Years 7-8

Explore examples of: 

• data that show the scale and pace of migration, and maps that show where population losses and gains occurred
• whānau stories from different places, periods of migration, and ages and genders to illustrate reasons for moving, experiences upon arrival, impacts on papa kāinga, and the adaptations Māori made to sustain culture and identity – cultural groups (for example, Ngāti Pōneke Young Māori Club and Te Waka Huia), political groups (for example, Ngā Tamatoa), tribal affiliate groups in cities (for example, Tūhoe in Auckland, Wellington, and Hamilton; Waikato ki Roto o Pōneke), urban, pan-tribal marae (for example, Hoani Waititi and Ngā Hau e Whā), and educational movements (for example, kōhanga reo, kura kaupapa Māori, and wānanga).

Explore examples of: 

• experiences of different communities over time (for example, of early British, Irish, Chinese, and Indian migrant communities; of Pacific and Asian communities and communities from continental Europe, the Americas, and the African continent; of women and children; of the Deaf community and refugee, faith-based, disability, and minority communities)
• forms of participation and contribution – for example, sociocultural (for example, through new ideas, new foods and cuisine, language and religious diversity; the creation of new arts, music, and fashions; sporting achievements and community organisations; greater global interconnectedness); civicpolitical (for example, through volunteering, engaging with political processes, holding positions in government, and government organisations); and economic (for example, through hard work, often in jobs others were not willing to do; new technologies, new products, business start-ups, and Pacific markets; entrepreneurship and new forms of expertise and ways of earning a living; the filling of skills shortages and sending of contributions back to communities of origin)
• barriers to participation and contribution – for example, racism, discrimination, exclusion, exploitation, language, housing, unemployment, and non-recognition of overseas qualifications
• how communities retain personal and family connections with their place of origin – for example, through language, correspondence, consuming cultural products, remembering events, remitting funds, newspapers, radio, television, social media, and ethnic and religious associations.

Explore: 

• the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence – from the Crown’s perspective, the Declaration guaranteed New Zealand’s independence and freedom from foreign interference; from a Mãori perspective, it continued to safeguard them from the challenges posed by European contact, it strengthened alliances with Great Britain, and it affirmed the existing authority of the chiefs
• the wider context of the signing of Te Tiriti o Waitangi | The Treaty of Waitangi
  • for the Crown, the Treaty reflected the strength of the humanitarian movement in British politics, while responding to pressure from investors, the immigration plans of the New Zealand Company, and the ongoing possibility of foreign interference
  • for iwi, the British Crown was a new element in the ongoing competition for mana. Prior to the Treaty, engaging and trading with Pākehā was about enhancing mana. There was a desire to continue this mutually beneficial trading relationship; a treaty that curbed Pākehā lawlessness ensured its ongoing viability. Also, prior to the Treaty Māori were coming to believe in the special bond and a partnership of equal status between chiefs and the Crown. The missionaries did not discourage the idea that this partnership would continue with the signing of Te Tiriti.

Explore examples of: 

• the complex and contested ways in which mana was expressed, enhanced, diminished, or restored – for example, through pā, gift-giving, feasting, intermarriage, and conflict; and, for Moriori, the expression of mana through Nunuku’s Law, and the renunciation of violence even in the face of great external challenges (the arrival of Europeans from the 1790s, and of Ngāti Tama and Ngāti Mutunga from 1835)
• how, in the pursuit of mana, iwi and hapū co-opted new ideas and technologies – for example, Christianity; literacy; iron tools to improve the production of food and materials and enhance cultural activities such as carving and tattooing; muskets (obtained from trading)
• the impact on mana of diseases brought by Europeans and the resulting widespread deaths, especially of leaders
• the expression of mana in protest actions – for example, by Hōne Heke at Kororāreka, by Te Maihāroa at Ōmarama, by Tohu Kākahi and Te Whiti-o-Rongomai of Parihaka, through deputations to England, by Whina Cooper and Te Roopu o te Matakite hīkoi, at Bastion Point, and at the Raglan golf course.

Explore: 

• New Zealand’s authority and control in Samoa – the occupation of Samoa in 1914; the New Zealand administration’s paternalistic attitude and mismanagement of the influenza epidemic in 1918, with a devastating impact on the Samoan people; the aggressive response from the New Zealand administration and the New Zealand Government to the Mau movement (for example, on Black Saturday, 1929)
• actions to preserve fa‘a Sāmoa in the face of New Zealand’s colonial power – for example, the re-emergence of the Mau resistance movement and a campaign of non-violent resistance to assert Sāmoa mo Sāmoa; support for the Mau movement from prominent New Zealanders at the time (for example, Sir Māui Pōmare and New Zealand Labour politicians)
• New Zealand annexations of the Cook Islands, Niue, and Tokelau
• the 2002 apology from the New Zealand Prime Minister to the nation of Samoa for actions taken during the New Zealand mandate – in particular, allowing the entry of the influenza-carrying Talune in 1918, Black Saturday in 1929, and the colonial administration’s exiling of Samoan leaders and stripping of titles.

Explore examples of: 

• modifications to the environment by Māori – for example, burn-off and deforestation (for example, of the lowland forests of the eastern South Island, and of 50 percent of both islands’ forest cover by 1800), pā, eel weirs, and species depletion and loss (for example, of moa and other bird species through hunting, egg collection, and the introduction of kiore and kurī)
• how iwi gave expression to their world-view of a deep kinship and holistic relationship between themselves and the natural world
• how the Māori sense of custodianship of the environment was defined by the concepts of whakapapa, manaakitanga, mauri, and kaitiakitanga – for example, through environmental management practices such as rāhui to allow food sources to recover, using the maramataka to guide planting and harvesting (for example, with set times when godwits or eels could be caught), limits on fishing, harvesting only what was needed, laying mauri stones in gardens to protect resources, and leaving gardens fallow
• naming as an expression of connection to places, features of the natural environment, flora, and fauna.

Explore examples of: 

• iwi and hapū adaptations to new economic opportunities – for example, gold mining (for example, guiding miners through passes to the West Coast, mining in the Aorere Valley), geothermal tourism, flour mills (for example, in the Waikato, Taranaki, Whanganui, Rotorua, and Wairarapa), shipping (for example, the purchase of vessels by iwi from the Bay of Islands, Hauraki, the Bay of Plenty, the East Coast, and Poverty Bay to transport essential produce for sustaining early European towns), and food production to supply growing European settlements (for example, Nelson was entirely dependent on Māori for supplies; potatoes, wheat, and pigs were supplied to Wellington; Ngāi Tahu sold potatoes from Taieri and Moeraki at Ōtākou, near Dunedin)
• damage to Māori economic activity – for example, as a result of competition from steam-driven flour mills, the fall in the price of wheat and potatoes in Australia in the late 1850s, the impact of the New Zealand Wars, the blockading of Māori-controlled ports, the growing self-sufficiency of settlements, and the loss of fertile land due to confiscations and decisions of the Native Land Court.