Rangiriri: Then and Now

Overview

Students build on their prior learning about Rangiriri’s maps, landscape, streets and buildings by investigating how the place has changed over time and why those changes matter. They use photographs, a simple timeline and short source extracts to compare past and present Rangiriri, then record key words and evidence in a planning organiser.

Learning intentions

• We are learning to identify changes and continuities in Rangiriri over time.
• We are learning to use photographs, maps and short written sources as evidence.
• We are learning to recognise that people can have different perspectives about the same place and event.
• We are learning to make notes using key words and phrases.

Success criteria

• I can identify at least two changes and one continuity between past and present Rangiriri.
• I can use evidence from a source to support an idea.
• I can explain that different people may remember or describe Rangiriri differently.
• I can record important information in short notes rather than copying whole sentences.

Curriculum links

• Aotearoa New Zealand’s histories — understanding the significance of places, people and events in local contexts.
• Aotearoa New Zealand’s histories — exploring continuity and change and considering different perspectives.
• English — making notes and reducing information into key words and phrases.
• English — using organisers to organise and plan writing, selecting an organiser that suits the purpose.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and wonder. Teacher displays a present-day image of Rangiriri and asks, “What might this place have looked and felt like before the roads and buildings we know today?” using the opening present-day image and wonder question. Students silently notice three details, then share one prior-learning idea with a partner.

2. 5–12 min · Establish the historical story. Teacher explains, in age-appropriate language, that Rangiriri has a long history connected with Waikato-Tainui and that, in 1863, Rangiriri became an important site during the Waikato War. Explain that people experienced and remember these events in different ways, and that the site remains significant today. Show a simple then–now timeline and location map in the context timeline and location map. Students ask one clarifying question and identify what information is known from the map, image or explanation.

Keep the explanation focused: avoid presenting the conflict as a simple “battle story”. Emphasise that historians listen to different accounts and consider whose voices are included.

3. 12–20 min · Model reading evidence. Teacher models a “notice, select, note” routine with one short source: read it aloud, underline important words, cross out repeated or minor details, and turn the main idea into a brief note. For example, model changing “The pā was built in a strategic position beside the Waikato River” to “pā beside river — strategic position”. Use the source-reading model and key-word example. Students help decide which words are essential and explain why.

4. 20–32 min · Paired source investigation. Teacher places students in pairs and distributes the Rangiriri then-and-now evidence organiser. Each pair studies two or three teacher-provided sources: a present-day photograph, an earlier image or map, and a short, child-friendly account or caption. Students record key words under “Then”, “Now” and “Still important”, and identify at least one piece of evidence for a change or continuity. Pairs use the discussion prompts in the group discussion template to share roles, listen carefully and agree on their strongest idea.

Circulate and ask: “What do you notice?” “How do you know?” “What has changed?” “What has stayed important?” “Whose viewpoint might this source show?” Remind students that a source may give useful information without telling the whole story.

5. 32–39 min · Compare and interpret. Teacher brings the class together and displays a three-column class chart: “Changed”, “Continued”, and “Different perspectives”. Invite pairs to contribute one note and source of evidence. Record student language, distinguishing observation from interpretation. Students complete the final section of the worksheet: “Rangiriri is significant because…” using two key pieces of evidence.

6. 39–45 min · Share and exit check. Teacher revisits the learning intention and asks students to share a strong comparison with a partner before collecting the worksheet. Students complete the final question on the Rangiriri then-and-now evidence organiser: “One thing I learned about Rangiriri’s past and present is… One question I still have is…” Select two or three responses to read aloud and acknowledge questions that could guide the next lesson.

Resources

• the Rangiriri then-and-now teaching deck
• the Rangiriri then-and-now evidence organiser
• the group discussion template
• Present-day photograph of Rangiriri
• Earlier photograph, map or site image of Rangiriri
• Two or three short, child-friendly source extracts and captions
• Large paper or whiteboard for the class comparison chart
• Coloured pencils or highlighters
• Copies of the worksheet and discussion template
• Projector or interactive display

Assessment

• Listen during paired investigation for students distinguishing an observation from an interpretation and using evidence.
• Check worksheets for two accurate changes, one continuity, relevant key words and an attempt to consider perspective.
• Use the final written response to identify students who need further support with note-making, chronology or understanding historical perspectives.

Differentiation

• Provide a small vocabulary bank with words such as pā, river, site, change, continuity, evidence and perspective, supported by simple visuals.
• Read all source extracts aloud and provide enlarged, uncluttered copies. Pair students strategically and assign roles such as reader, evidence finder, recorder and reporter.
• Offer sentence starters: “The source shows…”, “This changed because…”, “This stayed important because…” and “This viewpoint may belong to…”.
• Challenge ready learners to compare two sources, identify what one source does not show, and explain why historians need more than one perspective.