Standing Strong Together

Curriculum Area

Subject: Social Sciences
Curriculum Level: Level 4 – The New Zealand Curriculum
Year Level: Year 9
Big Ideas:

• Understanding the significance of identity through whakapapa (genealogy) and tūrangawaewae (a place to stand).
• Recognising how people’s connections to each other and to land shape who they are and how they participate in society.

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Lesson Overview

This lesson explores the concepts of whakapapa and tūrangawaewae in the context of students' own identities and their roles within their communities. Through collaborative activities and reflective storytelling, students will connect these Māori frameworks to their lived experiences, building deeper intercultural understanding and a stronger sense of self and belonging.

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Learning Intentions

By the end of the lesson, ākonga (students) will be able to:

• Understand and explain the concepts of whakapapa and tūrangawaewae
• Identify their own whakapapa connections and elements that contribute to their tūrangawaewae
• Respect and acknowledge the importance of these values in both Māori and wider New Zealand culture
• Present their sense of identity in a creative and meaningful way

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Success Criteria

• Students use appropriate terms to describe and explain whakapapa and tūrangawaewae
• Students can articulate their own sense of belonging and how it relates to land, family, culture, or community
• Students engage with empathy and respect in group discussions and peer presentations

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Materials Required

• A3 sheets of paper
• Markers, coloured pencils
• “My Whakapapa Tree” handout template (printed)
• Teacher whiteboard/markers
• Printed whakataukī for wall display
• A small stone or object from a local natural space for each student (optional – for connection to land activity)

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Lesson Timing and Flow (60 Minutes)

⏱ 0–10 min — Mihi Whakatau & Whakataukī Discussion

Purpose: Ground the session in te ao Māori and create a respectful, inclusive space.

• Begin with a short mihi (greeting) and karakia (optional depending on school context).
• Display and discuss the whakataukī:
  “Whatungarongaro te tangata toitū te whenua”
  (As man disappears from sight, the land remains)

Questions to prompt discussion:

• What does this mean to you?
• Why might land be so important to a person’s identity?

💡 Teacher Tip: Let one or two rangatahi (students) share what they love about where they come from. Use this as a bridge into tūrangawaewae.

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⏱ 10–25 min — Concept Stations: Interactive Exploration

Purpose: Introduce the key concepts through movement and inquiry.

Split the classroom into three stations:

1. Whakapapa Web – Students use string to connect family roles (e.g. mother, tūpuna, sibling) across a group web.
2. Tūrangawaewae Map – Use a large map of Aotearoa. Students place dots or images on locations they feel a special connection to and share experiences with those places.
3. Story Stones – Each stone has a word (family, mountain, ocean, marae, etc.). Students select one and share a short story or thought it reminds them of.

Each group spends 5 minutes at each station, rotating (3x5 = 15 minutes), with a minute to shift between.

✅ Emphasise listening as a core value during the rotations. Place a card at each station with 2–3 key Māori vocabulary words relevant to the activity.

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⏱ 25–45 min — My Whakapapa Tree (Creative Task)

Purpose: Encourage personal reflection via visual representation.

Students complete the “My Whakapapa Tree” worksheet. This tree includes:

• Roots: Important people or ancestors in their family
• Trunk: Core values, beliefs, or language
• Branches: Hobbies, talents or communities they belong to
• Leaves: Hopes and aspirations

Use te reo Māori labels (e.g. ngā pakiaka, te kakano, ngā manga, ngā rau) and discuss meanings as students populate their trees.

🎨 Encourage creativity: collage, kōwhaiwhai patterns, or adding a pepeha if they know it.

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⏱ 45–55 min — Whanaungatanga Circle

Purpose: Practise respectful listening and deepen student connections.

Arrange a talking circle (seated, ideally outside if possible). Students are invited to:

• Share one thing they are proud of from their tree
• Or share one place they feel is part of their tūrangawaewae

Use a talking stick/object to keep focus and ensure one speaker is respected at a time.

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⏱ 55–60 min — Reflection & Wrap-Up

Purpose: Close the session with manaakitanga (care) and purpose.

Ask students:

• What surprised you today?
• Why do whakapapa and tūrangawaewae matter in Aotearoa?

Let students paste their whakapapa trees on a “Wall of Belonging” or keep them for portfolio work.

Conclude with a whakataukī:
“Nāu te rourou, nāku te rourou, ka ora ai te iwi”
With your basket and my basket, the people will thrive.

Thank the students and invite them to reflect before next lesson:
🌱 “Where do I stand – and who stands with me?”

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Assessment Opportunities

• Formative assessment through observation during station activity and circle talk
• Collection of whakapapa trees for informal evaluation of understanding
• Anecdotal notes on participation and vocabulary use

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Key Competencies Integrated

• Relating to others: Respectful communication in circle share and stations
• Managing self: Ownership over their whakapapa tree project
• Participating and contributing: Sharing insights in discussion activities
• Thinking: Making connections between people, land, and identity

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Extensions / Homework (Optional)

Ask students to interview a whānau member about their tūrangawaewae or family history.
Bring one item to next class that represents "where they stand" or who they are.

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Teacher Reflection Prompts

• How well did students engage with abstract concepts like identity?
• Did all students feel safe sharing — what can be improved?
• Are there community or iwi resources I could bring in next time to deepen the kaupapa?

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This lesson incorporates authentic mātauranga Māori and allows diverse learners to explore identity from a place of strength and respect.
Inspiring manaakitanga and empathy through inquiry and storytelling.