Mapping Rangiriri Today

Overview

Students use their prior learning about aerial views and the historic trenches at Rangiriri to create a present-day map. They select and organise key information, use map conventions, and consider how historical evidence helps us understand a place today.

Learning intentions

• WALT use evidence from aerial views and historical information to map Rangiriri today.
• WALT choose and organise key information for a particular purpose.
• WALT use map conventions to communicate information clearly.
• WALT explain how the present-day landscape connects with Rangiriri’s history.

Success criteria

• I can include a clear title, north arrow, key, scale or distance information, and labels.
• I can accurately locate important present-day and historical features.
• I can use short notes and symbols rather than filling my map with long sentences.
• I can explain one connection between Rangiriri today and its history.

Curriculum links

• Aotearoa New Zealand’s histories — understanding people, events, places and the continuing significance of the Waikato War.
• Social sciences — using sources and evidence to understand how places change and how people connect with them.
• English — making notes by reducing information into key words and phrases.
• English — using organisers suited to the purpose and structure of a task to plan and communicate ideas.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and notice. Open with the Rangiriri map-making introduction and display a present-day aerial image alongside a historical image or trench diagram from the previous lessons. Ask: “What can a map show that a photograph cannot?” Students quietly recall one feature they remember, then share with a partner.

2. 5–12 min · Model the task. Revisit the learning intention and success criteria using the map conventions and checklist slides. On the board, model a simple map of a familiar area, adding a title, boundary, north arrow, key, labels and a scale or distance estimate. Think aloud: “I am choosing key words because my map needs to communicate information quickly.” Clarify that students should distinguish present-day features from historic features, for example with different colours or symbols.

3. 12–17 min · Read evidence together. Show the aerial view, previous trench material and any available class notes through the evidence and discussion slides. Identify features students may include, such as roads, waterways, buildings, public spaces, landforms and the historic trench area. Students contribute observations, while the teacher records agreed key words on the board. Emphasise that maps should be based on evidence, and that historical places should be represented respectfully and accurately.

4. 17–32 min · Create an individual map. Distribute the Rangiriri present-day map and checklist worksheet. Students sketch a map of Rangiriri, using the available aerial view and class evidence. They add present-day features first, then locate and mark the historic trenches or relevant historic area. Students tick each checklist item as they complete it. Circulate, asking: “What evidence helped you place that feature?” and “Which symbol or colour will make this clear?” Students may work quietly or discuss decisions with a partner, but each student produces their own map.

5. 32–39 min · Partner accuracy check. Students swap maps with a partner and use the checklist to give one specific acknowledgement and one helpful suggestion. They check whether the map has a clear title, orientation, key, labels, organised information and a respectful historical reference. Students return maps and make one improvement in a different coloured pencil.

6. 39–45 min · Share and reflect. Invite two or three students to show a map detail and explain why they chose a particular symbol, label or note. Students complete the reflection prompt on the Rangiriri present-day map and checklist worksheet: “One way Rangiriri today connects with its history is…” Collect maps and listen for accurate links between place, evidence and history.

Resources

• the Rangiriri mapping slide deck
• the Rangiriri present-day map and checklist worksheet
• Projected present-day aerial view of Rangiriri
• Historical trench image, diagram or class notes from previous lessons
• Board or large paper for teacher modelling
• Pencils, coloured pencils, rulers and erasers
• Optional enlarged aerial image for students who need visual support

Assessment

• During modelling and discussion, check whether students can identify map conventions and distinguish present-day features from historical evidence.
• Confer with students during mapping, recording who can select key information, use evidence to locate features and explain their choices.
• Use the completed checklist, partner feedback and final reflection to assess map communication and understanding of Rangiriri’s continuing historical significance.

Differentiation

• Provide a partially outlined map, enlarged aerial image, a small bank of symbols, and a word bank including title, key, north, road, river, building, trench and historic site.
• Support students to work with a partner during evidence reading and orally rehearse their reflection before writing. EAL learners may use labelled picture prompts and sentence starters such as “I placed ___ near ___ because…”.
• Allow students with fine-motor or visual needs to use thicker pencils, larger paper, a ruler, or a digital drawing tool if available. Reduce the number of required labels while retaining the essential map conventions.
• Extend confident students by asking them to add a second layer showing how the landscape or land use has changed, or to include a short evidence note explaining the source for two features.