The Lead-Up to the Treaty of Waitangi Year 4-6 Activities

NZ$0.00 incl GST (NZ)

This resource can only be accessed by members. To access this resource, sign up by purchasing Membership (INDIVIDUAL), Membership (SMALL TEAM), Membership (MEDIUM TEAM) or Membership (LARGE TEAM).

Description

The purpose of this resource is to explore how iwi and hapū participated (or not) in the signing of the Treaty of Waitangi, the people who were present and what was debated, and the range of views expressed by Māori rangatira at the signings of Te Tiriti o Waitangi.
 
This Lead-Up to the Treaty of Waitangi Year 4-6 resource features:
  • Three articles:
    • The Lead Up to the Signing of Te Tiriti.
    • Who was Present at the Signing of Te Tiriti.
    • The Range of Views among Rangatira Māori about Te Tiriti o Waitangi.
  • 28 Task cards to help students to comprehend and explore the articles and their content.
  • Answers for the four Finding Specific Information task cards
  • Perspectives Mind Map Graphic Organisers
  • Perspectives Speech Bubbles Activity
  • Perspectives Hot Seat Drama Activity instructions
  • Art Activity
  • Writing Prompt – Letter Writing
  • A full set of digital activities
  • Total: 37 pages + 41 digital slides
 
Aotearoa New Zealand Curriculum Links – Year 4-6:
 
Know: Tino rangatiratanga me te kāwanatanga | Government and organisation
 
Te Tiriti o Waitangi | The Treaty of Waitangi: background
  • Key Questions:
    • How did iwi and hapū in our rohe participate (or not) in the signing of Te Tiriti o Waitangi | The Treaty of Waitangi?
    • Who was present and what was debated?
    • What were the range of views expressed by Māori rangatira at the signings of Te Tiriti o Waitangi?
  • Explore: the range of views among rangatira Māori.
 
Do:
 
Interpreting past experiences, decisions, and actions
  • I can identify the attitudes and values that motivated people in the past and compare them with attitudes and values of today.

Identifying sources and perspectives

  • I can use historical sources, giving deliberate attention to mātauranga Māori sources, to gather evidence to answer my questions about the past. I can identify views that are missing and note how this may affect my answers.

You may also like…