Lesson One: Setting the Scene

Curriculum Links

Learning Area: Social Sciences
Strand: Aotearoa New Zealand’s Histories
Curriculum Level: Level 3 (suitable for Year 5)
Big Idea: Māori history is the foundational and continuous history of Aotearoa New Zealand.
Context: Te Tiriti o Waitangi – The Treaty of Waitangi

Lesson Title: Introduction to the Treaty of Waitangi

Lesson Duration: 30 minutes
Unit Title: Understanding the Treaty – Lesson 1 of 5
Class Size: 30 Year 5 Students

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Learning Intentions

By the end of this lesson, students will:

• Understand that the Treaty of Waitangi is a key historical agreement in Aotearoa New Zealand.
• Identify key people and motivations involved in the development of the treaty.
• Begin exploring the significance of the treaty for people of the past.

Success Criteria

Students will be able to:

• Describe who was involved in the signing of the Treaty and why it was created.
• Share one reason the Treaty was important for Māori and one reason it was important for the British.
• Ask at least one question they have about the history behind the Treaty.

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Resources Needed

• Large map of Aotearoa New Zealand in 1840
• Illustrated character cards (Governor William Hobson, Hone Heke, Eruera Maihi Patuone, Busby, etc.)
• Treaty of Waitangi timeline (simplified for Level 3 learners)
• Printed “My Thoughts” speech bubble cut-outs
• A storytelling mat or visual storyboard
• Timer/clock
• Whiteboard and markers

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Lesson Breakdown (30 minutes)

1. Karakia and Whakawhanaungatanga (2 mins)

Open the space with a short karakia and warm welcome. Briefly connect today’s lesson with the idea of learning about Aotearoa’s past — a past that belongs to us all.

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2. Hook: "Voices from 1840" (5 mins)

Activity Type: Teacher-led storytelling with visual aids

The teacher uses character cards and a simple storyboard map to introduce the setting: Aotearoa in 1840. Using dramatic storytelling, the teacher introduces four key figures (e.g., Hobson, Hone Heke, Patuone, Busby).

🎭 Tip: Play short sound effects (e.g., waka paddling, quill writing) to enhance engagement.

Teacher Prompt:
“If you were Hone Heke, what might be going through your mind as you listen to British officials talk about making a treaty?”

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3. Mini-Discussion: “What's a Treaty Anyway?” (5 mins)

Activity Type: Guided class conversation

Prompt students to think about what a treaty is using student-friendly analogies:

“Imagine two school groups trying to share a playground. What might they create to make it fair for everyone?”

Write students' ideas on the board. Introduce the word "agreement" and connect it to the idea of fairness and partnerships.

Use this to introduce the Treaty of Waitangi as “an agreement between two groups — Māori and the British.”

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4. Group Activity: Walking the Timeline (10 mins)

Activity Type: Movement-based

Lay out a large, simplified Treaty timeline on the floor or large paper sheets on the walls (with key dates: early contact, 1835 Declaration of Independence, arrival of Hobson, Treaty signed, etc.).

Break the class into five small groups. Each group gets 2 minutes at a time to walk the timeline and look at one key event. They read or listen to short, simple descriptions from the teacher and then place a “speech bubble” on the timeline with a thought from someone in the past.

Example Speech Bubble:
“I hope this agreement makes life more peaceful for my people.” – Māori rangatira

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5. Reflective Sharing Circle (5 mins)

Bring students to the mat in a circle. Ask:

• “What did you find interesting or surprising?”
• “What questions do you now have about the Treaty?”

Encourage students to voice one idea or question. Record questions on the board to revisit during the unit.

✅ Pro tip: Use a pōtae (hat) as a taonga – whoever holds it, shares!

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Assessment Opportunities

• Informal observation of student participation and responses in the timeline and discussion activities.
• Collect “speech bubbles” to assess understanding of motivations and thoughts in 1840.
• Note student inquiry questions for formative assessment.

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Differentiation and Inclusion

• Visual learners: Use illustrated cards, timeline graphics, and character visuals.
• Auditory learners: Emphasise storytelling and sound cues.
• ESOL Students: Use visuals, L1 scaffolding where appropriate, and pair work with supportive peers.
• Neurodivergent learners: Allow alternative responses (drawn bubbles, non-verbal input like pointing or gesturing).

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Māori Worldview Integration

• Use of te reo Māori for key terms (e.g., rangatira for chiefs, kawanatanga for governance).
• Begin and end with karakia.
• Emphasise mātauranga Māori by exploring Māori motivations for signing the Treaty.

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Next Steps

In the next lesson, students will compare the English and Māori versions of the Treaty and begin to explore what each group understood the agreement to mean.

🧠 Teacher Insight: This lesson lays down a foundational understanding through empathy, connection, and curiosity. Students are now ready to interpret and critique the Treaty itself.

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Teacher Reflection Prompt (Post-Lesson)

After teaching, consider:

• Which students quickly grasped the idea of historical agreements?
• Did any students display strong interest in a particular historical figure?
• What misconceptions emerged that need to be addressed in Lesson 2?

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This opening lesson encourages Year 5 students to step into the shoes of the past — highlighting culture, context, and identity as they begin their Treaty journey. Let curiosity lead the way!