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Showing posts with label social studies. Show all posts
Showing posts with label social studies. Show all posts

Thursday, December 9, 2021

Social Studies: Why Was a Treaty Needed in New Zealand?

In the 1830s, 100,000 Maoris and 100 Europeans lived in New Zealand. The scumbag behaviour of Whalers caused the Missionaries to assert protection to help with Maori rights. The reason why a treaty was needed was because of the Musket Wars and the Declaration of Independence. Extensively, a treaty was significant because it binds a formal agreement between parties. A treaty will help people live a lawful life with their morals, values and rights. 

A treaty was a necessity because of the behaviour of the British settlers. One of these British settlers were Whalers; 200 people were Whalers, they'd travel on the sea for months and return to the shore. Whenever the Whalers return to the coast - Kororareka, which we now know as Russel - they would dissipate alcohol, behave violently, there were girls prostituted for their entertainment, and act unlawfully. Situations like these need a treaty because it helps the problems and solves issues people face. The treaty is not a solution for every intricacy because some may break the regulations and restrictions. However, a treaty will be established as a guide, so people would act according to the law, reduce fights among men, build values and relationships. 

As previously mentioned, the treaty's purpose was to protect Maori rights during the 19th century. Missionaries strongly believed that this was the best solution. The missionaries educated Maori people about conversance. For instance, they introduced new farming equipment, taught reading and writing, and converted Maori to Christianity. Another reason that a treaty was needed was to protect Māori rights. The missionaries were concerned about the fights, prostitution, musket wars, and diseases around the land. Hence, a treaty is necessary because it will help civilisation establishment, end wars, stop prostitution and women torture, and the unlawful actions of most people.

The Musket Wars occurred in the 19th century, between the 1700s to the 1800s. During that time, approximately 20,000 died in the bloody war. Tribes traded large quantities of food and flaxes for muskets. The muskets gave an advantage to tribes over their enemies. Although, as more tribes got muskets, more battles followed. Northern tribes such as Nga Puhi attacked the South. The central North Island tribes like Ngati To Rangatira launched attacks on a tribe in the lower North Island and South Island. One of the impacts of these attacks was tribes without muskets were forced to trade with the Europeans to get them. Those who didn't have muskets faced no freedom and death. As a result, tribal boundaries changed. Over the years, tribes accessed muskets, which balanced power among them. 

What is the purpose of the Declaration of Independence in New Zealand? 34 Northland Chiefs signed the agreement with the British crown for what's known as the Declaration of Independence. Intriguingly, the Declaration of Independence was for mana and sovereignty to remain in the country. Also, Maori only trade with the British. In 1835, before the Treat of Waitangi, there wasn't a national Maori identity because everyone lived in extended family groups. None of the Maori chiefs had authority among the people. After signing the Declaration of Independence, it enabled Maori to trade in legal terms because they had a flag. Another purpose was that the Declaration of Independence helped promote and protect Maori rights. It's truly fascinating how treaties help unite nations and improve countries. It teaches valuable life lessons to future generations. 

This essay has demonstrated that a treaty was needed because it protects the Maori culture and their rights. Additionally, a treaty was needed to help people live by the law. Hey needed a treaty because it establishes values and relationship, end wars and stops prostitution. This topic impacted me personally because I learnt the importance of having your own right as a human being and the importance of your own identity. Consequently, without the treaty, Maori rights would not be accomplished. 

Tuesday, November 23, 2021

Social Studies: Reflection - Why Do We Still Talk About The Treaty Of Waitangi?

The Treaty of Waitangi is established to respect one another regardless of their culture. These values are used in New Zealand because it allows a wider perspective, build a foundation of trust, understanding and awareness across cultures and beliefs. As a result, the Treaty of Waitangi creates diversity which makes New Zealand a more welcoming and safe place to live in. Lastly, the Treaty of Waitangi enables new knowledge, open ideas, different experiences and new skills. 


Resources: 

Monday, November 22, 2021

Social Studies: The Native American Indian Tribes and the US Government (the Treaty of Hopewell)

In Social Studies, we had to do research about treaties. We had two options to pick from and I chose the Native American Indian Tribes and the US Government, which was the Treaty of Hopewell. We had to research the treaty we have chosen and present the information creatively using text, symbols and visuals. 

There were questions that we had to answer: 

  • Who was the treaty between?
  • How long has the treaty been binding?
  • What are the positives and negatives of being bound by the treaty?
  • Were there any obvious similarities between the people affected by the treaty you have researched and the people affected by the Treaty of Waitangi? 
How this relates to our topic about the Treaty of Waitangi?
The reason why the Treaty of Hopewell relates to the topic of the Treaty of Waitangi is that both treaties are represented to form peace between two groups of people.  In addition, their treaties are formed to create alliances and to access shared resources.

What is a 'Treaty?'
  • A treaty is an international agreement concluded between States in written form and governed by international law. 
  • A treaty is a legally binding international instrument agreed and signed by two or more sovereign nations. 
(The US Government signed 370 treaties along with the Indigenous nations from 1778 to 1871).







Monday, November 15, 2021

Social Studies: My Pepeha


What is Mana? Mana means resonance or prestige, honour, presence, charisma, and spiritual power. 
What is Tapu? Tapu is defined as ‘sacred’ or ‘spiritual restrictions’, Tapu contains a lot of strong prohibitions or rules.
What is Utu? Utu betokens as compensation, retaliation, vengeance. 
How could these values conflict with Europeans? In my opinion, it’s because they are not fond of those values, nor believe in them as something important. 
How were these values different to European values? Europeans who settled in New Zealand were Christians, and believe the bible. They are different because they have different interpretations, and different Gods, beliefs and religions. 

Tuesday, November 9, 2021

Social Studies: Maori and European Population in New Zealand in the 19th Century

In Social Studies, we have been learning about the the 'Treaty of Waitangi' / Te Tiriti o Te Waitangi. We also have tasks to do which helps us to adapt more knowledge about the events that occurred. For this task, we had to make a multiline graph that showcase the population data of New Zealand from the 1830s to the 1900s. We also had to answer questions regarding the population drop of the Maori and the increasing population of Europeans. 

 The Population of Maori & Europeans from the 1830s to 1900s

What does the graph show us? The line graph shows us the dramatic change in the population of Maoris and Europeans in New Zealand. We can see that as years pass by, the Maori population was decreasing while the Europeans were rising up. 

Why do you think that number of Maoris decreased, and Europeans increased? The number of Maori declined due to the colonisation of Europeans in the country. Furthermore, the Maori were exposed to new diseases, such as measles, tuberculosis and influenza, which were introduced by the Pakeha settlers in New Zealand during the 19th century. Thereafter, the European population increased as more people discovered the land, a lot of people settled in New Zealand which they lived. 



Friday, August 27, 2021

Social Studies: The Holocaust Letter

Imagine you are a school principal who has received a complaint from a parent who is upset because of what his/her child has learned about the Holocaust.

Write a letter to the parent that explains your school’s point of view about teaching the Holocaust. In your letter, you should provide reasons for the school’s decision to present a learning programme about human rights and anti-semitism.


Tuesday, August 24, 2021

Social Studies: Re-Creating The Past

In your own words, describe what the soldiers discover. What impact does the discovery have on the soldiers?

In one of the activities assigned for us to do, there was a short clip video from a film about the Holocaust. In my opinion and from what I've understood, the allies soldiers went to one of the concentration camps and they discovered the living conditions of the people there. In the scene, I saw a bunch of men waiting from the inside of the large prison, it had barbed wires with sharp ends. The people inside looked miserable, their bodies were skeleton-like, they had dark circles, pale skin, some of them were sick and malnourished and some were near their ends. The atmosphere was dull and gloomy. The soldiers discovered that the guards didn't have enough ammo to kill everyone in the concentration camps. The situation made an immense impact on the soldiers because no one could imagine that humans would treat their own kinds like animals. The Jews in those camps didn't have any resources, no food, no water. From the look on their faces, the soldiers were depressed, confused and heartbroken from what they saw. 


Social Studies: The Gruesome Camp

 In Social Studies, we had to make a bar graph, showing the amount of death occurred in death camps during the Holocaust. From my previous blog, I made a map of where the death camps locations are. 


Death Camps and the amount of deaths:

Auschwitz-Birkenau - 1,400,000 deaths
Belzec - 600,000 deaths
Chelmno - 320,000 deaths
Majdanek - 360,000 deaths
Sobibor - 250,000 deaths
Treblinka - 870,000 deaths





During WWll, the Nazis used six extermination camps, also known as "Death Camps", where Jews were sent to be killed or exterminate in Central Europe. The victims in those camps were killed mercilessly by gassing. 


Social Studies (Working From Home) Mapping Skills

 In Social Studies, our teacher tested our mapping skills and the knowledge we had learnt and used it in an activity where we had to map. 

The map includes F.A.C.K.T.S, it is an abbreviation of Frame, Axis, Colours, Keys, Title and Scale. 

Information:

The term “Final Solution” was first used in the records of the Wannsee Conference.  It has come to mean the systematic, large-scale killing of Jews and other “undesirables” in specially-created extermination camps (as opposed to “concentration camps” which were initially detention camps for the Nazis’ political enemies).

These camps were operated by units of the German Schutzstaffel (SS) – specially selected men who were considered hard enough to be able to do whatever was required.

What happened in the extermination camps? 
  • Jews would be rounded up from an area in Europe and transported by train to a camp. 
  • On arrival, they would undergo a selection – those who would be “useful” and those who were not.
  • Those who were “useful” were kept as slave labourers working for the German war effort.
  • Those who were not useful were herded into what they had been told were shower rooms, but were in effect sealed gas chambers.
  • Poison gas would be released into the chamber. When all were dead, their bodies would be taken to crematoria to be burned.
  • The goods that the deported Jews took with them were sorted and valuables were kept by the Nazis.


Tuesday, August 10, 2021

Social Studies: The Kristallnacht Plan

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 the 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 the 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

How does evidence in this document show that “Kristallnacht” was planned in advance of the event actually happening?

The evidence written in the document is very clear, which means it really was their motive to destroy Jewish properties. As evidence, the sentence says “Businesses and residences of Jews may be damaged…”, this means that Jewish business and their homes are indeed supposed to be damaged. 30,000 Jewish men were sent to concentration camps and this was planned to happen, evidence found that “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. The wealthy Jews, however, were separated from the ordinary and healthy Jews, they were put in cells rather than concentration camps. These are some proof that “Kristallnacht” was planned before the attack.


Social Studies: The Night of Broken Glass

 Kristallnacht

What is meant by the term “Kristallnacht”? Kristallnacht is translated to “Crystal Night” in German, also called “Night of Broken Glass” or “November Pogroms”, refers ironically to the little pieces of broken glass scattered everywhere in the streets after the riots occurred, when the German Nazis attacked the Jewish properties such as their houses, synagogues, owned business and shops, etc.

When did this event occur? The Kristallnacht occurred from the 9th of November to the 10th, 1938. The Crystal Night took place throughout Germany, Austria and some parts of Czechoslovakia. 

How many synagogues did the programme claim were burned? After the violence ended, heaps of properties were burned down and destroyed, rioters have claimed to have burned down and destroyed approximately 267 synagogues. 

How many Jews were claimed to have died as a result of this event? Destruction of Jewish territories and properties resulted in an early report that 91 Jews had been murdered. Kristallnacht was viewed many as the final solution (Jewish genocide) of executing Jews from the lands, including the murder of over 6 million Jews during The Holocaust.

How many were said to have been sent to concentration camps? During and after the bloody and chaotic night, over 7,000 Jewish businesses were destroyed and have been damaged. It was reported that about 30,000 Jewish men were arrested and were brought into concentration camps.

What was the reaction of the German people to this event? There have been a lot of reactions regarding the Kristallnacht event. Large numbers of people had benefited from the attack, they were able to collect goods thrown out onto the streets. Teachers brought students to see sites of smouldering synagogues, students gave nasty remarks, belittling and humiliating Jews. Germans believed that the Nazis viewed Jews as a "Misfortune" and that they should be put in their "place". On the other hand, some were "ashamed" to be a German, and were debated about the violence against people and the destruction of properties and territories of Jews. 



Resources: 

Thursday, August 5, 2021

Social Studies: Adolf Hitler's Statement about the Jews

In Social Studies we started to study Hitler and the story behind the Holocaust.

 “The Jews were responsible for bringing negroes into the Rhineland with the ultimate idea of bastardising (lowering the quality of) the white race which they hate and thus lowering its cultural and political level so that the Jew might dominate.” - Adolf Hitler

“The Jewish youth lies in wait for hours on end...spying on the unsuspicious German girl he plans to seduce.....he wants to contaminate her blood and remove her from the bosom of her own people. The Jew hates the white race and wants to lower its cultural level so that the Jews might dominate.” - Adolf Hitler

What is the “Yellow Star of David?” and how did it show discrimination? 
The Yellow Star of David is a badge worn to mark Jews, implemented by the Nazis between 1939 to 1945. It displayed discrimination against Jews because they are being segregated, to simplify, they are behind excluded because of their religion. 


Resources: 
https://encyclopedia.ushmm.org/content/en/article/jewish-badge-during-the-nazi-era

The Holocaust

Two Quotes:

“The Jews were responsible for bringing negroes into the Rhineland with the ultimate idea of bastardising” 

“ (lowering the quality of) the white race which they hate and thus lowering its cultural and political level so that the Jew might dominate.”

This quote from Adolf Hitler, displayed anti-sentiments because he’s targeted particularly Jewish people. Hitler blamed them, insulted them and criticized them.

He stated that the Jews hate white people, that’s why they wanted to lower their cultural and political level, believing that Jews might take control and dominate. I believe that Hitler’s reasoning for despising the Jews is preposterous, because of their race and religion. We are not certain that Jews wants to take over, it originated from his own beliefs and thoughts, which I find delusional. 





Social Studies - THE NUREMBERG LAWS

In Social Studies, we looked at the Nuremberg laws, studied the information and facts from an article and answered the questions regarding the law. 

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 

Thursday, July 29, 2021

Social Studies: The Great Depression

In Social Studies, we learnt about the 'Great Depression' and its massive impact on the economy, such as unemployment rates, incomes, plummeted prices, and all sorts of things. I also learnt about extended information such as the war, the 'Treaty of Versailles', the impact on different countries like New Zealand, Japan, the US, Latin America, and Germany.


The Great Depression



The Great Depression erupted from late 1929 up to 1939. It was the longest-deepest and worst economic downfall in history that affected countries across the world. Overproduction, executive inaction, bank closures, bankruptcies, fall in demands, lack of credit and many more of these triggered “The Great Depression”. These events made a devastating impact on the economy, such as unemployment, homelessness, debt, bankruptcies, suicides, poverty, hunger, job loss, evictions, wage cuts, and dejection. These led to the despair of local communities, businesses, and people. The United States and Europe were particularly affected the most during this crisis, mild hit in Japan and Latin America. The country that suffered more damage was Germany during the Great Depression; due to its major factor, which was the “Treaty of Versailles”.


The "Treaty of Versailles" was signed by several major countries in 1919. The countries before-mentioned were France, Germany, Britain, Austria-Hungary, Japan and the USA. The purpose of the treaty was to achieve peace between nations. Although Germany signed the Treaty of Versailles, they did not participate because of indignancy; They did not believe they started the war. Germany had no choice but to sign the treaty and accept the guilt for commencing the war. People claimed that the treaty “had stabbed Germany in the back” by ending the war. The terms and conditions of the treaty were unfair on Germany's side as they are very damaging to the country and its economy. The terms included a reduction of German troops, territories stolen, and many more.


Hitler’s dominion, along with his Nazi movement national party, and the stock market crash on Wall Street, New York stocks began to fall rapidly; shares of prices plummeted, which led to further “panic-selling” (A situation where people begins to sell their company stock in fear of its value declination), consequently, American investors withdraw their loans to Germany. Germany’s debt was amounted to around an estimation of 29 billion dollars. By 1932, 24% of the German workforce were unemployed during the Great Depression. The percentage of unemployed Americans are about the same numbers as the Germans.


From 1930 to 1933, New Zealand agricultural export prices began to plummet by 45%. New Zealand suffered from a short yet deep depression. When the prices changed, demands for goods and services fell. Approximately, 12% of unemployment fell in Auckland, Wellington, and Christchurch. Within two years, export prices in New Zealand fell by 45% and the national income dropped by 40% in three years. These disheartening circumstances were truly unbearable.




Resources:

https://www.britannica.com/story/causes-of-the-great-depression

https://www.history.com/topics/great-depression/great-depression-history

https://alphahistory.com/weimarrepublic/great-depression/

http://www.american-historama.org/1929-1945-depression-ww2-era/causes-of-great-depression.htm

https://en.wikipedia.org/wiki/Great_Depression

https://www.britannica.com/place/Germany/The-end-of-the-republic

https://ohiohistorycentral.org/w/Great_Depression

https://www.bbc.co.uk/bitesize/guides/zsrwjxs/revision/4

https://www.google.com/search?q=what+is+panic+selling&rlz=1CAUHAI_enNZ782NZ783&oq=what+is+panic+selling&aqs=chrome..69i57j69i59j0i271j69i60j69i65j69i60j69i61l2.2214j0j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on

https://www.nationalarchives.gov.uk/education/greatwar/g5/cs2/background.htm

https://nzhistory.govt.nz/politics/the-new-zealand-legion/origins

https://spartacus-educational.com/GERunemployment.htm

https://teara.govt.nz/en/1966/history-economic/page-7


Thursday, July 8, 2021

Social Studies: Reducing Trash in Our Ocean

The ocean covers about 71% of the planet and it is the home to species and ecosystems, the majority of those species and sea plants we consume as food. Others, such as shells and sandstones, we use for decorations, jewellery, etc. 

Saving the ocean means we are giving back to our natural environment. It can be an overwhelming task to do but when we reduce trash from the ocean, we reduce the risk of species in the state of extinction, habitat loss, ocean acidification and many more. In order to protect the ocean, we need to reduce food waste, reduce trash and establish limitations to fisheries, etc. 


 What families can do to reduce everyday people from trashing the ocean? 

  • Ways we can reduce trash from the ocean:
  • Demand plastic-free alternatives
  • Reduce carbon footprint
  • Avoid ocean-harming products
  • Eat sustainable seafood
  • Vote on ocean issues
  • Make sure to put rubbish in the right bin
  • Pink up rubbish when you see one
  • (4R) Reduce, Reuse and Recycle and Repair
  • Participate in water conservation such as rubbish clean-ups
  • Spread awareness 
  • Bring your own shopping bag
  • Use reusable containers
  • Don’t use items that exploit the marine life
  • Travel ocean responsibly
  • Buy in bulk to reduce packaging waste

What can you do in your own home to reduce the rubbish?
  • Put rubbish in the right place
  • Use reusable items
  • Store leftovers 
  • Upcycle glass containers


In Social Studies, we had to create a drawing, illustrating our sub-topic which was "Reducing Trash in Our Ocean". We needed to include the answers to questions which was assigned to us to answer and do research about. In addition, I added a few explanations about why we should protect our ocean; What it means to protect our ocean and how we can help reduce rubbish in the ocean. 

This is the drawing I created as well as the list of the ways we can protect the ocean. 


Unfortunately, the words cannot be read clearly as they are a bit small but I added them around the first part of my blog, they are written in bullet points. 

My drawing has an explanation written in an informative and clear way, it's straight to the point and understandable. My drawing illustrated the issues of our ocean well, I drew images that are related to ocean pollution and bycatch, this includes a rusted can, bag of chips, rotten apple, a turtle stuck in a net, plastic and more see plastic. 





Thursday, July 1, 2021

Social Studies: Who is Greenpeace?

Who is Greenpeace? Greenpeace is an independent international organisation campaign that uses non-violent action and creative communication to expose global environmental problems and promotes solutions to the environmental issues that is essential to make our future better. Their vision is to improve a greener, healthier and more peaceful planet. 


What have they done to make positive change? Greenpeace makes positive changes in the world because of its hard work on investigating environmental crises, documents, and data. Their investigation provides a search and evidence and their perpetrators in order to give out information to people and enable their campaigns. Greenpeace encourages and persuades those who are in power to help make a change, to provide support such as financial support and manpower. Greenpeace reaches out to people such as business leaders and politicians to make these demands come true and make positive actions so that they can improve the environment and enhance the lives of the people. They engage local communities who can help out to make changes to the planet. Greenpeace exposes to the world the causes of environmental destruction and what the outcome would be if it is continued for a long time. 

What are they doing now to help protect our oceans? Greenpeace addresses serious threats to our oceans, from climate change to pollution, to mining, to overfishing. Greenpeace is taking action with its new rescue plan by creating a global network of ocean sanctuaries, (A general type of marine area where a limit from human activities is placed). 





Resources: 
https://www.britannica.com/topic/Greenpeace
https://www.sciencedirect.com/topics/social-sciences/greenpeace
https://www.greenpeace.org.uk/about-greenpeace/
https://www.greenpeace.org/international/act/protect-the-oceans/

Monday, June 28, 2021

Social Studies: What is Ecotourism?

What is Ecotourism? 

Ecotourism was established in 1980 by Clause-Dieter - an academic and adventurer. Ecotourism is a form of tourism that’s goal is to travel responsibly to natural and fragile areas with the involvement of sustainability. Ecotourism has a lot of benefits to our environment, this includes the animals, insects, types of species, and resources. They practise conserving the environment, improving and enhancing the lives and well-being of the locals. Ecotourism was established in 1980 by Clause-Dieter - an academic and adventurer. Ecotourism focuses on educating travellers on local environments and natural surroundings and ecological conservation. Protecting the environment is an important aspect of ecotourism, which is why it has established its principles, firstly, travel to natural destinations, second, build environmental awareness. Third, provides direct financial benefits for conservation, provides financial benefits and empowerment for local communities, respects local culture, supports human rights and democratic movements. 

Why is Ecotourism a growing trend? 

The popularity of ecotourism arose in the 1980s and it’s been increasing by 10%. The ecotourism industry has grown rapidly and became one of the most important sectors of the international tourism industry. It provided a lot of benefits to the locals and improved the lives of the people. It has helped the economy such as employment opportunities can be assessed, raised individual awareness, protects the natural habitats and pristine environments. It allows countries and communities to build their economies without harming the environment, as a result of increased visitors that can enjoy untouched destinations. 



How can ecotourism help our ocean? 

Ecotourism has a lot of positive impacts on the environment such as conservation awareness among people, it has improved landscape characteristics and quality, and well-preserved water resources. 


Ecotourism Facts: 

  • Ecotourism can be done in cities. 
  • Since the 1990s, ecotourism has been growing from 20% - 34% per year. 
  • Tourism is the world's largest employer.

Resources: 

  • https://ecotourism.org/what-is-ecotourism/
  • https://greenerideal.com/news/1001-rise-of-the-eco-tourist/
  • https://www.torontosom.ca/blog/what-is-ecotourism-and-why-is-it-important
  • https://traveltips.usatoday.com/advantages-ecotourism-61576.html
  • https://www.collectionscanada.gc.ca/obj/thesescanada/vol2/OKQ/TC-OKQ-6852.pdf
  • https://www.bootsnall.com/articles/6-things-you-didnt-know-about-ecotourism.html
  • https://www.nathab.com/blog/spotlight-on-sustainability-ecotourism-facts/


Thursday, June 24, 2021

Social Studies: Overfishing

 Overfishing

There have been a lot of negative and positive outcomes due to overfishing. The demand for fish has increased around the world as years pass by, this means more businesses and jobs are dependent on dwindling stocks.

 Overfishing occurs when a big net has been cast in the ocean to catch big fishes, most of the time, large species of fish get caught in the nets such as dolphins, sharks, sea lions, and turtles. Rather than putting those fish back into the ocean, they are sold in the market in exchange for a huge amount. 


Negative 

One of the negative effects of overfishing is the disruption of the food chain. When too many species of fishes are being taken out of the ocean, it creates an imbalance in the marine life which can erode the food web as a result of loss in marine life, this includes vulnerable species like corals and sea turtles. Overfishing endangers the ocean system due to poor sustainable management. It is important to know about overfishing because it can harm the economy, which means it affects the jobs of the people, the careers, the livelihoods, tourism, etc. Overfishing can change the reproduction of the fish remaining and the speed at when they mature and turn into adult fish. Approximately 3 billion people rely on seafood as the primary source of protein. According to “World Wide Life”, fish is ranked as one of the most highly traded food commodities and fuels a $362 billion global industry, this means, income. With the decline of the fish population, scarcity could occur, causing people to lose their jobs and have a hard time finding a different job. People who frequently consume fish without any sustainable resources, it contributes to the overfishing effects. There are high demands for fish in restaurants, daily meals, and jobs, with such high demands for fish, overfishing will surely continue which will cause multiple fish loss. Sustainable practices and management are essential when it comes to the protection of our fishes in the sea, without it, the majority of the species of fishes are at a high risk of extinction.

Resources: 

  • https://connectusfund.org/list-of-12-big-pros-and-cons-of-overfishing
  • https://www.google.com/search?q=negatives+of+ovevrfishing&rlz=1CAUHAI_enNZ782NZ783&oq=negatives+of+ovevrfishing&aqs=chrome..69i57j0i13l4j69i60l2j69i61.2980j0j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on 
  • https://www.worldwildlife.org/threats/overfishing 
  • https://www.google.com/search?q=why+it%27s+important+to+knwo+about+overfishing&rlz=1CAUHAI_enNZ782NZ783&oq=why+it%27s+important+to+knwo+about+overfishing&aqs=chrome..69i57j0l9.4684j0j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on
  • https://www.isfoundation.com/news/effects-overfishing-bycatch
  • https://www.worldwildlife.org/industries/sustainable-seafood


Monday, June 21, 2021

Social Studies: Sustainable Fishing

In our lesson in Social Studies, we were continuing our topic about "Trashing our Planet", within this topic, we had to research its sub-topic, which is "Sustainable Fishing". 

In our research, we have to include facts, figured, data and a good paragraph of our choice. I chose the "Slam Dunk" for my paragraph. This paragraph consists of an open question intended to be answered, an adverb start should also be in the slam dunk paragraph. An adverb start is a sentence beginning with an adverb such as Interestingly, Shockingly, Amazingly... In the slam dunk paragraph, evidence is necessary because its purpose is to support the answer to your chosen question. An impact should be included, with 2 or more sentences that discuss the topic. Lastly, the SLAM DUNK! This means the writing should have a massive ending to it, to finish it, a very short sentence is a must. 

Why is Sustainable Fishing important? Sustainable Fishing is important because it generates less waste, minimises energy consumption and reduces chemicals that damage the ozone layer. 

Significant Facts you need to know about Sustainable Fishing: https://www.triplepundit.com/story/2014/7-things-you-need-know-about-sustainable-seafood-movement/58591

  • 87% of the world's wild fisheries are stressed. 
  • About 1/3 of our fish is mislabeled. 
  • Our oceans are acidifying faster. 
  • 200 million people depend on fish for their livelihoods. 
  • Seafood supply chains are notoriously rife with the human violation. 
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