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Māori History Māori History in the NZ Curriculum

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Related resources

Resources you can use to shape a resistance and conflict based programme of learning

  • The New Zealand Wars
    This website provides information about the New Zealand Wars, which were fought between 1845 and 1872. It includes information about Parihaka, and the consequences for Māori, and  the causes of the wars.
  • Walking with an Anzac
    The Walking With An Anzac Tumblr supports New Zealand students and their teachers to tell the stories of First World War soldiers from their local community.  It supports New Zealand students and their teachers to actively use the online records of First World War soldiers from their local community.
  • Kia Mau – Waiata and haka associated with 28th Māori Battalion
    This multimedia resource for senior secondary students, focuses on waiata and haka associated with the Māori Battalion. It includes suggested activities and ideas to develop conceptual understandings and investigate historical issues. There are three history units of study at each level of NCEA, with suggested activities. 
  • 28th Māori Battalion
    This website includes the story of the Māori Battalion in World War 2, told through articles, images, audio, video and an interactive map. The Battalion roll has names of men who served in both World Wars 1 and 2.  The roll links to a detailed page on each soldier, with options to add comments and media, and a link to the soldiers’ page on Auckland Museum Online Cenotaph. This school resources page gives suggestions for how the topic can be integrated into The New Zealand Curriculum. Downloads give ideas and activities for Social Studies in years 7–10, and NCEA history (years 11–13). 
  • Waikato War driving tour
    A self-drive tour visiting 13 sites of significance to the Waikato War. Materials include iphone/android apps, downloadable MP3 files, and a teacher resource. The teacher resource is for secondary level and contains activities and support material for social studies, history, geography, the arts and English. Includes pre-tour and post-tour activities and detailed information about, and activities for, each place on the tour. It includes historic and contemporary maps. 
  • Parihaka: The Art of Passive Resistance, Te Miringa Hohaia, Gregory O’Brien and Lara Strongman (eds), 2001
    The book commemorates and explores one of the major historical events in the history of Aotearoa  New Zealand – the invasion of Parihaka, Taranaki, by Pākehā soldiers in 1881. 
  • The Parihaka album : Lest we forget, Rachel Buchanan, 2009
    This album blends the personal and the historical. It tracks the author, Rachel Buchanan's discovery of her family's links with Parihaka and her Māori and Pākehā ancestors' roles in the early days of the city that is now Wellington. 
  • Hīkoi: Forty Years Of Māori Protest, Aroha Harris, 2007
    This book provides an overview of the contemporary Māori protest movement, a summary of the rationale behind the actions, and a wonderful collection of photographs of the action – the protests, the marches, and the toil behind the scenes. And it provides a glimpse of the fruits of that protest – the Waitangi Tribunal and the opportunity to prepare, present, and negotiate Treaty settlements; Māori language made an official language; Māori-medium education; Māori health providers; iwi radio and Māori television. 
  • First World War Inquiry Guides and Resources
    The Ministry of Education, the National Library’s Services to Schools and the WW100 Programme Office have worked together to develop these resources to help students gain insights into the First World War. These resources support students in years 1 to 13 to meet achievement objectives across The New Zealand Curriculum and Te Marautanga o Aotearoa. 
  • What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship, Bronwyn E. Wood, in Set 2013: No.3
    The 2007 New Zealand curriculum introduced the idea of “social inquiry” in the social studies curriculum. However, it appears that the nature and purpose of social inquiry is still unclear to many teachers. The purpose of this article is to clarify what social inquiry is, to examine its origins within the social sciences, and to consider the contribution it can make to inquiry learning.

    The article draws on empirical data from a secondary-school-wide, local-community social inquiry. An analysis of the questions students and teachers asked in this social inquiry revealed that three broad types of learning outcomes were generated through this process: information-based, values-based, and citizenship-based outcomes. The article concludes by suggesting a number of ways social inquiry questions could be crafted to support informational and transformational/citizenship outcomes for social studies students.