Stories of the Terraces

Overview

In this second lesson of six, students investigate the history and significance of the Pink and White Terraces at Lake Rotomahana. They learn that the terraces were known, valued and cared for by Māori before European visitors recorded them, and consider why different people may tell their history differently.

Learning intentions

• WALT describe how the Pink and White Terraces were formed and used.
• WALT sequence important events in the history of the terraces.
• WALT explain why the terraces were culturally significant to Tūhourangi and other Māori.
• WALT compare Māori and European perspectives about the terraces.

Success criteria

• I can place key events in the correct order.
• I can describe at least two ways the terraces were important to Māori.
• I can explain why “discovery” may not be the fairest word to use.
• I can support an idea with evidence from a source.

Curriculum links

• Understanding how people, places and environments are connected.
• Exploring continuity and change through significant events and places.
• Understanding that people hold different values and perspectives.
• Developing inquiry skills: asking questions, using sources, communicating findings and working cooperatively.
• Key competencies: thinking; relating to others; participating and contributing; managing self.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and provoke thinking Display the opening image and question in the introduction and hook slides: “Can a place be discovered if people already know, use and care for it?” Students think silently, then share with a partner. Explain that this is lesson 2 and briefly revisit the previous lesson’s learning about the location and appearance of the terraces.

2. 5–13 minutes – Build shared historical knowledge Use the historical background slides to introduce the terraces. Explain that the Pink and White Terraces were silica formations at Lake Rotomahana, created over many years by hot mineral-rich water. They were known to Māori, especially Tūhourangi, who lived in the area, guided visitors and cared for the surrounding places. European travellers later wrote about and publicised the terraces, including accounts from the nineteenth century. Introduce Sophia Hinerangi, a respected Tūhourangi guide who led visitors around the area.

Emphasise that written European accounts are only some of the available evidence. Māori knowledge, oral histories, relationships with whenua and the events remembered by descendants are also important.

3. 13–25 minutes – Group source investigation Arrange 30 students into five groups of six. Give each group a role using the group role cards. Distribute the Terraces history investigation worksheet. Students read or study four short, age-appropriate sources on the worksheet: a historical timeline, a description of Māori guardianship and guiding, a nineteenth-century visitor account, and information about the 1886 Tarawera eruption.

Groups answer:

• What does this source tell us?
• Whose perspective is represented?
• What might be missing?
• What does this show about the importance of the terraces?

Circulate, clarify vocabulary and ensure students distinguish between evidence and opinion.

4. 25–33 minutes – Sequence and discuss Students use the timeline on the Terraces history investigation worksheet to order the key events: Māori knowledge and guardianship; increasing European visits and written descriptions; Sophia Hinerangi’s guiding; the 1886 eruption; ongoing research, remembrance and cultural connection. Groups compare their order with another group.

Ask: “Which event changed the terraces most?” and “Does an event have to be written down to be historically important?” Invite students to refer to evidence.

5. 33–40 minutes – Perspective discussion Show the perspective discussion slides. In pairs, students complete the sentence: “The terraces were significant because…” with one cultural, environmental or economic reason. Then discuss the word “discovery”. Explain that visitors may have encountered the terraces for the first time, but Māori already knew the place and had relationships, responsibilities and knowledge connected to it.

Invite several students to share. Reinforce respectful language such as “European visitors recorded the terraces” rather than suggesting the place was unknown.

6. 40–45 minutes – Individual reflection and review Students complete the final section of the Terraces history investigation worksheet independently: “One important thing I learned is…”, “A Māori perspective that should be included is…” and “A question I still have is…”. Use the plenary and review slide to revisit the learning intentions. Collect worksheets as students leave.

Resources

• the Terraces history and discussion slide deck
• the Terraces history investigation worksheet
• the group role cards
• Projector or interactive whiteboard
• Map or image of Lake Rotomahana and the terraces
• Pens, pencils and highlighters
• Large paper or whiteboards for group responses
• A class timeline space or board

Assessment

• Listen to group explanations for accurate sequencing, use of evidence and recognition of differing perspectives.
• Check worksheets for understanding of Māori cultural importance, historical change and the limits of the word “discovery”.
• Use the individual reflection to identify misconceptions and questions to revisit in lesson 3.

Differentiation

• Provide a word bank with: terraces, whenua, guardianship, perspective, evidence, eruption, visitor and significance. Read sources aloud and pair students strategically.
• Support learners who need it with shortened sources, highlighted evidence and sentence frames such as “This source shows…” and “From a Māori perspective…”.
• Allow students to respond through labelled drawings, oral recording or a scribed explanation where writing is a barrier. Use mixed-ability groups and clear roles.
• Extend confident students by asking them to compare two sources, identify possible bias and rewrite a timeline heading to represent a Māori perspective more accurately.