šŸ“š Unit Plans ā†’ šŸ“œ Unit 2: Decolonized History ā†’ šŸ“– Lesson 2
Lesson 2 of 5 75 minutes

Unit 2: Decolonized Aotearoa History - Centering Māori Agency, Resistance, and Sovereignty

Counter-narrative to colonial histories, highlighting Māori perspectives and ongoing fight for tino rangatiratanga

1 Pre-Colonial Innovation
2 The Aotearoa Wars
3 20th Century Rights
4 Fire of Activism
5 Path to Redress

The Aotearoa Wars: A War of Strategy and Sovereignty

Duration: 75 minutes Year Level: 9-13 Unit: Decolonized Aotearoa History

šŸŽÆ Learning Objectives

Students will be able to:

  • Analyze the sophisticated military strategies employed by Māori leaders during the Aotearoa Wars
  • Explain the wars as a conflict over tino rangatiratanga (sovereignty), not a "rebellion"
  • Evaluate primary sources from multiple perspectives (Māori and British)
  • Connect historical land confiscation to contemporary Treaty settlements

šŸ“š Key Concepts

  • Tino Rangatiratanga: Absolute chieftainship/sovereignty - what Māori were defending
  • Raupatu: Land confiscation - the Crown's illegal seizure of Māori land
  • Modern Pā: Innovative fortifications that revolutionized defensive warfare
  • Counter-Narrative: Challenging the colonial "New Zealand Wars" framing

šŸš€ Lesson Structure

Part 1: Do Now - Documentary Video Activity (15 minutes)

šŸ‘©ā€šŸ« Teaching Instructions

Hand out the Aotearoa Wars Documentary Companion to every ākonga before the clip begins.

  • Before viewing: Preview the naming vocabulary in the companion and ask students to predict what each name centres.
  • During viewing: Pause at 5:30, 11:30, 16:30, 22:00 to allow learners to capture evidence in the tables provided.
  • After viewing: Collect the three-sentence reflection and transition straight into the naming analysis discussion below.
  • Formative checkpoint: Use the naming table and evidence tracker entries as Mātainuku/Mātairea artefacts.

šŸ“ŗ The New Zealand Wars with James Belich (First 10 mins)

Purpose: Understand the wars from a historian's perspective that centers Māori military brilliance.

Pātai - Questions While Watching:

  1. What names are used for these conflicts? Record them in the companion naming table.
  2. How does Belich describe Māori military strategies? Capture evidence in the strategy tracker.
  3. What was innovative about the "modern pā" design? Sketch features in the companion.
  4. How did these wars challenge British expectations? Note the quote and why it matters.

Activity After Video:

  1. Pair Discussion (3 mins): "Why does the name matter? What does 'New Zealand Wars' vs 'Land Wars' vs 'Aotearoa Wars' tell us about perspective?"
  2. Chart Responses (2 mins): Document different names and what they reveal about who's telling the story
Companion Follow-up: Students complete the quick reflection (ā€œOne piece of evidence that challenged the colonial story...ā€) before moving on.

šŸ’” Teaching Tip: This is a critical literacy moment - help students see that naming is political. "New Zealand Wars" centers the colonial state, while "Wars of Sovereignty" centers Māori resistance. James Belich's work was groundbreaking in challenging colonial narratives.

Extended Resource: Full Aotearoa Wars Video Activity Handout

Part 2: Reading & Group Discussion (20 minutes)

Resource: Strategy of the Aotearoa Wars Handout

Purpose: Analyze Māori military innovation and strategic brilliance.

Activity:

  1. Distribute the handout about Māori military strategies
  2. Students read about three key innovations:
    • Modern Pā: Trench systems, underground bunkers, angled defenses
    • Guerrilla Warfare: Mobility, surprise attacks, knowledge of terrain
    • Psychological Warfare: Haka, strategic retreats, tactical brilliance
  3. In groups of 3-4, students discuss: "Which strategy do you think was most effective? Why? What does this tell us about Māori military leadership?"
  4. Groups report back - chart responses

šŸ’” Teaching Tip: Emphasize that these weren't desperate acts - they were calculated, innovative military strategies that successfully held off one of the world's most powerful armies for years!

Part 3: Exit Ticket (5 minutes)

Prompt: "Explain one way that Māori military strategy challenged the British forces. Why was this significant?"

Success Criteria:

  • Names a specific strategy (modern pā, guerrilla warfare, etc.)
  • Explains HOW it worked
  • Connects to broader significance (sovereignty, resistance, innovation)

šŸ“Š Formative Assessment & Differentiation

Evidence to Collect

  • Documentary Companion: Naming table, evidence tracker, raupatu data snapshots
  • Group Discussion Notes: Charted strategy reflections (Innovation ā†’ Science ā†’ Significance)
  • Systems Maps: Connections between strategy, Crown response, land confiscation
  • Exit Ticket Paragraphs: Refutation of deficit narratives
  • Whānau Connections (optional): Interview notes logged in companion

Differentiation Ideas

  • Visual learners: Annotated diagrams of pā, timeline graphics, colour-coded maps
  • Kinesthetic learners: Role cards for naming debate, embodied reenactment of tactics
  • Advanced students: Compare Belichā€™s framing with iwi-authored histories or Waitangi Tribunal findings
  • Support: Provide sentence starters, partially filled tables, audio summaries of key scenes
  • ELL students: Dual-language vocabulary (tino rangatiratanga, raupatu, pā), peer scribing

šŸ§ŗ Resources & Homework

Required Resources

Homework / Extensions

  • Interview whānau about local conflicts or raupatu stories (log in companion)
  • Research a specific battle (Gate Pā, Ōrākau, TÄ«tokowaru) and prepare a 2-minute strategy brief
  • Optional: Complete the companionā€™s counter-narrative paragraph draft for formative feedback
  • Read selected Primary Source Library entries in preparation for Lesson 3

šŸŽ“ Teacher Notes

Preparation:

  • Preview the video activity - choose appropriate clip for your class
  • Print or share digitally the Strategy handout
  • Have chart paper ready for recording naming discussion and strategy analysis
  • Review Teacher Discussion Guide for managing difficult conversations

Differentiation:

  • Support: Pre-teach vocabulary (tino rangatiratanga, raupatu, pā). Provide sentence starters for exit ticket.
  • Core: Standard activities as described
  • Extension: Students research a specific battle (Gate Pā, Ōrākau) and present Māori strategic decisions

Trauma-Informed Practice:

  • This content involves violence, land theft, and colonization - be aware of Māori students' connections to this history
  • Frame as resistance and agency, not just victimization
  • Refer to Teacher Discussion Guide for support

šŸ”— Connections to NZC

  • Social Studies Level 5: Understand how the Treaty of Waitangi is responded to differently by people in different times and places
  • History Level 6: Understand how people's interpretations of events are influenced by their perspectives
  • Key Competencies: Thinking (critical analysis), Relating to Others (multiple perspectives)

āž”ļø Preparation for Lesson 3

Next lesson explores 20th century Māori rights movements and the long struggle for justice after land confiscation. Students will see how the wars' impacts echo through generations.