Episode 6: The rush to be rich
On this page: Exploring the themes | Curriculum areas | Key competencies | Links
As war consumed the North Island, gold was discovered in Otago. The best (and wildest) of times for the South Island had arrived. Soon the south would be the most populous and wealthiest part of the country.
Screening: Saturday 22 October 2005. 7.30pm. TV One.
(repeated on Sunday 30 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 of the events that brought increased wealth to New Zealand, the subsequent impact to demographics and the social and technological developments in society that eventuated.
The themes lean toward questions such as:
Migration - opportunities for wealth brought about large-scale migration - who came to New Zealand, where did they come from, and how did they get here? What did they find when they arrived? Some provinces coped better than others in their planning for the settlement of new migrants. Different attitudes prevailed in relation to different racial and religious groups. How did these manifest and how were they overcome?
Enterprise - The Otago gold rush was one of the ways in which discovery created opportunities for enterprise, and was also a forerunner to other forms of enterprise. Consider the ways enterprise was both beneficial and detrimental to New Zealand's society at the time. Relate this to enterprise in New Zealand today.
Pioneers - European settlers to New Zealand became pioneers in trying to establish the types of societies they had left behind. Their attempts included pastoralisation, religions and schools. How successful were the settlers at replicating their former societies?
Urbanisation - increased population and the development of cities in New Zealand brought about issues for government such as housing, services, and health. How did early New Zealand societies cope or not cope with the problems that ensued?
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 – for example "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.
Thinking critically
This episode of Frontier of Dreams explores a time when people immigrated to New Zealand in large numbers in the hopes of making their fortune. Some were enterprising, while others were dependant on the enterprising activities of others.
Discussions could centre around:
- People in the goldfields and the varying degrees of their success. Who were the winners, and how did they become successful? Who were the losers, what were the reasons behind their losses?
- Issues facing people in the goldfields such as finding somewhere to live, obtaining goods services they required, and coping with adversity.
Rich questions could include:
- Who were the successes in the South Island at this time? How did they become successful?
- What forms of enterprise emerged from the successes of the goldfields?
- How is this reflected in New Zealand today?
- Would people migrate on the same basis today? What laws do we have in place to ensure that there wouldn't be the same problems that faced burgeoning settler populations of New Zealand in the 1880s?
Participating and contributing
Pioneers of New Zealand often lived in isolated circumstances, yet we hear many stories of how they set about to participate and contribute to society. Some provided services while others set about to shape society something of a 'Utopia'. Involving themselves in governance and religious issues.
Rich questions could include:
- Who were some of the pioneers who worked to improve New Zealand society? What legacies have they left New Zealand with for today?
- Are there similar pioneering challenges today in New Zealand and the world - perhaps in fields such as research and science?
- Explore the roles the various religions played in the development of cities in New Zealand. What improvements to society did they strive for? How did different religions compete? Are there examples of this happening today?
Making Meaning
During this time in New Zealand's population shifted drastically. These shifts caused problems for governing bodies and town planners. Discussions could centre around:
- The physical problems associated with large numbers of people converging on one place and the services that would be required.
- The social problems associated with the grouping of large numbers of people.
- The problems faced when large numbers of people move on.
Rich questions could include:
- How did the growing cities cope with providing housing and services for people? Are there similar situations happening today and, if so, what impact is this having on the Earth's resources?
- Typhoid was a problem for New Zealand's developing cities. Why was this so? Why isn't typhoid a problem today? What are today's national and global health challenges and who is tackling them?
- What other health issues faced by New Zealand's largely populated areas? What were their causes and how were they dealt with? Have these disappeared from our lives today in New Zealand and/or the world?
- Explore the population shifts that have taken place in New Zealand over the past 150 years, (urban drift, northern drift, overseas drift). What has caused these drifts? What problems have been caused for communities left behind? What predictions can we make about future trends, and what will we need to do to respond to population growth nationally and worldwide?
- New Zealand has a multi-cultural population today. What does the future hold? Can we predict what future shifts may take place and why. How are these likely to be shaped by issues such as the availability of natural resources, access to transport, lifestyle choices, communication technologies etc?
Links
Online materials
A Home Away from Home - British Immigration to New Zealand, 1840-1914
This website, from NZHistory.net provides information about British immigrants to New Zealand. It has graphs and tables of national and regional origins of immigrants, assisted and net migration, settlement of New Zealand's provinces, and occupations of immigrants.
http://www.nzhistory.net.nz/Gallery/brit-nz/index.htm
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
Chinese on the Wakatipu Goldfields
This web page from Lakes District Museum Education Program website provides information about the Chinese migrants on the Wakatipu goldfields in New Zealand. It includes student discussion questions, activites, research ideas, and related links. Suitable for upper primary and secondary levels.
http://www.handsonhistory.co.nz/pre-chinese.htm
Christchurch Online
This section of Archives New Zealand website has two virtual exhibitions: Past Caring, a purely 'digital' display of records held by Archives New Zealand's Christchurch office and The Fabric of Christchurch 1850-1880, which has images of some of the steps early Christchurch residents took in rendering the swamp into the city.
http://www.archives.govt.nz/exhibitions/currentexhibitions/chch/ index.html
City of Dunedin; Historical Interest
This link to the history pages of Dunedin City Council's website has information on the historical buildings, city property, memorials, transport, and interesting facts about notable people, and events of the city. It includes an account of 19th century cycling in Otago by William H. Thimble, and is suitable as a resource for upper primary and secondary students.
http://www.cityofdunedin.com/city/?page=feat_historical
Dictionary of New Zealand Biography
This website contains over 3000 biographies of New Zealanders who have 'made their mark' on this country. It has a basic and 'advanced' search facility, and a section containing snapshots of New Zealand history with maps and images to support text. The site also includes a glossary of Māori words that are used in the English language biographies, and are in general usage in New Zealand speech. The site is viewable in reo Māori and English language.
http://www.dnzb.govt.nz
Department of Statistics Tatauranga Aotearoa
The site of Statistics New Zealand contains facts and figures about life in New Zealand.
http://www.stats.govt.nz
Dictionary of New Zealand Biography - One Land, One People
Through snapshots of places, times, events, and trends in New Zealand history, this section of the Dictionary of New Zealand Biography site offers some windows into our past. It contains maps, images, graphs, and accompanying text derived in part from the New Zealand Historical Atlas.
http://www.dnzb.govt.nz/olop_content/OLOP_FLASH.htm
Dunedin's Golden History
This page is from the history section of Dunedin City Council's website. 'Dunedin's golden history' describes the discovery of gold by Gabriel Read in 1861 near Lawrence, and the subsequent goldrushes that impacted on Dunedin and surrounding Otago. It is suitable as a resource for upper primary and above.
http://www.cityofdunedin.com/city/?page=history_golden
Early Christchurch Imprints: Photograph Collection
This online collection contains a selection of historical images of Christchurch and Canterbury depicting local people, places, and events and dating from around 1860 to 1975. They have been reproduced from historical newspapers, archival sources, early books, and reports.
http://library.christchurch.org.nz/Heritage/Photos/
History of Dunedin - The Birth of a City
This link is to the history pages of Dunedin City Council's website. 'Birth of a City' gives a month by month account of Dunedin in 1848, the year when the first settlers arrived. Other sections include Scottish Heritage, Golden History (an overview of the Otago goldrush days), Historical Buildings (a look at Dunedin's architecture) and interesting facts about notable people from Dunedin and Dunedin 'firsts'. It is suitable for upper primary level and above.
http://www.cityofdunedin.com/city/?page=history_birth
Migration and Social Issues
This year 13 activity is designed to introduce students to the Dictionary of New Zealand Biography, and may also be a useful revision activity. It requires some background knowledge of History, Part C, Society and Attitudes.
http://www.tki.org.nz/r/socialscience/curriculum/dnzb/doc/migration_s_issues.doc
requires http://www.dnzb.govt.nz
New Zealand's Otago Goldfields
This site gives information about the Otago Goldfields. It includes the miner's legacy, historical sites, goldmining today, photos, maps, the gold rush heritage trail, travelling information, and links to other goldfield sites. The site is suitable for upper primary and secondary levels.
http://www.nzsouth.co.nz/goldfields/
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
Population and Sustainable Development
This Population and Sustainable Development website is part of the Sustainable Development for New Zealand: Programme of Action. It provides access to New Zealand population statistics published by a wide range of government departments and agencies.
http://www.population.govt.nz/default.htm
Puke Ariki
This is the website of Puke Ariki, a knowledge centre where library, museum, and visitor information unites to tell the stories of Taranaki - past, present, and future - through exhibitions, displays, collections, and technology. It contains interactive activities for students and archives of historic photographs and information. The site can be read in English or Māori.
http://www.pukeariki.com/en/
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
Shantytown - Westcoast Living History
The website of Shantytown provides information about the historic town, and outlines its Ministry of Education funded LEOTC opportunities. Based at the Marsden Valley school within Shantytown, these include half and full day programmes in which students experience a late 19th century classroom. Topics offered include gold mining, sawmilling, trading, early transport, wash day, Chinese gold diggers, pounamu, and health.
http://www.shantytown.co.nz/
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
They Came to This Land of Plenty
This is a level 4 unit intended for years 7-8. Students study some of the immigrant groups that left their homeland for the unknown - New Zealand. It looks at how and why these groups pass on their culture and heritage in New Zealand.
http://www.tki.org.nz/r/socialscience/curriculum/SSOL/plenty/index_e.php
Thomas Brydone and William Davidson - Chilly Bin Billionaires
New Zealand has long been heralded as a country that 'rode to fortune on the sheep's back'. The next time you carve into a fillet of tender lamb sirloin, now exported to more than 190 countries around the world, you might like to pause to chew on the fascinating story of how the frozen meat export industry began - a story of technology, determination, vision and pioneering colonialism.
http://www.nzedge.com/heroes/brydonedavidson.html
IsPartOf http://www.nzedge.com
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/1/1 and Hist/1/2 - E version 4
This assessment material entitled 'Museum Display Brochure' supports internal assessment for New Zealand history achievement standards 1.1, AS90209 version 2 - Carry out an historical investigation, and 1.2, AS90210 version 2 - Communicate historical ideas. It involves students conducting research to select exhibition items and create a museum exhibition brochure about a selected person.
http://www.tki.org.nz/r/ncea/hist1_1_1_2Ev4_11feb04.doc
Hist/1/1 and Hist/1/2 - L version 4
This assessment material entitled 'Magic Minutes: Our Community Yesterday' supports internal assessment for New Zealand history achievement standards 1.1, AS90209 version 2 - Carry out an historical investigation, and 1.2, AS90210 version 2 - Communicate historical ideas. It involves students conducting research into a particular building, monument, or other structure in the local community and presenting results as a taped radio broadcast.
http://www.tki.org.nz/r/ncea/hist1_1_1_2Lv4_11feb04.doc
Hist/2/1 and Hist/2/2 - A version 4
This assessment material entitled 'An Historic Building' supports internal assessment for New Zealand history achievement standards 2.1, AS90465 version 2 - Plan and carry out an historical inquiry and AS90466 version 2 - Communicate historical ideas to demonstrate understanding of an historical context. It involves students conducting research on a local historic building and constructing a brochure that could be used to inform tourists.
http://www.tki.org.nz/r/ncea/hist2_1_2_2Av4_10jan05.doc
Hist/3/1 - A version 2
This assessment material entitled 'Changing Neighbourhoods' supports internal assessment for New Zealand history achievement standard 3.1, AS90654 version 1 - Plan and carry out independent historical research. Involves students identifying, defining, and using relevant sources and historical evidence to research an aspect of continuity and change in their local community.
http://www.tki.org.nz/r/ncea/hist3_1Av2_5feb04.doc
Hist/3/1 - B version 2
This assessment material entitled 'We Must Be Ourselves At All Risks' supports internal assessment for New Zealand history achievement standard 3.1, AS90654 version 1 - Plan and carry out independent historical research. It involves students identifying, defining, and using relevant sources and historical evidence to research an issue or problem that impacted on the lives of New Zealand men and women in the latter half of the 19th century.
http://www.tki.org.nz/r/ncea/hist3_1Bv2_5feb04.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 "http://www.tki.org.nz/r/ncea/hist3_2Ev2_5feb04.doc ">http://www.tki.org.nz/r/ncea/hist3_2Ev2_5feb04.doc
Hist/3/2 - A version 2 (Option 1)
This assessment material entitled 'Changing Neighbourhoods - Booklet', 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 preparing a section of a booklet on aspects of a local community's development over time.
http://www.tki.org.nz/r/ncea/hist3_2Av2option1_5feb04.doc
Te Ara
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/
History - Te Ara Encyclopedia of New Zealand
This page provides information about the history of New Zealand. Covers topics such as M?ori arrival and settlement, Europeans to 1840, British sovereignty and settlement, war and depression, liberal to labour, and the later 20th century. Contains images and video clips.
http://www.teara.govt.nz/NewZealandInBrief/History/en
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
Te Papa
Te Papa's growing online collection provides images of a range of artifacts of interest.
http://tpo.tepapa.govt.nz/ViewExhibitionDetail.asp?Language=English&ExhibitionID=0x000a428f
Clothing
http://collections.tepapa.govt.nz/ObjectDetails.aspx?oid=53903&coltype=History®no=PC003177%2f1 http://collections.tepapa.govt.nz/ObjectDetails.aspx?oid=256486&coltype=History®no=PC003177%2f2 http://collections.tepapa.govt.nz/ObjectDetails.aspx?oid=57420&coltype=History®no=PC003177%2f3 http://collections.tepapa.govt.nz/ObjectDetails.aspx?oid=50569&coltype=History®no=PC002083
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.
Gumdiggers of the North
Learning Media item 02573. A primary school bulletin on the lives of the gumdiggers, the techniques of gumdigging, and the impact of the gumdiggers on areas such as Northland. Illustrated by photographs of the times. A picture pack is also available.
0 478 02573 4 [ ISBN ]
The Gumdiggers: Using Photographs as a Primary Source
Learning Media item 02574. A resource complementary to 'Gumdiggers of the North'. The booklet of notes for teachers offers suggestions on using the resource and includes a centre insert of copymasters for pupils' investigation, and activity sheets. Multiple copies are included of the photographs. This is also a valuable reference as an approach to the study of photographic material.
0 478 02574 2 [ ISBN ]
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