š„ Aotearoa Wars Documentary Companion
Guided analysis for James Belichās āThe New Zealand Warsā
Cross-Curricular Focus
Literacy: Primary source evidence, naming analysis, explanatory writing
Numeracy: Timeline plotting, casualty/raupatu data interpretation
Critical Thinking: Strategy evaluation, systems mapping, counter-narratives
āÆļø Guided Viewing Schedule
Before Watching (5 minutes)
- Skim the vocabulary list (page 2) and highlight any unfamiliar kupu.
- Read the three conflict names listed below. Predict what each name emphasises.
- Set up your note space with three columns: Evidence | Why it matters | Questions.
0:00 ā 5:30 | Naming the Wars
- List all names Belich uses and why naming matters.
- What colonial assumptions are challenged?
- How does Belich frame MÄori objectives?
5:30 ā 11:30 | Modern PÄ Innovation
- Sketch key features of the āmodern pÄā.
- What engineering/science knowledge did this require?
- How did the British respond?
11:30 ā 16:30 | Guerrilla Paths
- What made guerrilla tactics effective?
- Note terrain advantages MÄori used.
- How did British command misread the situation?
16:30 ā 22:00 | Sovereignty Refusal
- List Belichās evidence that this was a war over sovereignty.
- How did British policy shift during the war?
- Record one quote about MÄori leadership.
22:00 ā 27:00 | Legacy
- How did the wars affect land ownership?
- What long-term consequences does Belich highlight?
- What questions do you still have?
After Watching (5 minutes)
Complete the quick reflection: āOne piece of evidence that challenged the colonial storyā¦ / What this proves about MÄori strategyā¦ / One pÄtai I want to investigate nextā¦ā
š Literacy & Evidence Tasks
1. Naming Analysis
Instructions: Fill in the table with evidence from the documentary or other sources.
| Name | Who tends to use it? | What story does it tell? | Evidence / Quote |
|---|---|---|---|
| The New Zealand Wars | |||
| The Land Wars | |||
| The Aotearoa Wars / Wars of Sovereignty |
2. Evidence Tracker
Collect evidence of MÄori strategic brilliance.
| Strategy / Innovation | What the documentary shows | Why it mattered |
|---|---|---|
| Modern PÄ | ||
| Guerrilla Warfare | ||
| Logistics & Intelligence |
3. Primary Source Link
Choose one quote from the Primary Source Library that connects to the documentary. Explain the connection in 3-4 sentences.
š Numeracy & Spatial Reasoning
1. Conflict Timeline
Plot Gate PÄ (1864), ÅrÄkau (1864), Tauranga campaign (1864), TÄ«tokowaruās War (1868-69), and Parihaka invasion (1881) on a timeline. Note who āwonā each battle and what happened next.
2. Raupatu Data Snapshot
Use raupatu statistics (teacher provides or students research) to fill in:
| Iwi / Region | Land Confiscated (acres) | % of Iwi Land Lost | Effect on mana |
|---|---|---|---|
| Waikato-Tainui | |||
| Taranaki iwi | |||
| NgÄti Porou (research) |
Reflection: How does this data support Belichās argument about sovereignty?
š§ Critical Thinking & Systems Mapping
1. Systems Map
Map the relationships between MÄori strategy, British response, land confiscation, and long-term effects. Include people (rangatira, Crown officials), resources, and outcomes.
2. Counter-Narrative Paragraph
Respond to this colonial statement: āThe wars were MÄori rebellions against lawful authority.ā Use at least two pieces of evidence from the documentary and one from another source.
3. WhÄnau & Hapori Connection
Interview whÄnau, marae historians, or local experts (if possible) about local battles or raupatu impacts. Summarise what you learn and how it connects to the documentary.
š©āš« Teacher Notes & Implementation Guide
Suggested Flow
- Activate: Vocabulary preview + naming predictions before pressing play.
- Guide: Pause at suggested timestamps to collect evidence and clarify military terminology.
- Deepen: Use evidence tracker and systems map in mixed-ability groups; link to strategy handout.
- Assess: Gather counter-narrative paragraphs, systems maps, and raupatu data tables for MÄtainuku/MÄtairea evidence.
Differentiation
- Support: Provide sentence frames for naming analysis and counter-narrative paragraph; offer partially filled tables.
- Extension: Students investigate a specific battle or Treaty settlement outcome (e.g., Waikato-Tainui settlement).
- Cultural Safety: Allow time for debrief; ensure local iwi histories are treated with manaakitanga; invite local historians where possible.