Unit #2: Reconciliation

Lesson 2: The Waitangi Tribunal: Investigating Claims

Duration: 45 minutes
Year Level: 9–10
Curriculum Level: Level 5, The New Zealand Curriculum – Social Sciences

Strand:
Social Studies – Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

---

Learning Intentions

By the end of this lesson, students will:

• Understand the role of the Waitangi Tribunal in addressing Treaty breaches.
• Examine a real Waitangi Tribunal claim and the process involved.
• Collaboratively analyse the outcome and significance of a claim.
• Present key findings clearly to the class.

---

Key Competencies

• Thinking: critically assess historical information
• Relating to others: listen and contribute respectfully in group work
• Participating and contributing: engage in meaningful discussions and contribute to presentations
• Using language, symbols, and texts: interpret tribunal language, summarise findings, and present key points

---

Values

• Understanding the importance of justice and reconciliation in Aotearoa
• Respecting Māori histories and experiences
• Valuing diverse perspectives and collaborative inquiry

---

Resources Needed

• Printed case study handouts (one per group)
• Slide with definition and role of the Waitangi Tribunal
• Chart paper or digital tool for group notes
• Markers or pens
• Timer or visual countdown
• Presentation bell or signal

---

Prior Learning Connection

In Lesson 1, students explored the meaning of reconciliation and briefly examined historical breaches of Te Tiriti o Waitangi. This lesson builds on that foundation by focusing on how the Waitangi Tribunal responds to those breaches.

---

Lesson Breakdown

1. Introduction & Whanaungatanga (5 mins)

Method: Whole class, seated on mat or at tables

• Brief recap of the previous lesson (Ask: "What does reconciliation mean in the context of the Treaty?")
• Introduce today’s focus: How do Māori use the Waitangi Tribunal to seek justice for Treaty breaches?
• Introduce the guiding question:

  "How does the Tribunal contribute to reconciliation in Aotearoa New Zealand?"

---

2. Mini-Explainer: What is the Waitangi Tribunal? (5 mins)

Method: Teacher-led mini-lesson using a slide or whiteboard sketch

• Describe the role and purpose of the Waitangi Tribunal – a standing commission of inquiry set up in 1975 to investigate claims of breaches of Te Tiriti
• Emphasise that the Tribunal is not a court, but its recommendations can be powerful in shaping justice and change
• Introduce the phrase ‘honour the Treaty, not rewrite it’, as key to understanding the Tribunal’s kaupapa

---

3. Group Activity: Case Study Analysis (25 mins total)

Method: Small group (5 groups of 5 students)
Structure:
Each group is assigned a real Waitangi Tribunal case, simplified for Year 9–10 students. Case options could include:

• The Motunui–Waitara Claim (Ngāti Te Whiti)
• The Ngāi Tahu Claim
• The Muriwhenua Fishing Claim
• The Te Rohe Pōtae Inquiry
• The Bastion Point (Ngāti Whātua Ōrākei) Claim

Part A – Investigate (10 mins):
Each group receives a 1-page summary of their claim including:

• Who made the claim and why
• What Treaty principles were involved
• How the Tribunal conducted its investigation
• The Tribunal’s recommendation and government response

Part B – Discuss and Prepare (10 mins):
Groups consider the following questions and prepare to present answers:

1. What happened in this case?
2. What Treaty breach occurred?
3. How did the Tribunal respond?
4. Was the outcome fair or effective in achieving reconciliation?
   Groups write or type up their answers and assign a presenter (or team presenters).

Part C – Share (5 mins total):
Each group does a 1-minute rapid shareback of major findings. Encourage creative formats: a “newsflash”, a dramatic re-enactment, or using a metaphor (e.g., “The Tribunal acted like a bridge between the past and present”).

💡 Teacher prompts during group time:

• “Remind each other what you discussed last week about reconciliation.”
• “Whose voice is being heard in this claim? Whose isn’t?”

---

4. Reflection & Debrief (5 mins)

Method: Independent and then whole class

• Students complete a quick written exit ticket using the sentence stems:

  “Something I found interesting was...”
  “A question I still have is...”
  “The Tribunal helps reconciliation by...”

• Teacher gathers feedback verbally from a few students. Add sticky notes to a Treaty Wall or Reflection Board in the classroom.

---

Assessment for Learning

Formative assessment throughout group discussion and presentations.
Teacher uses a quick checklist to monitor:

• Engagement in group work
• Understanding of case study content
• Evidence of critical thinking in responses

Exit ticket provides formative insight for next lesson’s focus on evaluating effectiveness of Treaty institutions and recommendations.

---

Differentiation

• ELL students supported with simplified vocabulary handouts and images
• High-ability learners can take leadership roles (e.g., facilitating, summarising)
• Scaffolded handouts include Treaty principles glossary
• Option for digital presentations (Canva or Google Slides) if devices are available

---

Homework / Extension

• Interview a whānau member who remembers a Treaty settlement or protest
• Bring in a news article or video clip related to a modern Treaty issue

---

Looking Ahead:

Next Lesson (Lesson 3): Reconciliation Today – Evaluating Treaty Settlements
Students will explore modern Treaty settlements, debate whether they are effective forms of reconciliation, and reflect on what else needs to happen in Aotearoa New Zealand to continue the journey.

---

Teacher Reflection Prompts (Post-Lesson):

• Did students engage deeply with their case studies?
• Were students able to connect this historical work to the idea of reconciliation?
• What additional support did different groups need?
• How could the final presentations be improved in the future?

---

Ka mua, ka muri – Walking backwards into the future.
Let’s encourage students to think critically about the past, so they can shape a more just and reconciled Aotearoa.