Foundations of Resistance

Curriculum Area

Social Sciences – History (NCEA Level 3 / Year 13)
This lesson aligns with the New Zealand Curriculum by exploring the significance of historical movements, colonial resistance, and the ways in which the past shapes present-day identities.

Lesson 1 of 27 – Mau Movement: Voices Unleashed

Lesson Duration: 80 mins
Class Size: 7 students

Learning Intentions

By the end of this lesson, students will:

1. Understand the historical context of Samoa before and during New Zealand's colonial administration.
2. Identify key factors that led to the emergence of the Mau Movement.
3. Critically analyse primary and secondary sources related to Samoa’s resistance.

Success Criteria

Students will demonstrate success by:

• Engaging in group discussions on colonial rule in the Pacific.
• Evaluating different perspectives on the lead-up to the Mau Movement.
• Producing a brief written or verbal response demonstrating initial understanding.

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Lesson Breakdown

1. Whakawhanaungatanga – Building Connections (10 mins)

• Activity: “One Word Reflection” – Ask each student to share one word that comes to mind when they hear “colonialism” or “resistance.”
• Purpose: Establish prior knowledge and encourage participation.
• Teacher’s Role: Facilitate a quick discussion, asking why students chose their words.

2. Setting the Scene – Colonial Samoa (15 mins)

• Teacher Presentation: Provide a concise timeline (1889–1929), covering German and New Zealand rule of Samoa.
• Key Points:
  • German Samoa (1900–1914) and economic policies.
  • New Zealand’s occupation (1914–1962) and the impact of the 1918 Influenza Pandemic.
• Engagement: Use historical photographs or political cartoons to spark curiosity.
• Interactive Check-in: Ask students, How do these policies compare to colonial rule in Aotearoa?

3. The Roots of Resistance – Analysing Sources (25 mins)

• Activity: Historical Source Stations
  • Students rotate through three key sources:
    1. A letter or speech from early Mau leaders.
    2. A New Zealand government report responding to Samoan unrest.
    3. A newspaper article from the 1920s framing the resistance.
• Small Group Work:
  • Students critically examine: Who wrote this? What is their perspective? How does this shape our understanding of history?
• Teacher’s Role: Challenge students to identify bias and discuss differing narratives.

4. Debrief & Personal Reflection (20 mins)

• Pair Discussion: Each student shares which source they found most compelling and why.
• Mind Map Activity: Students create a flowchart showing the lead-up to the Mau Movement based on today’s lesson.
• Exit Ticket: Each student writes a 3–4 sentence response to:

  Why did Samoans resist colonial rule, and how does their struggle relate to movements in Aotearoa?

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Assessment & Homework

• Formative Assessment: Teacher provides live feedback during historical source analysis.
• Homework:

  Read a short biography of a key Mau leader (Lauaki Namulau’ulu Mamoe or Tupua Tamasese Lealofi III) and prepare key discussion points for next lesson.

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Teacher Reflection & Considerations for Lesson 2

• What worked well? Did students engage with sources effectively?
• Challenges? Were any topics particularly difficult to unpack?
• Next Steps: Use student reflections to introduce Lesson 2’s focus: The Formation of the Mau Movement and Its Ideologies.

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By integrating whakawhanaungatanga, critical analysis, and historical inquiry, this lesson actively engages students, aligns with NCEA Level 3 expectations, and encourages deep thinking about the past's relevance today.