Hei tautoko i te kaiako

NCEA: Taumata Mātauranga ā-Motu ka Taea

Kei te hononga e whai ake nei ngā paerewa paetae me ngā rauemi aromatawai mō te wāhanga ako Tikanga ā-Iwi i pūtakea mai i Te Marautanga o Aotearoa. 

• http://tmoa.tki.org.nz/Taumata-Matauranga-a-Motu-Ka-Taea 

Tikanga ā-Iwi: Taumata 5 me te 6

Arotahi: Maintaining Mana/Te Urupare ki te Takahi Mana 

Ngā Whenu:

Te Whakaritenga Pāpori me te Ahurea

6.1: Ko te mahi takitahi, ā-rōpū, ā-pūtahitanga rānei, ki te whakatairanga i te tōkeke pāpori me ngā motika tangata.   

6.2: Ko te urutau me te rerekē haere o ngā ahurea, me ngā putanga iho o ēnei mō te porihanga. 

Ka taea e te ākonga te whakaatu i tōna mōhiotanga me tōna māramatanga mā te:

• tautohu i ngā whakarerekētanga o te porihanga (hei tauira, te hangarau; te pāpori; te tōrangapū; te ohaoha; te ahurea), e whakaawe ana i ngā motika, i ngā tūranga, i ngā haepapatanga o te tangata 
• whakamārama i te rerekētanga o te motika, o te tūranga, o te haepapatanga i runga i te urupare ki ngā whakarerekētanga o te porihanga
• whakaahua i ngā whakarerekētanga o te motika, o te tūranga, o te haepapatanga, e whakaawe ana i ngā pāhekotanga o te tangata.

Hītori

6.1: Ko ngā pūtaketanga me ngā otinga o ngā tūāhua o mua i waihanga i te āhua noho a te iwi o Aotearoa 

Ka taea e te akonga te whakaatu i ēnei mōhiotanga me ēnei māramatanga mā te:

• homai tauira o ngā whakapono me ngā whakaaro kua whakarerekē i te porihanga (hei tauira, te tino rangatiratanga; te mana pōti wahine; te manapori; te tōkeke pāpori; ngā mana whakairo hinengaro)
• homai tauira o ngā huarahi e horaina ai te whakapono me te whakaaro, ā, ka noho hei whakaawenga kaha mō te panoni, mō te ukiuki rānei
• whakaahua i ngā kuhunga i whakaawe i te takitahi, i te ahurea, i te porihanga i te wā o mua, ā, e haere tonu ana te whakaawe i nāianei, ā te wā ka heke hoki (hei tauira, te Kīngitanga, ngā kuhunga tikanga ā-iwi o Amerika).

Te Ao Hurihuri

5:2: Ka whakamārama i ngā whakapono me ngā mahi a ngā tāngata o mua kua waihanga i te porihanga o Aotearoa 

Ka taea e te ākonga te whakaatu i ēnei mōhiotanga me ēnei māramatanga mā te:

• tautohu i ngā takitahi, i ngā rōpū nā rātou nei ngā mahinga, i tāraitia ai te oranga me ngā mahi a ētahi atu (hei tauira, ko Hone Heke; Te Kīngitanga; ko Tā Māui Pomare; ko Whina Cooper; ko Ngā Tama Toa; ko Tipene O'Regan.)
• whakaahua i pēhea te tirohanga o ā rātou mahinga i taua wā
• whakamārama e pēhea ana te tirohanga o ā rātou mahi i nāianei
• whakamārama i te take e whakamāoritia anō ai ngā mahinga a te takitahi, a te rōpū i ngā rā o mua.

Te Wāhi me te Taiao

5:2: Ka whakamārama i te papātanga o ngā huarahi whakahaere rawa ki runga i te whāomoomotanga o te taiao

Ka taea e te ākonga te whakaatu i ēnei mōhiotanga me ēnei maramatanga mā te:

• tautohu i ngā āhuatanga e whakarerekē ana i te wāhi me te taiao (hei tauira, te Ture mō te Whakahaere Rawa; ngā ture ā-rohe; te rāhui)
• whakamārama i te tukanga e rerekē anō ai ētahi atu āhuatanga e pā ana ki te tangata, ki te wāhi, ki te taiao, i runga i te whakarerēketanga kotahi o tētahi wāhi
• whakamārama i te pānga o te whakarerekētanga taupori (population) o tētahi wāhi, ka pā ki te tangata, ki ngā āhuatanga Māori me ngā āhuatanga ahurea o te taiao, (hei tauira, ngā take taiao; ngā tākarotanga; ngā whakaaro mana pupuri whenua; ngā rīhi whenua).

He whakapākehatanga o ngā whāinga paetae o te marautanga o mua (e hāngai tonu ana ki te kaupapa nei):

• The effects of changes in society on peoples' rights, roles, and responsibilities.
• Beliefs and ideas that have changed society and continue to change it.
• How the ideas and actions of individuals and groups, that have shaped the lives and experiences of people, are viewed through time.
• The implications of changes to places, for people, and the environment.

Introduction: Surfacing prior knowledge

Teacher presents three key items to the class that are associated with Te Rauparaha, for example:

• a musket
• an All Black jersey
• a korowai.

In pairs, students create a profile of the person to whom the key items are associated, together with an explanation of the significance of each of the items. Students share profiles and explanations.

If not already guessed, teacher reveals that items are all associated with Te Rauparaha.
On graffiti sheets, students record:

• what they know, or think they know about Te Rauparaha
• what they want to find out about Te Rauparaha.

Collaborative timeline

(This is an opportunity to develop background knowledge of Te Rauparaha.)

Students will collaboratively create a timeline showing significant events in the life of Te Rauparaha. This information will serve as a point of reference and may be recorded in a number of creative ways as decided upon by teacher and students.

Each group is given a different period of time to research, that collectively will overview the life and achievements of Te Rauparaha.

Students may present information creatively, for example in role, with each person in the group representing key people or groups of people of the particular period.

N.B. Key references to be made to Timeframes www.natlib.govt.nz (if not already a member - register to log in). Use 'Te Rauparaha' as the keyword search term. 

New Zealand Historical Atlas

Focus Question: How did Te Rauparaha ensure that the integrity of his mana was maintained?

• In pairs, students make two or three generalisations based on the focus question and must be prepared to validate their generalisations.
• Refer to initial graffiti sheets and check off questions that have been answered and highlight those that are yet to be answered.

Key concepts

Students discuss and develop a class glossary of key concepts which will be refined over the duration of the study.

• How did Pākehā settlement threaten or enhance Te Rauparaha's mana?
• How did values positions shape peoples' actions during particular events, for example, The Wairau Affray?
• How did the values positions of Te Rauparaha and other key figures of the period develop and change over time?
• What values positions did people share?

Student inquiry

Students formulate research questions and develop a hypothesis in relation to the questions they have formulated. Students will plan an inquiry considering the ways in which they will collect and record information from a range of primary and secondary sources such as museums, people, websites, local libraries, and archival records. These will include:

• Belich, J. (1998) Making Peoples. Auckland: Penguin.
• Belich, J. (1998) The New Zealand Wars. (Video) Auckland: TVNZ and Landmark Productions.
• McKinnon, M. (Ed) (1997) New Zealand Historical Atlas. Auckland: Bateman.
• Orange, C. (1987) The Treaty of Waitangi. Wellington: Allen and Unwin.
• Orange, C. (1990) The Story of the Treaty. Wellington: Allen and Unwin.
• Walker, R. (1990) Ka whawhai tonu matou Struggle without end. Auckland: Penguin.
• Sinclair, K. (Ed) (1996) The Oxford Illustrated History of New Zealand. Auckland: Oxford.
• National Library of New Zealand & Te Ropu Whakahaere o Rangiatea (1997) Rangiatea.
• McEwen, J. Migrations to and settlement of the Wellington Area. Wellington: Victoria University.
• Timeframes: Te Rauparaha. http://timeframes.natlib.govt.nz/ 

Process information using appropriate conventions and establishing the relevance of the information. Students and teacher may collaborate to decide on the most effective way of processing information. Students should be encouraged to consider the relevance and accuracy of material.

Make a range of valid generalisations related to the main focus question that are supported by evidence.

Communicate findings clearly and concisely, using conventions appropriate to the mode of communication. Students should be encouraged to use a range of digital technologies to present findings.

When implementing and concluding this process students will establish and use criteria to evaluate the steps they have taken and their findings.

Students may opt to complete inquiry individually, in pairs, or in small groups (no more than 3).

A period of time must be allowed for independent research.

Findings will be communicated/presented in a 10 minute seminar, which may include: dramatic role play, slide based presentation, interviews, recordings, video clips, or charts. Each group will prepare a handout summarising the key findings of their seminar.

Crossfire

The news media of the time stands accused of character assassination of Te Rauparaha.

Using newspaper reports of the period and other primary sources students debate this notion. They may be organised in to different groups such as media, differing iwi, and settlers.

Summarising question: Are there parallels that you can make to the portrayal of Māori in the media today?

Tūru Wera (hotseating)

Te Rauparaha is prepared to be interviewed on the subject of maintaining and upholding one's mana.

Students prepare interview questions.

"Student experts" are selected to role-play Te Rauparaha and his advisors. They will answer the questions generated by students with help from the teacher where necessary.

What key ideas have been highlighted for you about the way in which people maintain and uphold mana?

Key understandings are recorded and displayed around a silhouette of Te Rauparaha.

Critical review

Using key word "Te Rauparaha" students search internet for all information related to Te Rauparaha.

Students compare and contrast the range of information found.

Students identify the key issue(s) that are raised and list possible outcomes of these. Students compile a list of possible actions they may take to remedy issues identified. For example:

• Write a review of Te Rauparaha websites for Mana magazine or Tū mai magazine.
• Send a delegation to a publishing house to discuss perceived inaccuracies in regard to Te Rauparaha.
• Compile a "What's hot and What's not" list focused on Te Rauparaha websites.
• Write a picture book for young children at the local school or kura based on Te Rauparaha's life.
• Form a watchdog committee on the portrayal of Māori in the media. Make regular responses to the appropriate places.
• Design a range of clothing with key symbols associated with Te Rauparaha. Students to make a choice about their preferred action and to justify that choice.

Modern Day Te Rauparaha

In pairs or small groups students make a recorded interview of Te Rauparaha responding to the following questions.

• Who do you think could be considered to be a modern day Te Rauparaha?
• Who do you think Te Rauparaha would admire these days?

Share recorded interviews.

Summarising question: What qualities and/or attributes are required by people in leadership positions?

A Personal Response

Write a personal view of Te Rauparaha.

Students may comment on:

• what lessons may be learnt from him
• his style of leadership
• his achievements
• their own feelings in response to different actions he took.

Concluding Activity

What key ideas about maintaining mana have been highlighted for you?

Students are required to consider what they have learned from Te Rauparaha's example but also to go beyond that.

They may record their understandings in a variety of creative ways, for instance:

• Design a car bumper sticker
• Graffiti mural.
• Contribute an article to a relevant section of a local newspaper.

Resources

Belich, J. (1998) Making Peoples. Auckland: Penguin.

Belich, J. (1998) The New Zealand Wars. (Video) Auckland: TVNZ and Landmark Productions.

McKinnon, M. (Ed) (1997) New Zealand Historical Atlas. Auckland: Bateman.

Orange, C. (1987) The Treaty of Waitangi. Wellington: Allen and Unwin.

Orange, C. (1990) The Story of the Treaty. Wellington: Allen and Unwin.

Walker, R. (1990) Ka whawhai tonu matou Struggle without end. Auckland: Penguin.

Sinclair, K. (Ed) (1996) The Oxford Illustrated History of New Zealand. Auckland: Oxford.

National Library of New Zealand & Te Rōpū Whakahaere o Rangiātea (1997) Rangiatea.

McEwen, J. Migrations to and settlement of the Wellington Area. Wellington: Victoria University.

Timeframes www.natlib.govt.nz

Return to top