Section outline

  • EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts have been contested and mean different things to different groups.
    • We are EXPLORING the values behind diverse perspectives within and between groups, and explain the implications of missing perspectives.

    I practice being aware of my body, mind, and feelings in the present moment and make decisions that are good for my own well-being and others:

    • Emerging:
      • I understand how decisions impact my physical well-being
      • I understand people have different emotional/spiritual/social/environmental needs
      • I understand my own emotional/spiritual/social/environmental needs
    • Growing:
      • I make decisions and take actions that have a positive impact on my physical well-being
      • I actively support the wellbeing of other people
      • I am emotionally self-regulated using a toolbox of strategies and skills


    Why a Treaty

    In this part of the unit, we will:

    • Identify the differences between Maori and European cultural beliefs before 1840.

    • Identify and describe the Declaration of Independence

    • Identify and describe three key reasons why a treaty was needed.


    Maori society pre-1840

    New Zealand in 1800 was a Maori world. Maori society was based on hapu and iwi and was organised and maintained by a number of core beliefs. These pre-determined how Maori would interact with Europeans and also determined Maori expectations from contact. Any talk of ‘New Zealander’ in the first half of the century was in reference to Maori only. The population in 1800 was estimated at anywhere between 100-120,000. The European population generally numbered in the hundreds.


    • Most of the land, although covered in bush, was abundant in essential food supplies - Maori hunted birds and wildlife and also gathered the staple vegetable aruhe (fern root). The forest also provided trees for waka, build whare, marae, etc. as well as for gathering plants for medicines.

    • Land was cleared for villages to build pa or kainga, plant crops like kumara and taro and build pits to preserve food over winter.

    • Land was owned communally by iwi (tribes): the cultural belief was that people belonged to the land - tangata whenua.

    • Rangatira (chiefs) held hereditary power, but retaining power was dependent upon mana (respect)

    • Turangawaewae - 'your standing place and connection to the land'; gives the sense of belonging and cultural identity - is an important concept to understand this Maori perspective.


    English society, 1800 - 1840


    • Farms were owned by gentry and worked by peasants There was little opportunity to own your own land if you were not born into the upper class.

    • Cities were often overcrowded, and many factories were like sweatshops.

    • Even if you became wealthy as a merchant trader it was still very difficult for you to own land or move up in society. This made migrating to the colonies (countries controlled by Britain) very attractive.

    • Owning land gave social status in English society- this concept was equally important in the growing colonies.

    Moving to the colonies with the opportunity to own your own land and escape the class system was very appealing.

    Maori cultural and religious beliefs

    The most valued resource to Maori is whenua (the land). The significance of whenua relates back to Papatuanuku who is the source of all creation - from whom human beings were created and nurtured and to whom human beings return. Tangata whenua believe that people belong to the land and should have the freedom to enjoy the fruits of the land and the abundance of the sea. Maori believed in multiple gods, similiar to the ancient Greeks and ancient Romans


    English cultural and religious beliefs

    Religion was organised and the official established church was the Protestant Church of England, although other religions was allowed. They believed in one God.


    Activity ONE: Maori cultural and Religious beliefs.

    Complete activity on GC.


    Maori responded to contact with Europe largely on their own terms. They were willing and able participants in the trade that quickly developed with the various sealers, whalers, traders and missionaries who arrived during the opening decades of the 19th century. Hapu and iwi often competed with each other in their access to trade items such as muskets and potatoes. Maori were also receptive to many of the new ideas that came with contact. Literacy introduced by the Christian missionaries became an increasingly important feature of Maori culture in the 1830s.


    Activity TWO: Why a treaty was needed

    Complete activity on GC.

    Muskets


    Whalers

    Missionaries