738 Planning Assignment - Madelaine Gravatt

1a. Achievement Objective

Understand how peoples perspectives on past events that are of significance to New
Zealanders differ.
1b. Lesson Topic
Ngti Whtua and the Bastion Point Takaparawhau occupation 1977-1978
1c. Learning activities that could be included within this theme
A range of activities can be used to get students engaging with the perspectives of
different groups surrounding the Takaparawhau occupation.
Given the local context, it could be possible to arrange a field trip to Takaparawhau and
do a walk through of the events and context. If possible we could visit Orakei Marae and
speak with a member of the local iwi. Alternatively, we could invite a member of Ngti
Whtua to talk to the class.
As a beginning activity or one for students struggling with content, students could
complete activity whereby they match up speech bubbles that express different opinions
around the Takaparawhau occupation (e.g. Joe Hawke, Ngti Whtua kaumtua, police,
government, Orakei house owners). Students could work in small groups and then
discuss the activity as a class.
In groups or independently, students could complete a research inquiry on another
example of twentieth century Mori protest, highlighting different perspectives and
relating these to the Treaty of Waitangi. They could be well-known, from your own
iwi/hapu or an example from your local area. If possible, this could include an interview
with an iwi or whanau member about this. This project will include examining primary
and secondary sources.
Other activities to engage with perspectives could be to write a twitter/facebook post or
record a podcast from Joe Hawke and have the student write appropriate comments
from other figures with opposing perspectives.
A visual activity to stimulate students creativity could be to create a poster supporting
the Orakei Mori Action Group, including a strong central image and a few keywords
that capture some of the main ideas behind the occupation.
As a concluding activity, students could conduct a Waitangi Tribunal hearing on the
Ngti Whtua claim. Depending on size of the class, split class into 2 groups, or 2 sets
of 2 groups, with one group representing Ngti Whtua and the other group the Crown
lawyers. Both sides prepare their cases and then as a class hold a role-play Waitangi
Tribunal court case.
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Part 2 - Lesson Plan

Te Puna Wnanga Secondary

Lesson Planner
Subject/Learning area: History
Class: Year 11
Date: 18th September 2015
Period: 3
Length of Session: 60
minutes

Main Key Competency

addressed:
X Thinking
X Using language, symbols and texts
Managing self
X Relating to others
Participating and contributing

General aim of session:

Students will understand
different perspectives surrounding the
Ngti Whtua occupation of
Takaparawhau (Bastion Point) and
relate these to the Treaty of Waitangi.

Students will engage in:

X Independent activities
centres
cooperative learning
on lecture
X whole group instruction
X visuals
X Technology integration
work
Peer tutoring
___________________

X pairing
hands a project
X Group
Other

Links with curriculum

document(s)
Curriculum area(s): History
Level(s): 6
Achievement Objective(s):
Understand how peoples
perspectives on past events that are
of significance to New Zealanders
differ

Specific Mtauranga Mori (Mori knowledge) and Te Reo Mori me

ng tikanga (Mori language and protocols) included in the lesson.
Greeting the class in te reo and using te reo for simple classroom language.
Use of Mori language for place names and key concepts linking to the Treaty of
Waitangi and the Takaparawhau occupation (e.g. tino rangatiratanga, mana,
papakainga, kawanatanga). Te reo is also utilised in their homework task of
watching a video from Mori Television.
The lesson focuses on local Mori history, place and local icons, by looking at
the local Ngti Whtua people, their struggles for their land and the leadership of
Joe Hawke as a inspirational Mori figure.
The lesson also focuses on the rights of Mori under the Treaty of Waitangi
and relates these to a local context.

Specific learning outcomes (Ensure these relate to your achievement

objectives)
Students will identify perspectives of Ngti Whtua and the Crown about
the Bastion Point occupation through looking at primary sources.
2

Students will be able to explain these perspectives in relation to the

Treaty of Waitangi.
Resources needed for your lesson: (Text, title, author and page(s) (if

applicable); Films, website, articles, etc (if applicable); technology; handouts, worksheets,
checklists, etc; paper, markers, manipulatives, etc.)

CLOZE handout (for each student), powerpoint slides, laptop,

projector, spare pens, whiteboard markers, students own devices, spare
chrome books for students without own device, timeline activity (cut out
already), student workbooks, gluesticks, scissors, coloured pens, A3 paper,
http://www.teara.govt.nz/en/speech/1212/joe-hawke, 1977 newspaper
article, Treaty of Waitangi handouts (English and translated Mori version),
Kahoot quiz.
Health and Safety Issues (if applicable)
Using scissors appropriately.
Showing respect to classmates during group work and class
discussions.
Assessment:
(Identify strategy you will use to assess student learning (eg. Quiz, test, oral questions, peer
assessment task, etc) and the recording device you will use (eg. anecdotal notes, rubric, rating
scale, checklist). Is this assessment strategy appropriate for all learners? If not, will modified
assessments be used?

Short Kahoot quiz as a consolidation activity and to gauge retention of

key information of lesson. Will read out questions and answers to help
students who stuggle with reading quickly. Will be able to see the scores of
students so I can assess what needs to be gone over in the next lesson.
Evaluation: How will I know if the students have learned what I wanted
them to learn? How will I know if the learning outcomes were achieved?

will assess the posters created by the groups that identify the different
opinions and relate these to the different versions of the Treaty of Waitangi.
Assessment criteria wil be based on how in depth the different perspectives
identified are and if students have comprehensively identified the reasons
for these perspectives based on the Treaty of Waitangi and have illustrated
understanding of the Treaty and the different perspectives arising from the
different interpretations/meanings of the two versions. This will be a piece
of group work so there is risk that some students will dominate or not
participate fully in the task, however I will monitor the class as they
complete the task to check for even participation.

Session Development

NOTE: This session is 60 minutes in

length.
P
HASE

T
im

Teacher Activity

Student
Activities
3

e
Cl
ass
starter
or
Introdu
ctory
activity

Re
view of
previou
sly
learned
materia
l and/or
Lesson
Connec

Welcome the class in te

reo
mi
ns

5
mi
ns

Explain that we will

start class with with a quick
exercise to jog students
memories on the promises of
the Treaty of Waitangi. Explain
the students that they will do a
quick CLOZE activity that
compares the two versions of
the Treaty. Students will have to
match up words such as
kawanatanga, tino
rangatiratanga, taonga and
rangatira within a simple piece
of text that explains the
differences between the English
and Mori versions of the Treaty.
This will be a quick activity as
we will have looked at this a
number of times earlier in the
unit.
While students
complete the activity, I will walk
around and monitor the
students to see they are on
track and take the roll.
When students are
finished, quickly go over
answers as a class, asking for
hands up or asking specific
students for answers
Ask for hands up who
got 100% correct to gauge
understanding.
Recap on yesterdays lesson on the
1975 Land March.
Ask students to turn to their
neighbour and say one thing
they learnt/remember from
yesterdays lesson about the
reasons/aims/results of the
1975 Land March.
Then as a class ask for 3-4

Students
can work
independently or
in pairs to
complete the
CLOZE activity.
When
finished, students
offer answers as
we go through the
answers as a
class.
Students
who got all correct
put up their hands.

In pairs
students explain to
each other what
they remember
from yesterdays
lesson.
Then
students share wih
the class,
4

tions

O
vervie
w of
lesson
or
Statem
ent of
Objecti
ves

Cr
eating
conte
nt
knowl
edge

Id
entifyi
ng

2
m
i
n
s

1
0
m
i
n
s

1
8

students for what they or

their partner remembered.
Have one of the images from
powerpoint slide from
yesterdays lesson showing to
help jog their memories.
Explain the learning
intention for the class (have
learning intention and advance
organiser written on white board).
Locate todays lesson in
the wider context of the unit (New
Zealand in the 20th Century) and
sub-unit (Mori rights and activism)
and link it to the Land March and
growing Mori activism.
Explain that we will be
having a short quiz at the end of
the lesson
Introduce the
Takaparawhau occupation briefly,
making connections to the local
area and iwi and highlighting the
importance of the protest in raising
awareness of Mori grievances
throughout the country.
Introduce the activity and
hand out the worksheet (already
would be cut up).
Monitor the class having
conversations to see how students
are going.
Alert them when there is 5
min to go.
Go through the answers as
a class and ask students for what
they think the reasons for the
occupation are.
Look at map of Auckland
and show area of Ngti Whtua
lands.
When answers finalised,
have students glue timeline into
workbook.
Introduce activity: in groups
we will look at different
perspectives surrounding the

recapping the
reasons and aims
for the Land March

Students will
be able to see the
structure of the
lesson written on
the board, as well
as what they will
be learning.

Individually or
in pairs, students
do a matching up
activity (below) to
determine the
correct order of
events leading to
the Takaparawhau
occupation. This
will get them to
engage in the
necessary content
knowledge
required for the
rest of the lesson.

Students will
get into their
groups. First as a
5

and
under
standi
ng
differe
nt
persp
ective
s

m
i
n

Takaparawhau occupation. Get

class everyone will
students to get into groups of 3 and
listen to the Joe
explain that they will be making a
Hawke interview.
diagram that compares different
Then as a group
perspectives surrounding the
students will
occupation and explain what an
complete a
excellent one will include/look like.
mindmap with the
Hand out A3 sheets of paper and
perspectives of
explain that they need to leave
Ngti Whtua. As a
plenty of space around the edges
group they will
for the next activity i.e. only use
then read a
an A4 size space in the middle of
newspaper article
the page. Explain who Joe Hawke is
from 1977 and
and play the audio clip of his
identify differing
interview to the class
perspectives of the
(http://www.teara.govt.nz/en/speec
government/public/
h/1212/joe-hawke).
Ngti Whtua
Tell the students that they can
kaumtua.
start creating their diagram with
the reasons and aims of the
Takaparawhau occupation from Joe
Hawkes perspective.
Then hand out a 1977
newspaper article to the groups
that exemplifies the perspective of
the government (this can be found
and photocopied at the Auckland
City Library). The article will also
reference the differing views of
some Ngti Whtua kaumtua and
ask students to include the reasons
for their perspectives on the
protest. If there are difficult words, I
will provide a vocab list at the
bottom of the article or provide a
simplified text for students
struggling with literacy. Explain that
they need to read the article and fill
in their diagram with the
perspective of the Crown.
While students are completing
this activity, walk around
monitoring how the groups are
going, asking questions, make sure
they are on the right track.
Explain that in
In groups, students will use
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elatin
g
persp
ective
s to
the
two
versio
ns of
the
Treaty

C
lean
up
and/o
r
resou
rce
collec
tion
A
short
conso
lidati
on
activit
y to
finish
the
lesso
n
H
omew
ork
Given
:

2
m
i
n

3
m
i
n
s

5
m
i
n
s

their groups students

coloued pens to relate each point
will be relating the
on their diagram to the versions
different perspectives
of the Treaty as well as their prior
to the two versions of
knowledge. Students can choose
the Treaty. The two
how they want to visually present
versions of the Treaty
this. The aim is to connect the
(Mori translation
different perspectives to specific
including key Mori
clauses in the Treaty, making the
words in brackets and
Treaty relevant in a local context.
the original English
version) will be
handed out to the
groups. Students can
also bring in their
prior knowledge
about New Zealand
history and attitudes
to the Treaty. Explain
what an excellent one
will include/look like.
Ask the
Students will put away pens,
students to
scissors, glue sticks etc. Put their names
tidy up and put
on the posters and bring them up the
names on
front.
posters and
have them
bring them up
the front.
Kahoot
quiz. Instruct
students to
take out their
phones and
sign in. Read
out the
questions as
they pop up.
Have a
chocolate fish
for the winner.
This video
links well with
our next lesson
that looks at
the Waitangi

Students participate in
quiz, recapping what they have
learnt in the lesson.

Return permission slips for trip to

Takaparawhau.
Watch Maori TV segment on the
th
35 Anniversary of the Bastion Point
eviction:
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Tribunal and
Treaty
settlements.
Will post the
link to the
video on the
class moodle
page so
students can
access it at
home.

http://www.maoritelevision.com/news/re
gional/bastion-point-35th-anniversary.
Come to class with 3 or more
questions you have that you want to
find on our trip to Takaparawhau.

Worksheet

Create a timeline by matching the events with the below dates

(events will be cut up and shuffled)

1840, 1855, 1859, 1869, 1898, 1908, 1946, 1951, 1976, January 1977, 25 May 1978,
1987
Apihai Te Kawau and two other Ngti Whtua
chiefs signed the Treaty of Waitangi at
Manukau Harbour. Te Kawau then invited
Governor Hobson to establish the new capital
city of Auckland on 3000 acres of the tribes
area. He did so hoping that this would protect
his land and people.
Ngti Whtua had lost all their lands except the
700-acre Orakei Block.
The Native Land Court declared the tribes
remaining land at Orakei to be inalienable as it
was the papakainga, the tribal base, of the
hap.
More tribal land at was taken by the Crown for
defence purposes. Military fortifications were
built here during the Russian Scare, when New
Zealand feared a sea invasion from Russia,
The Native Land Court split the remaining
Orakei block among 13 individuals. The hap as a
whole was no longer able to use the land. The
Crown then persuaded various individuals to sell
their shares.
During World War Two, more land was
requisitioned for defense purposes but it was
never utilised for this. At the end of the war
the hap expected to have this land returned
but the Crown refused.
A main sewerage pipe was built across the front
of the village at kahu Bay. It discharged raw
sewage from Auckland into the bay. The sewage
outfall was unhygienic and highly offensive, it
9

polluted the hapu's shellfish beds, and it turned

the village into a swamp in heavy rain. That
same village was refused connection to the
citys fresh water.
The last inhabitants of the Orkei block were
evicted, their houses demolished and their
marae burned. Apart from the kahu Cemetery,
Ngati Whatua of Orakei was now landless.
The Crown announced that it was about to
develop the remaining land at Takaparawha
(Bastion Point) for high-income housing and
parks. This was the last 60 acres of
uncommitted land at Orakei that the hapu still
hoped to get back.
Some of the hapu, calling themselves the
Orakei Mori Action Committee, took direct
action to stop the subdivision. They occupied
Takaparawha for 506 days, refusing to leave
their ancestral lands.
The Government sent in a massive force of
police and army to evict them. Two hundred and
twenty-two protesters were arrested and their
temporary meeting house, buildings, and
gardens were demolished.
The Waitangi Tribunal upheld Ngati Whatua's
claims, and much of their land was returned.

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Part 3 - Assessment Task

Kahoot quiz: https://play.kahoot.it/#/k/55f0d24e-7b9f-488d-88c8-2c08be0945d1
Part 4 - Lesson Plan Rationale
This lesson plan meets the requirements of Registered Teaching Criteria 10 as it
reflects the bicultural context of Aotearoa New Zealand through incorporating te reo
Mori me ng tikanga-a-iwi and addressing the educational aspirations of konga Mori
to succeed as Mori. I will explore the ways in which it this is achieved and will discuss
the importance of including te reo in a meaningful and relevant way in everyday class
activity.
This lesson plan reflects the bicultural context of Aotearoa New Zealand by focusing on
local Mori history and politics. Takaparawhau is an important place for many Mori in
Tmaki Makaurau and the 1977 occupation is an important event in the history of Mori
land rights. The lesson also addresses New Zealands bicultural context by engaging
students with the promises of te Tiriti o Waitangi and the different perceptions of the
Treaty and relating these to a local and more contemporary situation. The students are
able to understand the Treaty and see the importance it has for Mori today. This is a
way of honouring Aotearoa New Zealands bicultural foundation and preparing all
students to be members in a bicultural or multicultural society. The relevant and
meaningful use of te reo is also incorporated into the lesson through students
engagement with key terms in the Treaty. These terms, such as tino rangatiratanga, are
key to understanding the rights of Mori and is especially important given that they are
often misunderstood.
The lesson plan addresses the educational aspirations of konga Mori by incorporating
culturally responsive and engaging contexts. Focusing on a local Mori context is way
to make the learning engaging and relevant for Mori learners. The lesson looks at Joe
Hawke, an important kaumatua of Ngti Whtua, the local iwi. It is important that Mori
students study a range of positive Mori figures in the History curriculum as a source of
pride and to affirm their culture and identity, especially when the media is rife with
negative portrayals of Mori. This is also an example Tangata Whenuatanga, one of the
core cultural competencies for teachers of Mori learners. Tangata Whenuatanga is
about providing contexts for learning where the language, identity and culture of Mori
learners and their whnau is affirmed (New Zealand Ministry of Education, 2011).
Through studying a local Mori context, I aim to reflect and positively reinforce the
culture, identity and prior knowledge of Mori students. This is a way to involve and
engage students in their education, resulting in better outcomes, as highlighted in Ka
Hikitia Accelerating Success 20132017 (New Zealand Ministry of Education, 2013).
Ka Hikitia emphasises the importance of recognising students identity, culture and
language as a means to achieve Mori success as Mori.
Another vital way of affirming Mori as Mori in education is incorporating te reo in
everyday classroom activities and situations. This can include using te reo for greetings,
everyday instructions and relevant content vocabulary. Mori language is the
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cornerstone of Mori culture and identity. Incorporating te reo in meaningful and

relevant ways into everyday class situations is an important means of giving Mori
students access to their language, culture and identity. Mori language in education is
one of the main tools for ensuring Mori success as Mori as it is a way for Mori
students to participate in te ao Mori and it gives Mori students an opportunity to
connect with their culture and identity as Mori. Ka Hikitia emphasises that this a key
factor for the well-being and achievement of Mori students (New Zealand Ministry of
Education, 2013). The everyday use of te reo in classrooms is also an important means
of normalising te reo and fostering positive conceptions of te reo fluency. The state of
the Mori language is still at risk and encouraging its use is one way teachers can
support its revitalisation. Importantly, it is also an important means to honour the
principles of the Treaty of Waitangi to strengthen and protect the Mori language. This is
a vital way to address the imbalances in New Zealand society whereby Mori fare
worse in education, health, income and crime statistics. This is supported by Noam
Chomskys assertion that questions of language are basically questions of power
(1979). It is therefore very important the teachers use te reo to help address the
inequities of success that our Mori students face.
As teachers in the bicultural context of New Zealand it is vital that we plan our lessons
with aspirations, language and culture of our konga Mori in mind. This is important if
we are to raise Mori success as Mori. It is also a crucial means that we can support
and sustain the Mori language and do our part in addressing the inequities that Mori
face in Aotearoa New Zealand.

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References

Chomsky, N. (1979). Language and Responsibility. Sussex, England: Harvester Press.

New Zealand Ministry of Education. (2011). Tataiako: cultural competencies for

teachers of Maori learners. Wellington, New Zealand: Ministry of Education.

New Zealand Ministry of Education. (2013). Ka hikitia: accelerating success, 20132017. (). Wellington, New Zealand: Ministry of Education.

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