Year 9 - Lesson 6

Curriculum level:
4 - 5
Programme focus:
What the Treaty says.
Length of lesson:
45 – 90 minutes

Focus learning areas

  • The Articles of the Treaty.
  • Protest.

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:

  • Develop a mind map that displays what the class has learnt about the three Articles of the Treaty.
  • Act out a scenario where they will need to explore their feelings, and how they would react, in given situations.
  • Explore the notion of protest, and how we all display various forms of protest throughout our lives.

Suggested activities

Text mind map

  • In groups, assign students to one of the Articles of the Treaty.
  • In their group ask them to design a mind map detailing what their particular Article is about, and some of the differences between the Māori and English text.

Scenario activity

This activity requires the students to think about how they may deal with situations that parallel some scenarios some Māori have been through.

Allow plenty of time for group or class discussion on how students would feel, and what they may do, if faced with such a scenario.

Scenario 1:

The Ministry of Education has decided to make some changes with the secondary schools in your area. Within a year your school and a neighbouring school have been joined to create a new school. The Principal of the other school has been appointed the new Principal and your Principal has become the Deputy.

Very quickly you begin to realise that the new set-up and rules are distinctly in favour of the students from the other school. In fact, the new Principal tends to use jargon that you cannot even understand.

You are beginning to feel as though you, and your fellow former school members, are treated unfairly and you are not enjoying school.

How would you feel?

What would you do?

Scenario 2:

A small family of aliens have landed in your backyard. You and your family are very fascinated by them and kindly offer them accommodation in your house.

The relationship is positive, they are fascinated by you, and you are enjoying learning some of their language and having a play with all the great gadgets they have.

Shortly after their arrival, another family lands and they also ask to stay with you. Because it has been fine so far, you and your family agree. However, very rapidly more and more alien families arrive and they have even stopped asking your permission to stay!

Eventually you and your family have had to relocate to the basement, as the better parts of the house have been taken. Because there are more of them, they only speak their language, which you cannot fully understand. They only sleep briefly in the afternoon and are very noisy together at other times.

How would you feel?

What would you do?

Scenario 3:

You have just started a part-time job and have signed an employment contract.

Shortly after beginning, your boss asks you not to wear your necklace to work. This upsets you, as it has been handed down through the generations and reminds you of where your family comes from. However, you agree, to please your boss.

After some time, your boss comes to you again, with the request that you change your hairstyle to fit into a certain image. You are very hesitant but he threatens to fire you if you do not.

One day, your boss catches you wearing your necklace and as a punishment deducts your pay by almost half. Over a series of months he continues doing this for any small mistake you make.

How would you feel?

What would you do?

Protest

Many of the solutions that the students identify may fall under the definition of protest. Explain to the students that protest can come in many forms, such as slamming doors, debating with someone, or writing a letter. Protest does not have to be marching down the main street with signs, or land occupation.

Ask the students to take some time to think about how they protest in their own lives.

Supporting information

The text of the Treaty
http://www.treaty2u.govt.nz/the-treaty-up-close/

Harris, Aroha

Hīkoi: Forty Years of Māori Protest

Huia Publishers, Wellington, 2004