Kōkiri Learn

Week 3 of 5

Contested sovereignty and the long response

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Session 1 · TRACE: Accounts

The flagstaff and Ruapekapeka

  1. 10 minWhy a flagstaff? For Hōne Heke it had become a symbol of who held authority. He cut it down four times in 1844–45.
  2. 20 minPicture as source: study the 1908 painting of Heke cutting the flagstaff. When was it made? By whom? What does it want you to feel? Compare it with Heke's own words and a British report.
  3. 15 minThe Northern War 1845–46: follow the battles on a map, ending at Ruapekapeka. Note that Ngāpuhi fought on both sides. Who 'won'? Why is that hard to say?
  4. 5 minKārearea asks one question: 'Which account would you trust most to explain Heke's reasons, and why?'

Session 2 · TRACE: Causes & Consequences

Kīngitanga and Parihaka

  1. 10 minQuiet focus: read Te Whiti's words to the ploughmen in 1879. What was he asking them to do?
  2. 15 minRead 'Parihaka and the Kīngitanga'. Timeline walk: confiscation, the ploughing campaign, laws that allowed imprisonment without trial, 5 November 1881, the apology in 2017.
  3. 20 minTwo responses, one problem: compare the Kīngitanga (uniting iwi under a king) and Parihaka (peaceful resistance) in a Venn diagram. What did each try to protect? What did each cost?
  4. 5 minExit card: why might peaceful resistance be harder than fighting?

Getting started

Use the source-detective card with sentence starters for the painting.

Stretch

Compare the Parihaka ploughing campaign with the Montgomery bus boycott. What made each strategy work, or not?

Checkpoint

The group's draft names at least two accounts of the same event and explains why they differ.

Activities for this week

Useful this week