Exam basics

Kia ora koutou

Some basic tips for the exam on Monday 17th November (morning)

Remember:

Five sections total - skills section plus 4 unit sections

• Skills section - you must answer both questions - know your continents, know your world map and tropic lines, prime meridian, equator and international date line.

• Units - you must answer four out of five sections ONLY (e.g. leave one out) We agreed to answer the units on:
• Game Changers - choose ONE out of Gandhi, Hitler or bin Laden to write on in detail
• Treaty of Waitangi - Choose ONE out of Northern Wars or Bastion Point for the extended answer
• Human Rights - extended answer should be on Child Slave Labour in the Cocoa trade OR Fair Trade (but these overlap so don't think you can't mention both, in fact you should)
• Sustainability - Extended answer should be on impact of Global Warming drawing on case studies of Tuvalu, Great Barrier Reef and glacier melt
• IN ALL UNITS you will be expected to demonstrate knowledge of AT LEAST three glossary words (for example, using the word in a sentence)

You only have two hours so you will need to work fast. This may seem like a long time but if you break it down this is only 24 minutes per section. If you spend too long on the short answer questions at the start you may not leave enough time for the extended answers.

DO NOT leave out the extended answer sections - at least write something down!

GOOD LUCK!!

Prezi on Bastion Point

Planning on writing about Bastion Point in the exam? this is worth a look...

End of unit test revision tips

Here are some tips for the end of unit test for our Treaty of Waitangi Response unit:

• Make sure you are fully clued up on the place and date of the signing of the Treaty
• Know who some of the key players were in the drafting of the Treaty
• Understand a number of problems or issues with the treaty itself (e.g. translation, short time frame, two versions etc) 

The Northern Wars will be your 'Māori response to the treaty' so:

• make sure you can discuss the causes of the war, the key players/people in the war, knowledge of the battles themselves (know two battles really well with detail like casualties, weapons, dates, strategies etc), the tactics and weapons used and the outcomes of the war. 
• USE YOUR A3 REVISION SHEETS!
• Use your exemplar answer sheets (yellow)

The Government response to the Bastion Point land occupation will be your Pakeha/Govt response, so:

• ensure you know the dates and some key details about the occupation like why the protesters did it, what hey did, for how long, what happened when the Police moved in, how many arrests -- and finally what was the outcome ten years later after? (e.g. Waitangi Tribunal rulings, Government apology and compensation etc)
• Use your exemplar answer sheets (green)

MAORI RESPONSE: The Northern Wars (1845-1846)

Hone Heke chopping down the flagpole at Kororareka - why did he do this?

 

Plan of Kawiti's Pa at Ohaewai - note the flax masked palisades
(made of puriri), artillery shelters and firing trenches

Battle of Ohaewai, 1845

PAKEHA/GOVERNMENT RESPONSE:  

Forced eviction by police of peaceful protesters off legitimate Ngati Whatua land at Bastion Point, May 25th, 1978

Young protester, 25th May 1978 - note the police cordon behind

Police encircling the protesters - 800 police were used and the army were on stand-by

Protesters and police face to face.
222 protesters were arrested on 25th May 1978.
All arrests were later wiped from police records after the Government apology in 1987

Aerial view showing Bastion Point.
Mission Bay in foreground and Auckland City behind

Roadside Stories - very useful short video on Bastion Point land occupation

My old man - link to Bastion Point

Gidday boys - below is a link to a page on the Bastion Point land occupation. Click on the text below or images to follow it...
My dad, Robin Morrison, was a photographer and these are some of the images he took of Bastion Point when working as a photojournalist for the NZ Listener magazine - follow this link to a good little summary of the events of 1978...

Bastion Point - The Untold Story - Part 1 of 5 - video resource from NZ On Screen

Click here to see the rest of the documentary on the NZ On Screen website

Another great Northern Wars online resource

Follow this link (click the image) and do some further reading boys....

Map of the Northern Wars

Here is a useful map, outlining the key battles and dates of The Northern Wars - do you know two key battles in detail that you will be able to discuss in the test? E.g. Kororareka, Puketutu, Ohaewai, Ruapekapeka?

Te Ara - The Encyclopedia of New Zealand

Here is a great online resource boys.....Te Ara or The Encyclopedia of New Zealand. Click on the screenshot below to hyperlink through to their page on The Northern Wars. Click through on some of the extras down the right hand side to increase your knowledge of the wars....

The Battle of Ohaewai_handout

Again, you should have this handout pasted in your books but here it is in digital form, just in case. Kawiti's Pa designs were technical and strategic masterpieces. The British forces learned a great deal from their ingenious designs. Even though the Pa was abandoned by Kawiti the battle was a resounding tactical defeat for the British in the Northern Wars and it well and truly signalled to the British that they were facing a formidable and well prepared foe.

War in the North handout

You should already have this handout but just in case.... This has been directly loaded from google docs - it has automatically created a text only version below the image. Be advised that this contains multiple spelling errors as the text has been automatically generated by a computer - so beware if cutting and pasting!

NZ Wars DVD extract

Here's a section of the James Belich DVD on the New Zealand Wars - this section focusses on Hone Heke chopping down the flagpole for the fourth time which led to the sack of Kororareka (Russell) and signalled the start of the Northern Wars.
Remember, the Northern Wars will be the basis of one of your extended answers in the end of unit test.

ToW Context_Whalers

ToW Context_Muskets

Te tiriti o Waitangi: whakatauki for this unit

Kia ora boys!
Whakatauki for this unit, as promised. Remember you need to include at least one on your title page...

Ka haere whakamua, ka titiro whakamuri.  

We walk into the future facing the past. 
Meaning: We need to teach and understand the past in order to move forward as a cohesive society.

He waka eke noa.   
A canoe which we are all in with no exception.  Meaning: We are all in this together. 

Fairtrade basics

Short YouTube clip we viewed in class - covers the Fairtrade basics in  a nice simple way. Remember that we are looking at Fairtrade as an example of a SOCIAL ACTION in response to a Human Rights issue (in our case Child Trafficking and Slave Labour in the cocoa trade). Watch it again and post a comment for revision purposes...

Slave Driver - Bob Marley

What statement is Marley making about Human Rights here? What do you think he means by the line:
"Today they say that we are free,
Only to be chained in poverty."
Post your comments...

"Slave Driver"

Ooh-ooh-oo-ooh. Oo-oo-ooh! Oo-oo-ooh.
Slave driver, the table is turn; (catch a fire)
Catch a fire, so you can get burn, now. (catch a fire)
Slave driver, the table is turn; (catch a fire)
Catch a fire: gonna get burn. (catch a fire) Wo, now!

Ev'rytime I hear the crack of a whip,
My blood runs cold.
I remember on the slave ship,
How they brutalize the very souls.
Today they say that we are free,
Only to be chained in poverty.
Good God, I think it's illiteracy;
It's only a machine that makes money.
Slave driver, the table is turn, y'all. Ooh-ooh-oo-ooh.

Slave driver, uh! The table is turn, baby, now; (catch a fire)
Catch a fire, so you can get burn, baby, now. (catch a fire)
Slave driver, the table is turn, y'all; (catch a fire)
Catch a fire: so you can get burn, now. (catch a fire)

Ev'rytime I hear the crack of a whip,
My blood runs cold.
I remember on the slave ship,
How they brutalize the very soul.

O God, have mercy on our souls!
Oh, slave driver, the table is turn, y'all; (catch a fire)
Catch a fire, so you can get burn. (catch a fire)
Slave driver, the table is turn, y'all; (catch a fire)
Catch a fire ... [fadeout]

James Blunt - 'No Bravery' video

Before he became a famous pop star James Blunt  served as a member of the British Armed Forces in the former Yugoslavia during the Balkan conflict in the late 1990's.

He wrote this song when he served there and saw first hand the horror that war and mass killing can bring. What do you think of this song or the video? What is he trying to say through the lyrics? Post a comment....

Man in the mirror

We studied this video in class -- as an example of a song (and video) which focusses on Human Rights issues around the world -- especially hunger and poverty.
It also points out that we all have a part to play in ending these abuses and that we CAN do something to help. What are you doing? Do you do your best everyday to make sure that all people are treated fairly, with dignity and with respect? Are you the change you want to see in the world?
POST A COMMENT

Fairtrade for beginners - video

A half hour information video made by Fairtrade, explaining the basics of how the system works. The example is from South Africa. Check it out...


Fairtrade for Beginners - English from Fairtrade International on Vimeo.

Fairtrade - animated short film

Have a look at this brief animated short film about Fairtrade...

Click this link for the Fairtrade International website
Go to the 'about us' pages to get an overview of who they are and what they do...

Click here for the local Australia/New Zealand Fairtrade website

The Bitter Truth - part one, with task

This Panorama (BBC) documentary takes an undercover look at the cocoa trade. 
More specifically, the human rights issues associated with this industry including child labour, child trafficking and slavery.
How do you feel after seeing this documentary? 
Were you surprised to see this happening in the harvesting of cocoa beans?
Will it make you change your chocolate buying/eating habits? 
Will you look to see if the chocolate you eat is "fair trade" or not in future, before you buy?
Who do you think should be held responsible for these abuses? The growers? the traders? the traffickers? the chocolate companies? (Nestle, Cadbury etc), how about the consumers (you and me)? Does buying chocolate (knowing that this goes on) make us partly accountable?
Post a comment -- have your say...

50 years of Amnesty International video - blog comment task

Watch this animated video which provides an overview of the work Amnesty International does to address various Human Rights issues around the world.
Pick one of the following issues that is covered in the video, watch the section again (take some notes and do a bit of further internet research) and post a comment about it.

• Freedom of Expression/Prisoners of Conscience
• Torture and Terror
• Refugees and Asylum Seekers
• Arms Trade
• Death Penalty
• Women's Rights
• Indigenous Rights
• Poverty

The comment should include:

• your personal opinion on the issue
• some facts and statistics
• a particular person or country where this issue is highlighted
• what Amnesty (or other groups) are doing about it
• other examples as appropriate 

FRED

This is a Brazilian footballer called FRED (Brazilian footballers often go by one name. E.g, Pele, Hulk etc). He clearly wants to know if you've been listening in class...

In terms of our Human Rights topic FRED is used as an acronym to help us remember the  Core Values of Human Rights. These are:

Make sure you learn these, so that you can tell Fred (the footballer) when you see him.

Categories of Human Rights

Learn these for the quiz - AND the end of year exam!

Try to link two specific rights (from the 30 in the the UDHR) directly to one of the categories. For example: "The Right to Education is an example of a social right"...

5 Categories of Human Rights:

Civil  – the right to be treated as an equal to anyone else in society

Political – the right to vote, to freedom of speech and to obtain information

Economic – the right to participate in an economy that benefits all; and to desirable work

Social – the right to education, health care, food, clothing, shelter and social security

Cultural – the right to freedom of religion, and to speak the language, and to practice the culture of one’s  choice

Story of Human Rights video

Kia ora koutou
Here is the cool Human Rights video we saw in class.

It provides a nice quick overview of the history of Human Rights.

Watch it again and post a comment saying what you like best about it and anything new you learned from it....


 

Gandhi - The Road to Freedom

First of six part BBC documentary 'Gandhi - The Road to Freedom' - from YouTube.
Post a comment with your favourite Gandhi quote...

Game Changers - powerpoints used in class

Gidday lads
Here's some of the powerpoints we used in class for the Game Changers topic - check these over for revision purposes for the end of year exam.

Game Changers - unit start and Gandhi slides from Mr M

The Changing Face of New Zealand

Kia ora koutou - this is the CFONZ presentation that was used in class and then assessed by powerpoint. Use this for revision purposes for the end of year exam if you don't have a full set of notes....

 

Unit ppt the changing faces of new zealand from Mr M