He Whakaputanga

Curriculum Area: Social Sciences (History)

Level: NCEA Level 4 (Year 9)

Unit: Treaty of Waitangi Unfolded | Lesson 4 of 30

Lesson Duration: 60 minutes

Class Size: 25 students

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Lesson Objectives

By the end of the lesson, students will:

• Understand He Whakaputanga o te Rangatiratanga o Nu Tireni (The Declaration of Independence of New Zealand) and its historical context.
• Analyse the document’s impact on Māori sovereignty and identity.
• Connect He Whakaputanga to later historical events, particularly the Treaty of Waitangi.

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Lesson Breakdown

1. Introduction | Activating Prior Knowledge (10 minutes)

Teaching Strategy: Think-Pair-Share

1. Think (2 min): Write “Independence” on the board. Have students individually write their own definition of the word.
2. Pair (3 min): Students pair up and discuss their definitions.
3. Share (5 min): Facilitate a quick discussion asking:
   • What does it mean to be independent?
   • Why would a group seek independence?
   • Do you think Māori viewed themselves as an independent people before European arrival?
   • How might European arrival have changed Māori leadership structures?

2. Historical Context | Mini-Lecture & Discussion (15 minutes)

Teaching Strategy: Visual Storytelling & Guided Discussion

• Display an image of James Busby and the 1835 Declaration of Independence document (printed copies or projected digitally).
• Provide a storytelling-style breakdown of the context:
  • Explaining the arrival of British and French interests in Aotearoa.
  • James Busby’s role as a British representative and his concerns about lawlessness.
  • How He Whakaputanga was a response to foreign threats and the need for a collective Māori political identity.
• Discussion Questions:
  • Why do you think 34 Māori rangatira signed the document in 1835?
  • What do you notice about how the document was written (Māori language, structure, perspectives)?
  • How does this compare with modern independence movements worldwide?

3. Document Investigation | Group Analysis (20 minutes)

Teaching Strategy: Jigsaw Method

Step 1: Divide the Class Into Four Expert Groups

Each group is assigned one article of He Whakaputanga (translated into English and te reo Māori). They must analyse:

• What does their assigned article mean in simple terms?
• Why was this article important for Māori leaders?
• How might the British have interpreted this article?

Step 2: Regroup into Mixed Teams

• Students join new teams with at least one person from each expert group.
• They share their analysis to build a full understanding of the document.
• Each group creates a summary poster with key insights.

Teacher Note: Ensure language scaffolding for students unfamiliar with formal historical documents.

4. Connecting to the Treaty of Waitangi | Discussion (10 minutes)

Teaching Strategy: Debrief & Reflect

• Display the question: "How does He Whakaputanga connect to the later signing of Te Tiriti o Waitangi?"
• Lead a class discussion exploring:
  • Did Māori believe they were ceding sovereignty in 1840? Why or why not?
  • How should He Whakaputanga be recognised today?
  • If He Whakaputanga had more legal recognition today, how might it impact Aotearoa New Zealand?

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Assessment & Reflection

• Exit Ticket (5 minutes): Each student writes one key takeaway from the lesson and one question they still have about He Whakaputanga.
• Teacher Observations: Monitor participation in discussion and group work.

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Resources & Materials

• Printed or projected copies of He Whakaputanga (both te reo Māori and English).
• Visuals: Historical images of James Busby, rangatira signatories, and original document.
• Worksheets or large poster paper for group work.

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Extension Activity (Optional/For Homework)

• Students research modern political movements in Aotearoa related to He Whakaputanga (e.g., Waitangi Tribunal claims, He Whakaputanga commemorations).
• Write a one-paragraph reflection answering: Should He Whakaputanga hold legal status in contemporary New Zealand? Why or why not?

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Teacher Notes

• This lesson ties into NZ Curriculum Social Sciences Achievement Objectives, particularly understanding how ideas of sovereignty and governance have changed over time.
• It is essential to approach He Whakaputanga with cultural sensitivity, ensuring students appreciate it as more than just a "prequel" to Te Tiriti.
• Encourage students to think critically rather than memorise facts.

Next Lesson: How Did the Treaty of Waitangi Change Everything?

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Wow Factor Takeaways for Teachers Using This Plan

✅ Interactive & Engaging: Think-Pair-Share, jigsaw collaboration, whole-class discussion.
✅ Deep Historical Inquiry: Students engage meaningfully with primary sources, not just narratives.
✅ Develops Critical Thinking: Encourages debate and perspective-taking.
✅ Localised Knowledge: Connects to real historical and political issues in Aotearoa.