can I please have a popsicle or a lollipop???” Rose asked nicely “ Sure thing honey, anything you want” while Sueson was watching Rose skip off she felt sick so she asked Ben to watch Rose while she quickly walked to the bathroom. Sueson didn’t come out until Ben called her name, “ SUESON WHERE ARE YOU, IT’S BEEN 12 MINUTES!!” Ben screamed out “ HONEY I THINK THE BABY'S COMING, WALK WITH ME TO THE ROOM, AND GET ROSE!!” Sueson screamed back. * 13 minutes later the baby was born * they named the boy Clarence

* 6 months later * they arrived the birds were chirping but Sueson didn’t wake up to that sound, she woke up of the sound of her baby CLARENCE crying. Sueson rushed to the cradle to pick up the baby to calm the boy down but she found out why the baby was crying… he was crying because they just arrived at Littleton and he hears the bells blasting like hell. “ Benjamin it’s time to get our stuff packed up, and then contact Victoria while you're at it,” Sueson said to Benjamin to hurry him out of bed and to pack quicker or the ship will kindly escort them out without their stuff. 30 mins of packing there were done and they had time to thank the people on the ship, once that was done they walked out of the ship to see Victoria waiting for them. Instantly Rose ran to see her aunty “ Hay their cutie, have you missed your aunty….. And what is your mother carrying??” Victoria was happy and curious “ Mummy had a baby boy, and named him Clarence,” Rose said sweetly “ well welcome to the family baby boy “ Victoria smiles sweetly. Later Sueson, Benjamin, and Clarence joined Victoria and Rose in the car. In the car ride Victoria was explaining how her life was and how beautiful it is in NZ, Ben and Sueson nodded and smiled while they drove past farms and country land. When they arrived in Victoria’s house Sueson gave the baby to Rose to look after while Mum and Dad felt the land and to have a little stroll around. 30 minutes went past and Sueson and Benjamin came back and started imminently unpacking and making themselves countable, “ Mummy, I’m glad that we moved down here it is sooo pretty and nice” Rose joyfully said with a smile“ Me too” Sueson smiled back.

*Years went past and Benjamin is still playing Football/ Soccer professionally, Sueson is now 42 - year old Nurse, Rose is 17 now and she is into classical music and loves playing the piano , Clarence is 13 and he is really passionate will football/ soccer just like his father, they also still live in NZ and they brought a home right next to Victoria so they visit her whenever they want.*

Child Trafficking ( Human) - Social Studies ( Update Later)

Work

What Was My Topic about? : My topic is about Child Trafficking

Something I learned?: I learned that some traffickers harvest your parts. Like for the girls/women, they get there ova's removed

Social Studies-Harriett Tubman

In Social Studies we are learning about Slavery and about the underground tunnel. So the one thing we are focusing on is slaves escaping and songs that have hidden meanings in the songs. The other thing is we are studying about one slave that guided slaves through the Underground Railroad. Her Name is Harriett Tubman. Here is the information...

















Also Here are some songs that explain the Underground Railroad or Slave Songs
https://www.youtube.com/watch?v=oesbsKtQx-A

Social Studies- Slave Trade

In Social Studies we have been studying about slavery. This week we are studying about the Slave trade.

The link to the work

Social Studies

In Social Studies we are studying Human Rights

We had two tasks to do . A poster and Rank the important rights. Here they are....

1. Article Two: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
2. Article Thirty: Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.
3. Article One: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.
4. Article Three: Everyone has the right to life, liberty and security of person.
5. Article Nineteen: Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
6. Article Twenty: Everyone has the right to freedom of peaceful assembly and association. (2) No one may be compelled to belong to an association.
7. Article Seven: All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.
8. Article Twenty-Three: (1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests.
9. Article Eleven: (1) Everyone charged with a penal offence has the right to be presumed innocent until proven guilty according to law in a public trial at which he has had all the guarantees necessary for his defence. (2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.
10. Article Twelve: No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

Moko A.K.A Maori Tatto's ( Social Stidies)

In Social Studies we are learning about  Maori Europeans and we are focusing on the topic of Moko ( Maori Tatto's) I learned that the left side of the face means it's the mother side and the right is the fathers. The most confused bit of the whole this is the drawing part. I also learnt to be able to have a face tattoo back then you have to be strong. (I don't know why I do ghoul eyes)

Maori Culture Prior to European: Maori Weaving ( Social Studies)

Social Studies Maori Culture Prior to European: Maori Weaving

( Can't really see it but I will add the information to it at the end of this post)

LO-> To understand the life of Maori prior to Europeans arriving and it's connection to today's society.

What was your research about? My topic is Maori Weaving

2 Things you found interesting? They have so many different names for it and that's it so far

2 Things you thought you did well?  The layout and the glueing

Something you want to do differently? Didn't have time to make it colourful.

Infomation from up top:

Types of weaving:

• Tāniko – a technique used to decorate the borders of fine garments, as well as bird cages, bird traps, and eel baskets. Tāniko is similar to European twining. These days tāniko is used to make belts, purses, bodices, armbands, headbands, and bandoliers.
• Arapaki or tukutuku – ornamental latticework, usually found adorning the walls of wharenui.
• Piupiu – the art of making a flax garment worn around the waist.
• Whatu – the weaving technique known as the ‘cloak weave’, used to produce fabric.
• Whiri – various forms of plaiting used to make poi, waist girdles, and headbands.
• Raranga – one of the weaving styles used to make kete (bags and baskets).

At first, Māori women used flax in the same way they had used the pandanus plant in Polynesia – weaving baskets, containers and mats from the leaves. They then learned to get the strong fibre (muka) from the leaves by scraping the green flesh away with a sharp shell. The muka was pounded until it was soft, then washed and sometimes dyed. Twisted, plaited and woven, it was used to create a wide range of items, such as fishing nets and traps, footwear, cords and ropes.

There are two different clothing for men and women using flax fibre, kiekie, silk thread, leather, and pāua shell

:maro (a piece of clothing covering worn around the waist for men) and a Bodice ( piece of clothing that covers the body)

Photo's

DREW YOU BETTER NOT SAY ANYTHING ABOUT MY SPELLING AND MY CRINGY PHOTOS !!!!anyway love you X_X:)

Dictator

A Dictator a ruler with total power over a country, typically one who has obtained control by force. A dictator has these traits, Leadership, there leaders, Responsible, Sociopath, Manipulative, ugly, Narcissist, ignorant, strong, Confident, Murderers, Psychopath, Sarcastic, Racist, intelligent, Desperate for Power, Violent, Selfish, Evil, Isane and etc. I think if you want to be a leader you at least don’t be Maniliptive.

Here is a Picture of it

I don't know why I made it a Ghoul

Manarchies Mind Mup drawing

Monarchies Drawing