ANZHC Resources/ Rauemi ANZHC

Curriculum/ Te Marau

Kaua e wareware - don't forget, local history is a huge component of the ANZHC. Info on this can be found on the 'Cultural Narrative' and "Teaching Activities - Local History' sections of this site.

Here's a link to the published ANZHC in PDF form.

Here is the Social Sciences Refresh so you can see how the ANZHC integrates into it.

Here's a link to the ANZHC website, which has an impressive range of support material.

Here's some general advice from the MoE about implementation, with downloadable letters (scroll to the bottom) that can be given to teachers, your Board of Trustees, etc, explaining what the new curriculum is and where resourcing can be found.

Wondering which parts of our local history to teach at which level? Check out this local history rivermap we developed as a kāhui ako!

YEARS 1-3

Here is a slideshow and unit plan for a picture-book study based on Miriama Kamo's The Stolen Stars of Matariki. It incorporates a range of literacy and numeracy tasks.

Here is a slideshow and unit plan looking at the Ōpāwaho/ Heathcote River. It links into the wider Social Sciences.

Here is a sample unit plan for Years 1-3, looking at Māori as the first people.

YEARS 4-6

Here's a sample unit plan and slideshow on the Polynesian voyagers so you can build on what Tā Ian presented at our Staff Only Day. It deliberately links in literacy strategies and some numeracy and Science.

Here's a sample unit plan and slideshow looking at the arrival of the whalers in Banks Peninsula.

Here's another sample unit plan and slideshow about Kate Sheppard and women's suffrage. This unit has the Social Sciences Refresh integrated into it.

YEARS 7-8

Here's a sample unit plan and slideshow looking at Māori urbanisation. Note - this unit plan has the Social Sciences Refresh integrated into it.

Here's some amazing mahi on urbanisation done by Cristy Yonetani and her Year 7 and 8s at St Marks, as an exemplar of what ākonga can do. Ka nui te mihi!

Here's an outstanding unit plan and slideshow developed by Nicky Pateman from St Martins, modeled on the Māori Urbanisation unit BUT on the 1919 Influenza Epidemic as a context.

YEARS 9-10

Here is a sample unit plan and slideshow for Years 9-10, looking at the White NZ policy.

Planning Materials/ Rauemi Whakamahere

Here are some blank unit planning templates you can use in your kura if you wish (note - there are a huge range of ways to plan for this curriculum so you need not feel obliged to stick with these):

Unit Planning Mindmaps

Ys 1-3/ Foundation
Ys 4-6
Ys 7-8
Ys 9-10

Unit Planning Templates

Years 1-3 (foundation) plan
Years 4-6 plan
Years 7-8 plan
Years 9-10 plan

Here are some ideas for possible units at each level.

Here's a modifiable activity to practise sequencing - cut up these events on cards and jumble them, then get ākonga to rearrange them.

Here is a SlideShow that could be used by local curriculum/ ANZHC leads to run PD.

The Dos/ Kia Mahi

Below are a series of activities that can be used to address the various 'Do's in the ANZHC. Some may be more suitable at certain levels than others. Our 'DOs' are the way that the Key Competencies now come through in the new curriculum design. Key competencies are part of the overall curriculum framework, but they will also be embedded in the 'DOs' for each learning area.

DO 1 - Identifying and exploring historical relationships

"The construction of narratives about the past is based on the ability to sequence events and changes and to identify historical relationships between them and how long ago they happened. Depending on who is telling the story, the same story can be told in different ways. "

HERE IS A SAMPLE TASK FOR THIS DO AT Ys 7-10

Retelling stories - storyboards, role-plays, making artworks are all ways to ensure ākonga are able to create a narrative of an historical event. Here and here are some ideas for retelling/ summarising those narratives.
Comparing stories - look at a similar story told from two different perspectives (e.g. the creation of Te Wai Pounamu - Aoraki's waka or Māui's waka) and compare them via a graphic organiser such as a Venn Diagram or T-Chart
History Roads and Timelines - different ways of sequencing events. See here for some great ideas
Evaluating historical relationships such as cause and effect - you can give students a range of ideas on card and get them to sort into 'why did this happen? (cause)" and "what happened afterwards (effect)?". You can use the 'iceberg diagram' about an event (such as Te Tiriti o Waitangi) to consider what we know about the event and the underlying causes/ motivations/ etc
Class debates - you can have structured debates about which cause was most important in making an event happen, or which consequence had the biggest impact. An easy way to do this is to put labels on each of the corners of your room, one for each major cause of your event. Ākonga have to choose a corner and say why (e.g. causes of Te Tiriti - settler desire for land, the Musket Trade, the influence of the missionaries...)

DO 2 - Identifying sources and perspectives

Drawing above by Tūpaia, approx 1769, from here

"Drawing on a broad base of historical sources, in varied forms, provides a fuller and layered understanding of the past. This includes paying deliberate attention to mātauranga Māori sources and approaches. When drawing evidence from sources, it is important to consider authorship and purpose and to identify voices that are missing."

HERE IS A SAMPLE TASK FOR THIS DO AT Ys 7-8

There are lots of mātauranga Māori sources all around you - our cultural narratives, Māori place names, pūrākau/ stories passed down, whakairo/ carving, waiata/ songs, etc. Even looking at the plants around your kura can lead to mātauranga Māori sources if you then ask your local hapū how those sources were used.
The National Library's curiosity cards are a really good way to start using historical sources in inquiry practice
The ANZHC SchoolKit that was delivered to all schools has reproductions of historical sources you can use with ākonga to stimulate discussion - ask around your kura, someone will have it. For example, there is a small bottle with gold flakes in it from a west coast gold discovery by Ihaia Tainui, who was subsequently cheated out of his claim by a Pākehā ship's captain. Here's a newspaper article relating to that claim.
You can selected a range of sources on a topic and get your ākonga to answer questions such as: What do these sources tell us about life at the time? What don't they tell us? Whose voices are included and left out? How much can we trust this source?
Ākonga can make their own collection of historical sources on a theme and then discuss each one - e.g. they could make a SparkAdobe video with a picture of each source and a recording of what it tells them and whose views are represented in it.
You can do an in-depth study on a particular source, e.g. a local pūrākau as told through a carving/ artwork. Taumutu has some great examples here
Look at a source from different lenses - what would a Pākehā settler in the 1800s think of this? What would a Māori rangatira in the 1800s think of this? What would a resident of Christchurch think of today?
Use a framework to evaluate primary sources. There are some great frameworks here. There is an explanation of what primary sources are and how to use them here.

DO 3 - Interpreting past experiences, decisions and actions

Image above of Vietnam War protest in Auckland, 1971, from here

"Interpretations of people’s past experiences, decisions, and actions need to take account of the attitudes and values of the time and people’s predicaments and points of view. By using these interpretations and reflecting on our own values, we can make evidence-based ethical judgements about the past."

HERE IS A SAMPLE TASK FOR THIS DO (Ys 7-8\)

Have mix n' match cards. Ākonga match up a person, their quote and the action they took.
Look at an action taken by the Government (such as the Dawn Raids) and have ākonga examine how people at the time felt about it and how people feel about it today - e.g. through a human values continuum.
Look at perspectives held by our Government over time. These quotes from MPs can be a good starter.
Do biographies of key people from NZ history - identify their main actions, why they took them and how justified they were (e.g. Dame Whina Cooper)
Get ākonga to roleplay events and then reflect on what actions the person they were roleplaying took and why
Do 'hot seating' - get one ākonga pretend to be a particular person from history while the others ask them questions about what they did and why (or, the kaiako could take the hot seat)
Have ākonga write a speech/ make a poster/ pamphlet, etc, from a particular point of view (e.g. pretending to be one of the protestors at Manapōuri)

Support Materials/ Rauemi Tautoko

Kāi Tahu Specific Resources

Kāi Tahu have started publishing, through NAIA, animated videos about their history, which are essential resources for all of us.

If you are looking at resources that use the Kāi Tahu dialect, here's a list of Kāi Tahu words :)

Ōtautahi/ Christchurch resources

This amazing PDF was made for the Christchurch City Heritage Trails but what it does is concisely explain Canterbury's history, from the first human arrivals to today.

National Resources

There are some great resources collated on TKI - be sure to use the tabs across the top to switch between types of resource.

There are an enormous number of resources on the Aotearoa NZ Histories site by the MoE.

Tuia Mātauranga is a beautiful series of resources put together by the National Library aimed at the ANZHC, and very primary school friendly.

The National Library have a great collection of resources themed by topic.

For older ākonga, the Aotearoa History Podcast by RNZ has a number of very useful episodes that tie into the ANZHC.

If you haven't come across it, there is a superb tool by the National Library where ākonga can live chat to librarians to get good sources for their research.

For specific resources on The Declaration of Independence/ He Whakaputanga, Te Tiriti o Waitangi and the Womens' Suffrage Petition see the He Tohu exhibition.

Mātauranga, a website created by Tā Ian Taylor, is a digital platform capturing a range of kōrero tuku iho/ stories passed down about the Pacific wayfarers and other topics.

School Journals/ Pukapuka Kura

Some recommended School Journals

On the first human settlement of Aotearoa - in the wairau Bar in Abel Tasman region, Te Pokohiwi-o-Kupe (Reading Year Level 6)

Polynesian voyagers, Cook's arrival, impact of colonisation, Māori place names - Tūranganui-a-Rua, Tūranganui-a-Maru, Tūranganui-a-Kiwa e! Reading Year Level: Year 4

On Captain Cook's arrival here - Charting Our Islands (Reading Year Level 8)

On the pounamu trade: He Māpihi Maurea - a Prized Possession (Reading Year Level 7- 8)

Mātauranga Māori/ Māori Ways of Knowing

Image of Tā Hirini Moko Mead, left, sourced from E-Tangata

The need to acknowledge mātauranga Māori is very clear in the ANZHC. We should be aiming for mana ōrite/ equality of status for mātauranga Māori sources/ Māori sources of knowledge. This is in part to address a long history of those sources of knowledge being marginalised in conventional education, AND to open the minds of our ākonga to thinking about things in different ways.

But what is mātauranga Māori? Here's a powerful essay on this issue by Tā Hirini Moko Mead.

Read an article by Berryman et. al. explaining how we might go about achieving mana ōrite (equal status) for mātauranga Māori (Māori ways of knowing).

Here's another article from a Pākehā scholar on mana ōrite.

For a huge range of mātauranga Ngāi Tahu, see this website provided by Ngāi Tahu to support kaiako.

Māori Language Week and the ANZHC

Looking at the history of Māori Language week is an excellent way into the ANZHC.

If you think about it, te heke iho me te piki ake o Te Reo Māori (the decline and revitalisation of Te Reo Māori) links into all of the big UNDERSTANDs in some way. It is part of the foundational and continuous Māori history of Aotearoa, its decline came about as a result of colonisation and settlement and the use of power, and its linguistic similarities to other languages across the Pacific is evidence of how relationships between peoples - the Polynesian voyagers - have shaped the course of our history.

If you take another close look at Māori place names in our rohe during Māori Language Week, you will be addressing a KNOW from the Foundational (Years 1-3) progression.

If you look at how urbanisation contributed to a rapid decline in the number of speakers of Te Reo Māori, you are addressing a KNOW from the Years 7-8 progression.

If you study the presentation of the petition to Parliament by Ngā Tamatoa leaders on 14 September, 1972, you will be addressing one of the KNOWs at Years 4-6 - how people have sought equitable treatment through means such as petitions. This also comes in under a KNOW at Years 9-10.

Some rauemi to help you look at the history of the Māori language:

an excellent, short video on the overall history of the language can be found here. There's another great one here.
Kauwhata Reo has an awesome graphic novel you can download and read about the petition and the language revitalisation movement as a whole, plus some activity cards and a timeline to go with it.
Te Ara has put together a site on the history of Te Reo Māori with an interactive timeline and a kete of teacher resources here.
TKI has some good ideas for approaching Te Wiki o Te Reo Māori.
NZHistory has a good explanation of the history of language loss and reclamation, for kaiako and older ākonga.
You could have older ākonga construct a poster about Hana Te Hemara, one of the main instigators of the 1972 petition. Or they could make a mini-documentary/ video about the presentation of the petition to Parliament on 14 Sept, 1972.
This interactive timeline has a list of the major developments in media since the movement to revitalise Te Reo Māori began. You could have a class debate with older ākonga about what change they think is the most important.
Use some of the awesome freebies at the Te Reo Māori Classroom to expand the vocab of your ākonga.
Dip into some of the many ideas for how to take part in Te Wiki o Te Reo Māori in the Māori Language Moment page here - it includes Spotify Playlists and all sorts of other goodies.
Learn some of these basic phrases from Omniglot and watch the video at the bottom for help with pronunciation.
Check out what's on at Christchurch City Libraries.
Educate yourself as a kaiako by reading Dr Ranginui Walker's account of the impact of government policy on the Māori language.

Matariki and the ANZHC

Matariki celebrations link clearly to all of the four Understands of the ANZHC. Here's a very rough sample mindmap showing how you could link to the ANZHC through your Matariki studies.

Here are some useful raeumi/ resources on Matariki.

The book Matariki: Around the World by Rangi Mataamua and Miriama Kamo would be an essential resource. See a review and hear a sample here.

The history and meaning of Matariki, from Te Papa.

Resources from the National Library Service.

Te Wananga o Aotearoa resources, plus a TWOA downloadable pack, including a gorgeous colouring book (this link shared by a Cashmere whānau).

Te Arawhiti/ the Office for Crown and Māori Relations' official website, which contains some printable activities.

The Christchurch City Library's site, which as always has a number of useful activities, printable resources, and a kōrero you can listen to from the Māori Services department.

Finally, kaua e wareware - don't forget, Puaka or Puanga (a star that rose about 3 days before the Matariki cluster) was very important to Kāi Tahu as a signal for the new year and a sign of weather to come. Many iwi on the east coast of the North Island also look to this whetū. Here's some info from the CCC on this star, and here's a reminder from the Ōtago District Council of why they call their celebrations "Puaka Matariki".

Reading/ Mahi pānui

A recommended book for younger children to start discussion about the effects of the arrival of Europeans is "The House That Jack Built" by Gavin Bishop.

A new pukapuka for ECE/ New Entrants about the maramataka (Māori lunar calendar) is available for Kindle here and will be available through Wheelers in printed form in June.