Episode 4: Flags & Nations
On this page: Exploring the themes | Curriculum areas | Key competencies | Links
The treaty signed at Waitangi in 1840 was welcomed by some Māori, but not all. In its wake came settlers, lots of them, and the first conflicts between the new government and Māori.
Screening: Saturday 8 October 2005. 7.30pm. TV One.
(repeated on Sunday 16 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 of colonisation of New Zealand. It covers the settlement of Wellington, Auckland, and Nelson, the making and signing of the Treaty of Waitangi, and events that led to the Northern War of 1845-1846.
The themes lean toward questions such as:
Colonisation - as European settlers arrived in New Zealand there was a continual requirement for land. Acquiring land was handled differently in different areas. Compare the different types of negotiations and agreements that Europeans had with Māori in order for this to happen.
Interdependence - during this period Māori and European settlers were having to relate to each other interdependently - especially in the northern areas. What were the benefits to both?
Idealism - today we take for granted people´s right to realise their ideals. In 1840 the Treaty parties had different expectations for New Zealand as their ideal country. What were some of the conflicts that this caused, and some of the ways in which issues were resolved?
Consensus - consensus is a requirement of all civilized societies from earliest of times. New Zealand has the Treaty of Waitangi as evidence of consensus. What other treaties have been signed, who is party to them, and how successful have they been?
Governance - governments are charged with being responsible for the law making process. How does this happen today in New Zealand?
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 - English in the New Zealand Curriculum
Exploring and Learning about Language Oral Language: Speaking. Levels 3-4 Written Language: Reading. Levels 3-4
Oral
Language: Speaking. Levels 5-6
Written
Language: Reading. Levels 5-6
- NCEA: Geography
- 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.
Making Meaning (multi-literacies)
This episode of Frontier of Dreams sees the settlement of several major towns (now cities) in New Zealand by Europeans. This involved the sale and purchase of land, the signing of the Treaty of Waitangi, and the establishment of British rule.
Considering the conflicts that were caused by the need for the Europeans to acquire land for settlement, and the need for British authorities to ensure peace and harmony amongst the population, discussions could centre around:
- The original intentions of the Treaty and the implications it has for New Zealand today. Compare the two English versions of the Treaty and discuss the implications for Māori and for the settlers.
- Flags; the meaning of flags and their use as international symbols for a range of intents. How people have viewed flags historically, and how they are used/viewed today.
- How New Zealanders today exhibit interdependence and the effect globalism has on this.
Rich questions could include:
- What is the relevance of the Treaty in the 21st Century – to Māori, to other New Zealanders?
- Should New Zealand have dual governance today?
- What would this mean for Māori/other New Zealanders?
Key competency: Participating and contributing
This episode introduces the concepts of chieftainship along with sovereignty. Māori placed their trust first in their chiefs, and secondly in the British sovereignty.
Who do we trust today to make decisions that will protect our rights and safety?
Rich questions to support this area could include:
- Who are the people in our own communities who represent us (locally/nationally)?
- How do we show support for those we have chosen to represent us?
- How do we show we are unhappy with decisions made by our representatives that we don´t agree with?
- How do we know that we will be protected and treated fairly?
- Compare findings of the above with early Greek or Roman societies.
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
Archives New Zealand - Te Whare Tohu Tuhituhinga
This is the official website of Archives New Zealand. It gives background
information about role of the chief archivist, what the archives contain,
and how they are dealt with. It holds documents such as the Treaty of
Waitangi and the Women's Suffrage Petition, and has links to information
about holdings in Auckland, Wellington, Christchurch, and Dunedin.
http://www.archives.govt.nz/index.html
Dictionary of New Zealand Biography – One Land, One People
http://www.dnzb.govt.nz/olop_content/OLOP_FLASH.htmFootsteps of a Nation
In this level 5 unit, intended for year 9-10, students explore how events
following the signing of the Treaty of Waitangi have influenced, and
continue to influence relationships between Māori and the Crown. This
unit is designed to be assessed against level 1 NCEA achievement standards.
http://www.tki.org.nz/r/socialscience/curriculum/SSOL/footsteps/index_e.php
Laws - The Rules of Society
This web page is from the New Zealand Parliament's collection of
resources for schools. It includes information on the process of law making.
http://www.ps.parliament.govt.nz/schools/texts/laws.shtml
Māori and Pākehā Race Relations
This year 11 history activity is designed to introduce students to the
Dictionary of New Zealand Biography and may also be a useful revision
activity.
http://www.tki.org.nz/r/socialscience/curriculum/dnzb/doc/m_p_race_relat.doc
Requires http://www.dnzb.govt.nz
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
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
OneWorld
This is 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.
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
Our Land Our Future - New Zealand Timeline
This website is provided by MAF (Minisitry of Agriculture and Forestry).
It has a timeline about New Zealand from before 1840 to 1990. It covers land
ownership and settlement, land use, commerce, social change, and government
policy.
http://www.maf.govt.nz/MAFnet/schools/kits/ourland/timeline/timelin1.htm
Settlement and Society
This year 13 history activity is designed to help students understand
the aspirations and achievements of different nineteenth century groups of
migrants to New Zealand. It is expected that students will have completed
some background work on this topic in class. In particular they need to be
familiar with the ideas of Miles Fairburn, Caroline Daley, Rollo Arnold,
Jock Phillips, and Stephen Eldred-Grigg about the nature of nineteenth
century New Zealand society.
http://www.tki.org.nz/r/socialscience/curriculum/dnzb/doc/settlement_soc.doc
Requires http://www.dnzb.govt.nz
Is part of http://www.tki.org.nz/r/socialscience/curriculum/dnzb/index_e.php
Signatories to the Treaty of Waitangi
From NZHistory.net this website has information about the Treaty of
Waitangi, records of its signatories, and links to related sites.
http://www.nzhistory.net.nz/Gallery/treaty-sigs/index.htm
Signs of a Nation Nga Tohu Kotahitanga
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://tpo.tepapa.govt.nz/ViewExhibitionDetail.asp?Language=English&ExhibitionID=0x000a428f
Te Ara - The Encyclopedia of New Zealand
Te Ara - The Encyclopedia of New Zealand takes you on a journey of
discovery. Beginning with the theme of peoples, it will eventually present a
comprehensive guide to New Zealand – its natural environment, history,
culture, economics, and government. The site can be viewed in English and
Māori.
http://www.teara.govt.nz/
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
The Treaty of Waitangi
The Treaty of Waitangi is seen as the founding document of the nation of
New Zealand. It was signed in 1840 by representatives of the British Crown
and Māori chiefs. This site contains three copies of the treaty - the
English version as signed, the Māori version as signed, and a modern
English translation of the Māori version. Also includes a link to a
summary of the treaty's history and images at National Archives.
http://www.govt.nz/aboutnz/#section1
The Treaty of Waitangi
This link, from the National Archives of New Zealand, is an image of the
original Treaty of Waitangi document.
http://www.archives.govt.nz/holdings/treaty_frame.html
Treaty of Waitangi Te Tiriti o Waitangi
This government website, in English and Māori, sets out to give a
concise account of the Treaty of Waitangi and the issues surrounding it.
Prepared with the assistance of historians and other specialists, and with
the help of key Government departments it has the English and Māori
texts of the Treaty, a timeline of events, information about Treaty
settlements, and links to related resources. New material includes case
studies of 3 settlements through the Waitangi Tribunal, maps showing major
land wars, Māori land loss and how to access three booklets published in
2005.
http://www.treatyofwaitangi.govt.nz/
We Protest!
This level 6 unit, intended for year 11, begins by asking students to
become detectives and to inquire into a mysterious death. They then apply
the inquiry skills they have practised to an investigation of Treaty of
Waitangi issues, and examine ways in which people participate in society.
This unit is designed to assess against level 1 achievement standards.
http://www.tki.org.nz/r/socialscience/curriculum/SSOL/protest/index_e.php
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. The site includes teacher
resources and interactive activities for students.
http://frontline.worldvision.org.nz/
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/eng2_7Av3_30april03.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 Papa - Collections Online
Flag artifact The History of Immigration
This image is of the flag whose design was based on a flag adopted by a
group of Māori chiefs at Waitangi in 1834 when New Zealand was an
independent territory. The flag came to be known as the flag of the United
Tribes of New Zealand, a term derived from an 1835 declaration of the
country's independence by a group of northern chiefs.
http://collections.tepapa.govt.nz/ObjectDetails.aspx?oid=62255&coltype=History®no=GH002925
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
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