What did the Treaty of Waitangi say?

Article 1

Key differences:
English version: Maori are meant to give complete control over everything to the British.
Maori version: Maori gave control over their land to the British but still had control over their tribes.

Perspectives Causing Conflict:
The British Crown believes they have full sovereignty over New Zealand but the Maori claims they have control over their tribes and the British Crown feels they've been betrayed/lied to.

Article 2
Key differences:

English version: Can only sell land to the British Crown
Maori version: Must first offer land to the British Crown but if they do not want it they can sell to someone else.

Perspectives Causing Conflict:

Maori sell land to someone other than the British Crown and they believe that the Maori have illegally sold land.

Article 3
Key differences:

English version: There aren't any
Maori version: Samesies

Perspectives Causing Conflict:

Despite the agreement that both the British and Maori are to be treated equally, Maori may still be mistreated. 

Treaty Essay

Historians believe that understanding the cause of a significant event is more important than the details of the event itself. In 1840, the Treaty of Waitangi was signed by the Maori and the British. The Treaty of Waitangi was a needed agreement in New Zealand as it helped to settle conflicts and establish rules surrounding behaviour and the way the New Zealand government was run. Despite how long ago the Treaty was signed, it is still quite essential and an important part of our past to understand. 

The disrespectful behaviour of the European whalers in the 1830s is an important reason as to why the Treaty of Waitangi was signed. Without the signing of the Treaty, the lawless actions of the Europeans would have continued. Thankfully, due to the Treaty, laws around behaviour were introduced and incidents of unlawfulness occurred much less. For example, prostitution of indigenous women happened frequently, alongside heavy drinking and fights between the Europeans while intoxicated. The treaty was introduced to create a lawful system where inadequate behaviour could be addressed and punished. 

The Missionaries tried to protect Maori rights. Due to helping the Maori and overall having their best interest at heart, the Missionaries had great influence over the Maori and their decision to sign the treaty. Literacy was one of the major things missionaries had helped with, they taught the Maori how to read and write and also about their religion, Christianity. During the time where land sales were up, Missionaries bought the Maori's land to provide reassurance that their sacred land would be safe and well looked after. The whaler's behaviour was also of major concern to the missionaries on behalf of the Maori, as well as the decrease in the Maori population due to the Musket Wars. The examples listed confirm that the Missionaries did everything they could to protect the Maori rights, which inevitably lead to the Treaty of Waitangi being signed.

Was there anything in place before the Treaty? Interestingly, the Declaration of Independence was signed on 28th October 1835. 34 Northland chiefs had made a deal with the British declaring that Maori had sovereignty over New Zealand although they could only trade resources with the British. The Maori also requested protection from the King in case other countries tried to take over New Zealand. A meeting was supposed to happen between the Maori chiefs to discuss and decide on laws but before this could happen, war broke out between the tribes. The impact/effect of no meeting is important because there were no laws created to protect Maori as had been agreed in the declaration. The treaty of Waitangi was needed to make sure that laws were put in place regarding behaviour as that did not happen with the Declaration of independence. 

New Zealand needed the treaty to settle conflicts. The major reasons for the treaty are the ones mentioned; the European whalers and their behaviour, the missionaries and the declaration of independence. It's quite obvious that New Zealand needed a treaty. A common consequence of all these reasons is that Maori are generally the ones that suffered. For example, before any laws could be put in place for the Declaration of independence, the Maori tribes broke out in wars against each other. This meant that the declaration was a bit useless in this sense. Overall, this is why a treaty was needed and introduced to New Zealand.

Comrehension - Clever homes

1. Devices connected together to communicate or share information are:
Networked

2. What makes a house greener (Paragraph 2)
Features that are more energy-efficient and healthy

3. What is one difference between a green roof and a traditional roof?
Green roofs use water and heat, traditional roofs deflect water and heat

4. New technology in the kitchen is the main idea of which paragraph?
Paragraph 3

5. Which event would most affect a house reliant on electronics?
Power Failure

6. Which statement best summarises the information given in Paragraph 5?
Cleaning and water use in homes of the future

7. What is not contained in grey water?
Toilet water

8. What does the text predict water will no longer be needed for?
Washing

9. What does food packaging need to have before it can 'communicate'?
Transmitters

10. Which kitchen items might be able to communicate with each other?
Oven and fridge

11. It is a fact, not an opinion, that homes in the future will be:
Different

12. What might be needed between a green roof and a ceiling?
Waterproof materials

13. The writer provides information about:
Some of the features homes in the future might contain

14. The pronoun them in Paragraph 2 refers to:
Houses

Comprehension - Huberta, the traveller

1. The word solitary in Paragraph 2 means:
Alone

2. Is it a fact, not an opinion, that Huberta:
Travelled south

3. Huberta was different from other hippos because she:
Travelled alone

4. When Huberta left the dam, the train passengers would have felt:
Angry and disappointed

5. The main idea of Paragraph 5 is:
Huberta didn't want to go to a zoo The authorities didn't succeed in taking Huberta to the zoo

6. Which event happened last?
Authorities decided to send Huberta to a zoo

7. Huberta left the dam near the railway because:
People had tried to capture and move her

8. You could conclude Huberta was:
Not shy of people

9. Journalists and photographers followed Huberta because:
The public was interested and wanted to know what she was doing

10. The test could best be summarised as a true story about the travels of a hippo in South Africa which tells:
About her personality and why people were so interested in her

11. The text was written to give:
A recount

12. Huberta is described as a unique hippo because she:
Behaved differently

13. You can conclude from the text that hippos eat:
Plants and fruit

14. The pronoun it in Paragraph 9 refers to:
Her body

Tāne-mahuta

I think it's pretty slick that each culture has a god to explain natural causes. Let us be clear though, Jesus is our lord and saviour (in my opinion, I respect yours) 

Critical Literacy - Adverts

https://www.youtube.com/watch?time_continue=9&v=Vjn2JKrlkcU

19. Is this text fair?

No, because it was only young boys drink

10. How are children, teenagers or young adults constructed in this text?

Wanting to party and saying mate a lot.

23. How does the text present age, gender or cultural groups? 

Young men as stupid and always wanting to drink.

26. Why is the text written this way?

https://www.youtube.com/watch?time_continue=1&v=CtWirGxV7Q8

19. Is this text fair?

Not really because it was aimed at young boys like the other ad

10. How are children, teenagers or young adults constructed in this text?

Young boys are portrayed as liking to drink and party

23. How does the text present age, gender or cultural groups? 

Young boys are seen as trying to impress girls and not wanting to look stupid. Most of them were Maori.

26. Why is the text written this way?

Humour is much more memorable so we'd remember the add and not to drink drive.

https://www.youtube.com/watch?v=LLVBsAzd1RE

19. Is this text fair?

It wasn't fair because it was another Maori male surrounded by white people who weren't as drunk as him.

10. How are children, teenagers or young adults constructed in this text?

They're portrayed as drunk idiots.

23. How does the text present age, gender or cultural groups? 

Maori males being the ones to mess up.

26. Why is the text written this way?

I don't really know

Essay Brainstorming

Schools should close when its hotter than 30 degrees.

Extreme heat would make it uncomfortable to do your work and make it difficult to think properly.

Critical Literacy - Musicals

Vocab : Stereotypes, Construction, Bias, Gender, Masculinity, Femininity

Masculinity stereotypes:

• Tough
• Strong
• Scary
• Brave
• Aggressive
• Tall
• Good job

Feminine stereotypes:

• Cleaning
• Sensitive
• Delicate
• Pretty 
• Quiet
• Small
• Soft
• Passive

Somewhere that's green

11. How are adults constructed in this text?

Women clean and stay at home. Men mowing lawns and doing more physical work

28. What kind of social reality does this text portray?

Women do the more feminine, easier jobs and men have actual jobs and are more physical.

29. How does this text construct a version of reality? 

It constructs a version of reality where boys and girls are stereotyped into being more like their sex such as girls are all dressy and perfect with soft voices and the boys are working hard and really masculine.

27. What view of the world is this text presenting?

That men are always doing hard work as they're more strong and girls are more gentle and caring so they look after their family and keep everything nice and tidy.

So much better

11. How are adults constructed in this text?

Really determined to do what they want and more capable of a range of jobs but males were more likely to get the job than females.

28. What kind of social reality does this text portray?

Her gender didn't really decide if she got the job it was more if she was smart enough to qualify for itl 

29. How does this text construct a version of reality? 

How gender isn't really a huge judgement anymore when it comes to getting a job and it's about how hard you work and but it also constructs the version of reality where blondes are stupid.

27. What view of the world is this text presenting?

Home Economics - Week 8 Souvlaki

I was not able to cook on Friday as I was sick but I completed other unfinished work instead

Pe - Gymnastics

In PE we have been doing gymnastics. In the past 3 lessons, we have been getting used to the equipment and learning how to do certain trick or practicing what we already know. Yesterday, Dylan and I spent a lot of time on the floor practicing some of the routines. Since I hate feet, the main ones I enjoy are floor and bar because my socks are allowed on :)

Something I could improve on:
Pacing myself so that I get to all the equipment without getting tired.

Something I could work on:
Practicing the floor routines so I get them really clean.

Something I did well:
Learning some of the tricks on the floor.

This was something I did a lot yesterday.  I managed to do forward rolls pretty well but I spent a lot of time trying to gain control over standing up afterwards so that it looks tidy when I put it into a routine.

Figurative Language Revision

‘As straight as an arrow’	Metaphor Simile Onomatopoeia hyperbole
2.      ‘Lucky lady’	Metaphor Oxymoron Alliteration Onomatopoeia
3.     ‘Boom!’	Alliteration Simile Personification Onomatopoeia
4.     ‘The city was a jungle’	Metaphor Personification Hyperbole simile

Figurative Language - Hyperbole

Hyperbole  An exaggeration of facts

E.g My head is killing me!

For each of the following sentences, does it have a hyperbole or not. 

1. I’m so hungry I could eat a whole elephant! (Hyperbole)
2. May is the nicest month of the year. (Not)
3. Her brightly coloured dress hurt his eyes. (Hyperbole)
4. The roof rose up and down to the rhythm of the music. (Hyperbole)
5. I ate all of my salad for lunch.  (Not)
6. The dog was so dirty it had a tomato plant growing on its back. (Hyperbole)

Turn each of these into a Hyperbole sentence: The first is done for you.

An old car- The car is older than the hills.

 

A strong wind. The wind was as strong as a gorilla. A headache. My headache was as painful as giving birth. A fast computer. The computer was as fast as a cheetah. A funny movie. The movie was as funny as me.

A hot pan. The pan was as hot as me The pan was as hot as the sun. A loud, crying baby. The baby was as loud as a bulldozer. Heavy groceries. The groceries were as heavy as a wrecking ball. A scary dog. The dog was as scary as Dylan's mentality.

Figurative Language - Onomatopoeia

Onomatopoeia When words sound exactly like the sound they are describing
E.g Crash! Bang! Boom!

Match the following sentences to the onomatopoeia that describes them.

A plate being dropped on the floor. Smash
A balloon being burst. Pop
A gun being shot. Bang
Someone eating chips. Crunch
A light being switched on. Click
A fierce dog. Growl
A small bell being rung. Tinkle
A door opening 
A bomb exploding Boom
A child screaming.  Screech

Highlight the onomatopoeia in each of the following sentences:

1. The old engine chugged down the rickety track. 
2. The hard-hit tennis ball whistled by my ear.
3. The truck’s brakes screeched in the distance.
4. The rain beat on the metal barn roof.
5. His guitar strings twanged the sad melody. 
6. The old floor creaked as we walked slowly across it. 
7. The fire cracked and popped on a cold night. 
8. The snake hissed when I startled it.

Leaves crunched as kids ran around.
Dylan roared at her stretched out tights.
The bomb went boom as Natasha ran away from the crime scene.

Home Economics - Week 7 Pizza

In foods last week on Friday we made pizza. First, we made the base out of yogurt and self-raising flour n a bit of salt. Once we'd made the base everyone went and got different vegetables and meats to add onto it. Our group got ham and salami which we cut into strips and put into two separate bowls and then we moved onto the vegetables. We cut up the vegetables which were capsicum, pineapples, onions, and mushrooms. Next, we had to grate the cheese and we couldn't have any leftover. We rolled the dough and cut it into 4 even lots and made them into a ball before squishing them out into a circle. we spread the pizza base sauce and then added whatever ingredients we wanted on top and left them to cook. Our group worked pretty well and efficiently and I think we shared out the jobs pretty well and the pizza tasted good too.

Figurative Language - Personification

In each sentence, an object or idea is personified.  Identify the object or idea that is being personified and explain which human trait or action is applied to the object or idea.

The wind whispered through the gloomy forest. 

What is being personified?

The wind

What human trait or quality has it been given?

Whispering

The gardener lovingly added the manure to his crops believing he was making happy flowers.

What is being personified?
Flowers

What human trait or quality has it been given?

Being happy

As we walked through the scorching desert, the sun beat down on us.

What is being personified?
The sun

What human trait or quality has it been given?
Beating

The lumberjack leveled the many trees into a clearing and his chainsaw sang its deadly song.

What is being personified?

The chainsaw

What human trait or quality has it been given?

Being able to sing

As Alice searched for her missing pencil, she said sarcastically, “Well, I guess it just walked off of my desk.”  She looked at her classmates accusingly.  

What is being personified?

Her missing pencil

What human trait or quality has it been given?

Walking

When Monica walked through the shoe store, each shiny pair of high heels called out to her.

What is being personified?

High heels

What human trait or quality has it been given?

Calling out to someone

The noisy door screamed as it opened.

The leaves danced in the wind.

The hoodie was hiding from me in my closet.

Figurative Language - Alliteration

Alliteration is when a consonant sound is repeated over and over. 

E.g The time ticked tediously by. The warm wind wafted across the window.

1. The sun sizzled the swimmers skin.
2. I accidently ate an awful apple.
3. Beth borrowed Barry’s books before biology. 
4. Slipping and sliding, I stumbled in the snow and slush.
5. Many mysterious men mumbled messages.
6. The gallant goat gobbled gobs of garbage greedily. 
7. The rapidly rising river rushed rampantly.

Finish these sentences with your own alliterations.

Red roses rarely run randomly.

While wandering west, warren waltzed weirdly.

The tired traveler tried to tan.

Figurative Langauge - Similies and Metaphors

Similes are where you compare two unlike things using the words ‘like’ or ‘as’

e.g He ran like the wind. She was as strong as a lion.

Metaphors are where you compare two unlike things using by saying something is something else. 

e.g He is a stonewall, unbreakable by force. The rain is glass shattering against the street.

Use a word from the box to complete each simile

1. The cloth was as black as coal
2. The wet ball was as slippery as an eel
3. My little sister is as playful as a kitten
4. The top of this table is as smooth as silk
5. I’ve been as busy as a bee
6. The lamb is as white as snow

Copy these sentences onto your blog and highlight the simile in each:

1. My bedroom was as black as a cave in the depths of the earth.
2. The classroom after school became as noisy as a gaggle of gabby geese.
3. The cat capered along the fence top like a tightrope walker on the hire wire. 
4. My anger crashed into me like waves against the shore.

For each of these sentences is it a simile or a metaphor?

1. As slippery as an eel. similie
2. Arnie was a man-mountain. metaphor
3. He was a lion in battle.  metaphor
4. She is as pretty as a picture. similie
5. The striker was a goal machine.  metaphor
6. The torch lit up the room as if the sun had already risen early. similie
7. The moon was a misty shadow. metaphor
8. My friend has a face like thunder.  metaphor

Dylan is as high as a kite

Natasha is as smart as Wikipedia

Jaime is as cool as an ice cube