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Ngarimu VC and 28th (Māori) Battalion Learning Resource

"Haere mai e ngā iwi ki te hui aroha e, o Te Moananui a Kiwa e Ringihia ngā roimata ki runga i te marae o Te Moananui a Kiwa e Miharo ko te ngākau ki te honore nui, tēnei rā ngā mihi e tama… "
(Ko Tuini Ngāwai te kaituhi. He mea tito tēnei waiata mō te Ngarimu Hui (Victoria Cross Investiture Ceremony) i tū ki Whakarua Park, Ruatoria, i te 6 o Oketopa 1943. I taua hui i whakamaua te Tohu Toa ki ngā mātua o Moana Ngarimu)

LINKS TO RESOURCES

     Click here to download the 'Student Learning Resource'

 

     Click here to download the 'Teacher Notes'

 

     Click here to download the 'Photo Resource'

TEACHER NOTES: NGARIMU VC AND 28TH (MĀORI) BATTALION LEARNING RESOURCE

This learning resource fits within Social Studies and Aotearoa New Zealand Histories in the Social Sciences learning area.

These notes will support you to support your students to plan and present their inquiry.

The learning resource has three tasks. Students will complete each of the three tasks.

  1. Part One: An inquiry about the 28th (Māori) Battalion and Te Moana-nui-a-Kiwa Ngarimu VC. This has two compulsory topics with guiding questions for each topic, and students will select one.
  2. Part Two: An inquiry into different aspects of the 28th (Māori Battalion). There are four topics, and students will select one inquiry question from each topic.
  3. Part Three: An individual inquiry project about a selected kaupapa. There are nine inquiry topics and students will select one topic to inquire into.

Each task and topic are listed in the Social Sciences Strands and Achievement Objectives tables on page 4-19. It includes relevant strands and achievement objectives for each topic to help guide your students to plan and carry out their learning inquiries. There are 17 photographs that students can use as part of their inquiry.

Supporting students and whānau with the inquiry

Students are encouraged to get their whānau and teacher to help them work out what they want to focus their inquiry on and how to plan and present each part.

Students may present their inquiry findings in a form of their choice, for example as haka or waiata, newspaper articles, a graphic novel, slide or digital presentation, or written essay.

Teachers and parents can sign the learning resources once students have completed each part. There is also a downloadable certificate that can be presented to students once students have completed all three parts of their inquiry.

Using Social Inquiry

The learning resource focuses on using the process of ‘social inquiry’, whereby students ask questions, process information, and communicate findings; investigate differing perspectives, values and positions and the reasons for these; and examine issues, identify solutions, evaluate outcomes and make decisions about possible social action.

Developing success criteria

Alongside identifying the most relevant achievement objectives, we also encourage teachers and whānau to work together with their students on shaping success criteria for their inquiries relevant to the curriculum level that they’re working within before undertaking the inquiry tasks.

Acknowledging success

On completion of each inquiry task, whānau and teachers acknowledge completion of each task. When all inquiry tasks are successfully completed students may be presented with a certificate acknowledging their success by their kaiako/teacher(s) and their whānau.

Curriculum Links

The New Zealand Curriculum

The New Zealand Curriculum Social Sciences

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Social-sciences

Social Sciences Learning Area Structure

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Social-sciences/Learning-area-structure

Social Sciences Achievement Objectives

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Social-sciences/Achievement-objectives

Te Takanga o te Wā – Māori History guidelines

http://Māorihistory.tki.org.nz/en/programme-design/te-takanga-o-te-wa-Māori-history-guidelines-year-1-8/

Resources

Below is a list of resources to help students with their inquiry.

28th (Māori) Battalion

https://28Māoribattalion.org.nz/

Kia Mau

http://kiamau.tki.org.nz/

http://eng.kiamau.tki.org.nz/

Ngarimu: Te Tohu Toa

http://kohingarauemi.tki.org.nz/Ngarimu-Te-Tohu-Toa

NZ History

https://www.nzhistory.govt.nz/war/Māori-in-second-world-war

https://www.nzhistory.govt.nz/war/Māori-war-effort-organisation

https://nzhistory.govt.nz/war/victoria-cross

DigitalNZ - ā-tihi o aotearoa

https://digitalnz.org/

King and Country

http://literacyonline.tki.org.nz/content/download/28170/296602/file/King+and+Country-SJ+L4+June+2014.pdf

School Journal Level 4 June 2014

http://literacyonline.tki.org.nz/content/download/28170/296602/file/King+and+Country-SJ+L4+June+2014.pdf

The Desert Kaupoi

School Journal Story Library Level 4 2013

http://instructionalseries.tki.org.nz/Instructional-Series/School-Journal-Story-Library/The-Desert-Kaupoi

Te Hokowhitu-a-Tū: The Māori Pioneer Battalion

School Journal Level 3 June 2014

http://instructionalseries.tki.org.nz/Instructional-Series/School-Journal/School-Journal-Level-3-June-2014/TeHokowhitu-a-Tu-The-Māori-Pioneer-Battalion

PART 1: WHO ARE THE 28TH MĀORI BATTALION AND TE MOANA-NUI-A-KIWA NGARIMU VC?

This task has two inquiry topics, and both are compulsory for students to do. The first topic is about the 28th (Māori) Battalion and the second topic is about Te Moana-nui-a-Kiwa Ngarimu VC. Students will explore information about the two topics and present their findings in an agreed format.

TOPIC ONE: THE 28TH (MĀORI) BATTALION

Guiding questions – students select one question to research and present an informed response to:

Question Standard/s Achievement Objective/s

What is conflcit and how have Māori been involved in war?

 

Social sciences, Social studies:

 

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities

L4

  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

Why was the 28th (Māori) created and how was it organised?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.

L4

  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

What are some of the important dates associated with the 28th (Māori) Battalion?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how the past is important to people.

L3

  • Understand how people remember and record the past in different ways.

L4

  • Understand that events have causes and effects.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

Where did the 28th (Māori) Battalion train and fight?

 

Social sciences, Social studies:

  • Identity, culture and organisation 
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how places in New Zealand are significant for individuals and groups.

L3

  • Understand how people view and use places differently

TOPIC TWO: TE MOANA-NUI-A-KIWA NGARIMU

Guiding questions – students select one question to research and present an informed response to:

Question Standard/s Achievement Objective/s

Who was Te Moana-nui-a-Kiwa Ngarimu?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand how people make significant contributions to New Zealand’s society.

Which Māori Battalion Company did he belong to?

 

Social sciences, Social studies: 

  • Identity, culture and organisation
  • Continuity and change

 Students will gain knowledge, skills, and experience to:

 L1

  • Understand how belonging to groups is important for people.

Where did he train and serve?

 

Social sciences, Social studies:

  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how places in New Zealand are significant for individuals and groups.

L2

  • Understand how places influence people and people influence places.

Why was he awarded the Victoria Cross medal after he passed away?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L2

  • Understand how time and change affect people’s lives.

L3

  • Understand how cultural practices vary but reflect similar purposes.
  • Understand how people remember and record the past in different ways.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
  • Understand that events have causes and effects.

 

PART 2: THE LIVES OF THE 28TH (MĀORI) BATTALION SOLIDERS

There are four inquiry topics. Each topic covers a different aspect of the lives of the 28th (Māori) Battalion soldiers.

Students will explore information about the 28th (Māori) Battalion soldiers and present their findings in an agreed format. The topics include:

  1. The soldiers’ home lives
  2. The service and sacrifice given by the soldiers
  3. Connections and whanaungatanga
  4. Te Ao Hurihuri − the changing world

AT HOME

Students select one question to research and present an informed response to:

Question Strand/s Achievement Objective/s

What impact did WWI and the experiences of Māori Contingent soliders have of Māori society?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L2

  • Understand how time and change affect people’s lives.
  • Understand how people make significant contributions to New Zealand’s society.

L4

  • Understand that events have causes and effects.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

SERVICE AND SACRIFICE

Students select one question to research and present an informed response to:

Question Strand/s Achievement Objective/s

What were some of the reasons men enlisted for the 28th (Māori) Battalion?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how people make choices to meet their needs and wants.
  • Understand how time and change affect people’s lives.
  • Understand how people make significant contributions to New Zealand’s society.

L4

  • Understand that events have causes and effects.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

How were 28th (Māori) Battalion soliders recruited, trained and prepared for war?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.
  • Understand how the cultures of people in New Zealand
    are expressed in their daily lives.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how cultural practices reflect and express people’s customs, traditions, and values.
  • Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

L3

  • Understand how cultural practices vary but reflect similar purposes.
  • Understand how people make decisions about access to and use of resources.

L4

  • Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

What did a normal day involve for a 28th (Māori) Battalion solider?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how the cultures of people in New Zealand are expressed in their daily lives.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand how people make choices to meet their needs and wants.

L3

  • Understand how people make decisions about access to and use of resources.

L4

  • Understand how people participate individually and collectively in response to community challenges.

Select and discuss one campaign that the 28th (Māori) Battalion was involved in.

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand that people have different roles and responsibilities as part of their participation in groups.
  • Understand how the past is important to people.

L2

  • Understand how time and change affect people’s lives.

L3

  • Understand how people remember and record the past in different ways.

L4

  • Understand that events have causes and effects.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

Find out about a decorated 28th (Māori) Battalion solider and share their story.

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand that people have different roles and responsibilities as part of their participation in groups.
  • Understand how the past is important to people.

L2

  • Understand how time and change affect people’s lives.

L3

  • Understand how people remember and record the past in different ways.

L4

  • Understand that events have causes and effects.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

CONNECTIONS AND WHANAUNGATANGA

Students select one question to research and present an informed response to:

Question Strand/s Achievement Objective/s

In what ways were whakapapa and whanaungatanga important for 28th (Māori) Battalion soilders?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand how the cultures of people in New Zealand are expressed in their daily lives.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how cultural practices reflect and express people’s customs, traditions, and values.
  • Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

L3

  • Understand how cultural practices vary but reflect similar purposes.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how cultural interaction impacts on cultures and societies.

Find out about a 28th (Māori) Battalion solider connected to your whānau, rohe, or kura and share their story.

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand that people have different roles and responsibilities as part of their participation in groups.
  • Understand how the past is important to people.

L2

  • Understand how time and change affect people’s lives.

L3

  • Understand how people remember and record the past in different ways.

L4

  • Understand that events have causes and effects.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how the ideas and actions of people in the
    past have had a significant impact on people’s lives.

How were the 28th (Māori) Battalion soliders regarded by people from different countries?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how the cultures of people in New Zealand are expressed in their daily lives.

L2

  • Understand how cultural practices reflect and express people’s customs, traditions, and values.

L3

  • Understand how people remember and record the past in different ways.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Why were waiata, haka, and karakia important for the 28th (Māori) Battalion soliders?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand how the cultures of people in New Zealand are expressed in their daily lives.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how cultural practices reflect and express people’s customs, traditions, and values.
  • Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

L3

  • Understand how cultural practices vary but reflect similar purposes.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how cultural interaction impacts on cultures
    and societies.

Why was a sense of brotherhood important for the 28th (Māori) Battalion soliders?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.

L2

  • Understand how time and change affect people’s lives.
  • Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

L4

  • Understand that events have causes and effects.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

THE CHANGING WORLD

Students select one question to research and present an informed response to:

Question Strand/s Achievement Objective/s

Select a whakataukī and discuss how it might relate to both the 28th (Māori) Battalion soliders and your own life?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how the cultures of people in New Zealand are expressed in their daily lives.

L3

  • Understand how cultural practices vary but reflect similar purposes.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

Explain how you identify with the achievements of the 28th (Māori) Battalion.

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand how time and change affect people’s lives.
  • Understand how people make significant contributions to New Zealand’s society.

L3

  • Understand how people remember and record the past in different ways.
  • Understand how cultural practices vary but reflect similar purposes.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

What we can learn from the (Māori) Battalion?

 

Social sciences, Social studies:

  • Identity, culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how time and change affect people’s lives.
  • Understand how people make significant contributions to New Zealand’s society.

L3

  • Understand how people remember and record the past in different ways.
  • Understand how cultural practices vary but reflect similar purposes.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.
  • Understand how people define and seek human rights.

PART 3: INDIVIDUAL INQUIRY INTO SELECTED KAUPAPA

For this task students will inquire deeply into an aspect of the 28th (Māori) Battalion. Students will choose one of the nine inquiry topics that particularly interests them and present an informed inquiry in an agreed format. Students must discuss and plan their project with the prior approval of their teacher or whānau. Depending on their year level, students can modify this task to suit their personal circumstances, interests, and needs.

TOPIC ONE: THE 28TH (MĀORI) BATTALION

Guiding questions

Question Strand/s Achievement Objective/s

How were soilders recruited and prepared for war?

 

Social sciences, Social studies:

  • Identity,culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L1

  • Understand how belonging to groups is important for people.
  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

L3

  • Understand how cultural practices vary but reflect similar purposes.
  • Understand how people make decisions about access to and use of resources.

L4

  • Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

What were the political influences of the 1930's and 40's and how might they have contributed to Māori volunteers to go to war?

 

Social sciences, Social studies:

  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L2

  • Understand how people make choices to meet their needs and wants.
  • Understand how time and change affect people’s lives.
  • Understand how people make significant contributions to New Zealand’s society.

L3

  • Understand how people remember and record the past in different ways.

L4

  • Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.
  • Understand how formal and informal groups make decisions that impact on communities.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.
  • Understand how people define and seek human rights.
  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

What happened in the battle of Crete and the 42nd Street counterattack?

 

Social sciences, Social studies:

  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L3

  • Understand how people remember and record the past in different ways.
  • Understand how people view and use places differently.

L4

  • Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.
  • Understand that events have causes and effects.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

In what ways did Māori ingenuity and skills contribute to WWII and the success of the (Māori) Battalion?

 

 Social sciences, Social studies:
  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L3

  • Understand how people make decisions about access to and use of resources.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
  • Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how cultural interaction impacts on cultures and societies.
  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

What might a typical 24 hour day have looked like for soliders in the 28th (Māori) Battalion?

 

 Social sciences, Social studies:
  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L2

  • Understand how people make choices to meet their needs and wants.
  • Understand how cultural practices reflect and express people’s customs, traditions, and values.

L3

  • Understand how cultural practices vary but reflect similar purposes.
  • Understand how people view and use places differently.
  • Understand how people make decisions about access to and use of resources.

L4

  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

What were the roles of men and women during WWII while serving and while at home?

 

 Social sciences, Social studies:
  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L1

  • Understand that people have different roles and responsibilities as part of their participation in groups.

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.
  • Understand how time and change affect people’s lives.
  • Understand how people make significant contributions to New Zealand’s society.

L4

  • Understand that events have causes and effects.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

Research one specific 28th (Māori) Battalion campaign and explain it's significant.

 

 Social sciences, Social studies:
  • Identity,culture and organisation
  • Continuity and change

Students will gain knowledge, skills, and experience to:

L2

  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.

L4

  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

How might waiata and haka have influenced the wairua within each company?

 

 Social sciences, Social studies:
  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L3

  • Understand how cultural practices vary but reflect similar purposes.

L4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how cultural interaction impacts on cultures and societies.

Broken promises on return home - what were these and what impact did they have on returned soilders and their families?

 

 Social sciences, Social studies:
  • Identity,culture and organisation
  • Continuity and change
  • Place and environment

Students will gain knowledge, skills, and experience to:

L3

  • Understand how people remember and record the past in different ways.
  • Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.

L4

  • Understand that events have causes and effects.
  • Understand how people participate individually and collectively in response to community challenges.

L5

  • Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
  • Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

Image credit: Bull, George Robert, 1910-1996. Uncovering the Christmas hangi at the Māori Training Depot, Maadi Camp, Egypt - Photograph taken by George Bull. New Zealand. Department of Internal Affairs. War History Branch :Photographs relating to World War 1914-1918, World War 1939-1945, occupation of Japan, Korean War, and Malayan Emergency. Ref: DA-04877-F. Alexander Turnbull Library, Wellington, New Zealand. /records/22828401

Image credit: Elias, M D, active 1943. Elias, M D: Padre Wi Tetau Huata leading members of the Māori Battalion in a song, Alexandria, Egypt, during World War II. New Zealand. Department of Internal Affairs. War History Branch: Photographs relating to World War 1914-1918, World War 1939-1945, occupation of Japan, Korean War, and Malayan Emergency. Ref: DA-08835-F. Alexander Turnbull Library, Wellington, New Zealand. /records/22659410

Image credit: Monument at `Maori Hill’ (Pt 209), Tebaga Gap, Tunisia. New Zealand. Department of Internal Affairs. War History Branch :Photographs relating to World War 1914-1918, World War 1939-1945, occupation of Japan, Korean War, and Malayan Emergency. Ref: DA-11464-F. Alexander Turnbull Library, Wellington, New Zealand. /records/22856541

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