Mana Motuhake: Power, Decisions and People

You need: copies of the te reo Māori text, a modern English translation of it, and the English text (NZ History) · three highlighters · a comparison grid

1. Read Article 1 in each version. Highlight what rangatira gave: kāwanatanga or sovereignty.
2. Read Article 2. Highlight what rangatira kept: tino rangatiratanga over lands, villages and taonga, or 'possession' of property.
3. Read Article 3. Is it the same in both?
4. Fill in the grid and write one sentence explaining the biggest difference.
5. Discuss: why might Governor Hobson rely on one text and rangatira on the other?

How you'll know: You can explain the difference between kāwanatanga and sovereignty in your own words, with the exact words from each text as evidence.

Go further: Find out what 'taonga' has been taken to include in later Waitangi Tribunal claims, such as te reo Māori and radio frequencies.

You need: three large sheets of paper · sticky notes in three colours · the readings

1. On each sheet, write a year in the middle: 1835, 1840, 1881.
2. Place the groups on each map: rangatira and hapū, the British Crown, the colonial government, settlers, and iwi communities such as Parihaka.
3. Use colours for who decides, who influences and who is affected.
4. Draw arrows to show how power moved between the maps.
5. Write a caption: 'Between 1835 and 1881, power moved from … to … because …'

How you'll know: Your three maps show a clear change over time, and each arrow is backed by an event from the timeline.

Go further: Draw a fourth map for today, including the Waitangi Tribunal and post-settlement iwi organisations.

You need: an outline map of Aotearoa · coloured dots · the NZ History signatory and signing-location pages

1. Mark Waitangi, 6 February 1840, with a large dot.
2. Add at least eight more signing places with the dates copies reached them.
3. In a different colour, mark rangatira or iwi who refused to sign.
4. Shade areas that no copy reached.
5. Write three observations about the pattern.

How you'll know: Your map shows that the signing took months and did not include everyone, and you can give one reason why.

Go further: Choose one rangatira who refused and explain his reasons from a source.

You need: the McCormick painting of Heke and the flagstaff · a short extract of Heke's own words (NZ History) · a source-detective card

1. Look at the painting for two silent minutes. List everything you see.
2. Who made it, when, and for whom? (It illustrated a book for British readers around 1908.)
3. What does the artist want you to feel about Heke?
4. Read Heke's own words. What did the flagstaff mean to him?
5. Write a paragraph: what the painting is useful for, and what it is not.

How you'll know: You can explain that a source can be useful for how later people saw an event even when it is not reliable about the event itself.

Go further: Find a Ngāpuhi account of the flagstaff and compare it with both.

You need: the Parihaka reading and timeline · strategy cards: ploughing, fencing, removing survey pegs, welcoming troops with kai and waiata, refusing to fight back, public speeches · a large sheet

1. Sort the strategy cards: which disrupted the government's plans, which won public sympathy, and which kept the community united?
2. For each strategy, write what the government did in response.
3. Discuss: why did the government pass special laws to imprison ploughmen without trial?
4. Decide which strategy you think mattered most and explain why.

How you'll know: You can describe at least three peaceful strategies and explain how each challenged the confiscation of land.

Go further: Compare one strategy with a Civil Rights Movement strategy such as the Greensboro sit-ins.

You need: a long string · pegs · event cards · three colours of card: agreement, conflict, response

1. Hang the string across the room and mark every 25 years from 1835 to 2025.
2. Peg on the event cards in order, using the right colour.
3. Choose one thread (land or language) and tie a ribbon between the events that belong to it.
4. Write a caption for your thread: what changed, and what stayed the same?

How you'll know: Your thread shows cause and consequence across more than 100 years and includes at least one modern outcome.

Go further: Add your local iwi's settlement or claim to the thread, using information your teacher has checked with mana whenua.

You need: NZ History pages on the 1893 suffrage petition, the 1972 Māori language petition and the 1975 Land March · the Parliament petitions page

1. For each petition, record who organised it, how many signed, and what they asked for.
2. Find what happened next in Parliament for each.
3. Look at how petitions reach Parliament today.
4. Compare: what is easier now, and what is harder?

How you'll know: Your comparison names at least two similarities and two differences, each with evidence.

Go further: Draft a petition on a school or local issue with a clear, specific request.

You need: your argument draft · poster paper or a slide tool · the list of sources

1. Decide your audience and the one message you want them to remember.
2. Choose a format: poster, leaflet, short video script or exhibition panel.
3. Include a timeline, one image with a caption, your argument and a sources box.
4. Test it on a partner group: can they say your message back to you?
5. Revise and present.

How you'll know: Your audience can state your main message and one piece of evidence after seeing your campaign.

Go further: Make a version in te reo Māori or another community language, checked by a fluent speaker.