Aotearoa New Zealand's Histories in the New Zealand Curriculum - NZ Curriculum Online
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Aotearoa New Zealand’s Histories
in the New Zealand Curriculum
Me tiro whakamuri, kia anga whakamua.
If we want to shape Aotearoa New Zealand’s future,
start with our past.
DRAFT FOR CONSULTATION
January 2021
Copyright © Crown 2021 | ISBN (online): 978-1-77663-943-4Why is learning about Aotearoa New Zealand’s
DRAFT FOR CONSULTATION
histories too important to leave to chance?
Me tiro whakamuri, kia anga Through the social sciences, students explore “how societies work and how they themselves Understand
can participate and take action as critical, informed, and responsible citizens” (The New The big ideas of Aotearoa New Zealand’s
whakamua. Zealand Curriculum, page 17). Aotearoa New Zealand’s histories curriculum content supports
histories
this focus on critical citizenship – understanding the past to make sense of the present and
If we want to shape Aotearoa to inform future decisions and actions. It focuses on stories of interactions across time that Know Learning that cannot
National, rohe, and local contexts be left to chance
New Zealand’s future, connect us to one another and to place.
start with our past. There are three elements to the histories curriculum content: UNDERSTAND, KNOW, and DO.
Do
Teachers design learning experiences that weave these elements together so that student Thinking critically about the past and
interpreting stories about it
learning is deep and meaningful.
Understand Know Do
Three big ideas Three national contexts Three inquiry practices
Māori history is the foundational and continuous history Whakapapa me te whanaungatanga Identifying and using sequence
of Aotearoa New Zealand
This context focuses on how the past shapes who we are The construction of narratives about the past is based on the
Māori have been settling, storying, shaping, and have been today – our familial links and bonds, our networks and ability to sequence events and changes, to identify relationships
shaped by these lands and waters for centuries. Māori history connections, our sense of obligation, and the stories woven between them, and to make connections with the present.
forms a continuous thread, directly linking the contemporary into our collective and diverse identities. Depending on the frame of reference used in sequencing, the
world to the past. It is characterised by diverse experiences for same story will be told in different ways.
Tūrangawaewae me te kaitiakitanga
individuals, hapū, and iwi within underlying and enduring cultural
Identifying and critiquing sources and perspectives
similarities. This context focuses on the relationships of individuals, groups,
and communities with the land, water, and resources, and on Drawing on a broad base of historical sources, in varied
Colonisation and its consequences have been central to our
the history of contests over their control, use, and protection. forms, provides a fuller and layered understanding of the
history for the past 200 years and continue to influence all
past. This includes paying deliberate attention to mātauranga
aspects of New Zealand society Tino rangatiratanga me te kāwanatanga
Māori sources and approaches. Considering authorship and
Colonisation began as part of a worldwide imperial project. This context focuses on the history of contests over authority identifying missing voices – and where they might be found –
In Aotearoa New Zealand, it sought to assimilate Māori through and control, at the heart of which are the authorities guaranteed are ways of critiquing sources.
dislocation from their lands and replacement of their institutions, by Te Tiriti o Waitangi and The Treaty of Waitangi. It also
Interpreting past decisions and actions
economy, and tikanga with European equivalents. It is a complex, considers the history of the relationships between the state and
contested process, experienced and negotiated differently in the people who lived here and in the Pacific. Interpretations of people’s past decisions and actions need
different parts of Aotearoa New Zealand over time. In its varying to take account of the attitudes and values of the time and
forms, colonisation – including privileges deriving from it and people’s predicaments and points of view. By acknowledging
the enduring assertions of tino rangatiratanga and mana Māori – Rohe and local contexts the benefits of hindsight and reflecting on our own values,
continues to evolve. we can make ethical judgements concerning right and wrong.
The course of Aotearoa New Zealand’s history has been • Rohe contexts as defined by iwi and hapū and guided by the
shaped by the exercise and effects of power question What stories do local iwi and hapū tell about their
history in this rohe?
Individuals, groups, and organisations have exerted and
contested power in ways that have improved the lives of people • Historical contexts relevant to local communities and guided
and communities, and in ways that have led to damage, injustice, by the question What stories are told about the people,
and conflict. Ideologies and beliefs, from within and beyond events, and changes that have been important in this area?
Aotearoa New Zealand, underpin expressions of power and • Contexts chosen by students when inquiring into the history
resistance and insisting on rights and identity. of the rohe and local area
Page 2Understand: Three big ideas
The three big ideas for Aotearoa New Zealand’s histories don’t change across year levels. Rather, students
DRAFT FOR CONSULTATION
gradually deepen their understanding of the ideas as their knowledge of national, rohe, and local contexts
grows and as they develop their use of inquiry practices to think critically about the past. Teachers support
this growth and development in their design of rich opportunities for learning.
Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10
Through building knowledge Through building knowledge Through building knowledge about Through building knowledge about
about contexts and drawing on about contexts and drawing on contexts and drawing on inquiry contexts and drawing on inquiry
inquiry practices, I am beginning to inquiry practices, I have a deeper practices, I have a broader and deeper practices, I have a broad and deep
understand that: understanding that: understanding that: understanding that:
Key • Māori history is the foundational and continuous history of Aotearoa New Zealand
understandings
Māori have been settling, storying, shaping, and have been shaped by these lands and waters for centuries. Māori history forms a continuous thread, directly linking
the contemporary world to the past. It is characterised by diverse experiences for individuals, hapū, and iwi within underlying and enduring cultural similarities.
• Colonisation and its consequences have been central to our history for the past 200 years and continue to influence all aspects of New Zealand society
Colonisation began as part of a worldwide imperial project. In Aotearoa New Zealand, it sought to assimilate Māori through dislocation from their lands and
replacement of their institutions, economy, and tikanga with European equivalents. It is a complex, contested process, experienced and negotiated differently in
different parts of Aotearoa New Zealand over time. In its varying forms, colonisation – including privileges deriving from it and the enduring assertions of tino
rangatiratanga and mana Māori – continues to evolve.
• The course of Aotearoa New Zealand’s history has been shaped by the exercise and effects of power
Individuals, groups, and organisations have exerted and contested power in ways that have improved the lives of people and communities, and in ways that have led
to damage, injustice, and conflict. Ideologies and beliefs, from within and beyond Aotearoa New Zealand, underpin expressions of power and resistance and insisting
on rights and identity.
Page 3Know: Whakapapa me te whanaungatanga
This context focuses on how the past shapes who we are today – our familial links and bonds, our
DRAFT FOR CONSULTATION
networks and connections, our sense of obligation, and the stories woven into our collective and
diverse identities.
Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10
Migration and mobility Migration and mobility Migration and mobility Migration and mobility
Key
Māori voyaged across the Pacific Polynesian peoples arriving in Mid twentieth-century Māori migration Aotearoa New Zealand has a history of selective and discriminatory
knowledge
and became tangata whenua: the Aotearoa New Zealand had already to New Zealand cities and overseas practices to control migration, with little negotiation with Māori as tangata
indigenous people of this place. Māori explored vast areas of the Pacific occurred at an unprecedented pace and whenua. Nineteenth-century immigration schemes were designed to create
navigation to Aotearoa New Zealand Ocean, creating island settlements scale, stimulating new approaches to a British colony and consequently shifted the balance of power from Māori
was deliberate and skilful. from Hawaii in the North to Easter being Māori while retaining connections to settlers. Immigration policy has been used to exclude some peoples and
Island in the East to Aotearoa New to iwi values and practices. to restrict conditions for entry and citizenship.
Migrant connections with the Pacific
Zealand in the South.
have been important and continue to Identity Identity
be so. The stories of iwi and migrants from
Different stereotypes of a ‘New Contested ideas about identity have come from youth challenging social
different periods in our history convey
Zealand’ identity have been norms, and from social actions addressing injustices and societal divisions
their reasons for and experiences
purposefully constructed at different over values.
of migration. Sometimes these
times to define who is included and
experiences were negative because Māori have communicated their distinctiveness through cultural practices
who is excluded.
of the way migrants were treated. that have sometimes been appropriated and used inappropriately.
International conflicts
International conflicts
New Zealanders have participated
Our attitudes towards and reasons for participation in international wars,
in and responded to international
and the impact they have had on our society, have changed over time.
conflicts in a range of ways. When
The ways that we have commemorated these conflicts have reflected these
and where we participated reflected
changing perspectives.
dominant views about our identity.
Knowledge in relation to stories iwi and hapū tell about their history in the rohe, to stories told about the people, events,
and changes that have been important in the local area, and to student-led inquiries into the history of the rohe and local area.
Migration and mobility Migration and mobility Migration and mobility Migration and mobility
Examples of
What do we know about the origins of How and why did the ancestors of What do hapū and iwi say about How have government and public attitudes to migration and to particular
questions to
Māori and their voyaging to Aotearoa Māori navigate to Aotearoa New hekenga (their migration) within and migrant communities changed over time? How have Māori as Treaty
guide inquiry
New Zealand? Who were the great Zealand? from Aotearoa New Zealand, and the partners been involved in decisions about migration policy? How have
navigators? reasons for it? What has this meant for migrants understood and enacted their relationship with tangata whenua?
What are the origin and settlement
retaining identity as Māori?
What other voyaging stories are stories of particular groups who have Identity
there about coming to Aotearoa New moved to Aotearoa New Zealand? Identity How have social movements and social actions built or expressed contested
Zealand? Why were some treated differently
How and why have stereotypes of views of identity?
from others?
New Zealand identity changed over
How have elements of Māori culture been incorporated into Aotearoa New
time? Who have these stereotypes
Zealand? To what extent have Māori had control over their cultural identity
included and excluded?
and the use of their culture?
International conflicts
International conflicts
How and why did people and groups
How and why has Aotearoa New Zealand’s participation in and response to
contribute to or oppose international
international conflicts changed over time? What was the overall social and
conflicts? How did participation and
economic impact of different wars on Aotearoa New Zealand? What do we
non- participation reflect dominant
choose to remember and forget about our role in international wars?
views about identity?
Page 4Know: Tūrangawaewae me te kaitiakitanga
This context focuses on the relationships of individuals, groups, and communities with the land,
DRAFT FOR CONSULTATION
water, and resources, and on the history of contests over their control, use, and protection.
Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10
Land, water, and resources Land, water, and resources Land, water, and resources Land, water, and resources
Key
knowledge Naming places was key to establishing Over the course of time, people have Aotearoa New Zealand was claimed There have been contested views about developing Aotearoa New
mana and tūrangawaewae. The names changed and been changed by the and named. Te taiao was cared for Zealand and its economic resources. This is especially evidenced by our
of marae, hapū, iwi, and geological environment. These changes were and transformed by Māori and by environmental history.
features relate to experiences and governed by different values and subsequent settlers.
Mana motuhake
whakapapa. Many of the names cultures that sometimes coincided and
Mana motuhake New Zealand’s settler government and the Crown were determined
of geographical features, towns, sometimes clashed.
buildings, streets, and places tell a Mana was central to all political and to undermine mana Māori, especially by acquiring Māori territories.
There were complicated relationships
story. Sometimes there is more than economic relationships in traditional The New Zealand Wars and the legislation that followed demonstrated
between iwi and early newcomers as
one story. Māori society and has continued their willingness to do this by any means.
those newcomers sought resources.
to shape internal and external
Newcomers came for different
interactions.
reasons and had different experiences.
Knowledge in relation to stories iwi and hapū tell about their history in the rohe, to stories told about the people, events,
and changes that have been important in the local area, and to student-led inquiries into the history of the rohe and local area.
Land, water, and resources Land, water, and resources Land, water, and resources Land, water, and resources
Examples of
How did Māori name marae, hapū, iwi, What adaptations did early Māori How do the concepts of In what ways did iwi adapt their economic activities to capitalise on
questions to
guide inquiry and features of the landscape? make to enable them to survive and whakapapa, manaakitanga, mauri, opportunities presented by Pākehā and the international economy?
thrive in a new environment? How and kaitiakitanga express Māori How did Pākehā react to this success?
How and why have some place names
did these differ across Aotearoa custodianship of the environment?
in Aotearoa New Zealand changed? How did technological advancements and support from the state bolster
New Zealand? How did Māori use of whenua, moana,
the Pākehā economy in the late nineteenth century? What were the
and other taonga tuku iho change
What different peoples came to consequences for the Māori economy?
over time?
Aotearoa New Zealand, and what
What efforts have been made over time to conserve the land and its
were their experiences in adapting to How were the landscape, flora,
beauty? How has the state responded to campaigns and claims in relation
a new environment? and fauna transformed by Māori
to environmental degradation caused by economic activity (e.g., the Save
from the time of their arrival? How
What was the engagement like Manapouri campaign, Waitangi Tribunal claims)?
was the landscape transformed by
between iwi and early newcomers,
European settlers? How did this Mana motuhake
including those seeking resources?
reflect what they were familiar with What were the causes of the Taranaki and Waikato wars? Where were
from their homelands? What were the they fought? Who was involved? How did they lead to iwi and hapū being
unintended consequences? alienated from their land? How was this alienation accelerated through law
Mana motuhake after the wars?
How was the importance of mana What were the different responses of iwi and Pākehā to the wars and their
expressed in relationships between consequences? How have the attacks on Rangiaowhia and Orākau been
iwi, and between iwi and missionaries? remembered? How did large-scale Crown purchases and accompanying
How was mana expressed in the unkept promises lead to deprivation for South Island iwi and hapū?
responses of Moriori to challenges
from other iwi and Pākehā? How is it
evident in more recent Māori protest
movements?
Page 5Know: Tino rangatiratanga me te kāwanatanga
This context focuses on the history of contests over authority and control, at the heart of which are
DRAFT FOR CONSULTATION
the authorities guaranteed by Te Tiriti o Waitangi and The Treaty of Waitangi. It also considers the
history of the relationships between the state and the people who lived here and in the Pacific.
Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10
Te Tiriti o Waitangi Te Tiriti o Waitangi Te Tiriti o Waitangi Te Tiriti o Waitangi
Key
Te Tiriti o Waitangi and The There was much debate among Many factors led to the development of the two major agreements between In 1840, the Treaty promised to protect tribal rangatiratanga. By 1900, it had
knowledge Treaty of Waitangi were first Māori chiefs over signing Te Tiriti iwi and the British government – He Whakaputanga o te Rangatiratanga o Nu become the means of regaining what it had promised – rangatiratanga, mana
signed on 6 February 1840 at o Waitangi. Tireni | The Declaration of Independence and Te Tiriti o Waitangi I The Treaty motuhake, self-determination. It also underpinned iwi attempts to remedy
Waitangi. Today we remember of Waitangi. They came about because each party could see benefits, although injustice by working inside, alongside, and outside the Crown system.
There are two versions of the
this through Waitangi Day. the nature of these benefits differed.
treaty – Te Tiriti o Waitangi and The Waitangi Tribunal investigation process and subsequent settlements by
A wide range of people – Māori
the Treaty of Waitangi. Some key It is clear that Māori did not cede their mana to the Crown, and that they signed the Crown have led to economic, political, social, and cultural growth for iwi.
and Pākehā, men, women, and
words and phrases are different in the belief that it would give them power to govern in partnership with the The settlements have also provided an opportunity for reconciliation.
children – were present.
between the two versions. Governor.
The state and the people
While the versions were taken The Kīngitanga was a significant example of pan-tribalism in response to the
to other parts of Aotearoa New challenges of increasing immigration and constitutional change. When people and groups have campaigned on or asserted their human rights,
Zealand, not all Māori signed. it has forced the state to act. This has been evident in the actions of workers’
Almost all who did signed the The state and the people groups and organisations of women and of wāhine Māori. It has also been
Māori version and were given evident in law reform in relation to gender identity.
In the past, the government has selectively excluded and supported people
assurances that it guaranteed through processes associated with voting rights and welfare provision. New
The state and the Pacific
their chiefly authority. Zealand political parties have had different views at different times about the
role of the state in regulating people’s lives. Aotearoa New Zealand has acted in the Pacific in line with its own political,
strategic, economic, and social interests. But its actions have also been an
The state and the Pacific expression of whanaungatanga.
Realm of New Zealand relationships have changed over time, for diverse
reasons and with different outcomes for different countries. Pacific states
have secured different levels of independence, which impact on their rights
to New Zealand citizenship, participation in international organisations, and
agreements with other countries.
Knowledge in relation to stories iwi and hapū tell about their history in the rohe, to stories told about the people, events,
and changes that have been important in the local area, and to student-led inquiries into the history of the rohe and local area.
Te Tiriti o Waitangi Te Tiriti o Waitangi Te Tiriti o Waitangi Te Tiriti o Waitangi
Examples of Why is February 6 called What were the circumstances What agreements were made in He Whakaputanga o te Rangatiratanga o Nu How have Māori responded to redress injustices associated with Te Tiriti o
questions to Waitangi Day? and locations of the signings Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty Waitangi?
guide inquiry of Te Tiriti o Waitangi and the of Waitangi? What was motivating the parties to the agreements? What did
What do we know about the With reference to a Waitangi Tribunal district inquiry, what process was
Treaty of Waitangi throughout those who signed understand?
people who were at Waitangi for followed, what did the tribunal find, and what has been the outcome for the
Aotearoa New Zealand? Who
the signing of the Treaty? Why did Māori then come to feel that the balance of power was changing to hapū and iwi involved?
was present and what was
their disadvantage? How was the Kīngitanga a response to this for a number
debated? The state and the people
of iwi?
How has the state responded over time to the actions of labour movements?
The state and the people What rights have different groups of women advocated for and why? In what
How and why has the right to vote changed since 1852 (the year voting rights ways have wāhine Māori and Pākehā women sought change to state policies?
were first established)?
What actions by people and groups have led to legislative change to address
What impact did the Great Depression have on communities? How did the discrimination?
first Labour Government’s welfare policies ease the impact and affect the lives
of New Zealanders? Who benefitted? Who missed out? The state and the Pacific
How did the actions of the New Zealand administration in Samoa and the Cook
The state and the Pacific Islands reflect the colonial attitudes of the time? How did they impact cultural
How did the processes by which the Cook Islands, Niue, and Tokelau became traditions? How did those impacted respond? How did people in Aotearoa
part of the Realm compare? How do independence arrangements between New Zealand respond?
New Zealand and Pacific states vary and what are the implications of this?
To what extent did the migration of large numbers of Pacific people to Aotearoa
New Zealand after World War II reflect the country’s role in the Pacific as a
colonising power? Why was Samoan citizenship of Aotearoa New Zealand
revoked for a large proportion of the Samoan population?
Page 6Do: Thinking critically about the past and interpreting stories about it
When exploring Aotearoa New Zealand’s histories as part of social science inquiries, students use three
DRAFT FOR CONSULTATION
practices for thinking critically about the past and interpreting stories about it.
Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10
Identifying and using sequence
The construction of narratives about the past is based on the ability to sequence events and changes, to identify relationships between them,
and to make connections with the present. Depending on the frame of reference used in sequencing, the same story will be told in different ways.
I can retell a story from the past using an I can construct an historical sequence of I can construct an extended historical sequence I can construct and compare narratives of cause
Key
appropriate frame of reference. related events and changes and recognise that of related events and changes, locate it in and consequence that place historical events,
actions
others might sequence it differently. relation to the present, and recognise that people, and changes in an extended sequence
others might sequence it differently using a with links to the present.
different frame of reference.
Identifying and critiquing sources and perspectives
Drawing on a broad base of historical sources, in varied forms, provides a fuller and layered understanding of the past. This includes paying deliberate attention to
mātauranga Māori sources and approaches. Considering authorship and identifying missing voices – and where they might be found – are ways of critiquing sources.
I can use historical sources with deliberate I can draw on historical sources, giving I can actively seek out historical sources with I can actively seek out historical sources with
Key attention to mātauranga Māori to help answer deliberate attention to mātauranga Māori differing perspectives on the past, giving differing perspectives and contrary views
actions questions about the past. sources, to answer questions about the past. deliberate attention to mātauranga Māori (including those that challenge my own
While doing so, I identify views that are missing sources. While doing so, I recognise that interpretation), giving deliberate attention to
and note how this restricts my conclusions. sources are incomplete, that there may not mātauranga Māori sources. While doing so,
be a full answer to questions, and that my I identify missing voices and draw conclusions
conclusions are themselves interpretations. that capture the diversity of people’s experiences.
Interpreting past decisions and actions
Interpretations of people’s past decisions and actions need to take account of the attitudes and values of the time and people’s predicaments and points of view.
By acknowledging the benefits of hindsight and reflecting on our own values, we can make ethical judgements concerning right and wrong.
I can make observations about how people I can identify the attitudes and values that I can make an informed ethical judgement I can make an informed ethical judgement
Key have acted in the past and how they act today. motivated people in the past and compare about people’s actions in the past, taking about people’s actions in the past, giving careful
actions
them with attitudes and values of today. account of the attitudes and values of the times consideration to the complex predicaments they
and the challenges people faced. faced, the attitudes and values of the times, and
my own values and attitudes.
Page 7Progress outcome by the end of year 3 (Foundation) DRAFT FOR CONSULTATION
Understand Know Do
Through building knowledge about I have built my knowledge of stories iwi and hapū tell about their history in the rohe, and of stories In my learning in Aotearoa New Zealand’s
contexts and drawing on inquiry practices, about the people, events, and changes that have been important in my local area. histories, I can:
I am beginning to understand that:
For the national contexts, I know the following: • retell a story from the past using an
• Māori history is the foundational appropriate frame of reference
and continuous history of Aotearoa Whakapapa me te whanaungatanga Tino rangatiratanga me te kāwanatanga • use historical sources with deliberate
New Zealand attention to mātauranga Māori to help
Migration and mobility Te Tiriti o Waitangi
• colonisation and its consequences have answer questions about the past
Māori voyaged across the Pacific and became Te Tiriti o Waitangi and The Treaty of Waitangi
been central to our history for the past • make observations about how people
tangata whenua: the indigenous people of were first signed on 6 February 1840 at
200 years and continue to influence all have acted in the past and how they
this place. Māori navigation to Aotearoa New Waitangi. Today we remember this through
aspects of New Zealand society act today.
Zealand was deliberate and skilful. Waitangi Day. A wide range of people – Māori
• the course of Aotearoa New Zealand’s and Pākehā, men, women, and children – were
Migrant connections with the Pacific have been
history has been shaped by the exercise present.
important and continue to be so.
and effects of power.
Tūrangawaewae me te kaitiakitanga
Land, water, and resources
Naming places was key to establishing mana and
tūrangawaewae. The names of marae, hapū, iwi,
and geological features relate to experiences
and whakapapa. Many of the names of
geographical features, towns, buildings, streets,
and places tell a story. Sometimes there is more
than one story.
Page 8Progress outcome by the end of year 6 DRAFT FOR CONSULTATION
Understand Know Do
Through building knowledge about I have built my knowledge of stories iwi and hapū tell about their history in the rohe, and of stories In my learning in Aotearoa New Zealand’s
contexts and drawing on inquiry practices, about the people, events, and changes that have been important in my local area. histories, I can:
I have a deeper understanding that:
For the national contexts, I know the following: • construct an historical sequence
• Māori history is the foundational of related events and changes and
and continuous history of Aotearoa Whakapapa me te whanaungatanga Tino rangatiratanga me te kāwanatanga recognise that others might sequence
New Zealand it differently
Migration and mobility Te Tiriti o Waitangi
• colonisation and its consequences have Polynesian peoples arriving in Aotearoa There was much debate among Māori chiefs • draw on historical sources, giving
been central to our history for the past New Zealand had already explored vast areas of over signing Te Tiriti o Waitangi. deliberate attention to mātauranga
200 years and continue to influence all the Pacific Ocean, creating island settlements Māori sources, to answer questions
aspects of New Zealand society There are two versions of the treaty – Te Tiriti o about the past. While doing so, I identify
from Hawaii in the North to Easter Island in the
Waitangi and the Treaty of Waitangi. Some key views that are missing and note how this
• the course of Aotearoa New Zealand’s East to Aotearoa New Zealand in the South.
words and phrases are different between the restricts my conclusions
history has been shaped by the exercise
The stories of iwi and migrants from different two versions.
and effects of power. • identify the attitudes and values that
periods in our history convey their reasons for
While the versions were taken to other parts motivated people in the past and
and experiences of migration. Sometimes these
of Aotearoa New Zealand, not all Māori signed. compare them with attitudes and values
experiences were negative because of the way
Almost all who did signed the Māori version of today.
migrants were treated.
and were given assurances that it guaranteed
their chiefly authority.
Tūrangawaewae me te kaitiakitanga
Land, water, and resources
Over the course of time, people have changed
and been changed by the environment. These
changes were governed by different values
and cultures that sometimes coincided and
sometimes clashed.
There were complicated relationships between
iwi and early newcomers as those newcomers
sought resources. Newcomers came for different
reasons and had different experiences.
Page 9Progress outcome by the end of year 8 DRAFT FOR CONSULTATION
Understand Know Do
Through building knowledge about I have built my knowledge of stories iwi and hapū tell about their history in the rohe, and of stories In my learning in Aotearoa New Zealand’s
contexts and drawing on inquiry practices, about the people, events, and changes that have been important in my local area. histories, I can:
I have a broader and deeper understanding
For the national contexts, I know the following: • construct an extended historical
that:
sequence of related events and changes,
• Māori history is the foundational Whakapapa me te whanaungatanga Tino rangatiratanga me te kāwanatanga locate it in relation to the present, and
and continuous history of Aotearoa recognise that others might sequence
Migration and mobility Te Tiriti o Waitangi
New Zealand it differently using a different frame of
Mid twentieth-century Māori migration to Many factors led to the development of the reference
• colonisation and its consequences have New Zealand cities and overseas occurred at two major agreements between iwi and the
been central to our history for the past an unprecedented pace and scale, stimulating British government – He Whakaputanga o te • actively seek out historical sources with
200 years and continue to influence all new approaches to being Māori while retaining Rangatiratanga o Nu Tireni | The Declaration differing perspectives on the past, giving
aspects of New Zealand society connections to iwi values and practices. of Independence and Te Tiriti o Waitangi I The deliberate attention to mātauranga
• the course of Aotearoa New Zealand’s Treaty of Waitangi. They came about because Māori sources. While doing so, I
Identity recognise that sources are incomplete,
history has been shaped by the exercise each party could see benefits, although the
and effects of power. Different stereotypes of a ‘New Zealand’ identity nature of these benefits differed. that there may not be a full answer to
have been purposefully constructed at different questions, and that my conclusions are
It is clear that Māori did not cede their mana themselves interpretations
times to define who is included and who is
to the Crown, and that they signed in the belief
excluded. • make an informed ethical judgement
that it would give them power to govern in
about people’s actions in the past,
International conflicts partnership with the Governor.
taking account of the attitudes and
New Zealanders have participated in and The Kīngitanga was a significant example of values of the times and the challenges
responded to international conflicts in a range of pan-tribalism in response to the challenges people faced.
ways. When and where we participated reflected of increasing immigration and constitutional
dominant views about our identity. change.
Tūrangawaewae me te kaitiakitanga The state and the people
In the past, the government has selectively
Land, water, and resources
excluded and supported people through
Aotearoa New Zealand was claimed and named. processes associated with voting rights and
Te taiao was cared for and transformed by Māori welfare provision. New Zealand political
and by subsequent settlers. parties have had different views at different
Mana motuhake times about the role of the state in regulating
people’s lives.
Mana was central to all political and economic
relationships in traditional Māori society and The state and the Pacific
has continued to shape internal and external Realm of New Zealand relationships have
interactions. changed over time, for diverse reasons and
with different outcomes for different countries.
Pacific states have secured different levels
of independence, which impact on their rights
to New Zealand citizenship, participation in
international organisations, and agreements
with other countries.
Page 10Progress outcome by the end of year 10 DRAFT FOR CONSULTATION
Understand Know Do
Through building knowledge about I have built my knowledge of stories iwi and hapū tell about their history in the rohe, and of stories In my learning in Aotearoa New Zealand’s
contexts and drawing on inquiry practices, about the people, events, and changes that have been important in my local area. histories, I can:
I have a broad and deep understanding that:
For the national contexts, I know the following: • construct and compare narratives of
• Māori history is the foundational cause and consequence that place
and continuous history of Aotearoa Whakapapa me te whanaungatanga Mana motuhake historical events, people, and changes
New Zealand New Zealand’s settler government and the in an extended sequence with links to
Migration and mobility
• colonisation and its consequences have Crown were determined to undermine mana the present
Aotearoa New Zealand has a history of selective
been central to our history for the past Māori, especially by acquiring Māori territories. • actively seek out historical sources with
and discriminatory practices to control migration,
200 years and continue to influence all The New Zealand Wars and the legislation that differing perspectives and contrary
with little negotiation with Māori as tangata
aspects of New Zealand society followed demonstrated their willingness to do views (including those that challenge
whenua. Nineteenth-century immigration
this by any means. my own interpretation), giving deliberate
• the course of Aotearoa New Zealand’s schemes were designed to create a British
history has been shaped by the exercise attention to mātauranga Māori sources.
colony and consequently shifted the balance of Tino rangatiratanga me te kāwanatanga
and effects of power. While doing so, I identify missing voices
power from Māori to settlers. Immigration policy
and draw conclusions that capture the
has been used to exclude some peoples and to Te Tiriti o Waitangi
diversity of people’s experiences
restrict conditions for entry and citizenship. In 1840, the Treaty promised to protect tribal
rangatiratanga. By 1900, it had become the • make an informed ethical judgement
Identity about people’s actions in the past, giving
means of regaining what it had promised
Contested ideas about identity have come – rangatiratanga, mana motuhake, self- careful consideration to the complex
from youth challenging social norms, and from determination. It also underpinned iwi attempts predicaments they faced, the attitudes
social actions addressing injustices and societal to remedy injustice by working inside, alongside, and values of the times, and my own
divisions over values. Māori have communicated and outside the Crown system. values and attitudes.
their distinctiveness through cultural practices
that have sometimes been appropriated and used The Waitangi Tribunal investigation process
inappropriately. and subsequent settlements by the Crown have
led to economic, political, social, and cultural
International conflicts growth for iwi. The settlements have also
Our attitudes towards and reasons for provided an opportunity for reconciliation.
participation in international wars, and the impact
The state and the people
they have had on our society, have changed over
time. The ways that we have commemorated When people and groups have campaigned on
these conflicts have reflected these changing or asserted their human rights, it has forced the
perspectives. state to act. This has been evident in the actions
of workers’ groups and organisations of women
Tūrangawaewae me te kaitiakitanga and of wāhine Māori. It has also been evident in
law reform in relation to gender identity.
Land, water, and resources
There have been contested views about The state and the Pacific
developing Aotearoa New Zealand and its Aotearoa New Zealand has acted in the Pacific
economic resources. This is especially evidenced in line with its own political, strategic, economic,
by our environmental history. and social interests. But its actions have also
been an expression of whanaungatanga.
Page 11You can also read
