šŸ“š Unit Plans ā†’ šŸ“œ Unit 2: Decolonized History ā†’ šŸ“– Lesson 4
Lesson 4 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

šŸ”„ The Fire of Activism: The Fight for Tino Rangatiratanga

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

šŸŽÆ Learning Objectives

Students will be able to:

  • Analyze the goals and strategies of key Māori protest movements of the 1970s-80s
  • Connect 20th-century activism to the historical fight for sovereignty and tino rangatiratanga
  • Evaluate the effectiveness of different protest tactics (land marches, occupations, direct action)
  • Understand Bastion Point and the 1975 Land March as pivotal moments in modern Māori history

šŸ“š Key Concepts

  • Tino Rangatiratanga: Absolute sovereignty - the core demand of modern Māori activism
  • 1975 Land March: Hikoi from Te Hāpua to Parliament protesting continued land loss
  • Bastion Point (1977-1978): 506-day occupation of disputed land in Tāmaki Makaurau/Auckland
  • Ngā Tamatoa: Young Māori protest movement advocating for te reo and Treaty recognition
  • Polynesian Panthers: Auckland-based group fighting racism and inequality in urban communities

šŸš€ Lesson Structure

Part 1: Land March Documentary Activation (15 minutes)

Resource: Fire of Activism Companion ā€“ Land March section

Purpose: Immerse students in the 1975 hikoi as the spark for modern activism.

Teaching Flow:

  • Before viewing: Preview key vocabulary (hikoi, petition, rangatira). Students set up the protest timeline table in the companion.
  • During viewing: Pause the RNZ Land March clip at 3:00 and 6:30 to let students log distance, leadership and solidarity evidence in their companion.
  • After viewing: Collect the quick reflection (ā€œThe Land March demandedā€¦ā€) then facilitate a pair/share on continuity with Lessons 2-3.
  • Formative checkpoint: Companion timeline entries + reflections feed Mātainuku/Mātairea progress logs.

šŸ“ŗ Land March Documentary (RNZ)

Part 2: Analyzing Arguments for Tino Rangatiratanga (30 minutes)

Resource: Arguments of Tino Rangatiratanga Handout

Purpose: Understand the intellectual and moral case for Māori sovereignty.

Activity:

  1. Read Together (10 min): Go through the handout identifying key arguments:
    • Historical: Treaty guaranteed sovereignty, Crown violated it
    • Legal: Land was taken illegally, settlements are restitution not charity
    • Moral: Indigenous peoples have right to self-determination
    • Practical: Māori governance better serves Māori communities
  2. Apply to Bastion Point (10 min): Which arguments did protestors use? Find evidence from the video.
  3. Debate Prep (10 min): In pairs, choose one argument and prepare to defend it using evidence from this unit.

šŸ’” Teaching Tip: Students may want to "debate both sides" - gently redirect. We're not debating WHETHER tino rangatiratanga is valid, we're analyzing HOW activists made their case.

Part 3: Protest Strategies Analysis (25 minutes)

Purpose: Compare different tactics used by Māori activists.

Activity:

Create a comparison chart on the board with three movements:

Movement Tactic Impact
1975 Land March Peaceful hikoi, 5,000 people to Parliament Raised national awareness, led to Waitangi Tribunal
Bastion Point Land occupation, 506 days, evicted by police Land eventually returned, symbol of resistance
Ngā Tamatoa Direct action, language advocacy, confrontation Pushed te reo into schools, challenged racism

Discussion Questions:

  • "Which tactic do you think was most effective? Why?"
  • "Can protest be successful even if immediate demands aren't met?" (Yes - shifts public opinion, inspires future action)
  • "How do these protests connect to the history we've studied?" (Direct line from land confiscation ā†’ urban activism ā†’ demand for justice)

Part 4: Exit Ticket (5 minutes)

Prompt: "How did 1970s-80s Māori activism continue the fight that began with the Aotearoa Wars? Use specific examples."

Success Criteria:

  • Names specific protest movement or event
  • Connects to earlier historical struggle (land confiscation, sovereignty, Treaty violations)
  • Explains continuity - same fight, different era

šŸ“Š Assessment

Formative: Video discussion, argument analysis, comparison chart contributions, exit ticket

Formative Check: Can students see activism as strategic, not just emotional? Do they understand tino rangatiratanga as the throughline?

šŸŽ“ Teacher Notes

Preparation:

  • Cue up Bastion Point documentary to start at the beginning
  • Print Arguments handout
  • Prepare chart paper or whiteboard space for protest comparison
  • Review Teacher Discussion Guide - activism can be controversial

Differentiation:

  • Support: Provide graphic organizer for argument analysis. Focus on one protest movement instead of comparing all three.
  • Core: Standard activities as described
  • Extension: Research contemporary Māori activism (Ihumātao, TPPA protests, etc.) and present connections to 1970s movements

Emotional Support:

  • Bastion Point eviction footage is intense - normalize emotional reactions
  • Honor the courage of protestors - this is resistance, not failure
  • Frame activism as hope and agency, not just trauma
  • Māori students may have whānau connections to these events - create space for them to share if comfortable

šŸ”— Connections to NZC

  • Social Studies Level 5: Understand how people participate individually and collectively in response to community challenges
  • History Level 6: Understand how historical forces and movements have influenced the lives of people
  • Key Competencies: Participating and Contributing (civic engagement), Thinking (analyzing power and resistance)

āž”ļø Preparation for Lesson 5

Final lesson explores the Waitangi Tribunal and Treaty settlements - how the activism of the 1970s led to formal recognition and (partial) redress for historical injustices.