Pre-Treaty Journeys

Overview

This 60-minute Year 10 Social Studies lesson explores the key events, perspectives, and significance of pre-Treaty New Zealand history, aligning with the New Zealand Curriculum Refresh (NZC Refresh). Students will develop understanding of Aotearoa New Zealand before Te Tiriti o Waitangi, appreciating diverse Māori and Pākehā perspectives and the historical context that shaped early colonial interactions.

Curriculum Alignment

Learning area: Social Sciences – History strand (Aotearoa New Zealand histories focus)
Level: Level 5 (Year 10)
Key Competencies:

Thinking – understanding different perspectives and historical contexts
Using language, symbols, and texts – researching and presenting historical narratives
Relating to others – exploring multiple cultural viewpoints, especially Māori worldview
Participating and contributing – engaging in group discussions and presentations

Achievement Objectives:

Understand and describe the causes and consequences of significant historical events and developments in New Zealand before 1840
Understand different viewpoints on events in pre-Treaty history and how these have shaped Aotearoa New Zealand
Carry out in-depth investigations into an historical event using primary and secondary sources, considering significance, perspectives, and consequences.

Learning Intentions (WALT)

We Are Learning To understand key events and perspectives in pre-Treaty New Zealand history.
We Are Learning To analyse the significance of these events from both Māori and Pākehā viewpoints.
We Are Learning To communicate historical information clearly, supporting ideas with evidence.
Task One: We Are Learning To understand and summarise the main articles of He Whakaputanga.
Task One: We Are Learning To collaborate effectively in groups using digital tools to share ideas.
Task Two: We Are Learning To analyse the importance of He Whakaputanga in relation to Te Tiriti o Waitangi.
Task Two: We Are Learning To develop written justification skills using the SEXY paragraph structure (Statement, Explanation, eXample, Your opinion).

Success Criteria

I can identify and explain at least three significant pre-Treaty events.
I can describe Māori and Pākehā perspectives on these events.
I can contribute respectfully to group discussions and present information clearly.
I can use primary and secondary sources to support my explanations.
I can summarise the key articles of He Whakaputanga accurately.
I can work collaboratively with my group using digital tools to organise and present information.
I can analyse and explain the connection between He Whakaputanga and Te Tiriti o Waitangi.
I can write a structured paragraph using the SEXY format to justify my viewpoint.

Materials Needed

Timeline handouts with key pre-Treaty events (e.g., arrival of Europeans, early Māori-Pākehā contact, Musket Wars, Māori social structure)
Short stories or excerpts from Māori oral traditions and Pākehā records
Copies or digital versions of He Whakaputanga articles
Projector or screen for video clips or images
Whiteboard or chart paper for brainstorms
Research worksheet for note-taking
Digital collaboration tools (e.g., Google Docs or Padlet)
Assessment rubric for presentations

Lesson Structure

1. Introduction (10 minutes)

Engage students: Begin with a provocative question: “What do you know about Aotearoa before the Treaty of Waitangi?”
Brainstorm on whiteboard/listen to initial ideas to assess prior knowledge.
Introduce the lesson's WALT and success criteria.
Briefly outline the time period of pre-Treaty history and its importance.

Differentiation: Use visual timelines and keyword lists for students needing additional support. Provide guiding questions for EAL or diverse learners.

2. Exploration of Key Events (20 minutes)

Activity: In small groups, students receive a timeline handout and a short source pack presenting key events and perspectives, e.g.:
- Early Māori settlement and iwi structures
- First encounters with Europeans
- The impact of musket trade and Musket Wars
- Early European settlement and impacts
Students read and discuss: What happened? Who was involved? Why was this event important? What were the different perspectives?
Teacher circulates, prompting deeper thinking with questions:
- How might Māori have viewed this event?
- What were Pākehā motivations and perspectives?
- What was the impact on Māori communities?

Extension: Advanced learners research an additional event or perspective (e.g., role of rangatira leadership or early missionary accounts) and prepare to share with the class.

Support: Scaffolded question prompts, simplified texts, or paired reading for students needing extra help.

3. Task One: Articles of He Whakaputanga (15 minutes)

Students work in groups to read and summarise the main articles of He Whakaputanga using provided copies or digital versions.
Groups use digital collaboration tools (e.g., Google Docs or Padlet) to organise their summaries and share ideas.
Teacher supports by guiding students to identify key points and encourages use of their own words.

Differentiation: Provide sentence starters and a summary template for students needing additional support.

4. Task Two: From He Whakaputanga to Te Tiriti (15 minutes)

Students individually analyse the importance of He Whakaputanga in relation to Te Tiriti o Waitangi.
Using the SEXY paragraph structure (Statement, Explanation, eXample, Your opinion), students write a short justification paragraph explaining why He Whakaputanga was significant in shaping New Zealand’s history.
Teacher models the SEXY paragraph format before students begin writing.

Extension: Students who finish early can peer-review another’s paragraph, providing constructive feedback based on the SEXY structure.

5. Sharing and Discussion (15 minutes)

Each group shares their He Whakaputanga summaries and insights from their written paragraphs.
Facilitate a class discussion about how these documents connect and set the stage for the Treaty of Waitangi. Encourage respectful listening and questioning following discussion guidelines.

Differentiation: Provide sentence stems and discussion roles (note-taker, speaker, questioner) to structure participation for varied learners.

6. Reflection and Assessment (10 minutes)

Individual quick-write: “What did I learn about early New Zealand history and why is it important today?”
Collect responses for formative assessment aligned with success criteria.
Exit ticket: One question to take home or something they found surprising.

Extension: Students who finish early write a short persuasive paragraph imagining they are an historical figure expressing their view on early contact or the upcoming Treaty.

7. Closing (5 minutes)

Summarise key learning points.
Link to the next lesson on the Treaty of Waitangi itself.
Highlight how students used historical thinking skills today – analysing sources, considering perspectives, communicating ideas – all key in the NZ Curriculum's integrated competencies.

Differentiation Strategies

Visual and oral supports: Timelines, illustrations, oral storytelling.
Structured group roles: To support participation and engagement.
Text adaptations: Simplified or scaffolded texts for learners needing support.
Question prompts: For guiding inquiry and higher-order thinking.
Extension tasks: For learners ready to deepen understanding and research further.
Digital tools: Support collaboration and engagement for diverse learners.

Assessment

Formative assessment through observation of group work and discussion participation.
Student quick-write and written paragraphs inform understanding and ability to articulate learning.
Use success criteria as a rubric to assess communication of knowledge, consideration of perspectives, use of evidence, and written justification skills.

This lesson carefully integrates the principles and key competencies of the New Zealand Curriculum Refresh, fostering critical historical inquiry, empathetic understanding, and effective communication – all essential for young New Zealanders engaging with their country’s complex past.

Teaching Instructions