Enlistment and Expectations

Overview

This is lesson 2 of 7 in the unit Māori Battalion Justice Legacy. Students investigate why Māori men enlisted for military service in the Second World War and how enlistment connected with identity, whānau, iwi, citizenship, obligations, and expectations. They work with photographs, recruitment material, maps, and iwi perspectives, distinguishing what the evidence shows from interpretations made about it.

Learning intentions

Students will:

• describe reasons Māori men enlisted in the 28th Māori Battalion
• use specific historical evidence to support an interpretation
• explain how enlistment connected with tuakiri, whānau, iwi, citizenship, and obligation
• recognise that historical perspectives are shaped by values, experiences, and context

Success criteria

• I can identify relevant details in photographs, recruitment material, maps, and written perspectives.
• I can separate evidence from my interpretation of that evidence.
• I can explain at least two reasons why Māori men enlisted.
• I can support my explanation with specific names, dates, places, words, or visual details.

Curriculum links

• Demonstrate understanding of the significance of a historical context: students examine the significance of Māori enlistment through identity, relationships, and impact, using relevant historical evidence.
• Demonstrate understanding of perspectives on a historical context: students identify and explain differing perspectives on enlistment and wartime service.
• Engage with a variety of primary sources in a historical context: students annotate and compare visual, written, and cartographic sources, considering their strengths and limitations.
• New Zealand Curriculum Social Sciences: students develop historical inquiry, critical thinking, communication, and the competencies of thinking, relating to others, and participating and contributing.

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior learning. Teacher displays a wartime image of Māori soldiers alongside the question “Why would someone choose to enlist, and what might they expect in return?” using the opening image and enquiry question; students silently record two possible reasons, then share with a partner. Teacher briefly links to lesson 1’s timeline and introduces the 28th Māori Battalion, formed in 1940.

2. 7–17 min · Context teaching. Teacher uses the context and map slides to explain that the battalion was a Māori unit within the New Zealand forces, with companies associated with different iwi and regions. Establish that enlistment could involve personal choice, whānau and community expectations, economic circumstances, patriotism, protection of home, adventure, and a desire to challenge discrimination. Students annotate a simple map and note two factual details, such as the battalion’s formation in 1940 and its service in Greece, Crete, North Africa, and Italy.

3. 17–35 min · Source investigation. Teacher forms five pairs and distributes the source investigation organiser. Each pair studies one source set: a photograph, recruitment material, an enlistment-related quotation, a map, or an iwi/community perspective. Students complete four prompts: “What do I notice?”, “What is the evidence?”, “What might this suggest about expectations or motivations?”, and “What can this source not tell us?” Teacher circulates, asking, “Which exact detail supports your interpretation?” and “Whose voice is present or absent?”

4. 35–47 min · Jigsaw comparison. Teacher displays the source-comparison instructions and reorganises students into mixed groups so each source is represented. Students share their source, then jointly sort reasons for enlistment under headings such as tuakiri, whānau and iwi, citizenship, obligation, opportunity, and resistance to unfair treatment. They must place each reason beside one piece of evidence and label it either “evidence” or “interpretation”. Teacher checks that students avoid presenting one motivation as true for every Māori soldier.

5. 47–55 min · Perspectives discussion. Teacher uses the perspectives discussion prompts to present the question: “Was enlistment mainly an act of loyalty to New Zealand, loyalty to whānau and iwi, or a way to pursue Māori rights and recognition?” Students position themselves along a continuum, explain their choice using evidence, and respond respectfully to an alternative view. Teacher highlights that perspectives can overlap and may change according to individual experience, iwi context, and wartime circumstances.

6. 55–60 min · Written synthesis and exit check. Teacher asks students to complete the final section of the source investigation organiser: “Māori men enlisted for more than one reason. Explain this statement using two different sources.” Students write a concise paragraph with evidence and interpretation, then self-check against the success criteria. Collect worksheets to identify students ready to extend their explanations in lesson 3.

Resources

• the Enlistment and Expectations slide deck
• the source investigation organiser
• Projector or interactive display
• Printed source set: photographs, recruitment material, map, quotation, and iwi/community perspective
• Highlighters or coloured pencils
• Large paper or whiteboard headings: tuakiri, whānau and iwi, citizenship, obligation, opportunity
• Classroom map of Aotearoa New Zealand and relevant campaign locations
• Pens and sticky notes

Assessment

• Listen during pair and group discussion for accurate use of evidence and the distinction between observation and interpretation.
• Check source annotations for specific details, awareness of perspective, and recognition of source limitations.
• Collect the final paragraph as an exit assessment: students should explain two interconnected reasons for enlistment and support them with evidence from at least two sources.

Differentiation

• Provide sentence starters: “The source shows…”, “This suggests…”, “This may be significant because…”, and “A limitation is…”.
• Give students who need support a pre-highlighted source and a reduced choice of motivation headings; read written sources aloud and clarify unfamiliar terms.
• Pair EAL learners with supportive peers, use visuals and place names, and allow planning ideas orally before writing.
• Challenge confident students to compare two perspectives explicitly, consider whose voice is missing, and explain how the wider wartime context may have shaped each viewpoint.
• Maintain respectful discussion norms: avoid assuming all Māori soldiers, whānau, or iwi held the same beliefs, and distinguish historical interpretation from judgement.