14 June - 20 June

Week 7 (June 14-18):

Of Rats and Men –

What Science says about the First Settlers to New Zealand

Success Criteria

Students will continue to use critical thinking and mainstream science to understand claims that Maori were not the first to settle New Zealand.

Activities

1. Class Powerpoint

2. Read & Writing

Homework

Complete Lessons 1 to 3 by Friday at 3 pm.

Lesson 9.1 The Mystery of the Rat Bones

Read pages 69-to the top of p. 71. What is the evidence that Maori migrated to New Zealand around 1250? Present your evidence in the form of dot-points under each of the following headings:

1. Kiore Bones

2. Pollen

3. Volcanic Ash

4. Human remains

Lesson 9.2 The Mystery of how Rats reached New Zealand 2000 years ago?

In Skeletons in the Cupboard, it is claimed that two key pieces of evidence that Celtic people were the first to settle in New Zealand because some Maori have red or blonde hair, and when Maori first arrived the spoke of seeing a race of fair-skinned human-like people who were already here.

Write a summary of the evidence against the notion that these red or blonde-haired fairy people ever existed. (pp. 71-72).

Lesson 9.3: The Māori Privilege’ Debate and Catch-up. This is a short lesson so that after answering the two questions, anyone who may have gotten behind can catch up and get their books up to date.

1. What is ‘internalised racism’ and how can it negatively impact people?

2. The term ‘Māori Privilege’ could be viewed as negative, suggesting that they are undeserving of special benefits. Look up the meaning of the word ‘privilege’ and explain why it could be seen as negative. Can you come up with a more neutral term? How is your term an improvement?

Extension Exercise: (Optional):

Write a newspaper editorial making the case that Māori should be afforded special treatment to help overcome historical injustices. In paragraph #1 introduce the topic, explain why it is significant, and list the key points you are going to discuss. In paragraph #2 describe key injustices that Māori have faced and how it made it difficult for them to advance. In paragraph #3 provide examples of attempts to assist Māori. Paragraph #4 should contain a summary/conclusion and should include your personal opinion.

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.