The Need for Treaty of Waitangi

Previously in Social Studies, created a visual text that implied and highlights the difference and similarities between the "Treaty of Waitangi" as well as "The Fort LaramieTreaty". In this text, we now look at the big picture in which we piece together what we've learned. Recollecting our knowledge of the treaty. An essay is formed with these fragments, to answer the thesis which asks "Why was a Treaty needed in New Zealand?". 

In writing this essay it has given me an insightful look at the events that occurred in leading, during and after the treaty was signed. It has made me realise the importance of law and order. How the introduction of colonialism affects nations. How hundreds of years of political conflicts lead to solitude. How second chances to release this solitude are important.

PDF:

Why Was The Treaty Needed in New Zealand?

Painting of the treaty signing by Marcus King, 1938 (Alexander Turnbull Library, G-821-2)

Year 10 Writing Portfolio

In the duration of the year, we have created several pieces of work that compiles to the big idea of writing. Throughout, these text have been varying, with one as obvious, a Narrative --creative writing-- whereas the other two are essays. The text varies in not only contents but in style. In which words and phrases often differentiate. These changes occurred suddenly across the term, subjects with of the term vary. These texts are created as a task for completing a topic, in one of the terms, we had to make a visual text, rather than written. 

The texts are arranged by their date of completion with the latest --One Hundred Years of Solitude. I have enjoyed adapting and experiencing the many different media of writing and exploring the vast genres. So far the latest is one that I enjoyed writing extremely. I consider reading for anyone who haven't, to read the book, One Hundred Years of Solitude by Gabriel García Márquez.

PDFs:

Creative Writing: Marlow McRroy

Close Viewing Essay: Power of One

Written Text Essay: One Hundred Years of Solitude

Treaties: What are they?

Increasing our knowledge of New Zealand history, we begin to look at the general information regarding treaties. For this, we look at other treaties that have existed around the world. Though firstly we came to the conclusion of what a treaty was, an agreement between nations, it a written binding and are obliged by international law. A treaty that I researched is between the Native Americans/Indians and the White Americans. To be specific, "The Fort Laramie Treaty". 

Within looking at both treaties, similarities between the two arose. 

The treaty only lasted until gold was found in the mining grounds of Black Hills, Dakota. 1868-1874. The treaties both mention that ownership of the land would be authorised to the First Nations. The ‘colonisers’ would end up having control of the land in question. Feud would occur and fights between the two nations happened because of a breach. It would seem as if the more advanced nation would alter and form the agreement in their favour. Another similarity is the controversy that surrounds what the treaty had actually symbolised. 

Sovereignty was the main concern for both treaties, in which First Nations--who would’ve had the authority over their nation--were then met by another nation. The other nation would claim their authority over the First Nations--who were already there in the first place. In addition, the lands were lost over unclear political and government disputes and are still debated in the current years.

A poster that I've created, depicting the fight between the Native American/Sioux and the Whites:

                     

Tawhirimatea

During the first several sessions of Social Studies, we look at the Maori culture; starting with the beliefs that they had. Legends, stories or gods appear in most if not all of the cultures, beliefs of the magical creatures and myths that appear throughout. Maori culture is not different from this, gods have also appeared in the Maori beliefs, similarities can also be seen from other cultures. We looked at the different gods and their similarities and differences. For the presentation, we were to choose a god from the Maori mythology and a god from another mythology that comes from another culture. I have chosen, Tawirimatea and Zeus for this poster, noting down their similarity and what kind of gods they were-- gods of weather.

The Population of People Residing in New Zealand

In this term, we have been looking at the 'Treaty of Waitangi'. In doing so we look at the history of New Zealand. The history of people of Maori descent and the colonization that happened around 2 centuries ago. Through this study, we also have learnt some of the terms used in the culture of Maori and their beliefs. The information then began to lead up to the signing of the 'treaty' and the conflicts between the Maori themselves and Europeans. In this session, we began to look at the population--the difference-- between the Maori and Europeans starting from specifically 1836-1901.  In this, we see the increase in the population of Europeans in contrast to the decline of Maori.

The decline of Maori happened predominantly because of conflict. It may have happened due to the sudden influx of the Europeans and especially the muskets. Although conflict was not uncommon between the Maori iwis but the involvement of guns increased the number of deaths. This resulted in a decline in population. Other reasons may have come from the diseases--foreign diseases-- that the Europeans brought in. The Europeans saw a great opportunity to trade with the Maori, in addition, they also had fewer mechanisms and were less advance which the Europeans took advantage of. This resulted in big gains, for the Europeans, whales and seals that were killed --with the help of Maori-- were traded with other countries which gave them more money. 

Hence, as trading got bigger more Europeans came and in doing so colonized Aotearoa.

Pepeha: My Mihi

Looking back I have created a 'Mihi' in the past. During lessons before we looked at the Maori culture, this involved, Waka, Iwi and the culture that surrounds the people of New Zealand. Included in this are Mihi--Pepeha. I have revised some parts of my Mihi,, though the old Mihi will be included. 

Separated into groups we also looked --our group-- specifically on the details about Iwi. 'Iwi means bones--relevant background and line of descent. Ngati means “descended from” usually heard when [before an ] Iwi is mentioned. It was important to tell others where one came from and so a “system” was created. They would identify with a mountain, an ocean, lake and land around their area of tribe.'

Old Mihi:

Revised: 

Ko Arayat toku maunga

Ko Pacific toku moana

Ko Pampanga River toku awa

Ko Pampanga toku rohe

Ko Santiago, Sangalang tōku ingoa whānau

Ko Axle toku ingoa

Nō reira, tēna koutou, tēna koutou, tēna koutou katoa.

Genius Hour: Passion Project

During the last several weeks of Term 3, we have started 'Genius Hour', within that `Passion Projects`. A past blog post was published several weeks past, giving an overview of the process.  He has completed the project that we were working on--life-sized sculptures. The idea of the character that we made into the sculpture came from a Japanese Theater-- Kabuki--the character 'The Beast King' was one of great designs, and so, of great interest. The costume included an extravagant display and great visuals. The project was finished in the duration of the first week of the current term.  A slide was also created to detail our experience and intricacies of the project. It was an immense experience and effort for the team, though it was exuberance. 

Courtesy: MartyGrossFilms : Lion Dance

Slide:

Music Reflection: Term 3

I have enjoyed the subject "Music" so far, it has been a great experience being able to look at new tunes through the term. I have improved in my ability to improvise music and use the main tune in different structures. I have looked at creating new rhythms from chords and created a "guideline" in my "compositions". The term has been great with not only learning skills but also sharing said skills, as I've performed in front of the class. My love for music is big and so have decided to take the subject again for the next year--focusing on piano as my instrument.

Fashion from the 1850-1920 in New Zealand: HOW PEARL BUTTON WAS KIDNAPPED

Pre-Reading Task

As the Europeans settled in New Zealand, Maori became to take in their fashion also. Some outfits of the time mixed the style of Europeans and Maoris. With the emphasis on women--and children--clothes, they wore long dresses, corsets and hats which were popular at the time--especially in Europe. Many of the styles of fashion were based around styles done in London and Paris. in the late years of that era '19th hundreds' practical clothes--knickerbockers (baggy knee-length trousers) for women became more popular, Throughout the years around the 1900s dresses became more laced and `feminine`. The 1920s then changed once more into a much simpler as well as looser fashion. Similarly, children were dressed in victorian-esque clothing babies wearing robes. In the around the same years as women wore knickerbockers, boys wore such as well--knickerbocker suits--girl, dresses. Often New Zealand children were barefoot. 

Post Reading- Tasks

In the story, there were three main characters and focus in the story. Pearl Button as the title of the story suggest is the main focus. She is a little child, comprehended-- European, she was blonde-haired and white-skinned. The other characters can be inferred as two Maori women. In contrast to Pearl's clothing which she wore layers upon layers, stockings and shoes; the two women had red and other in yellow-green, both barefoot. The women were described as fat and dark-skinned. In several parts one of the women was as described by Pearl "She was softer than a bed and had a nice smell--a smell that made you bury your head and breathe and breathe it." 

The story is can be broken down in five main parts.

1. Pearl was in her front yard.
2. Two--Maori--women took her to their house. 
3. They dined and had a laugh, she was 'introduced' to the others in the house (communal village). 
4. They took Pearl to the beach.
5. A police officer came to take Pearl back to her house. 

The Secret Life of Walter Mitty

Comprehension Question:

What were Walter’s daydreams about? Rank the daydreams from your favourite to your least favourite

1. Firing Squad
2. The Commander
3. Court Scene
4. The Sergeant Captain
5. The Doctor scene

What was Walter Mitty doing in his waking life? 

Simply put, it was going into town, dropping his wife off, getting overshoes and puppy biscuit; finally returning to the hotel that they--with his wife- were staying at. 

Does Walter Mitty enjoy his life? Why or why not?

It can be inferred that the real-life is not something that he enjoyed. He longed for stimulation and thus daydreams came to play. Though it can also be argued that most of his real life is composed of such daydreams. This would mean that if indeed his real-life was filled with such dreaming, it is his real-life. On a technicality--given that he enjoys daydreaming-- it would seem that he does enjoy his life. His life can be deemed as boring and simple, not much stimulation aside from his ever-occurring daydreams.

Find me one literary feature/device (simile/metaphor/onomatopoeia etc) from the text and quote the sentence it is in. 

"Then, with that faint, fleeting smile playing about his lips, he faced the firing squad; erect and motionless, proud, and disdainful, Walter Mitty the Undefeated, inscrutable to the last. " -Quoted from The Secret Life of Walter Mitty. the example above is a great example of listing. In addition, the emotive language given is great, sending shivers up the spine when I've first read it. It was impactful. 

Genius Hour: Passion Projects

The postponed 'Passion Projects' was started in the previous week. The 'Genius Hour'  as called was on the way. The previous week was the time where we started to plan, we got into a group containing 7 individuals and began to think of the project. The discussion that we had concluded into creating a sculpture, a Japanese inspired sculpture. We have decided to add additional limitations to the sculpture such as it needing to be in majority, sustainable. The sculpture that we are currently making is life-sized around an average height. The materials are mostly junk, cardboard, newspaper and other junk materials are being used to create the sculpture. 

The idea from the sculpture originated from a Kabuki play a form of theatre, a Japanese play, that I recently watched. The character titled "King of the Beasts" is what the sculpture is. In addition to the character originating from Japanese origins; the style in which we are building the sculpture also is in the style of Japan. Specifically "Miyadaiku" is a style of carpentry in which works by making joints in the woods and putting them together. It doesn't use any glue, adhesives or nails. However, there are minor pieces where we can't use this technique. 

"Driving Question" How can we use sustainable materials(recycle), such as newspaper and cardboard to create art--life-size sculpture?

The activity from the past week has been detailed in the following text:

 

Term 3 - 4	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday  (optional)	Sunday (optional)
Week 8	Brainstorm ideas, we chose to create a lifesize sculpture using sustainable materials.	We created a plan and the measurement of the sculpture, we also thought about the materials we needed.	We began to measure the cardboard around the torso including arms and hands.	We cut out the pieces that we measured around the torso including arms and hands.	Measuring and cutting the body, head and put together some of the pieces cut.

 

Week 9

Reading

Reflection Section

We have been working on creating the Hair/ Wig. Using newspaper in strips we have been glueing on a base that is detachable. The base could be attached to the head when needed. The upper body began including the shoulders and arms.

We continue to create and attach hair to the wig. The wig is beginning to the longer. For the second structure The upper body is reinforced. The lower body is being planned.

Hair/ Wig is still in continuation for both the first and second structure. The upper body is finished for both of the structures and the head is placed. The lower body is being prepared and in process.

Keyboard Reflection

I learn some forms of playing the piano/keyboard such as how the start of "Un Sospiro by Liszt" was, the constant hitting of the keys falling and rising. Though I've learnt such types it was challenging to create a tune/piece that fits in with the key that is done. I've always enjoyed playing the piano, it is an extremely expressive instrument and quite complex in several ways. There are two instruments that I would like to learn next, guitar and violin. The guitar is the more probable choice. I enjoy listening to guitar and violin, fortunately, I have a guitar though not used.

 

Yellow Brick Road: Post-Reading

Upon reading the "Yellow Brick Road" by Witi Ihaimaera we come to questions that arose from completing it. Bellow the queries I have written my thoughts to better understand the story.

I have partitioned the story into fragments to better understand.

--The reason for the narrator to move to Wellington--

There are plenty of indications that are implied by the situation and statement said by the narrator. "Wellington is where the money is. And you have to go where the money is, ay Dad. No use staying in Waituhi and being poor all the time, ay. "- quoted. Events-- as observed by the narrator-- further indicates this. Examples include their vehicle and how cramped it was. Financial problem is a driving point for travelling and moving to Wellington. Opportunities to turn the tides in their favour are seemingly, in Wellington. 

--Big difference between Waituhi and Wellington does the narrator mentioned--

There are two differences that are stated between Wellington and Waituhi. Both, stated by the narrator. One of these differences lies with the people and the societal contrast between the two cities. Whilst in Waituhi where there are only a few Pakeha in Wellington there are plenty. The second traverse once more in the money problem; whereas in Wellington, the narrator views his family as being rich, in Waituhi it's the opposite.

--Dad told Uncle Sam they were moving to Wellington-- 

He was tired of "--shearing, the fruit-picking and the going down South to shear some more." -quoted. Moving to Wellington, the probability of working a better job increases as there are as quoted 'factories'. There are not many jobs in Waituhi but plenty in the other city. In addition to that 'Dad' wanted a better life for his children, that him, nor his wife had when they were young. He is fighting for his children to have everything.

--The narrator’s attitude towards moving changes once they draw nearer to the city--

Upon seeing the shining light of the Emerald City--Wellington--he felt glad, excited even. Though as they come closer his emotions change. To such an extent into which, the opposite from what he felt before is what he began to feel currently. Seeing 'yellow signs' that directs them where to go, it must've felt suffocating. He began to feel scared. Singing to himself to feel reassurance.

Emerald City, Yellow Brick Road, Flying Monkeys, scarecrow, tinman and cowardly lion, are all allusions (references) to______

All of the allusions stated are part of a narrative titled "The Wizard of Oz". In my opinion, there are several connections that I can see in relation to the common aspects of the plot and characters of both stories. Much like the characters from The Wizard of Oz they are travelling upon a path where opportunities lay. The yellow brick road. Upon their travels problems arose, similar to what happened in this text [Yellow Brick Road]. 

The characters from The Wizard of Oz believed that by going to the Emerald City where they'll be helped; they'll gain what they wanted for, be it a heart, a brain or courage. Akin to the characters in this story. They are moving to Wellington for prosperity, money. However, there is one wish that both stories possessed in the way. Home. In the Yellow Brick Road they're hesitant, and the family, in each of their ways, wanted to go home. In a way, the story leaves us between the devil and the deep blue sea. What can you give for a better life, for your ambition, what are you willing to do. A quote from the story is a great example of this "You and your dreams, son.". 

I believe that the comparison gives us a lesson to create our own paths. The narrator--Matiu--had ambitions for the Emerald City, as well as his father. They and their family may not entirely know what will happen in Emerald City. But, by following their own "Yellow Brick Road"  they may find answers to questions they don't have, yet answers they need nonetheless.

Yellow Brick Road: Pre-Reading Blog

Witi Ihimaera--author, novelist, short story writer, anthologist and librettist. Ihimaera, a New Zealander, was born in Gisborne. Witi Ihimaera was the first-ever recorded Maori to publish books--stories-- about Maori rather than a European. Several of the short stories that Witi Ihimaera had written were adapted into a film, including; 'Mahana', 'Déwé Gorodé : Écrire Le Pays', 'White Lies', 'Kawa' and 'Whale Rider' in no particular order. 

Witi Ihimaera

We now begin to look at one of his works titled "Yellow Brick Road". Before doing so questions need to be answered. The meaning of the title, I've watched "The Wizard of OZ"  and have known that the "Yellow Brick Road" is the way home. It may be that the story surrounds that idea of home, or at least the want to be home. By following the path you'll be led to your home, the place which brings you comfort. 

The title "Yellow Brick Road" could imply that following the path in front of you may lead home. It may also imply that the character wants to go back home instead of being in a place new to them. 

Lockdown: Painting

Resuming the artistic style of Joanna Margaret Paul, we are then tasked with completing a painting of what we see outside our windows. Before doing so I began to look at several of the works of Paul; 'Interior With Bed And Doll', 'The Plum Tree, Barry’s Bay' are some examples of these. 

In the piece, I've had unexpected issues. Running out of acrylic paint only 1/3 through the art was quite problematic. I've had to resort to using oil paint which was quite challenging to paint with given the time. Wet on wet painting was the method that I needed to use, though as challenging as it was, it was quite enjoyable. 

However, it was not only the supply and methods that I had some challenges on, Joanna Margaret Paul's technique was testing as well. Her ability to give such vibrancy to her work had become an admiration of mine. And the way she painted and moved was taxing, to say the least. 

After finishing the piece I was pleased. Though I have not fully captured her style, I was glad to at least try and achieve a fragment of the vibrancy she gave her paintings. I enjoy how the colours popped. The flowers were probably the part I liked the most. My mood has defined how I painted. Music has been a great part of it. Listening to "Waltz of Flowers"-Tchaikovsky, "Feeling Good"- Nina Simone, "La Mer" -Charles Trenet played a great part.

Social Studies -- Holocaust Letter

In the last activity for the topic of Social Studies, we look at creating a letter in which we imagine a scenario where we are a principal. In this scenario, as a principal we receive a complaint from a parent in regards to what their child has learnt, that being the 'Holocaust'. They are seemingly upset that their child was to learn of this event. 

The task presented is to write a letter detailing our perspective and opinion about the subject. The letter should include the reasons as well as the decision to include this topic in the programme. Emphasis on human rights and Anti-Semitism.

The Letter:

Dear Mr/Mrs---------

I have received and reviewed your concern about what we have included in our education programme. The disquietude you've felt upon hearing your child being taught this topic. We understand why you may feel such a way.

Knowledge is of utmost importance as a school and as an individual. Our ambition for the students that attend our facility is that we are able to give them such knowledge. This knowledge comes into the form of subjects, which includes Social Studies. Primarily Social Studies focuses on people, their relation to each other and the world. The subject is broken into fragments of topics that included the Holocaust and the history and WWII.

Although the intent to give knowledge is fundamental, forget we not, that conduct and morals are as cardinal as knowledge itself. We emphasize kindness in this school. This is why learning about 'Human Rights' and 'Discrimination' --especially 'Anti-Semitisim'--became a topic that we found to be not only crucial but also, necessary. 

Kindness, humanity now, has it an important value. However, history has not been truthful and has done many acts in which contradicts so. The tragedy of the 'Holocaust' has provided us with how 'unkind', to say the very least, we were. Atrocities of war have equipped us with experience of the scale of devastation morally unjust decisions that we can make. 

 

Our thoughts and morals have made it an obligation to help not repeat unjust decisions that have been made in the past. Educating students, the individuals of the future, to critically think about morality and rights as a human. The school equips its pupils with not only morality in teaching this topic but as well as the significance of values, knowledge and ethics. 

We acknowledge your concerns. We take worries and regard each of them with importance. If the concern that you have is unequivocally serious; you do not desire for your child to learn of this topic anymore, contact once more. However, even so, we take your regards into consideration.

Kind Regards,

---

Axle S.

Principal of Pierce Academy

Concentration Camps-Deaths

Following the several blog posts about the concentration camps, we look at the casualties. There were 6 extermination camps, located in German-occupied Poland territories. The extermination camps, also known as death camps were created for the sole purpose of killing Jewish individuals. Millions were killed. The focus of death was so much so, that the Nazis continuously looked for ways to more efficiently kill the Jews. Methods of shooting and later gas were used to kill. 

Courtesy:

https://www.yadvashem.org/holocaust/about/final-solution/death-camps.html

https://encyclopedia.ushmm.org/content/en/map/killing-centers-in-occupied-poland-1942

Graph of Estimated Deaths:

Recreating the Past

To further understand the severity of the maltreatment and abuse that the Jewish people suffered at the time we look at a recreation of what has then occurred. A video was set for us to watch a clip from a film in which reenact what may have ensued on the liberation of the concentration camps. In addition, we were given an activity in which we fill in the missing words from sentences in order to complete. From such, I have come to realise just how grave the situation was; the horror that Jewish had as well as the shock in which the troops had.

Concluding this part activity we are--"In your own words, describe what the soldiers discover. What impact does the discovery have on the soldiers?" 

The Jewish.Starved prisoners. They paid a sentence for which they were not guilty of. The Nazis, in the hundreds of thousands they arrested only several thousand were found alive, barely so. Their bodies drained of life, limbs like twigs--face withered. Many could hardly move, forced labour and malnutrition; suffering such conditions for months and years. There were masses of evidence to suggest the massacre that occurred in the Nazi abandoned camps. Bodies lay unburied, many more burnt. Hundreds of thousands of clothes were found, thousands of kilograms of hair as well. The dread that lingered through the camps was indescribable. One could only try to feel the shock that the allied soldiers were faced with. It's unimaginable how much malevolence was needed to perform these acts of sadism and torture. We can only hope that such poor souls now are able to rest. 

Lockdown: How we can keep working-

In Art we continue to look at pieces of work of several different artists and as well as creating one---or several-- in such a style. This time we look at works by Joanna Margaret Paul. I created several pieces using a brush, a stick and inks, as well as a permanent marker. The subjects of my pieces were inspired by videos I have watched recently. In addition, it was also inspired by the works of Joana Margaret Paul "Musicians; Joanna Margaret Paul; NS 278". There are two however that doesn't have any specific inspiration aside from the style of Joanna Margaret Paul. The two pieces mentioned are "Overtime" and "Blossom"; quite explanatory these two were the last and only popped in my head. I have enjoyed creating art and using such techniques, in a sense using the technique gave freedom. Aside from working on the style of Joanna Margaret Paul, I have also created charcoal pieces that were rather different. I have included one. 

Mapping: "Some Countries in Europe involved in WWII and German Death Camps"

The following is a quick and short activity present for our class to do. The activity revisits our mapping abilities and ability to remember the factors that are needed to create a map. In this task, we are to locate the given counties on a map and identify them, by colouring. After doing so we're given locations in which the Nazi Death Camps were. Interestingly, death camps were not in Germany, concentration camps were established and many deaths occurred. However, specified  Death Camps were planted in Poland. At the time the locations of these death camps were German-occupied therefore without control of Poland. The Death Camps had gas chambers in which Jews, political enemies, homosexuals, slavs, "mentally defective" were put to kill.  

I have completed this task using Google Maps as I haven't the document--physical map--used initially.

Map: "Some Countries in Europe involved in WWII and German Death Camps"

Planning: Kristallnacht

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. Particular 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 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 healthy male Jews of not too advanced age are to be arrested.

Signed by Reinhard Heydrich,

SS Gruppenfürer

The following document was sent a day before the tragedy of "Kristallnacht" occurred. It's evident that the chaos of that night was planned. Showing in the depth of what was and not to be done. Showing also how anti-semitic and direct the Nazi party was in methodically attacking the "Jews"; which not only attacks the present culture but also digging and destroying its roots. This is clearly perceived through the order to seize the archives as well as material of historical significance. 

The burning and destruction of the synagogues and other establishments are evident in the text"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." proves this. In addition to that, the planned arrests of the 'healthy male Jews' are present in the document as well. It is clear that this document, in alignment with the time, people and content is evidence that the "Kristallnacht" was planned.

DNA extraction: Kiwi Fruit

"Snot Fishing" was given the term by our teacher, due to its nature and feel. In the experiment that we've completed, we were tasked with taking DNA from kiwi fruit. We--as a class- were shown an extraction of DNA using household items. The video shows removal of 

Aim: To extract DNA from kiwi fruit.

Equipment:

• Kiwi fruit
• Ziplock bag
• Detergent
• Salt
• Rubbing Alcohol
• Beaker
• Test tube
• Filter
• Popsicle stick

Method: 

1. Cut the kiwi fruit and peel, half is sufficient.
2. Put the kiwi fruit inside of the ziplock bag and mush until there aren't many visible clumps.
3. Take a pinch or two of salt and put it inside the ziplock bag.
4. Pour a couple tablespoons of water inside the bag and incorporate. 
5. Pour a few teaspoons of detergent inside the bag, mix, but not to an extent in which the mixture is bubbly.
6. Filter the mixture in a beaker.
7. Pour the filtered mixture/liquid into a testtube.
8. Pour rubbing alcohol atop the mixture.
9. In the middle of the alcohol and mixture the DNA lies, take a popsicle stick and "fish out" the DNA.

Kristallnacht - Social Studies

Kristallnacht(Crystal Night)--"Night of Broken Glass" also referred to as “November Pogroms”; ironically--"cristal clearly"--cites aftermath of the attack [riots] against the German Nazis on Jewish properties. Homes, businesses, shops and synagogues were bombarded and attacked and destroyed. Kristallnacht notes the Brobdingnagian of broken glass through the streets, left after the event took place.

Several questions arise from this event:

1. When did this event occur?
2. How many synagogues did the programme claim were burned?
3. How many Jews were claimed to have died as a result of this event?
4. How many were said to have been sent to concentration camps?
5. What was the reaction of the German people to this event?

Transpired on the 9th of November, 1938, it pursued until 10th November; Germany, Austria and Czechoslovakia were the locations in which the events occurred. 267 synagogues were burned. As a result of this incident, 91 Jews died as it was claimed, several dozens committed suicide--many letters proving so. Through the course of the episode, 30,000 male Jews, were arrested--sent to Nazi concentration camps. The response of the German public was horrendous. Malevolence, full of it, many were exploiting from the incident; looting, plundering and picking up goods thrown out onto the street. After doing they further benefitted from the confiscation of much Jewish property. In addition to this malice, it was stated that teachers took their students to mock and ridicule the Jews; many of the "young people" considered that “Jews are our misfortune”. Though not all agreed to the violence and prejudice, some Germans felt ashamed to be what they were; many of them debated against the violence as well as the chaos that ensued. 

The Nuremberg Laws

Adding onto the previous learning that we have completed. Following onto the quotes from Adolf Hitler, we look at how spread the anti-semitic views were. Anti-Semitism was exponentially severe, as "laws" were put in place to separate the "Jewish" from the supposed real "Germans". We were given this task, to answer several questions in relation to the "Nuremberg Laws" passed in 1935. The following is the adapted article followed by the questions and answers.

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 "Nuremberg Laws" excluded 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. --- Rights to freedom has been forcefully taken away, many parts of the human rights[practised today] were not in place. One of such examples includes, Article 16 [simplified] You have the right to marry and to raise a family. Men and women have the same rights when they are married and when they are separated. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution--. The laws dictated to Nuremberg contradicts this “Freedom of Love” per se. This distinction is further affected by not abiding by Article 7 [simplified] You have the right to be treated by the law in the same way as everyone else. Everyone has a right to protection against violations of their human rights.-- 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. Those in themselves are great oppression against basic human rights. 

2. What other actions were taken that discriminated against Jews in Germany? (Remembering)

Jews were not allowed to vote-- they were stripped of their privileges to political rights. Discriminated not only for their beliefs and practices but merely their relation to Jews; as far back as 3 or four Jew grandparents, individuals were prosecuted and were defined as Jews. The severity would only become greater as even those ‘grandparents’ had converted to Christianity it wasn’t an exception. Hence, many who have not practised Judaism for many years as well as those who did not at all were caught within the Nazi’s grasps. 

3. Why do you think that the Nazis passed these laws? (Understanding)

It was negative propaganda that blames Germany's mistakes and wrong actions to people who have already been discriminated against throughout history. It was adding fuel to fire, as in that era WWI was lost by the Germans and were suffering severely. Adolf Hitler had very strong beliefs about pure-blooded Germans, and the race is superior to others. ‘Aryan Race’--pure blooded Germans-- considered the Jewish race as the lowest form of a human, classifying them as ‘non-Germans.’

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)

The simple thought of the action would cause an uproar, great dissension to the passed law would occur; such as what has happened to the protest about human rights-- “Black Lives Matter” and “Stop Asian Hate” in the previous year. However, I would think that it would be on a far greater scale. 

5. Do you think these Nuremberg laws were racist? Explain your point of view. (Evaluating)

The fact of the matter is it was undoubtedly racist, it wasn’t hidden nor it was implied that they had planned to hide it. The statement and thoughts behind their purpose were clear and evident that they were separating races--cultures-- through the passed laws. The laws of “equality” were biased and antisemitic.