The Land and its Stories

Overview

This 60-minute lesson focuses on exploring the local histories of Tūranganui-a-Kiwa (Gisborne region), inviting Years 4 to 6 students to engage with iwi and hapū narratives that connect people to the land and their identity. The lesson supports the national New Zealand Curriculum's intent of standing history as a living element and respects Māori perspectives, emphasising understanding tikanga, whakapapa, and place-based stories.

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Learning Objectives

By the end of this lesson, students will be able to:

• Explain how local iwi and hapū stories reflect connections to the land and contribute to regional identity.
• Identify key concepts such as whenua (land), tangata whenua (people of the land), and whakapapa (genealogy).
• Reflect on how local histories influence their own sense of place and identity.
• Demonstrate respect for Māori perspectives and tikanga in discussing historical narratives.

Curriculum Links

Social Sciences – Understanding Society and the Environment

• Strand: Continuity and Change
• Level: Level 2-3 (~Years 4-6)
• Achievement Objective:
• Understand how Māori as tangata whenua have connections and responsibilities to the land, and how these connections are celebrated through iwi and hapū stories.
• Recognise how stories and traditions contribute to identity.

English – Using Language to Think and Express

• Participate in discussions showing respect for others’ ideas (Level 2-3).

Key Competencies:

• Relating to others: Work respectfully with others to listen and share ideas.
• Thinking: Make connections between people, places and stories.
• Using language, symbols and texts: Understand and communicate ideas through oral storytelling.

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Materials

• Large map of Tūranganui-a-Kiwa region, showing key landmarks and iwi/hapū areas.
• Printed or digital copies of selected iwi and hapū stories from Tūranganui-a-Kiwa (age-appropriate versions).
• Paper and art supplies (coloured pencils, markers).
• Storytelling props or items (optional, e.g., flax, carved figures).
• Whiteboard or large paper for brainstorming.

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Lesson Activities and Timings

1. Introduction & Connection to Place (10 minutes)

• Activity: Begin with a personal reflection circle. Ask students: "What special places do you know in Tūranganui-a-Kiwa? Why are they important?"
• Write their ideas on the board under the heading "Our Special Places."
• Introduce the concept of tangata whenua — the people of the land — and explain how iwi and hapū have stories that connect them to these special places.

2. Story Exploration (15 minutes)

• Activity: Read aloud or play recordings of 2-3 short, age-appropriate iwi/hapū stories from Tūranganui-a-Kiwa. Examples could be about local landmarks, mountains, rivers, or taniwha (mythical beings).
• After each story, discuss the place it is connected to and what the story tells us about identity and belonging.
• Encourage students to ask questions and share brief thoughts.

3. Mapping Stories (15 minutes)

• Activity: Using the large map, collaboratively place story icons or drawings where each tale belongs.
• In groups of 4, students choose one story and create a quick illustrated narrative panel on A4 paper showing the story, the place, and how it connects people to the land.
• Support their work by guiding discussions about the meaning behind the stories.

4. Sharing & Reflecting (10 minutes)

• Groups present their panel to the class, explaining the story and its connection to place and identity.
• Facilitate respectful listening and sharing of ideas using sentence starters like: "I found it interesting when...," or "This story shows us...".

5. Wrap-Up & Tikanga Reflection (10 minutes)

• Reflect as a class on why it’s important to learn, respect and remember iwi and hapū stories.
• Introduce simple tikanga associated with stories (e.g., respect for kaumatua and their knowledge, importance of preserving stories).
• Set a short "whānau challenge" for students to learn one family or local story at home to share next class.

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Assessment

• Formative:
• Observe participation during discussions and group activities, noting understanding of the connection between oral histories and place.
• Use questioning to assess ability to link story elements to local places and iwi/hapū identity.
• Informal:
• Evaluate group narrative panels for clarity in expressing story-place connections.
• Check respectful listening and contribution to sharing sessions.

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Teacher Reflection and Extension Ideas

• Reflect on how effectively students connected local stories with their own sense of identity.
• Consider inviting a local kaumātua or storyteller next lesson to deepen learning and tikanga experience.
• Extend the unit with a creative writing or drama project dramatizing a Tūranganui-a-Kiwa story.

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This lesson embraces a bicultural approach, embedding Māori perspectives authentically in line with the New Zealand Curriculum’s vision and principles, fostering identity, culture, and connection for tamariki in Tūranganui-a-Kiwa.