Treaty Basics

Overview

In this lesson, students will meet the Treaty of Waitangi in a simple, age-appropriate way. They will explore why it mattered to Māori and to Europeans, and practise talking about ideas using respectful language.

Learning intentions

• WALT identify that the Treaty of Waitangi is an agreement made in 1840.
• WALT describe, in simple terms, that the Treaty involved Māori and the British Crown.
• WALT explain why the Treaty is significant to New Zealand today.
• WALT show understanding of different perspectives by describing how each group might have felt or thought about the Treaty.

Success criteria

• I can say that the Treaty of Waitangi is from 1840 and involved Māori and Europeans/British.
• I can tell why the Treaty is important (it became part of how New Zealand is governed).
• I can share an idea about what Māori and Europeans might have wanted from the agreement.
• I can use kind, respectful words when discussing Treaty ideas.

Curriculum links

• Social Sciences (History): understanding the significance of the Treaty of Waitangi / Te Tiriti o Waitangi for New Zealand.
• Working with sources and evidence: discussing simple ideas from historical information and classroom materials.
• Communication: expressing ideas clearly and listening respectfully to others during discussions.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and routines. Teacher greets students and repeats the “talking circle” rule: one voice at a time, listen carefully, use respectful words. Students sit ready, practise the expectation, and answer a quick prompt: “What is one important agreement in your life?” (e.g., class rules).

2. 5–12 min · Hook: Agreement story. Teacher tells a short, visual story about making an agreement to help everyone (use a simple scenario: “We all agree on playground rules”). Students turn-and-talk: “Why do we make agreements?” Share 2–3 responses with the class.

3. 12–20 min · Direct teach: What is the Treaty? Teacher introduces the Treaty of Waitangi as an agreement made in 1840 between Māori and the British Crown. Keep it simple: “It was written in two forms: English and te reo Māori.” Students help place three picture cards in order on the board: “1840”, “Māori”, “British Crown/Europeans”. Students repeat a class chant: “Treaty—1840—Māori and Crown.”

4. 20–30 min · Perspectives sorting (guided). Teacher shows two large headings with sentence starters: “Māori might have wanted…” and “Europeans/British might have wanted…”. Students work in pairs to sort 6–8 teacher-provided picture/word cards into the two groups (e.g., “peace”, “fair rules”, “land kept safe”, “government/settlement decisions”). Teacher circulates, prompting with questions: “What makes you think that?” “How could both groups see it differently?”

5. 30–38 min · Whole-class discussion: Why is it significant? Teacher uses a “Think–Pair–Share” question: “What makes the Treaty important in New Zealand today?” Provide a simple explanation: the Treaty became part of how New Zealand is shaped and how relationships are understood. Students share one idea each. Teacher records student words on an anchor chart titled “Treaty is important because…”.

6. 38–43 min · Mini assessment: Oral check + sentence frames. Teacher asks each student (or a small group first, then rotate) to complete one frame:

• “In 1840, the Treaty was an agreement between ___ and ___. ”
• “We say the Treaty is important because ___.” Students practise the sentence frame using the class word bank; teacher listens for understanding and respectful language.

7. 43–45 min · Exit ticket (quick). Teacher hands out a one-question slip with a smiley/colour scale and one prompt: “Circle one: I understand / I’m still learning. The Treaty is important because…” Students draw or write one short phrase, then submit before leaving.

Resources

• Picture/word cards for “1840”, “Māori”, “British Crown/Europeans”
• Perspective sorting cards (peace/fair rules/land safety/government decisions), cut into large pieces
• Two large paper headings: “Māori might have wanted…” and “Europeans/British might have wanted…”
• Anchor chart paper: “Treaty is important because…”
• Sentence starter strips (three frames total)
• Exit ticket slips and pencils/coloured pencils
• Class talking-circle display (simple icons)

Assessment

• Observation during pair sorting: check that students can place at least 2 cards correctly and explain thinking in simple terms.
• Oral checks during sentence frames: confirm students understand the Treaty is an 1840 agreement involving Māori and the British Crown, and can give a simple reason for significance.
• Exit ticket: gauge whether each student can state one idea about why the Treaty matters.

Differentiation

• Support: provide visual cues (picture cards, two heading visuals) and sentence frames; pre-teach key words with gestures (Treaty, 1840, Māori, Crown, important).
• Support for EAL/new learners: allow pointing/choosing a card and speaking one word; accept “starter phrases” rather than full sentences.
• Extension: invite a student to add a third card to either perspective and share a reasoning sentence starting with “I think because…”.
• SEN: offer a reduced set of sorting cards (e.g., 4 cards each) and allow partner assistance with a clear role (sorter/reader).