Year 10 - Lesson 4

Curriculum level:
Programme focus:
Case studies.
Length of lesson:
45 – 90 minutes

Focus learning areas

  • Article three of the Treaty.
  • Summary of the Treaty text.

Achievement objectives

Students will gain knowledge, skills, and experience to:

  • Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
  • Understand that events have causes and effects.
  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
  • Understand how the Treaty of Waitangi is responded to differently by people in different times and different places.

Learning outcomes

This programme will provide students with opportunities to:

  • Discover the definitions of words that may be new to them.
  • Summarise the three Articles of the Treaty.
  • Focus on their feelings when faced with certain situations.

Suggested activities

Article three

  • Looking at the English text of Article three, ask the students to highlight two words beginning with p (protection and privileges).


  • Discuss why the protection of the Queen of England would have been important to Māori. This discussion should bring back points from why a treaty was needed, such as: protection from the attentions of other countries and from the lawless behaviour of Europeans that was beginning to emerge.
  • The protection from tribal violence was also very important.


  • Ask the students if they feel it was important to include that Māori would receive the same ‘Rights and Privileges of British Subjects. Ensure that the students justify their answers.

Promises kept / promises broken?

  • Ask the students if they think this Article has always been honoured?
  • Ask them to consider the examples they studied in Lesson 4, where breaches in the Treaty have occurred, and decide whether Article three has also been breached in those particular examples.

CD Rom / Website

  • A summary Article three can be viewed in the ‘Treaty texts’ section.

Review Article two

Ask the students to recall some of the treasures/taonga that they listed in Lesson 3.

  • How do we protect our treasures?
  • How would you feel if one of your treasures was stolen or vandalised by someone?
  • How would you feel if a parent, teacher or school principal confiscated your treasure, without a good reason, and would not listen to your pleas to have it returned?
  • Has this type of situation happened to you before?

These questions require the students to focus on their feelings, and to consider how they might react if put in this sort of situation.

Ask the students if they think there have been instances in New Zealand history when Māori have felt this way. This is setting the scene for the discussions about protest, claims, and the Waitangi Tribunal in future lessons.

Supporting information

The text of the Treaty

King, Michael

The Penguin History of New Zealand

Penguin Books Ltd, Auckland, 2003

Orange, Claudia

An Illustrated History of The Treaty of Waitangi, Revised edition

Bridget Williams Books, Wellington, 2004