Why Learn Our Past

Overview

In this first lesson of the unit Exploring Early NZ History, students begin by learning where New Zealand is and noticing key geographical features they can see or imagine. They then discuss why studying history helps us understand our home and make sense of how life changes over time.

Learning intentions

• WALT place important ideas about New Zealand (where it is) on a simple class map.
• WALT identify some geographical features of New Zealand (e.g., land, water, islands, mountains).
• WALT explain, with a friend, why it is important to study New Zealand’s history.
• WALT retell a short story or idea using clear sentences.

Success criteria

• I can point to New Zealand on a map and say one sentence about where it is.
• I can name one or two geographical features of New Zealand and describe them simply.
• I can say why learning about history helps us (e.g., to understand our home, people, and how things change).
• I can retell my ideas to a partner and include at least one time word like “long ago” or “before”.

Curriculum links

• History — New Zealand: where we come from: uses general time markers and simple ideas about when events happened to support understanding of the past.
• History — New Zealand History: students learn to place ideas on a simple timeline and retell stories they have learnt.
• Science — History (as connected learning): noticing features of the world around us supports understanding of “where we come from”.
• Working with texts (English): strengthening knowledge of New Zealand perspectives when making meaning through discussion and retelling.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and thinking. Teacher asks: “What do you already know about New Zealand?” and records a few student words on the board. Students share one idea using a sentence starter: “I think New Zealand is…”

2. 5–12 min · Hook: map reveal. Teacher shows a large classroom map (NZ outline or simple world map) and asks students to find New Zealand. Students point, then turn and talk: “What is around New Zealand (water/sea)?” and “How do you know?”

3. 12–20 min · Direct teach: key geographical features. Teacher uses pictures (coastline, islands, mountains/hills, rivers/lakes, ocean) and explains in child-friendly language that these features help make New Zealand a special place. Students choose one picture card and add one spoken sentence: “This shows… and it helps people because…”

4. 20–28 min · Why study history? (guided discussion). Teacher asks: “If we live here now, why might we want to learn about how things were long ago in New Zealand?” and links to simple ideas: people, homes, places, and ways of living. Students do a quick “Think–Pair–Share” and contribute one reason, using: “We learn history so we can…”

5. 28–38 min · Group activity: My NZ Now / My NZ Then. Teacher places a simple chart or T-graph on the board with two columns: “NZ Now” and “NZ Then (long ago)”. In groups of 4–5, students place 4–6 picture icons (e.g., modern home, older clothes/tools concept, visiting places, boats concept, school concept) and discuss where each would fit. Teacher prompts time language: “now” and “long ago/before”.

6. 38–43 min · Retell and share. Teacher asks each group to retell their chart using 3 sentence steps: (1) “New Zealand is…” (2) “It has…” (3) “History helps because…” Students practise in pairs first, then one group member shares the group retell with the class.

7. 43–45 min · Exit ticket. Teacher gives each student an exit card: “New Zealand is where…” and “We learn history to…” with a line for a simple sentence. Students complete independently using word bank support (New Zealand, water/sea, islands, long ago, before, history helps).

Resources

• Large classroom map (NZ outline and/or simple world map)
• Picture cards of geographical features (ocean/sea, land/shoreline, mountains/hills, islands, rivers/lakes)
• Simple “NZ Now / NZ Then” chart or posters (with headings written clearly)
• Icon/picture set for “now” and “long ago” (keep abstract; avoid complex details)
• Student exit cards and pencils
• Word bank on the board (New Zealand, water/sea, islands, mountains, long ago, before, history, helps)

Assessment

• Teacher observation: students correctly locate New Zealand and use simple descriptive language during map pointing and partner talk.
• Checkpoint talk: students explain one geographical feature and can give at least one reason history is important.
• Exit ticket: students produce a short sentence for where New Zealand is and why we learn history.

Differentiation

• Support: provide sentence starters (“New Zealand is…”, “It has…”, “We learn history so we can…”) and a word bank; allow partner drawing/pointing before speaking.
• Support for EAL/SEN: use picture cards and gestures; accept single-word answers that build into a sentence with teacher prompting.
• Extension: ask students to add a second reason for studying history or include a time word (“long ago” or “before”) in their retell.
• Grouping: mix abilities in groups of 4–5 so students can learn from each other during the “NZ Now / NZ Then” activity.

Notes for the teacher

• Keep explanations short and concrete; focus on “where New Zealand is” and “why history matters” rather than dates.
• Use general time language (e.g., “long ago” and “before”) to prepare for the unit’s timeline learning in later lessons.