10C1 Global Studies
Weekly outline
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Opened: Friday, 29 March 2024, 12:00 AMDue: Monday, 8 April 2024, 5:00 PM
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Kia Ora students and welcome back to school. I trust everyone had a good vacation and are recharged to begin your new learning . The context for this term is called Aotearoa - Where we belong.
In Global Studies we will explore human rIghts issues from around the world and find ways to address these violations through social action. However, this week we will focus on understanding the Treaty of Waitangi( as a human rights document and the founding document of New Zealand.
Success Criteria: I can/have...
*Researched the cultural identity of Maori and British cultures from the past to the present
*creatively design a digital cartoon or storyboard that explores early settlers and the Treaty of Waitangi and shows my values that connect with the Treaty.
Activities:
This week is an important one for our country as we celebrate the Treaty of Waitangi on the 6th of February. Your task is to research a speech - 2021, 2022, 2023 or 2024, delivered by Prime Minster Jacinda Ardern, Chris Hipkins or Christopher Luxon and discuss the key messages she has delIvered on this monumental day. What are your views on our Prime Ministers speech.
Watch video on Early Maori cultures in NZ and answer the following questions; When did Maori people arrive in NZ and from which locations in the world.How did they arrive here. Describe the waka. Discuss the types of tribes found at that time and where did they settle. Discuss the foods Maori eat and how they collected as well as prepared traditional foods. Show the cultural dress/ music/ art and dance that is symbolic to them. What are the languages spoken.
Examine the conflict between British and Maori people.Also explain with images the meaning of the treaty of Waitaingi.
Do you think Maori cultures identity today is the same from few hundred years ago. Explain. Also show how the "west has influenced local Maori Identity.
How does this treaty have greater significance to our multi- cultural society today. Think of values and connect your reasons to this.This must be explored in good detail.
Indicate your information on a story board. See example in the classroom.
Can you express how Me in Team ties in with the Treaty of Waitangi.
Treaty of Waitangi: What was lost | Stuff.co.nz
https://www.stuff.co.nz/national/104100739/treaty-of-waitangi-what-was-lost▶
The Maori - New Zealand in History
history-nz.org/maori.html
Early settlement - The arrival of Maori - NewZealand.com
www.newzealand.com › Home › Facts about New Zealand › History
Treaty of Waitangi – Te Ara Encyclopedia of New Zealand
https://teara.govt.nz/en/treaty-of-waitangi/page-1
The Treaty of Waitangi | New Zealand Now
https://www.newzealandnow.govt.nz › Live in New Zealand › History & government
www.canva.com › create › storyboards
Free Online Storyboard Maker: Design a Custom Storyboard ... -
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 TreatyIn 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.
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 beliefsThe 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 beliefsReligion 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
WhalersMissionaries -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing ways the Crown asserted its power
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by discussing the impacts of colonial rule on Māori
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing action Māori have taken to affirm tino rangatiratanga
- We are FOCUSING Ngā Pakanga o Aotearoa | The New Zealand Wars by explaining Waitangi Tribunal processes and settlements
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by identifying opportunities for Māori and non-Māori to engage and reconcile
In this part of the unit, you will:
Identify and define what a treaty is
Identify and describe examples of different treaties in other countries
Identify who was at the signing of the treaty and describe the perspectives of people there
Identify and describe the treaty of Waitangi
Identify and describe the differences in the versions of the treaty.
Some definitions of a treaty follow:
United Nations: 'A treaty is an international agreement concluded between states in written form and governed by international law.'
Treaty Educators: ' A treaty is a legally binding international instrument agreed and signed by two or more sovereign nations. The Treaty of Waitangi is thus an agreement which forms a contract or covenant between the Crown and Maori hapu through their rangatira (chiefs)'.
United Kingdom flag
Scottish flag
English flag
Treaties between countries have been happening for thousands of years. The Treaty of Waitangi is 176 years old, but other treaties in the world that are over 300 years old are still in force today.
Following are accounts of countries and people still affected by treaties.
Scotland and England treaty
People living in Scotland are united with England forming the United Kingdom - this dates back to a treaty signed in 1707 and a subsequent Act of Union that enshirned it into law. Since then, Scottish independence was ceded to the English - but many Scots want to be free of the United Kingdom and be an independent country. The Scottish Nationalist Party believes that the union between England and Scotland is no longer needed and that the Scottish people should be able to make decisions based on what is important for Scotland and its people. Other believe the union between the two countries is important to keep them both finacial and economically strong. Scottish people were invited to vote in a referendum on independence from the United Kingdom on 18th September, 2014. The referendum question was: "Should Scotland be an independent country?" (The answer: 55% said "No", 45% said "Yes" - Scotland remains part of the United Kingdom.
Another way the Scots are trying to gain more independence is that some rural communities are getting financed by the Scottish Government to buy land back from absentee landlords (often English) and establish communal projects (such as organic farming, reviving salmon or trout rivers' native woodlands) that will make the rural communities profitable and sustainable.
Native American Indian tribes and the US Government treaties
There are many treaties signed between Native American Indian tribes and the US Government dating back to the 1800's. The treaties were designed to get tribes to agree to giving up huge areas of land for the while settlers - in return, they would be moved onto 'reserves', protected from attach and provided with health care and education. ON the 'reserves' they moved onto, they would be given the right to self-government and jurisdiction over their 'reserve' land. These promises were made in honour, and were, and still are, legally binding upon the US Government by the 6th Article of the US Constitution. Some treaty promises Native American Indian tribes claimed to have broken were taken to the Supreme Court, which ruled in their favour and compensation has had to be paid - for example the Cheyenne vs Oklahoma State. An issue has been that Indian reserves do not come under state law or local police control. Tribes possess all power of self-government, governing themselves through tribal laws, cultural traditions and religious customs through a council of chiefs.
Activity 1: Research Activity (Extension work)
Choose a Treaty to research from either:
Scotland and England - Treaty of Union 1707 between England and Scotland
One of the Treaties between the United States and Native American Indians
Research and find out more about one of the treaties. Use the document Research Planning page to help you.
The Treaty of Waitangi.
In the lead up to the signing of the treaty, it is important to understand WHO was present and WHY they were there. Not everyone wanted the treaty for the same reasons.
In this part of the unit, you will be watching the video re-enactments 'Waitangi - what really happened' from TVNZ and writing down information about key people who were at the signing and what their reasons were for being at Waitangi. Your teacher will share the powerpoint below. Make a copy and insert speech bubbles for each person on the powerpoint. For each person, write down their perspective on the Treaty of Waitangi.
Activity 2: The Treaty itselfDiscussion on the articlesOn the 6th February, 1840 the Treaty of Waitangi was signed by the British Crown and more than 500 Maori chiefs. It resulted in the declaration of British sovereignty over New Zealand by Lieutenant Governor William Hobson in May 1840. Most chiefs signed the Maori-language version of the treaty. The English and Maori versions held different meanings, and Maori and Europeans therefore had different expectations of the treaty's terms. Ever since, resolution of these differences has presented New Zealand with challenges.
Show the video from youtube which is a clever take on what happened. Share this document for students to reflect on the video's.
Activity 3: The Treaty itselfWho was at the signing of the TreatyActivity 4: Passport ActivityFor this lesson, students will look more closely at individuals who at the signing and what their perspectives were on the treaty.
Students click on this link and are given one person each to create a passport profile for. The profile is a on a google drawing that needs to be completed by reading the profile of the person given. Students can decorate it with relevant images.
Now that you have identified and discussed the main aspects of the treaty, it's time for a quick review. Open the document below and make a copy.For the next activity, you will need to research some important places in New Zealand at time (and after) of the signing of the treaty. Open the document below and make a copy.
Activity 4: Mapping skills
Discussion on the articlesOn the 6th February, 1840 the Treaty of Waitangi was signed by the British Crown and more than 500 Maori chiefs. It resulted in the declaration of British sovereignty over New Zealand by Lieutenant Governor William Hobson in May 1840. Most chiefs signed the Maori-language version of the treaty. The English and Maori versions held different meanings, and Maori and Europeans therefore had different expectations of the treaty's terms. Ever since, resolution of these differences has presented New Zealand with challenges.
If time, you can show the whole video from youtube 'What really happened at the Treaty' which is a clever take on what happened. Share this document for students to reflect on the video's.
Below is a summary of each of the three articles of the treaty (click here for the full version and ). Also check out this activity 'Looking closely at the treaty'.Article One
Māori: chiefs gave the queen ‘te Kawanatanga katoa’ – the governance or government over the land.
English: chiefs gave the queen ‘all the rights and powers of sovereignty’ over the land.
Article Two
Māori: confirmed and guaranteed the chiefs ‘te tino rangatiratanga’ – the exercise of chieftainship – over their lands, villages and ‘taonga katoa’ – all treasured things. Māori agreed to give the Crown a right to deal with them over land transactions.
English: confirmed and guaranteed to the chiefs ‘exclusive and undisturbed possession of their lands and estates, forests, fisheries, and other properties’. The Crown sought an exclusive right to deal with Māori over land transactions.
Article Three
Māori: The Crown gave an assurance that Māori would have the queen’s protection and all rights – ‘tikanga’ – accorded British subjects. This was close to an accurate translation of the English text.
Article the second
Her Majesty the Queen of England confirms and guarantees to the Chiefs and Tribes of New Zealand and to the respective families and individuals thereof the full exclusive and undisturbed possession of their Lands and Estates Forests Fisheries and other properties which they may collectively or individually possess so long as it is their wish and desire to retain the same in their possession; but the Chiefs of the United Tribes and the individual Chiefs, yield to Her Majesty the exclusive right of Preemption over such lands as the proprietors thereof may be disposed to alienate at such prices as may be agreed upon between the respective Proprietors and persons appointed by Her Majesty to treat with them in that behalf.
Article the third
In consideration thereof Her Majesty the Queen of England extends to the Natives of New Zealand Her royal protection and imparts to them all the Rights and Privileges of British Subjects.
[signed] W. Hobson Lieutenant Governor
The English version
This English text was signed at Waikato Heads in March or April 1840 and at Manukau Harbour on 26 April. A total of thirty-nine chiefs signed.
Article the first
The Chiefs of the Confederation of the United Tribes of New Zealand and the separate and independent Chiefs who have not become members of the Confederation cede to Her Majesty the Queen of England absolutely and without reservation all the rights and powers of Sovereignty which the said Confederation of Individual Chiefs respectively exercise or possess, or may be supposed to exercise or to possess over their respective Territories as the sole sovereigns thereof.
The Maori version
This translation of the Māori Treaty text, when compared with the English version, shows several crucial differences of meaning, especially in the first and second articles.
The First
The chiefs of the Confederation and all the chiefs who have not joined that Confederation give absolutely to the Queen of England for ever the complete government over their land.
The Second
The Queen of England agrees to protect the Chiefs, the subtribes and all the people of New Zealand in the unqualified exercise of their chieftainship over their lands, villages and all their treasures. But on the other hand the Chiefs of the Confederation and all the chiefs will sell land to the Queen at a price agreed to by the person owning it and by the person buying it (the latter being) appointed by the Queen as her purchase agent.
The Third
For this agreed arrangement therefore concerning the Government of the Queen, the queen of England will protect all the ordinary people of New Zealand and will give them the same rights and duties of citizenship as the people of England.
Activity 4: Problems with the Treaty.
Open the document below, make a copy and use the two Treaty versions above to help you identify the key differences between the English and Maori translations.
Here is a good video on the dramatisation of the signing
Activity 6: Quick review.
In the next section, you will be discussing the responses to the treaty and what happened after the signing!
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING past events, experiences and actions and the changing ways in which they have been interpreted over time.
- We are UNDERSTANDING how the Treaty of Waitangi is responded to differently by people in different times and places.
- We are UNDERSTANDING how the ideas and actions of people in the past have had a significant impact on people's lives.
Review of ‘Waitangi - What really happened’ Video.
You have watched a re-enactment of what really happened at Waitangi.
Answer the questions below.
1. Complete the P.M.I chart below. Think about a plus or positive thing you learnt from the video, a minus or negative thing you learnt and something interesting or you did not know before for each of the aspects below.
Aspects
Plus
Minus
Interesting
People
Events
Place and Environment
Extra of your choice…
2. Below each of the groups below, choose one or two people for each and describe why they are important or memorable to you, from the film. Write their names, a sentence to say why you choose them and maybe a quote or an action they did to make them important or memorable.
MISSIONARIES
BRITISH
MAORI
https://www.youtube.com/watch?v=RZR5cDIMs7Y&authuser=0
https://www.youtube.com/watch?v=Lk3eRpzuGIo&authuser=0
https://www.youtube.com/watch?v=nu4Q3JLqOWA&authuser=0
Drafting and Signing
Please and complete the questions below:
Who instructed Captain William Hobson to sail to New Zealand and obtain sovereignty of a part or all of the country?
What were the principles that all dealings with Maori were to be based on?
What were Maori not allowed to enter into?
Name the New Zealand Company ship full of settlers which was already on its way to New Zealand.
Where was Hobson instructed to gain land?
How much was the combined claims of the land agents?
When did Captain Hobson arrive in the Bay of islands?
What did the ‘Proclamation’ ban?
Who prepared the draft Treaty?
Which 2 people translated the Treaty into Maori?
Who was the first Maori chief to sign the Treaty?
By September 1840 how many chiefs had signed copies of the Treaty?
Why did many chiefs support the Treaty?
Was the Treaty prepared in a hurry? Give a reason for your answer.
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING past events, experiences and actions and the changing ways in which they have been interpreted over time.
- We are UNDERSTANDING how the Treaty of Waitangi is responded to differently by people in different times and places.
- We are UNDERSTANDING how the ideas and actions of people in the past have had a significant impact on people's lives.
The map is on Google Classroom, complete there.
1. Give three facts about where the treaty was signed. For example: Most signings took place on the coast
2. The treaty signing is an example of the ways in which past events influenced relationships between groups involved in those events.
Why is it called a ‘past event’?
Which two groups signed the treaty?
Which group was the indigenous or native group of NZ?
Which group was from another country?
Was the treaty a written or an oral (word of mouth) treaty?
Was the treaty written in English, or in Maori, or in both languages?
Did the treaty mean the same to both groups? Give a reason for your answer.
3. Look at the reasons chiefs signed the treaty. Include Nopera Pana-kareao. Choose a reason and prepare a short talk about why you, as a very important chief, signed.
Analysing the Treaty.
1. Define the key words underlined in the text below.
2. After reading the two versions of the Treaty, discuss the key differences in each article.
Official English text of the Treaty of Waitangi
The Maori version: Te Tiriti o Waitangi
First article: Maori to give up complete sovereignty to Britain.
Maori to give up governorship (kawanatanga)
Second article:
-Maori are guaranteed ‘lands, estates, forests, fisheries and other properties’.
- British have pre-emptive right to buy Maori land that is offered for sale.
-Maori have full chieftainship (rangatiratanga) of their lands, villages and possessions.
- If Maori wanted to sell their land they had to first offer it to the British at an agreed price. If British did not agree, land could then be sold to someone else.
Third article:
- Maori have the same rights as British subjects.
- The British will protect them. They have the same rights as British subjects.
Overall impression:
’It appears that Maori were left with the impression that there would be a sharing of power between Maori and European, an arrangement that would leave a substantial degree of authority in Maori hands’. -Historian, Dr Claudia Orange.
3. Look at the reasons chiefs signed the treaty. Include Nopera Pana-kareao. Choose a reason and prepare a short talk about why you, as a very important chief, signed.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing ways the Crown asserted its power
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by discussing the impacts of colonial rule on Māori
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing action Māori have taken to affirm tino rangatiratanga
- We are FOCUSING Ngā Pakanga o Aotearoa | The New Zealand Wars by explaining Waitangi Tribunal processes and settlements
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by identifying opportunities for Māori and non-Māori to engage and reconcile
Land Settlements
In this part of the unit, you will:
Identify and describe the Wairau Incident as a conflict resulting from the Treaty of Waitangi
The Wairau Incident of 1843
In 1843, the first major disagreement between Maori and Europeans over land (following the signing of the Treaty of Waitangi) took place at Tua Marina just north of present-day Blenheim in the South Island. The result was fighting and death.
On 17 June 1843, 22 Europeans and four Māori were killed when an armed party of New Zealand Company settlers clashed with Ngāti Toa over the purchase of land in the Wairau Valley. This affray at Tuamarina, 10 km north of today’s town of Blenheim, was the first significant armed conflict between Māori and British settlers after the signing of the Treaty of Waitangi.
Nine of the Europeans had been executed after surrendering, and outraged settlers demanded action against Ngāti Toa. They were disappointed when the new governor, Robert FitzRoy, judged that the Māori had been provoked by the Europeans. FitzRoy’s subsequent inaction was widely condemned by Pākehā, but the alternative – open warfare with Ngāti Toa – would have been disastrous for settlers struggling to establish themselves in a new land.
A newspaper article of the time shows how it was reported.
Understanding Differing Perspectives
There were many different perspectives of the incident.
In the activity in Google Classroom, you are to look at 2 different perspectives, and write a letter to the editor from each perspective.Build Up to the Northern Wars
Watch the 6-minute excerpt from the first episode of James Belich's award-winning history of Maori vs Pakeha armed conflict.
Click this link New Zealand onscreen.
Take good notes while watching.
Complete Activity 2 in Google Classroom
Battle at Kororāreka
At Kororāreka (Russell), fighting continued after Hone Heke had cut down the flag for a third time; a stock of ammunition exploded, setting fire to surrounding buildings. Townspeople evacuated to the Hazard.
Over $50,000 worth of property was lost. In Auckland, panic set in. Some settlers sold their land for whatever price they could obtain, and left the colony as quickly as possible.
Settlers and officials demanded an explanation as to how professional soldiers and sailors had allowed Kororareka to fall. This was the start of the Northern Wars.
Lieutenant Henry Colin Balneavis led the ill-fated assault on Ōhaeawai Pā (near Kaikohe in Northland) in 1845. Over 70 soldiers were killed or wounded in the five minutes before the retreat sounded. Balneavis also fought at Ruapekapeka (near Russell in the Bay of Islands). Balneavis was really impressed by the sophistication of the design of pa and made a model based on both the Ohaeawai and Ruapekapeka sites.
Kīngitanga - the Māori King Movement
The increasing numbers of European migrants needing land grew impatient - they considered officials such as Governor FitzRoy were 'soft on Māori' and did not protect settler interests. The New Zealand company, arguing that Māori land right contained in Article 2 of the Treaty of Waitangi should be restricted to 'a few patches of potato-ground, and rude dwelling places', dismissed the Treaty as 'a praiseworthy device for amousing and pacifying savages for the moments'. Some tribes, led by Waikato-Tainui, wanted a Maori King to hold their lands and people together.
Pōtatau Te Wherowhero in 1858 became the first Maori King. Te Wherowhero and his son and successor Tāwhiao made it clear they were not opposed to Pākehā settlement or to the Crown's sovereignty over Crown land. They wanted to administer the affairs of their own people under the protection of Queen Victoria, in much the same way Parliament administered the affairs of settlers. Governors Grey and Browne saw the King movement as treasonable, a land league that challenged the authority of the Crown and future British settlement.
(Answer the questions on your document Activity 2: Lead up to the war under "Kīngitanga Movement - Perspectives" ).
Ehara taku toa, he takitahi, he toa takitini.
My success should not be bestowed onto me alone, as it was not individual success but the success of a collective.
NZ Wars - Taranaki and Waikato
Taranaki
By the 1850's the European population in New Zealand exceeded the Maori population. As more settlers arrived there was increasing pressure on the New Zealand government to provide land, and much of it was still under Maori control. By 1860, nearly all of the South Island was in Pakeha ownership, but in the North Island Maori began to organise themselves so they could better stand together and resist pressures to sell their land.
Land disputes caused tension in New Plymouth. European settlers wanted Governor Gore Browne to open up access to Maori land. Maori generally resisted sales, but some hapu were bitterly divided on the issue - some wanting to sell, others wanting to resist any more land sales.Land Disputes
In 1859, Governor Brown visited New Plymouth and encouraged Maori to sell. A young Waitara chief, Te Teira, offered 600 acres (240 hectares) at the mouth of the Waitara River. TE Teira did not have the consent of a more senior chief, Wiremu Kingi, or of the majority of the iwi living on the land. Governor Browne accepted Te Teira's offer to sell the land and ignored protest from chief Kini and his supporters that the sale was not authorised. Conflict broke out on the disputed land and started the Taranaki Wars. War spread throughout Taranaki and to the Waikato.
Waikato
Some of the Māori King's supporters had participated in the Taranaki Wars and the government was keen to punish them and firmly establish sovereignty over Maori. On 9 July 1863, Governor Grey (who had replaced Governor Browne) issued a proclamation directing Waikato Māori living in the government-controlled area south of Auckland to swear allegiance to the Queen. Two days later, Grey issued a second proclamation, warning those 'in arms' that they forfeited their right to lands. On 12 July 1863, the British army, commanded by Lieutenant General Cameron, crossed the Mangatawhiri Stream (which marked the boundary of the Kīngitanga lands) - this was seen by Maori as an invasion, and this sparked the Waikato Wars.
The purpose of Cameron's march was to destroy villages and traditional pa in Taranaki to forestall possible future resistance.
Complete the 'Taranaki and Waikato Wars' worksheet In Google Classroom
Recent Claims
When Waikato-Tainui Raupatu Claims were settled the Minister in charge [of Treaty of Waitangi Negotiations] said to Parliament in 1995 -
‘The invasion of the Waikato was wrongful and totally unjustified. The confiscations were unjust and Waikato-Tainui - far from being in rebellion - were, in fact, defending hearth and home. The Waikato War and confiscations caused widespread devastation, the people were dispersed and there was widespread suffering, distress and deprivation … The land of their ancestors had been taken from them with the stroke of a pen.’
King Tāwhiao
The Māori King stressed Kīngitanga was not separatist and did not reject the Queen’s authority. It was rather an attempt to unify Māori so they might effectively claim the Queen’s protection - the Māori King and the British Queen could peacefully coexist, with God over both. Māori felt they had a special relationship with their Treaty Partner, Queen Victoria.
Changes in Māori land in tribal possession
1840-1975
Land ownership changed dramatically after the signing of the Treaty of Waitangi, moving from land possessed communally buy iwi to land being predominantly owned by individuals - most of whom were European.
Complete Activity 4: Resource Interpretation, maps in Google Classroom
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Enter text here...
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.
- We are EXPLORING...
Pono: Hauora
Awhinatanga: Culturally Connected
Enter text here...
Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing ways the Crown asserted its power
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by discussing the impacts of colonial rule on Māori
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing action Māori have taken to affirm tino rangatiratanga
- We are FOCUSING Ngā Pakanga o Aotearoa | The New Zealand Wars by explaining Waitangi Tribunal processes and settlements
- We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by identifying opportunities for Māori and non-Māori to engage and reconcile
Enter text here...
Kīngitanga - the Māori King Movement
The increasing numbers of European migrants needing land grew impatient - they considered officials such as Governor FitzRoy were 'soft on Māori' and did not protect settler interests. The New Zealand company, arguing that Māori land right contained in Article 2 of the Treaty of Waitangi should be restricted to 'a few patches of potato-ground, and rude dwelling places', dismissed the Treaty as 'a praiseworthy device for amousing and pacifying savages for the moments'. Some tribes, led by Waikato-Tainui, wanted a Maori King to hold their lands and people together.
Pōtatau Te Wherowhero in 1858 became the first Maori King. Te Wherowhero and his son and successor Tāwhiao made it clear they were not opposed to Pākehā settlement or to the Crown's sovereignty over Crown land. They wanted to administer the affairs of their own people under the protection of Queen Victoria, in much the same way Parliament administered the affairs of settlers. Governors Grey and Browne saw the King movement as treasonable, a land league that challenged the authority of the Crown and future British settlement.
(Answer the questions on your document Activity 2: Lead up to the war under "Kīngitanga Movement - Perspectives" ).NZ Wars - Taranaki and Waikato
Taranaki
By the 1850's the European population in New Zealand exceeded the Maori population. As more settlers arrived there was increasing pressure on the New Zealand government to provide land, and much of it was still under Maori control. By 1860, nearly all of the South Island was in Pakeha ownership, but in the North Island Maori began to organise themselves so they could better stand together and resist pressures to sell their land.
Land disputes caused tension in New Plymouth. European settlers wanted Governor Gore Browne to open up access to Maori land. Maori generally resisted sales, but some hapu were bitterly divided on the issue - some wanting to sell, others wanting to resist any more land sales.
Land Disputes
In 1859, Governor Brown visited New Plymouth and encouraged Maori to sell. A young Waitara chief, Te Teira, offered 600 acres (240 hectares) at the mouth of the Waitara River. TE Teira did not have the consent of a more senior chief, Wiremu Kingi, or of the majority of the iwi living on the land. Governor Browne accepted Te Teira's offer to sell the land and ignored protest from chief Kini and his supporters that the sale was not authorised. Conflict broke out on the disputed land and started the Taranaki Wars. War spread throughout Taranaki and to the Waikato.
Waikato
Some of the Māori King's supporters had participated in the Taranaki Wars and the government was keen to punish them and firmly establish sovereignty over Maori. On 9 July 1863, Governor Grey (who had replaced Governor Browne) issued a proclamation directing Waikato Māori living in the government-controlled area south of Auckland to swear allegiance to the Queen. Two days later, Grey issued a second proclamation, warning those 'in arms' that they forfeited their right to lands. On 12 July 1863, the British army, commanded by Lieutenant General Cameron, crossed the Mangatawhiri Stream (which marked the boundary of the Kīngitanga lands) - this was seen by Maori as an invasion, and this sparked the Waikato Wars.
The purpose of Cameron's march was to destroy villages and traditional pa in Taranaki to forestall possible future resistance.
Taranaki and Waikato Wars worksheet In Google Classroom.
Recent Claims
When Waikato-Tainui Raupatu Claims were settled the Minister in charge [of Treaty of Waitangi Negotiations] said to Parliament in 1995 -
‘The invasion of the Waikato was wrongful and totally unjustified. The confiscations were unjust and Waikato-Tainui - far from being in rebellion - were, in fact, defending hearth and home. The Waikato War and confiscations caused widespread devastation, the people were dispersed and there was widespread suffering, distress and deprivation … The land of their ancestors had been taken from them with the stroke of a pen.’
King Tāwhiao
The Māori King stressed Kīngitanga was not separatist and did not reject the Queen’s authority. It was rather an attempt to unify Māori so they might effectively claim the Queen’s protection - the Māori King and the British Queen could peacefully coexist, with God over both. Māori felt they had a special relationship with their Treaty Partner, Queen Victoria.Changes in Māori land in tribal possession
1840-1975
Land ownership changed dramatically after the signing of the Treaty of Waitangi, moving from land possessed communally buy iwi to land being predominantly owned by individuals - most of whom were European.
Complete Activity 4: Resource Interpretation, maps in Google Classroom.
Complete EP Tasks in Google Classroom.
Nau piri mai!
Welcome to this lesson on the Short Term Impact of Te Tiriti o Waitangi.
In this akoranga / lesson we will be learning about:
- what happened after the signing of Te Tiriti o Waitangi in Aotearoa up to 1900.
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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.
- We are EXPLORING...
Pono: Hauora
Awhinatanga: Culturally Connected
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1. Complete any unfinished work from the Land Settlements Powerpoint and section of worksheets
2. Complete worksheet attached on Maori and European Colonialism
3. Complete allocated EP tasks on the Land Wars.Revision for assessment beginning Wednesday
The Māori, New Zealand, and European Colonialism
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Learning Stations
STATION 1
Māori Settlement of New Zealand and the Pacific. Geoff Chambers 2008.
Background Information: The history of the Māori began with the arrival of Polynesian settlers in New Zealand, in a series of ocean migrations in canoes starting from the late 13th or early 14th centuries. Over several centuries of isolation, the Polynesian settlers formed a distinct culture that became known as the Māori.
What is being depicted above? How can you be sure?
According to this image where did the Māori People originate from?
How did the Māori travel from island to island?
Hypothesize on some of the push pull factors that motivated them to settle in the Pacific.
STATION 2
The first European Impression of Māori, at Murderers' Bay in Abel Tasman's travel journal (1642)
Background Information: The first Europeans known to reach New Zealand were the crew of Dutch explorer Abel Tasman who arrived in his ships Heemskerck and Zeehaen. Tasman anchored at the northern end of the South Island in Golden Bay (he named it Murderers' Bay) in December 1642 and sailed northward to Tonga following an attack by local Māori.
Who are the individuals in the image above?
What do the individuals all have in common?
According to this image were there more Māori or Dutch individuals in this first encounter? How might this have influenced the encounter?
STATION 3
New Zealand Land Company Instructions to Colonel Wakefield, May 1839.
Background Information: The Company provided Wakefield with a lengthy list of instructions to be carried out on his arrival. He was told to seek land for settlements where there were safe harbors that would foster export trade, rivers allowing passage to fertile inland property, and waterfalls that could power industry.
"You will readily explain that after English emigration and settlement a tenth of the land will be far more valuable than the whole was before ... the intention of the Company is not to make reserves for the Native owners in large blocks, as has been the common practice as to Indian reserves in North America, whereby settlement is impeded, and the savages are encouraged to continue savage, living apart from the civilized community ... instead of a barren possession with which they have parted, they will have a property in land intermixed with the property of civilized and industrious settlers and made really valuable by that circumstance."
What was the goal/purpose of the New Zealand Land Company?
Elaborate on why “English emigration and settlement” would make the land more valuable than before.
According to this text would the Māori still be in possession of their land?
Why do the British send instructions against creating Indian reserves? What was their reasoning?
STATION 4
Treaty of Waitangi. February 6, 1840
Background Information: The treaty was written at a time when the New Zealand Company, acting on behalf of large numbers of settlers and would-be settlers, were establishing a colony in New Zealand, and when some Māori leaders had petitioned the British for protection against French incursions.
Article the first:
The Chiefs of the Confederation of the United Tribes of New Zealand and the separate and independent Chiefs who have not become members of the Confederation cede to Her Majesty the Queen of England … of Sovereignty which the said Confederation or Individual Chiefs respectively exercise or possess.
Article the second:
Her Majesty the Queen of England [sic] confirms and guarantees to the Chiefs and Tribes of New ….full exclusive and undisturbed possession of their Lands and Estates Forests Fisheries and other properties which they may collectively or individually possess so long as it is their wish and desire to retain the same in their possession; but the Chiefs of the United Tribes and the individual Chiefs yield to Her Majesty the exclusive right of Preemption over such lands as the proprietors thereof may be disposed to alienate at such prices as may be agreed upon between the respective Proprietors and persons appointed by Her Majesty to treat with them in that behalf.
Article the third:
In consideration thereof Her Majesty the Queen of England [sic] extends to the Natives of New Zealand Her royal protection and imparts to them all the Rights and Privileges of British Subjects.
How does the Treaty of Waitangi effect land ownership in New Zealand?
What happens to the land of the “Chiefs of the United Tribes and individual Chiefs?”
Are any of these articles favorable to the Māori? If so which one and why?
Elaborate on the overall treaty, who did it benefit the most and why?
STATION 5
The Death of Von Tempsky at Te Ngutu o Te Manu. William Potts 1893.
Background Information: The New Zealand Wars were a series of armed conflicts that took place in New Zealand from 1845 to 1872 between the Colonial government and allied Māori on one side and Māori and Māori-allied settlers on the other. Though the wars were initially localized conflicts triggered by tensions over disputed land purchases, they escalated dramatically from 1860 as the government became convinced it was facing united Māori resistance to further land sales and a refusal to acknowledge Crown sovereignty.
According to the background information what issues were at the heart of the conflict known as the New Zealand Wars?
Who do the individuals in the image above represent?
Hypothesise on why the Māori would benefit from knowledge of the land.
What circumstances led to the New Zealand Wars?
STATION 6
New Zealand Settlements Act 1863.
Background Information: This law, passed in December 1863, allowed for the confiscation of land – without compensation – from any North Island tribe said to be ‘in rebellion against Her Majesty’s authority’.
What is being said in the document above?
What events led to the New Zealand Settlements Act of 1863?
Who does the New Zealand Settlements Act benefit? Elaborate.
Hypothesize on if passing this Act would decrease/increase hostilities with the Māori? Explain your response.
STATION 7
Treaty of Waitangi Act 1975
Background Information: The Treaty of Waitangi Act 1975 established the Waitangi Tribunal. The Tribunal was empowered to investigate possible breaches of the Treaty of Waitangi 1840 by the New Zealand government or any state-controlled body, occurring after 1975. Most of the significant breaches of the Treaty, such as land confiscation in the New Zealand Wars, had occurred in the nineteenth century, and the Tribunal was powerless to investigate these
Section 6: Jurisdiction of Tribunal to consider claims
(1) Where any Maori claims that he or she, or any group of Maoris of which he or she is a member, is or is likely to be prejudicially affected—
(a) by any ordinance of the General Legislative Council of New Zealand, or any ordinance of the Provincial Legislative Council of New Munster, or any provincial ordinance, or any Act (whether or not still in force), passed at any time on or after 6 February 1840; or
(b) by any regulations, order, proclamation, notice, or other statutory instrument made, issued, or given at any time on or after 6 February 1840 under any ordinance or Act referred to in paragraph (a); or
(c) by any policy or practice (whether or not still in force) adopted by or on behalf of the Crown, or by any policy or practice proposed to be adopted by or on behalf of the Crown; or
(d) by any act done or omitted at any time on or after 6 February 1840, or proposed to be done or omitted, by or on behalf of the Crown, — and that the ordinance or Act, or the regulations, order, proclamation, notice, or other statutory instrument, or the policy or practice, or the act or omission, was or is inconsistent with the principles of the Treaty, he or she may submit that claim to the Tribunal under this section.
What is the main purpose of the Treaty of Waitangi Act 1975?
Does this Act address the complicated, and often hostile, land acquisition that has occurred in New Zealand?
What is a limitation of this Act?
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our understanding of the Treaty of Waitangi
- We are REFLECTING on our understanding of the key events and causes of the New Zealand Wars.
- We are REFLECTING on the impact of the New Zealand Wars on Māori and Pākehā in Aotearoa.
- We are REFLECTING and critically considering the ongoing legacy of the New Zealand Wars in shaping Aotearoa today.
We are working on our Assessment in Google Classroom.
Please add all research to Google Classroom and confirm submission on MHOL.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our understanding of the Treaty of Waitangi
- We are REFLECTING on our understanding of the key events and causes of the New Zealand Wars.
- We are REFLECTING on the impact of the New Zealand Wars on Māori and Pākehā in Aotearoa.
- We are REFLECTING and critically considering the ongoing legacy of the New Zealand Wars in shaping Aotearoa today.
We are working on our Assessment in Google Classroom.
Please add all research to Google Classroom and confirm submission on MHOL.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING changing views on conflict by defining Aotearoa’s national identity and identifying how it has changed over time
- We are FOCUSING changing views on conflict by discussing New Zealand’s involvement in WWI & WWII with a focus on Women in War
- We are FOCUSING changing views on conflict by comparing Aotearoa’s women's involvement in international conflicts over time and how they are commemorated and celebrated
The Treaty of Versailles
LO: To create our own peace treaty and compare it with the real one
STARTER:
Using the picture:
Finish off the sentence starter using the key words
(It does matter if you are wrong)
Contract – 1919 – peace – Germany – France – Britain – America
The Treaty of Versailles was…
Following WW1
How do you think the following countries felt?
1. Britain (David Lloyd George)
2. France (George Clemenceau)
3. USA (Woodrow Wilson)
4. GermanyAims of the Treaty of Versailles
GARGLEGuilt - find some one to blame
Armed forces to be dealt with in Germany
Reparations - who has to pay
German territories - what to do
LEague of Nations to be formedCREATE YOUR OWN TREATY:
On each desk there is an unfinished copy of the Treaty of Versailles
There are also four cards with the 4 countries and what they want
You must try to come to a conclusion about how you will deal with the problems facing the Allies after WW1
You should not move to the next clause until ALL the countries agree and sign
- Germany had to accept guilt for the war
- Germany were allowed no air force, a tiny army and no submarines. No German soldiers were allowed near France
- Germany had to pay 6,600 million pounds in reparation repayments
- Germany had to hand over ALL colonies to Britain and France
- Germany was NOT ALLOWED to join the League of Nations and the USA refused to join
- Germany had no choice but to accept these conditions as if they refused they would have to continue with a war
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FOCUS / ARONGA learning intentions:
- We are FOCUSING changing views on conflict by defining Aotearoa’s national identity and identifying how it has changed over time
- We are FOCUSING changing views on conflict by discussing New Zealand’s involvement in WWI & WWII with a focus on Women in War
- We are FOCUSING changing views on conflict by comparing Aotearoa’s women's involvement in international conflicts over time and how they are commemorated and celebrated
Enter text here...
Last year, we delved into World War One and Animals in WW1.
This year, we are moving onto World War Two. Our focus will be on Empowerment of Women during the war and we will beginning this next term.
For now, we will be reviewing what we already know about World War One and consolidating our knowledge here.Learning Objective: What was the attraction of Hitler and the Nazi Party?
To explore why different groups of people were attracted to Hitler and the Nazi Party.
Success Criteria:
• To examine four different reasons explaining Hitler’s popularity.
• To explain how these reasons linked together to allow Hitler to become a leading politician in 1930s Germany.
• To evaluate a variety of sources to come to a sustained and reasoned conclusion why Hitler became so popular by 1933.
Starter
What was Germany like in 1919?
Pupils should read the key information about Germany post-First World War and to communicate their knowledge through symbols and drawing.
Main Activities
Who was Hitler in 1919?
Read through key information as a class and then note down at least six key facts that describe Hitler’s position in 1919.
Work in pairs or small groups to correctly identify which of the words in the table would be useful to label Hitler in 1919.
Possible questioning/task: Ask pupils to note down two descriptors that surprised them and two that didn’t.
Class discussion: If you knew nothing about Hitler’s rise to power in the 1930s, how likely would you say it was that this unknown and angry man, a previous artist, would become the leader of Germany in 1933?
Discuss the term ‘evil’ and whether or not Hitler could be labeled as evil in 1919, or, in fact, later on.
How popular was Hitler in 1923?
Read through the key information on the Munich Putsch and explain why the Putsch failed. How popular was Hitler in 1919?
Explain why the Putsch failed in 1923 – opportunity for peer assessment and class discussion.
How popular was Hitler in 1933?
Work with the differentiated resource Why was Hitler so popular?
Look for times and reasons for differing popularity of the Nazi Party and then plotting these on a living graph.
Who liked Hitler?
In groups or pairs, examine why different sections of Germany were attracted to Hitler. Class discussion: What common themes are coming out as reasons for Nazi support?
Why were people attracted to Hitler? Using the resource Why were people attracted to Hitler?, pupils should choose three of the people in the photograph and
imagine what reasons they might have for supporting Hitler based upon what they have learned from the lesson. Pupils should
pick three people within the photograph and draw a line from them to the three speech bubbles and explain their reasons for
supporting Hitler.
This could also serve as a starter/revision task for a following lesson.
Plenary
Why was Hitler so popular?
Think/Pair/Share: As a class/pairs to aid differentiation, pupils explain and link different reasons for the rise in Nazi popularity for 2/3 mins.
Work through the documents in an order of choice and make notes in your book for future reference. -
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