Your assessment instructions for the 2014 Investigation

Year 13, you are currently working on your investigation internal. This is based on investigating circumstances, stake-holders, people involved in making it possible for a Treaty of Waitangi to be signed.
Your focus questions will be about things like: who would gain economically from a Treaty being signed between the British Crown and the Maori Chiefs? What was the missionaries contribution to, and reasons for supporting the ToW?

Some of you have included investigating the motives of some particular chiefs.
. Others have included the chiefs motivations around peacefulness after the huge numbers of Maori died fighting each other in the musket wars. You could also look at imperial causes - the maori believed the French were coming to take over their country and wanted protection by Britain's Queen. You could also look at the immediate reasons why the British wanted to make a treaty: The New Zealand Company was establishing colonies of settlers who would be expecting land. They were even thinking they would set up their own company government. Humanitarian groups in England, and the missionaries in NZ believed their would be fights between Maori and British settlers over the land.

Another idea for a focus question could be around the missionaries continued complaints to the British government and the Crown that the Europeans living in NZ already were not controlled by any laws.


Your 2014 Course Outline

FOR YOUR MOST RECENT LESSON, SCROLL DOWN TO THE BOTTOM OF THIS PAGE

Lesson One: Monday 10th February

Learning Intention:
Students will understand what they will be studying about this year.
Students will understand what achievement standards they will be doing
Students will understand more about the background to signing the Treaty.
Students will be able identify factors that were involved in signing the treaty.

Success Criteria
Students will be able to discuss the concept of "Human Rights"
Students will be able to demonstrate visually some factors that were involved in the signing of the Treaty of Waitangi

Lesson order:
1. Gave out and went through course outline.
2. World cafe discussion and feedback on a) what are human rights? b) what is the difference between belief and opinion or is there a difference? c) what happens to us when we die? d) how do our ancestors effect our lives?
3. Watched "Waitangi - what really happened?" to Part 4.
http://www.youtube.com/watch?v=AEOx3QyjxIs&list=PL233B85A89759F253&safe=active

4. Home work: students to write about their opinion/belief/perspective of the Treaty of Waitangi.

Lesson 2. Day 4, 13 February,2014
Homework checkin: Is your homework here or are you falling behind already?

LEARNING INTENTION:
-students will be able to understand a dramatised perspective of what happened during the signing of the Treaty.

DO NOW:
students to write about their opinion/belief/perspective of the Treaty of Waitangi.

Lesson 3. Day 6, Monday 17th February
1. Homework checkin: please take out your opinion piece on the Treaty of Waitangi so that I can gather them and mark you off.

Big Questions for the Lesson: why the fuss over a preamble?,What intellectual, scientific and industrial ideas were circulating in Britain prior to 1840? What did British imperialism look like?

LEARNING INTENTIONS:
-students will have knowledge of the different interpretations of the preamble of the ToW.
WHY? so students can begin to build up their understanding of areas for conflicting interpretation and deepen their knowledge of ideas and vocabulary around the topic.

-students will have knowledge of the geographic expansion of Britain as it established its empire throughout the world
WHY? so students can begin to visualise the physical spread of the British empire prior to 1850 and how NZ fits in to this.

-students will have knowledge of the intellectual, scientific and industrial ideas that were occuring in Britain around the time of the Treaty of Waitangi.
WHY? so students can begin to understand the cultural background of Europeans coming to NZ in the 1800's, why they had the ability to navigate and sail to NZ and what they were hoping to achieve by discovering new territories for Britain.

SUCCESS CRITERIA:
students will have unpacked the vocabulary for the preamble in order to be able to use the language themselves later
students will have listed evidence from primary source material.
students will have viewed documentary about British intellectual, scientific and industrial capability at the time.


Activate Phase: A reluctant British government/Crown nagged into signing a Treaty?
http://www.youtube.com/watch?v=Hzr-F4Hfgjo


2.Do Now: Create a page heading in your history books/folders THE DIFFERENCES IN MEANING and INTERPRETATION OF THE TREATY OF WAITANGI. Over four periods we will be adding to this information, so please allow three to four pages for this.

Now copy the following information about the preamble (intro) to the ToW:
What's different between the British and Maori translation - therefore the interpretation - of the PREAMBLE (introductory section of the ToW?

STATEMENT 1:The English version states that the British would protect Maori interests and establish a government to maintain peace and order. The Queen (Victoria) had "all the rights and sovereignty over" the land.

STATEMENT 2: The Maori version suggests the Queen's main promises to Maori were to provide government while securing tribal rangatiratanga (chiefly autonomy or authority over their own area/s) and Maori land ownership for as long as they wished to retain their land.

3. Acquisition of information/understanding
paste the typed up preamble, which I have typed up below, in your books. PLEASE LEAVE SPACE UNDERNEATH, OR AROUND FOR US TO UNPACK THE MEANING OF THE LANGUAGE AS A CLASS.
_
Evidence for the English Translation's preamble comes from the Facsimiles of the Declaration of Independence and the Treaty of Waitangi, Government Printer, Wellington.

4. Acquisition of information/understanding
PLEASE READ THE FOLLOWING ENGLISH TRANSLATION OF THE PREAMBLE (intro) AND MAKE NOTES THAT COULD BE/IS EVIDENCE FOR THE OPINION OF STATEMENT 1. You can work in groups, pairs or individually for this.

HER MAJESTY VICTORIA, Queen of the United Kingdom of Great Britain and Ireland, regarding with Her Royal Favour the Native Chiefs and Tribes of New Zealand, and anxious to protect their just Rights and Property, and to secure to secure to them the enjoyment of Peace and Good Order, has deemed it necessary, in consequence of the great number of Her Majesty's Subjects who have already settled in New Zealand, and the rapid extension of Emigration both from Europe and Australia which is still in progress, to constitute and appoint a functionary properly authorised to treat with the Aborigines of New Zealand for the recognition of Her Majesty's Sovereign authority over the whole or any part of those islands. Her Majesty, therefore, being desirous to establish a settled form of Civil Government with a view to avert the evil consequences which must result from the absence of the necessary Laws and Institutions alike to the Native population and to Her subjects, has been graciously pleased to empower and to authorise me, WILLIAM HOBSON, a Captain in Her Majesty's Royal Navy, Consul and Lieutenant-Governor of such parts of New Zealand as may be, or hereafter shall be, ceded to Her Majesty, to invite the confederated and independent Chiefs of New Zealand to concur in the following Articles and Conditions......
https://docs.google.com/presentation/d/1JiLjNKKCC7kCetcik_0KHnDShKHYgSfvYKkKedizh0g/edit?usp=sharing

5. Demonstration of understanding of the information

share the passages that you consider are evidence for statement 1

6. Acquisition of information/understanding

Please paste the Literal translation of the Maori text from the 19th century into your books. and allow space for us to unpack the language and take notes of passages that support statement 2. You can work in groups, pairs or individually for this.


Translation of preamble from the original Maori by Mr. T.E Young, Native Department, AJLC, 1869, PP.69-70.

VICTORIA, Queen of England, in her kind thoughtfulness to the chiefs and hapus of New Zealand, and her desire to preserve to them their chieftainship and their right to land, and that peace may always be kept with them and quietness, she has thought it a right thing that a chief should be sent here as a negotiator with the Maoris of New Zealand - that the Maoris of New Zealand may consent to the government of the Queen over all parts of this land and the Islands, because there are many people of her tribe who have settled on this land and are coming hither.
Now the Queen is desirous to establish the Government, that evil may not come to the Maoris and the Europeans who are living without law.
Now the Queen has been pleased to send me William Hobson, a Captain in the Royal Navy, to be Governor for all the places of New Zealand which may be given up now or hereafter to the Queen; and he gives forth to the Chiefs of the Assembly of the hapus of New Zealand, and other Chiefs, the laws spoken here.

now lets check our understanding of the language...


7. Demonstration of Understanding

share the passages that you consider are evidence for statement 2


8. GOD, GUNS AND GROG: BRITAIN AND NEW ZEALAND C. 1700-1840
British colonial expansion
http://www.youtube.com/watch?v=HiLwJpY4dFk industrial revolution in Britain - intellectual, scientific, industrial background got 15 mins in
http://www.youtube.com/watch?v=U14cVAuHlaE,
http://www.youtube.com/watch?v=KNEuQPAlg1A spreading map of the British Empire - imperialism

Practice or application of knowledge phase:
Homework: Please read page 3,4,5 & 6 and do the exercises on page 4 and 5.

LESSON 4, DAY 2, 19TH FEBRUARY, 2014
LEARNING INTENTION: students will learn understand what brought British Europeans to NZ. What intellectual, scientific and industrial understanding did the British come with as part of their cultural experience/ world view/ knowledge?

DO NOW: PASTE THE PHOTOCOPY OF THE ENGLISH TRANSLATION AND THE DIFFERENCES INTO YOUR PAGES.

Acquisition of information: lets unpack the vocabulary of the articles.
Reinforcing understanding: review the homework reading and unpack the vocabulary and our understanding of the authors' assertions (points of view).

acquisiton of information: viewing the documentary of the industrial revolution and enlightenment in Britain during the 18th century

LESSON 5, DAY 6, 25TH FEBRUARY, 2014

Activate interest: Maori and Globalisation
http://www.youtube.com/watch?v=hEyvLONJbbU

CREATING NOTES FOR YOUR "RESEARCH PROPOSAL"
We shared and recorded reasons why we should investigate why the signing of the Treaty took place. This plus why you personally thought it was an important or interesting investigation was something else you recorded. Then we viewed videos to unpack further aspects that contributed to the signing of the treaty. eg the influence of missionaries on Maori, the influence of trade and traders, the influence of the muskets and musket wars, the influence on humanitarian society back in England, etc.

Learning Intentions:
1. Students will continue to unpack the reasons why a Treaty was signed between Maori chiefs and the British Crown in 1840 at Waitangi.
2. Students will begin their investigation Achievement Standard

Success Criteria
1. Students will have understood the vocabulary and information from God, Guns and Grog by Jim Frood
2. students will have understood the vocabulary and information from the various video resources below.
3. Students will viewed the book resources available to them and listed some as "Identified Possible Sources" under the headings:
1. Primary ; 2 Secondary.
4. students will have begun thinking about what direction they want their investigation to go in. What the overarching focus would be.

DO NOW: HAVE A READ THROUGH YOUR INTERNAL ASSESSMENT

Missionaries, and economic gain:Flax and timber
http://www.youtube.com/watch?v=D1OkmcrE1Ag
http://www.youtube.com/watch?v=EVejzkHW8ts
http://www.youtube.com/watch?v=Hzr-F4Hfgjo&safe=active
Violence between Maori and Europeans
http://www.youtube.com/watch?v=EVejzkHW8ts
The Boyd Massacre http://www.youtube.com/watch?v=E_2ZFTFtR7A

Muskets, trade and violence between Maori tribes
http://www.youtube.com/watch?v=W-Tot1ShGv4

We got up to here with our video viewing about the potential causes or reasons why it was thought a good idea to sign a Treaty of Waitangi.

Boom and Bust: New Zealand just another economic wild west
http://www.youtube.com/watch?v=zvYiMkRPm6U

A law lecture about signing the Treaty of Waitangi
http://www.youtube.com/watch?v=HRn8ly8rj6E&safe=active
documentary about the signing of the Treaty
http://www.youtube.com/watch?v=0J1o4Pl2Scw&safe=active
Refer to this page for more information:
https://vanrossenhistory.wikispaces.com/Resources+for+Level+3+Investigation+2013

HOMEWORK: continue to read God Guns and Grog and reflect on what your potential focus questions for your investigation could be. Remember this is what we did in class today:
We shared and recorded reasons why we should investigate why the signing of the Treaty took place. This plus why you personally thought it was an important or interesting investigation was something else you recorded. Then we viewed videos to unpack further aspects that contributed to the signing of the treaty. eg the influence of missionaries on Maori, the influence of trade and traders, the influence of the muskets and musket wars, the influence on humanitarian society back in England, etc.

LESSON 6, DAY 2. February 27th.
Activate: