Learning intentions Students are learning to…
Focus: What was the relationship between Maori and Pakeha before 1945?
- To understand developments in Maori leadership.
- To identify the impact of colonisation on traditional Maori social structures.
- To identify the impact of law on Maori communities.
- To understand the impact of government policy on Maori and Pakeha race relations (Amalgamation/assimilation).
Success criteria (How do students know they have achieved success?)
I can…
- I can discuss the role and impact that the Young Maori Party had in New Zealand.
- I can discuss the influence of prominent leaders (Buck, Pomare, Carroll).
- I can demonstrate an understanding of the impact of government policy on Maori communities.
Key Content to Cover
The teacher should introduce these 3 important Maori leaders.
- James Carroll
- Maui Pomare
- Peter Buck
They could be taught as case studies or the class could be split into groups of three. Each person in that group must research a particular leader and communicate what they have discovered to the rest of their group. They could provide the other members of the group with notes. The teacher could administer a spot test to assess what they have learnt.
OR
For each of the leaders, students should write short biographies. These biographies should include their contributions to race relations history, any key achievements, perspectives and contributions that they had on NZ and or Maori.
Key content:
- Maori involvement in Pakeha politics
- Maori representation
- Amalgamation and adaptation
- Policy of Taihoa
- Maori Lands Administration Act
- Maori Councils Act
- Te Aute College
- Young Maori Party
- Pioneer Battalion
Relevant Film Archive footage and Key Questions
DISC 1. LEADERS
Use the film to reinforce teaching about Peter Buck.
ICT STRATEGY
Task: Students could be given one leader to research. They must present a power point of 2-3 slides and use parts of the film clip to illustrate what they have learned.
