Voices of Ihumātao

Overview

This 180-minute lesson is designed for Year 13 students in New Zealand, focusing on the contemporary historical protest at Ihumātao. The plan aligns precisely with the New Zealand Curriculum Refresh (the refreshed national curriculum for New Zealand schools) with a particular emphasis on social sciences, Te Tiriti o Waitangi principles, key competencies, and local contexts. This lesson will foster critical engagement, understanding of multiple perspectives, and empower students to relate history to citizenship and identity.

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Learning Objectives

Students will be able to:

• Understand the historical and socio-political context of the Ihumātao protest.
• Explore and analyse diverse perspectives including tangata whenua and government viewpoints.
• Critically evaluate the protest's significance in upholding tino rangatiratanga and principles of Te Tiriti o Waitangi.
• Communicate informed arguments supported by evidence.
• Reflect on their role as citizens in Aotearoa New Zealand society.

Curriculum Alignment:

• Learning Area: Social Sciences / Aotearoa New Zealand Histories

• Achievement Objectives (Level 8, Years 11-13):

  • Understand how historical events and developments have shaped New Zealand society.
  • Understand how people participate individually and collectively in response to community issues and concerns.

• Key Competencies:

  • Thinking – Critically analyse and evaluate evidence from different viewpoints.
  • Using language, symbols and texts – Construct and communicate arguments effectively.
  • Relating to others – Engage respectfully with multiple perspectives, including tikanga Māori viewpoints.
  • Participating and contributing – Understand citizenship and community participation.
  • Managing self – Set goals and reflect on learning progress.

• Principles:

  • Treaty of Waitangi (Te Tiriti o Waitangi) inclusion, enabling Māori perspectives.
  • Cultural diversity, equity, and inclusion.
  • Community engagement and bicultural partnership.

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Lesson Duration & Structure: 180 minutes total

Time	Activity	Description
10 min	Introduction to Ihumātao	Teacher-led presentation on the historical context of Ihumātao land, the protest origins & significance in NZ history. Brief video or images to set the scene.
20 min	Understanding Te Tiriti o Waitangi	Interactive mini-lecture/discussion about Te Tiriti principles, tino rangatiratanga, and how they relate to the Ihumātao situation. Use key Māori terminology and concepts.
30 min	Source Analysis (Group Work)	Students in groups of 4 examine a range of primary and secondary sources (e.g., iwi statements, government releases, media reports, activist interviews). They will identify perspectives, biases, and evidence.
15 min	Group Presentations	Each group shares insights from their source analysis, focusing on differing viewpoints about the protest. Teacher facilitates critical questioning.
15 min	Break / Whakawhanaungatanga	A physical and social break with a prompt: "What stood out to you from the group's presentations?"
20 min	Debate Preparation	In pairs, students prepare arguments either supporting or opposing the protest, drawing from their earlier analysis. Emphasise respectful discourse and evidence-based argumentation.
30 min	Structured Debate	Conduct a class debate on the question: "Should the land at Ihumātao be returned to tangata whenua?" Roles assigned: some pairs advocate for return, others for development.
15 min	Reflection Writing	Individually, students write a short reflection on what they learned about history, identity, and citizenship from the Ihumātao protest.
15 min	Class Discussion & Future Focus	Discuss how such protests shape understanding of citizenship and cultural identity today and in students' futures, linking to curriculum’s future-focused issues (citizenship, sustainability, globalisation).
10 min	Wrap-up and Goal Setting	Teacher summarises key concepts, invites students to set personal or group goals related to their learning and civic participation.

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Detailed Activity Breakdown

1. Introduction to Ihumātao (10 min)

• Use a concise slideshow with photos/maps and timeline of ownership/purchase issues leading to the protest starting in 2016.
• Frame the protest as part of ongoing Māori land rights struggles and Te Tiriti breach concerns.

2. Understanding Te Tiriti o Waitangi (20 min)

• Present and discuss the concepts of tino rangatiratanga (chieftainship/self-determination), partnership, and protection.
• Connect these concepts to Ihumātao’s dispute.
• Include whakataukī (proverbs) like "Unuhia te rito o te harakeke…" to deepen cultural understanding.

3. Source Analysis (Group Work) (30 min)

• Provide printed/ digital excerpts from:
  • SOUL (Save Our Unique Landscape) group statements
  • Auckland Council’s releases
  • Media editorials & opinion pieces
  • Mana whenua iwi representatives’ perspectives
• Use guiding worksheet for students to identify:
  • Who produced the source?
  • What is their perspective?
  • What is the purpose?
  • What evidence do they provide?
  • What biases or gaps exist?

4. Group Presentations (15 min)

• 3-4 minutes per group summarising their source analysis.
• Teacher encourages questions like: "How does this viewpoint reflect Te Tiriti principles? How might this influence public opinion?"

5. Break / Whakawhanaungatanga (15 min)

• Encourage students to share informal thoughts to recharge.

6. Debate Preparation (20 min)

• Students pair off, assign sides ("Return the land" vs "Support development").
• Using sources and notes, plan clear arguments:
  • Opening statement
  • Supporting evidence
  • Response to possible counterarguments

7. Structured Debate (30 min)

• Moderate with structured time per speaker.
• Emphasise respectful listening and use of evidence.
• Debrief briefly on debate skills.

8. Reflection Writing (15 min)

• Prompt: "What has studying the Ihumātao protest taught you about history, identity, and your role as a New Zealander?"

9. Class Discussion & Future Focus (15 min)

• Facilitate discussion around how local protests impact national identity, laws, relationships with tangata whenua.
• Link to key competencies in citizenship and thinking about the future of Aotearoa NZ.

10. Wrap-up and Goal Setting (10 min)

• Recap key takeaways.
• Invite students to set one learning or personal citizenship goal related to what they have studied.

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Resources Needed

• Multimedia projector or screen.
• Printouts or digital copies of selected sources.
• Worksheets for source analysis and debate planning.
• Paper and pens for reflection.
• Optional: Video clips or documentaries on Ihumātao (carefully selected for appropriateness).

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Assessment Opportunities

• Formative: Observation during group discussions, presentations, debate participation.
• Summative: Reflection writing assessed against achievement objectives in critical thinking, argumentation, and writing clarity.
• Self-Assessment: Students reflect on personal growth in understanding identity and citizenship through goal-setting.

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This detailed, engaging lesson honours the New Zealand Curriculum Refresh's commitment to biculturalism, student agency, and future-focused learning through the rich context of the Ihumātao protest.

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References from the New Zealand Curriculum Refresh:

• Social Sciences learning area and Aotearoa New Zealand histories achievement objectives for Level 8 (Years 11-13) focus on understanding historical contexts and societal participation.
• Emphasis on key competencies including Thinking, Using language, Relating to others, Participating and contributing, and Managing self, which are fully integrated into this lesson plan.
• Principle of Te Tiriti o Waitangi is reflected in teaching local tikanga Māori and mātauranga Māori and encouraging equity and partnership.
• Future focus themes of citizenship and sustainability underpin the reflective and discussion elements of the lesson .

This approach provides teachers with a comprehensive yet adaptable framework to deliver an impactful, culturally responsive history lesson.