17 May - 23 May

Week 3 (May 17-21): Growing Up Māori in Pukekohe

Success Criteria

Students will gain an understanding of what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s.

Activities

2. Read & Writing & Class discussion

Homework

Complete Lessons 1 to 3 by Friday at 3 pm.

Lesson 3.1 Understanding the Big Picture

Task 1: Watch the video clip “No Māori Allowed: Kuia sheds light on Pukekohe’s dark past” at

Be sure to click the button that gives you English subtitles because the presenter speaks in Maori.

Task 2: Read pages 15-20 in Chapter 2 of We Don’t Serve Maori Here, and answer questions 1 to 3.

1. Examine the Pukekohe Maori Death Register figures for 1938. What information and conclusions can be drawn from the Table? (see p. 20).

2. From 1925 to 1962, what four major diseases were responsible for most deaths in Pukekohe for residents aged 14 and under? Research each of these conditions. Create 3 columns on a page using a ruler and make 3 headings: ‘Disease,’ ‘Symptoms,’ and ‘How poor housing contributes to the appearance and spread of diseases.’ (see p. 20). To find this information, simply Google “poor housing” and the disease you are looking at.

3. Referring to the Maori sections of Pukekohe as ‘The Reservation’ or ‘The Dark Side’ can be viewed as inappropriate. Why? Look up the history of reservations in North America. In recent years, the use of such phrases as ‘Off the reservation’ have been viewed as racist. Explain. What is the implication for Maori living on ‘The Reservation?’ What is being implied?

Lesson 3.2 Understanding the Big Picture

On pages 21-25, the book discusses the Maori-only school in Pukekohe. Answer the following questions:

At the top of a blank page in your Red Books, write the heading ‘Advantages’ and ‘Disadvantages’ of the Maori-Only School in Pukekohe. Draw a line down the middle of the page. Write key dot-points for each column.

Once you have completed your columns, answer the following question (which you will write into your books):

1. One of the reasons given by European parents for creating a separate school was the health threat posed by Maori students. Based on what you have read, and in your opinion, was this threat justified?

Lesson 3.3 Segregated at the Movies

Read pages 27-32, which describes how Maori were segregated in the cinema, then

answer the following questions:

5. How did the opening of the Regent Cinema in 1958 contribute to the decline in racism at The Strand? (p. 26)

6. Even before the opening of the Regent, what actions were some Maori taking to get around the restrictions at The Strand? (pp. 30-32)

7. What actions did Maori Affairs Minister Ralph Hanan take to stop Maori discrimination at The Strand? What was his argument? (pp. 28-29)

8. What does the treatment of ex-Tuakau College principal Te Rangihiwinui (Hiwi) Tauroa, say about popular attitudes toward Maori in neighbouring Tuakau during the 1940s? (p. 32)

9. Summarise the case of Motiram Wallabh (p. 30).

10. Maori rarely challenged the segregation they encountered in Pukekohe. Why were they so reluctant to engage in protests or civil actions such as sit-ins or boycotts? (p. 31)

FOCUS / ARONGA learning intentions:

• Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.