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.