Episode 3: When worlds collide
On this page: Exploring the themes | Curriculum areas | Key competencies | Links
Early contact between Māori and European was filled with danger and promise for both sides. Whalers, sealers, traders and missionaries arrived. But the muskets they brought would lead to terrible tribal wars and mass internal migration.
Screening: Saturday 1 October 2005. 7.30pm. TV One.
(repeated on Sunday 9 October at 10am)
NB: Please read the information on the Screenrights site http://www.screen.org/ if you are interested in recording this programme and using it in your classroom.
Exploring the themes
This episode explores the period when New Zealand grew from a series of small distributed populations to one which saw the arrival of diverse groups of people and professions. The era of sophisticated war technologies began, together with the arrival of the religions of the West.
The themes lean toward questions such as:
the nature of survival - as societies began to form, what solutions and technologies were needed to sustain them in areas such as food, resources and transport?
tolerance - with different peoples came different beliefs, traditions and perspectives. What processes emerged to understand these and to settle disputes. How was the issue of language and communication addressed?
communication and organization - today we take for granted the ability to communicate essential information quickly and reliably. We use technologies to help us organize people and resources, and to travel safely to pre-determined destinations. Early societies also needed to do these things. What mechanisms and processes did they establish?
back to topCurriculum areas
Essential Learning Areas that support these themes include:
- Social Studies in the New Zealand Curriculum
Social Organisation
Culture and Heritage Place and Environment Time, Continuity and Change Resources and Economic Activities - Technology in the New Zealand Curriculum
Technology and Society Technological Capability - English in the New Zealand Curriculum
Exploring and Learning about Language Oral Language: Speaking. Levels 3-4 Written Language: Reading. Levels 3-4 - NCEA: History
- NCEA: English
- NCEA: Technology
- Hangarau I Roto I Te Marautanga O Aotearoa
http://www.tki.org.nz/r/technology/curriculum/maori/contents_m.php - Te Wahanga Ako Tikanga Ā Iwi
http://www.tki.org.nz/r/socialscience/curriculum/index_m.php
Key competencies
Draft key competencies framework
Discussion and consultation about the revised New Zealand curriculum has been ongoing. The conversations have led to a proposed draft framework with five overarching (and interconnected) groups of key competencies:
- Thinking (critically, creatively, logically)
- Relating to others
- Managing self
- Making meaning (multi-literacies and making meaning using movement, symbols and technologies)
- Participating and Contributing
They acknowledge that:
Knowledge, skills, attitudes and values cannot be separated.
The competencies (knowledge, skills, attitudes, values and motivation) are inextricably interconnected.Key competencies are used together.
In real life, people do not use just one competency at a time; they use combinations of key (generic) competencies and specific competencies (for example, subject-based skills and knowledge).Key competencies are developed throughout life.
People develop expertise in key competencies throughout their lives. Increased proficiency is better thought of as the ability to combine and use key competencies appropriately in increasingly complex situations, rather than as a 'straight-line' development of individual competencies.
Reference working documents in the Curriculum Marautanga Project community on TKI http://www.tki.org.nz/r/nzcurriculum/
Rich questions
When considering a key competencies approach to exploring the Frontier of Dreams series, the following rich questions might provide a starting point for learning discussions. They encourage using the information and insights gained from the programmes to respond to the "so what" question – ie "so what – that was then, and this is now; what relevance does it have to me today?"
The challenge is to connect and make relevant the knowledge and understandings of the past to the present day experiences of, and influences upon, learners of today as they become active participants and discerning individuals in an increasingly complex society.
Relating to Others
This episode of Frontier of Dreams sees the arrival of peoples from all walks of life. The key competency of 'Relating to others' introduces ideas such as interacting with diverse others in a range of learning contexts, taking different roles in different situations, knowing when it is appropriate to compete or cooperate. negotiating, sharing ideas, appreciating different points of view and interacting with give and take.
Using the challenges of the past, this programme could stimulate discussions in areas such as:
- our tolerance today of those with different beliefs and traditions, for example when challenged by polarizing events such as terrorist attacks like 9/11, and the London bombings
- our government system, and how it attempts to represent a diverse and always changing society
- how we plan for communication with, and understanding of, different peoples, for example as we encounter remote societies in distant parts of the Earth, or contemplate possible contact as we push out into the solar system and beyond.
Rich questions could include:
- What strategies do we have for negotiating a joint plan of action with others?
- What is the impact of what we do on others?
- Whose interests are being served or ignored in this interaction?
Key competency: Using language, symbols and texts (making meaning)
This episode introduces the time when people in New Zealand began to interact and organize. Without the global communications and technologies of today, they had to rely on their own experiences and in many cases on the skill of conveying meaning through images and storytelling.
If today we were to encounter a race of beings who had no knowledge of us at all, and with whom none of our normal communication conventions could work, how would we interact?
Rich questions to support this area could include:
- How might we express and represent what we know, feel and imagine?
- Whose languages, symbols or texts are we choosing and using, and why?
- How does the way we make meaning change in different contexts and times?
Links
There is a wide range of quality material available on the web and in print, which could support student investigations and offer different lines of inquiry to reflect local interests and circumstances. Links which might be of interest are provided below.
TVNZ Frontier of Dreams programme page
This area provides images and video clips from the series and background reading relating to the themes.
http://www.tvnz.co.nz/view/fod_index_skin
Te Kete Ipurangi online communities
Online materials
Interactives
TakingITGlobal.org is a global online community. It provides youth with inspiration to make a difference, a source of information on issues, opportunities to take action, and a bridge to get involved locally, nationally and globally. Membership is free of charge and allows you to interact with various aspects of the website, to contribute ideas, experiences, and actions.
http://www.takingitglobal.org/home.html
Teaching Tolerance
This website has articles and ideas for teaching tolerance to students.
http://www.tolerance.org/teach/index.jsp
Ahurea ki Tua
Ahurea ki Tua is an adaptation of a resource called 'Cultural Futures', which was developed by the New Zealand Futures Trust for the National Commission for UNESCO. This resource for secondary schools is divided into two main parts, 'Te Torotoro i te Ahurea' and 'He Rauemi hei Tūhura i ngā Ahurea ki Tua'. 'Te Torotoro i te Ahurea' focuses on cultural diversity and cultural interchange. 'He Rauemi hei Tūhura i ngā Ahurea ki Tua' offers a series of tools for thinking about the future, and is designed to assist teachers with delivering the futures perspective required by the Tikanga ā-Iwi curriculum.
http://www.tki.org.nz/r/maori/ahurea/index_m.php
Office of Treaty Settlements
This site is an introduction to the Crown office responsible for negotiating Treaty of Waitangi claims. It features recent developments in Treaty negotiations and implementation of settlements, background information, and online deeds and publications.
http://www.ots.govt.nz
Office of the Ombudsmen
This web site explains the functions of the Ombudsmen in New Zealand. It includes information on how members of the public can lay a complaint to the Ombudsmen, and offers suggestions on how to deal with complaints that should be dealt with by other review authorities. The 'Quarterly Review' section contains articles about previous decisions, including those related to education, such as gross misconduct by students, parental access to information about children, and school expulsions.
http://www.ombudsmen.govt.nz/
OneWorld
The website of OneWorld International Foundation, an organisation which has a vision of a world where resources are shared fairly and sustainably, where human rights are nurtured and protected, and where democratic governance structures enable people to shape their own lives. It includes current news items on these issues, a channel aimed at student level, and a photo channel to assist exploration of issues.
http://www.oneworld.net
World Vision - Frontline Connection
This online project developed by World Vision, develops knowledge and understanding about why conflict happens, alternatives for conflict resolution, and the impacts and consequences of these choices for children, their families, and communities. It was developed specifically for the social studies curriculum covering the Time, Continuity, and Change and Place and Environment strands for level 2-6. It is also usable in ICT and English classes or as an integrated unit. Includes teacher resources and interactive activities for students.
http://frontline.worldvision.org.nz/
Crimes and Consequences
In this level 3 unit intended for years 5-6, students explore how and why people make and implement rules and laws, and the consequences for committing crimes.
http://www.tki.org.nz/r/socialscience/curriculum/SSOL/crimes/index_e.php
On the Democracy Road
This ESOL and Social Studies unit is intended for year 9-10 students at level 4. Students build English language skills, and social studies concepts, while studying New Zealand government. The focus is on how the New Zealand Government works, the main parties, how laws are made, and how to vote.
http://www.tki.org.nz/r/esol/esolonline/classroom/units/democracy/home_e.php
Taha Moana - The Sea
In this level 3 English unit intended for year 5-6, students will practise and extend their understanding and use of language through close reading and transactional writing within the context of whales and whaling. It includes links to sites containing information about whaling.
http://english.unitecnology.ac.nz/resources/units/taha_moana/home.html
Te Papa – Collections Online
Visit the growing rich collection of online images in the Te Papa Collections Online.
http://test.tepapa.govt.nz/col/ObjectSearch.aspx?sm=aco
NCEA
Eng/2/7 - A version 3
This assessment material entitled 'I Know Where You're Coming From' supports internal assessment for New Zealand English achievement standard 2.7, AS90374 - Deliver a presentation using oral and visual language techniques. It involves students preparing and delivering a presentation to the class about some aspect in their history that has had a significant influence in shaping their lives.
http://www.tki.org.nz/r/ncea/eng1_9Av3_4feb03.doc
Eng/1/9 - A version 3
This assessment material entitled 'Aotearoa', supports internal assessment for New Zealand English achievement standard 1.9, AS90060 - Research and present information. It focuses on the student's own New Zealand background or interest as a basis for research. It also requires planning and recording the research process undertaken, recording and analysing findings, and presenting the research as a written or oral report.
http://www.tki.org.nz/r/ncea/eng2_7Av3_30april03.doc
Hist/3/2 - E version 2
This assessment material entitled 'Relationships between Māori and Missionaries-A radio documentary', supports internal assessment for New Zealand history achievement standard 3.2, AS90655 version 1 - Communicate and present historical ideas clearly to show understanding of an historical context. It involves students producing a radio programme for a series of documentaries about the early contact period between Māori and Pakeha.
http://www.tki.org.nz/r/ncea/hist3_2Ev2_5feb04.doc
Te Ara: The Encyclopedia of New Zealand The History of Immigration
In the late 18th and early 19th centuries, New Zealand was seen by Europeans as the most remote country on earth. Fifty years after Captain James Cook arrived in 1769, fewer than 200 travellers had ended up settling there. In contrast there were 100,000 Māori.
http://www.teara.govt.nz/NewZealanders/NewZealandPeoples/HistoryOfImmigration/en
Digital Conversations
This website supports Digital Conversations, a collection of video conference conversations with local and overseas personalities and experts in a range of fields. The website features video clips of previous conversations between participating schools and the personalities, including historian and editor of Te Ara Jock Phillips, and Basil Keane, Māori editor of Te Ara. Information about forthcoming video-conferences is also provided, as well as the opportunity to request a topic or expert.
http://www.digitalconversations.org.nz/
Offline resources
The following information provides examples of books and printed resources which may be available in the school library. While some of the following items are intended for younger audiences, they might provide springboard ideas for this initiative.
Māori and Pakeha Relations, 1800-1860
Learning Media item 91161. One of a selection of resources that facilitate the study of history through access to copies of primary New Zealand documents. These documents include official reports, letters, cartoons, and records of sale. The teachers' notes include an essay, 'The Fatal Impact', questions for study, and suggestions for further reading.
0 478 05600 1 [ ISBN ]
Makorea
Learning Media item 10559. These traditional stories of Waipounamu are those of three areas from time periods in the mid 1800s: Te Tai o Maro Kura (1828-1832), Te Tai Tapu me Te Tai o Aorere (1832-1833), and Te Tai o Ara i te Uru me Te Tai Poutini (1832-1837). Maps of each area are included, as well as whakapapa and a glossary. This resource is suited to use by secondary teachers or by senior students fluent in te reo Māori.
0 908 69207 2 [ ISBN ]
Te Tautoko 47
Learning Media item 10583. A Māori language resource. The items in this issue of Te Tautoko look at aspects of te ao Māori. Emma Collier tells the story of the beautiful Pīngao, the daughter of Tangaroa. Hēmi Kapa tells about a tūtei, Hohua-Whai-i-te-Pō, and his training in traditional knowledge, including how to observe the behaviour of mōkai mokomoko (lizards) for clues to coming events. The three articles cover: some traditions that may have been lost sight of in the modern world; fishing for eels with a matire or rod baited with worms; and various plant materials that are suitable for weaving. One of a series of miscellanies and single-topic books for intermediate to advanced learners of Māori at an interest level for most secondary-school-age students but suitable also for fluent speakers and readers of Māori in the secondary school. Each issue of Te Tautoko is now accompanied by teachers' notes (item 10584 for this issue) in te reo Māori. These can also be accessed online at: http://www.tki.org.nz/r/maori/tetautoko/index_m.php
Living Heritage
Suggested Activity
In association with the screening of the Frontier of Dreams series, schools might like to consider investigating and publishing a Living Heritage story which explores one of the themes of the episodes
Living Heritage is a free, online bilingual initiative that enables New Zealand schools to develop and publish an online resource, based on a heritage treasure in their community. Living Heritage preserves history and culture in a digital format for every generation, and allows our children's voices to present a view of New Zealand on the World Wide Web.
http://www.livingheritage.org.nz
Associated Publications
© Scholastic New
Zealand Limited, 2005
Scholastic New Zealand has published a set of four books to accompany the Frontier of Dreams series. Contact: http://www.scholastic.co.nz/contact.html
If you have suggestions as to additional resources which could support the exploration of this episode or series, please feel free to email us at frontierofdreams@learningchannel.org.nz