📜 He Whakataukī
"He aha te mea nui o te ao? He tangata, he tangata, he tangata"
What is the most important thing in the world? It is people, it is people, it is people
This whakataukī reminds us that at the heart of Te Tiriti o Waitangi are real people - their hopes, struggles, and ongoing pursuit of justice. As you analyze historical sources about Te Tiriti, remember the human stories behind the documents.
🔍 About This Primary Source Inquiry
In this project, you'll analyze primary sources to understand how different groups understood Te Tiriti o Waitangi - and how those different interpretations still affect Aotearoa today. You'll develop skills in:
- Primary source analysis using the 5-step framework
- Historical empathy - understanding different perspectives
- Decolonized history - centering Māori voices and experiences
- Contemporary connections - linking past injustices to current issues
- Multiple perspective analysis - comparing Māori and Crown interpretations
📚 Reference Tool:
Use your Primary Source Analysis Framework handout throughout this project. The 5-step process (Sourcing, Contextualization, Close Reading, Corroboration, Counter-Narrative) will guide your analysis of each source.
Stage 1: Choose Your Historical Justice Focus
Select ONE focus area that examines how Te Tiriti created different expectations about justice and rights:
⚖️ Justice Pathway A: Land Rights & Confiscations
Historical Justice Question:
"How did Māori and Crown understandings of land ownership under Article 2 of Te Tiriti lead to different ideas about what was 'just' during the 1860s land confiscations?"
Key Primary Sources to Analyze:
- Article 2 of Te Tiriti (Māori & English versions)
- New Zealand Settlements Act 1863
- Letters from Māori leaders about land loss
- Crown officials' justifications for confiscation
- Recent Treaty settlement documents
👑 Justice Pathway B: Sovereignty & Rangatiratanga
Historical Justice Question:
"How did the translation differences between 'sovereignty' and 'rangatiratanga' in Te Tiriti create ongoing conflicts about who has the right to govern in Aotearoa?"
Key Primary Sources to Analyze:
- Article 1 translations (sovereignty vs rangatiratanga)
- Hobson's instructions from Colonial Office
- Speeches from Māori chiefs at Waitangi
- Native Land Court proceedings
- Tūhoe speeches during Crown negotiations
⚕️ Justice Pathway C: Health & Social Justice
Historical Justice Question:
"How did Crown policies on health and education after 1840 conflict with Te Tiriti promises of equal protection, and how do those injustices continue today?"
Key Primary Sources to Analyze:
- Article 3 of Te Tiriti (equal protection rights)
- Native Schools Act 1867 (English-only education)
- Tohunga Suppression Act 1907
- Māori health statistics from 1900s
- Modern health and education disparity reports
🏛️ Justice Pathway D: Legal Systems & Tikanga
Historical Justice Question:
"How did the Crown's imposition of English law systems undermine Māori tikanga-based justice, and what attempts have been made to restore balance?"
Key Primary Sources to Analyze:
- Traditional tikanga justice examples
- English Laws Act 1854 (imposing English law)
- Court records showing cultural conflicts
- Māori Land Court testimonies
- Modern restorative justice programs
📝 My Chosen Justice Focus:
Stage 2: Develop Your Historical Hypothesis
Before analyzing sources, make an educated prediction about what you'll discover. A strong historical hypothesis:
✅ Strong Historical Hypothesis:
- Makes a specific claim you can test
- Considers multiple perspectives
- Connects past to present
- Based on preliminary knowledge
❌ Weak Historical Hypothesis:
- Too vague or general
- Only considers one perspective
- Makes moral judgments without evidence
- Can't be tested with sources
🎯 Hypothesis Examples by Focus:
Land Rights Example:
"I hypothesize that Māori and Crown officials had fundamentally different understandings of 'ownership' under Article 2, with Māori seeing collective guardianship and Crown seeing individual property rights, leading to conflicts that continue in today's Treaty settlement process."
Sovereignty Example:
"I hypothesize that the mistranslation of 'sovereignty' as 'rangatiratanga' was intentional to gain Māori consent, but Māori chiefs believed they were sharing power, not giving it up completely, which explains ongoing sovereignty debates today."
📝 MY HISTORICAL HYPOTHESIS:
Complete this statement: "Based on what I already know, I hypothesize that..."
Stage 3: Analyze Primary Sources Using the 5-Step Framework
Select and analyze 4-5 primary sources related to your focus. Use the Primary Source Analysis Framework for each source. Aim for diverse perspectives and time periods.
🗂️ Recommended Source Types:
Historical (1840-1900):
- Te Tiriti articles (both versions)
- Government acts/policies
- Māori petitions/letters
- Newspaper reports
- Court records
Contemporary (1970-present):
- Treaty settlement documents
- Waitangi Tribunal reports
- Modern Māori leader speeches
- Recent court decisions
- Government policy responses
📋 Primary Source Analysis Records
Complete this analysis for each of your 4-5 sources. Use additional paper if needed.
| 📜 PRIMARY SOURCE #1 | |
|---|---|
| Source Title & Date: | |
| SOURCING - Who & Why: | |
| CONTEXTUALIZATION - Historical Context: | |
| CLOSE READING - Key Evidence: | |
| Connection to Hypothesis: | |
| 📜 PRIMARY SOURCE #2 | |
|---|---|
| Source Title & Date: | |
| SOURCING - Who & Why: | |
| CONTEXTUALIZATION - Historical Context: | |
| CLOSE READING - Key Evidence: | |
| Connection to Hypothesis: | |
Continue this analysis for Sources #3, #4, and #5 on additional pages...
Stage 4: Corroboration & Counter-Narrative Analysis
Now compare your sources to identify patterns, contradictions, and missing voices. This is where you do the critical thinking!
🔍 CORROBORATION ANALYSIS
1. Where do your sources AGREE? What consistent themes do you see?
2. Where do your sources CONTRADICT each other? Why might this be?
3. Which sources seem most reliable for understanding Māori perspectives? Why?
🎭 COUNTER-NARRATIVE ANALYSIS
1. Whose voices are CENTERED in most historical sources about this topic?
2. Whose voices are MISSING or marginalized? (Think: women, rangatahi, specific iwi, working-class Pākehā)
3. How would this story be told differently if Māori perspectives were centered?
Stage 5: Historical Synthesis & Conclusions
Bring together your analysis to answer your historical question and test your hypothesis:
🧩 HYPOTHESIS TESTING
Was your hypothesis confirmed, modified, or rejected? Explain with specific evidence:
What surprised you most in your research?
📊 HISTORICAL CONCLUSION
Based on your evidence, how would you answer your historical justice question?
How do these historical injustices connect to current Treaty settlement processes or contemporary social justice issues?
🔮 IMPLICATIONS & FURTHER QUESTIONS
What does your research suggest about paths toward justice and reconciliation in Aotearoa?
What questions does your research raise that could guide future historical inquiry?
Stage 6: Present Your Historical Analysis
Choose how you'll present your historical investigation. Your presentation should include your sources, analysis, and conclusions:
📚 Historical Research Essay
2,000-2,500 words with thesis statement, evidence-based arguments, primary source integration, and historical conclusion. Include bibliography.
🏛️ Museum Exhibition
Create a physical or digital exhibition with primary source displays, historical context panels, and interactive elements showing multiple perspectives.
🎬 Historical Documentary
12-15 minute video combining primary source readings, historical images, expert perspectives, and your analysis narrative.
⚖️ Historical Trial/Debate
Present evidence from multiple perspectives in a structured debate format, with you arguing for your historical interpretation using primary sources.
My chosen presentation format:
✅ Assessment Rubric - Historical Thinking & Te Tiriti Analysis
| Criteria | Developing | Achieved | Excelling |
|---|---|---|---|
| Historical Question | Simple or unclear question about Te Tiriti | Clear question focusing on justice/perspectives | Sophisticated question connecting past to present justice issues |
| Primary Source Analysis | Basic summary; limited use of 5-step framework | Systematic analysis using all 5 steps; identifies bias | Sophisticated analysis; critically evaluates reliability and perspective |
| Multiple Perspectives | Presents one perspective; limited awareness of other views | Compares Māori and Crown perspectives; recognizes differences | Analyzes multiple perspectives including marginalized voices; explains why differences exist |
| Historical Context | Basic understanding of time period | Good contextualization; explains how context shapes sources | Rich contextual understanding; connects to broader historical patterns |
| Counter-Narrative | Limited recognition of silenced voices | Identifies whose voices are missing; considers alternative narratives | Actively centers Māori perspectives; challenges dominant historical narratives |
| Historical Conclusion | Restates findings without clear conclusion | Evidence-based conclusion addressing research question | Nuanced conclusion with implications for contemporary justice |
| Contemporary Connections | Minimal connection to present-day issues | Makes clear connections to current Treaty settlements | Sophisticated analysis of how historical injustices continue today |