Future Auckland

FUTURE AUCKLAND

EDUCATION KIT

AUCKLAND MUSEUM

AUCKLAND CITY

Auckland Museum Te Papa Whakahiku C ontents

Contents

page

Introduction to the Resource 02

Why Study the City's Future? 02

Exhibit Your Work at the Auckland Museum 03

Teacher Background 04 The First People of Auckland 04 The Early Days of Auckland 04 Auckland War Memorial Museum 07 Auckland City Council 09 Population of Auckland City 10 Future Trends and Options 11

Curriculum Links 12 Level 2 Pre and Post-Visit Activities 12 Level 3 Pre and Post-Visit Activities 14 Level 4 Pre and Post-Visit Activities 15 Level 5 Pre and Post-Visit Activities 17

Activity Sheets 20

Museum Trails 39

MUSEUM ACTIVITIES

March 30 - May 28 'Future Auckland' an interactive display of possible futures. Venue: Treasures & Tales Discovery Centre. June 1 - July 31 'Future Auckland - Student Vision' a display of student's work. Venue: Treasures & Tales Discovery Centre. Museum Trail of Auckland’s Past. Venue: Auckland 1866 and Natural History Galleries.

HOW DO YOU MAKE A BOOKING? Booking before your visit is essential and ensures you have the centre to yourself (depending on the size of your group), or are sharing it with another group of similar age.

Book early. Phone: (09) 306 7040

Auckland Museum 1 Introduction to the Resource Intro It is difficult to consider the future with- Why Study the duction out first contemplating how the past has City's Future? shaped our present, be it attitudes, sys- In order to make decisions affecting our tems or environment. future, it is vital to consider the alternatives and choices that are available. Designed to fit into Social Studies pro- Good planning prevents crisis manage- grammes, this education kit draws on ment, saving time, energy and money. Auckland Museum collections as an aid to enabling students (Year 2-10) deter- City Strategic Planning is the process of mine what they consider are the key looking into the future to develop a issues facing Auckland in the future. vision of what we would like our City to be and developing a strategy for achiev- The resource kit has been developed in ing this future. Auckland City is growing partnership by Auckland City Council’s rapidly. The population is more ethni- Strategic Development Group and cally diverse and specific age groups Auckland Museum Education Staff, to are becoming predominant in particular help involve school children in some areas. Population increase puts stress future planning for the City of Auckland. on services and facilities. It is vital that It has been sponsored as part of the our future is catered for in a planned council’s Beyond the Millenium project, manner. which is reviewing the Outstanding Auckland Plan adopted in 1996. This The desired city future can only be programme for schools recognises chil- achieved if the community and dren are our adults of tomorrow. Their Auckland City Council, a key provider of feedback will be considered along with community services and facilities, work results from community consultation to in partnership. help develop a vision for Auckland City’s strategic plan. Two extra resources are available to schools: Two 'Future Auckland' Exhibitions will be held in Treasures & Tales Discovery Auckland City’s State of the Centre, Auckland Museum. Environment Report

March 30 - May 28 'Future Auckland' an ARC ‘Auckland’s Size to Double in 50 interactive display of possible futures. Years’

June 1 - July 31 'Future Auckland - Student Vision' a display of student's work.

2 Auckland Museum FutureAuckland an exhibition of student's work

TO ALL SCHOOL STUDENTS YEARS 2-110 We want to display your work at the Auckland Museum. Your challenge is to create 'Future Auckland' or some part of it, e.g. transport, houses. How old will you be in the year 2020? What will you be doing? What do you want Auckland to be like? How will you get around? What will you live in? What things will stay the same and what will change?

YOU COULD... WILL YOUR CITY BE... Create a video Clean and green? Construct a model Alive and exciting? (less than 30cm tall and 40cm wide) A place which is good to live in? Write a story or poem A place which is good to work in? Design a game A place which is safe? Paint a poster A place where it is easy to get around?

MATERIALS Anything you can get your hands on. Don't forget to recycle things!

DATES Entries must be in by Monday May 24, 1999.

Deliver to Liz Hanrahan, Auckland Museum Discovery Centre, Private Bag 92018, Auckland.

The display runs June 1 - July 31, 1999, in Treasures & Tales Discovery Centre. All entries must be collected from Treasures & Tales between August 1 - 10, 1999.

TO THE TEACHERS The Auckland Museum and Auckland City Council invite your students to help plan for Auckland’s future. Projects sent to the Museum will be used by the City Council as part of their strategic planning for the city. In addition you are also invited to send students’ letters or stories directly to the City Council.

Contact Jim Fraser, Project Manager, Auckland City Council, Private Bag 92516, Wellesley St, Auckland.

We encourage you to carry this out as a small group activity. Students can then choose which three projects from the class will be sent to the Museum, based on whether they feel the projects show a good vision of the future. Students should include a list of which issues they think are important and why.

Look out for the 'Future Auckland' Education Kit. It will also be available at the launch of the ‘Future Auckland’ Display. This resource supports the Social Studies curriculum and provides teacher information about Auckland's history and possible futures. Also included are a range of classroom activities designed to raise students awareness of Auckland's past/future and gallery activities for use in Auckland Museum.

For more information on the resource contact Sarah Ross, Museum Educator Ph 09 309 0443 ext 722. Teacher Background Teacher THE PEOPLE OF THE PRE-AAUCKLAND thirdly for the facility and proximity of Back AREA several ports abounding with the most ground There were people in the Tamaki valuable timber; and finally by the fertili- Makaurau (Auckland) area long before ty of the soil…" Auckland was established. The tangata Another factor, which may have con- whenua include Ngati Whatua, Ngati tributed to this choice, was the narrow Paoa, and a number of Tainui-related Tamaki isthmus, which formed a bound- groups. ary between two powerful Maori tribes, the Nga Puhi to the North and the THE EARLY DAYS OF AUCKLAND Waikato to the South. A European settle- After the signing of the Treaty of Waitangi ment here might help to prevent warfare in 1840, Governor Hobson decided that and keep the two groups divided. the Bay of Islands was not a suitable Hobson had found relatively few Maori place to establish a capital for New living in the Tamaki area owing to the Zealand. Tamaki or the Waitemata had destructive wars of the 1820's when both been recommended as possible Hongi Hika swept down from the North locations, and Governor Hobson decid- armed with European muskets. ed to inspect these sites himself. Finally Negotiations to buy land from the Ngati an area on the Waitemata was chosen. Whatua were more easily made because In a dispatch to London, Hobson gave of the recent inter-tribal conflicts. some of the reasons for his choice: A New Capital "I have been influenced by a combination In September 1840, the barque Anna of circumstances. Firstly, by its central Watson arrived in Auckland from the Bay position: secondly by the great facility of of Islands to establish the new capital. internal water communication… On board were approximately 75 people including government officials and skilled workmen. Several wives and children accompanied their husbands. The barque Platina carrying pre-cut timbers for Government House was anchored in the harbour too. The ceremony to launch the new capital began with the raising of the flag and a twenty-one gun salute from the Anna Watson, after which Her Majesty's health was drunk at the foot of the flagstaff. Auckland was named by Hobson after George Eden, Earl of Auckland, who had, as first Lord of the Admiralty, given him his first Captain's appointment in 1834. The main ceremony over, luncheon was served on board the Anna Watson. Afterwards a small regatta took place, with races being organised between gigs from the ships, whale-boats and Maori canoes. The future residents of the capital pitched their tents and deposited their belong- Site of Maori Occupation of Area ings amongst the fern and the scrub on

4 Auckland Museum Teacher Back the edge of the bay later known as direct to Auckland. Gradually houses ground Commercial Bay and the lower end of were built on the nearby ridges with Queen Street. shops and the business premises extending up the gully behind In the early years the colonial settlers Commercial Bay. This became known as were very dependent on the Maori of the Official Bay. The next bay south, where area for food such as pork, fish, potatoes many of the skilled workers generally and other vegetables. It was some time known as mechanics settled, acquired before the land could be properly sur- the name Mechanics Bay. It was here veyed, and garden plots established. that most of the timber used to build early Soon supplies of wheat and other pro- Auckland was sawn and cut. duce began to come from the Waikato across the Manukau by boat or overland By 1845 the number of people living in from Onehunga. For many months peo- Auckland had risen to almost 3600. At ple had to live in tents. Those who could this time Auckland's population was fur- afford it arranged for Maori men to build ther increased by refugees who had fled them raupo whare. These gave more from Kororareka at the time of Hone warmth and protection during winter Heke's raids. Queen Street was only a months and were used extensively dur- clay road leading up from Shortland ing the early days of settlement. Street. The courthouse, gaol, gallows and stocks were on the corner of Victoria In October 1842 two ships, the Jane Street and Queen Street. One form of Gifford and The Duchess of Argyle entertainment was to throw rubbish from arrived in Auckland Harbour. Between the streets at the unfortunate people them they carried 500 passengers. They locked in the gaol or stocks. Upper were the first to bring British settlers Queen Street was a rough track which

Auckland Museum 5 Teacher led up to the Karangahape Road ridge. ous blockhouses placed on points of van- Back Down the side of lower Queen Street tage overlooking the district. As a result ground flowed the Waihorotiu Creek which flood- of the land wars a telegraph link to the ed in winter and became an offensive Waikato was established in 1862. sewer. This creek was later channelled, bridged and named the Ligar Canal. In Reclamation of the foreshore in the area those days Shortland Crescent (later between Fore Street (later known as Fort Shortland Street) was the main street. Street) and Customs Street began in There were rows of small wooden shops 1859. This major development took years on either side, with family living quarters to complete and eventually involved the upstairs. Visitors expressed astonish- demolition of Point Britomart. The spoil ment at the large numbers of hotels and from Britomart's high promontory was grog shops. Other interesting features of used as fill for the reclamation area. the streets were the numerous water When this development was undertaken, troughs for weary horses, and the hitch- the provision of several acres of flat land ing posts on the hotel verandahs. adjoining the town commercial centre was the main incentive, although it The first Queen Street wharf was built in removed the businesses of Shortland 1852. Prior to that, goods imported from Street from direct access to the water- Australia and England were unloaded front. Other major developments at onto boats, rafts or canoes and dumped about this time included the introduction ashore at the nearest convenient place. of gas lamps in 1865, and the piped There was great excitement when the water from the Domain Springs in 1869. signal station on Mount Victoria flew the Before gas, the settlers had relied on code flag to show that a ship, barque or whale-oil burning in Roman-style lamps, schooner bound for Sydney, London or home-made candles, and a few very Wellington had been sighted. early kerosene lamps. Piped water Aucklanders longed for mail, the arrival made a difference to people's lives as of family or friends, and trade goods there was never enough fresh water in were in short supply. early Auckland. There were a great many fires about which the fire brigade The Arrival of Soldiers could do little. When the 58th regiment commanded by Major Wynyard arrived and made The Move to Wellington Auckland its base, the soldiers and their In 1865, the capital was transferred to need for provisions proved a stimulus to Wellington. The military regiments were trade and early prosperity. The Britomart also withdrawn, causing a sudden drop and Albert barracks provided accommo- in population, especially of the more dation for nearly 1 000 men. During the affluent members of society. There was a years 1863- 1864, when the war between catastrophic drop in land prices, mer- Pakeha and Maori was at its height, the cantile firms folded and there was much entire male population of Auckland bankruptcy. The discovery of gold in enlisted for compulsory service either in Thames in 1867 saved the situation. militia, volunteers or fire brigade, and Shopkeepers set themselves up to cater had to undergo military training. Some for the 6 000 miners and their families of the conscripts remained in the bar- who rushed to the new towns. By 1871 racks, while others did duty at the vari- the population was over 10 000 and small

6 Auckland Museum Teacher Back villages had sprung up in Epsom, There is one rich feature of the city how- ground Parnell, Newmarket and Ponsonby. ever which Aucklanders should feel justi- However the gold petered out and by fiably proud of, and that is the harbour. 1872 the boom had ended. Auckland Today it is used just as frequently as in had to rely on other industries which had days gone by, the name City of Sails link- become established; ship-building being ing it with its past heritage. one of the most important. Ships of all kinds and sizes were built, some of sev- THE AUCKLAND WAR MEMORIAL eral hundred tons, which could make MUSEUM voyages to California or China. Besides Auckland War Memorial Museum is situ- shipyards there were a number of flour ated in the Auckland Domain on the hill mills, sawmills in Freemans Bay, a brick- known by Maori as Pukekawa. The yard, tanneries, rope-walks, a foundry, Domain was part of the land sold to the saddleries, stables and smithies. government in 1840 by Ngati Whatua for New Zealand's new capital city - After the gold rush, during the 1880s and Auckland. Governor Grey declared the lasting until the late 1890s, there was a land to be a government domain in 1860 big depression. Auckland is often and in 1893 the park was given to the referred to as a 'boom and bust' town. Auckland City Council.

Queen Street and surroundings, 1860.

Auckland Museum 7 Teacher In 1852 Auckland's first Museum opened tion of the war's heroism and self-sacri- Back in a two-room cottage in Grafton Road. fice. ground One room held the collection while -New Zealand Herald 11 Oct. 1920 another was accommodation for the cus- todian. As the collection grew the Museum moved into the Provincial Council Building in 1867, then the old Post Office building in Princes Street in 1870 and finally to a custom-built building in 1876, once again in Princes Street. By the start of World War 1, the Museum collection had outgrown this building.

World War 1 had a huge impact on New Zealand. 18,166 men were killed, eight percent of all those eligible to go to war. The grieving was made harder for New Zealand families in that nearly all those killed were buried overseas. Almost a third of those killed have no known grave. Families therefore had nowhere to focus their grief and say goodbye to their loved ones. The War Memorial Committee would War Memorials were built around New erect the building and the Museum Zealand to act as symbolic graveyards Council would provide the fittings out of for grieving New Zealanders, and also proceeds from the old museum building. as a way of celebrating the heroism of An architectural competition was held. our 'diggers'. World War 1 also marked a The winning architects were veterans of turning point in our national identity. In the 'Great War'. Building funds predomi- 1914, we went to war representing our nantly came from public subscription, provinces rather than New Zealand. particularly by women wishing to mourn Provincial rivalry was fierce. But the war their loved ones. Central government gave us opportunity to mix with other contributed a small portion. Lack of nationalities and we came to realise how money caused construction of the we differed from other colonial nations. Cenotaph and Court of Honour to be Our new national pride was reflected in held up by the Museum Institute. The the design of the museum building. RSA accused the War Memorial Committee of expunging war memorial After the war ended in 1918 Auckland features to spend more on the Museum considered ways to commemorate its and pointed out that funds had been war dead. It was decided that: raised for the express purpose of hon- A Museum will…preserve…relics of the ouring the dead. The RSA won and the conflict on sea and land, establish a per- Cenotaph was completed in time for the manent record of effort and achievement 1929 opening. by the Dominion's youth…treasure the memories of fallen soldiers, and…pre- Decoration on the Museum depicts serve for future generation the inspira- scenes from World War 1, while the

8 Auckland Museum Teacher Back extension depicts scenes from World THE AUCKLAND CITY COUNCIL ground War II. The top floor of the Museum is In 1840 Governor Hobson was ordered dedicated to the memory of fallen sol- by Lord Russell, Colonial Secretary to diers. The stained glass ceiling in the "promote as far as possible the estab- foyer shows the Coats of Arms of all lishment of municipal and district gov- British Dominions and Colonies during ernments for the conduct of all local World War 1. The World War I Roll of affairs, such as drainages, bye-roads, Honour gives the names of those who police…" The colonists were expected to served with Auckland regiments, those deal with these issues themselves, who were born in the Auckland although most were concerned with sur- Provincial District, those who enlisted in viving rather than governing. Many the Auckland Province, those who named attempts were made to set up a civic- Auckland as their place of residence at governing body in the period between enlistment, those whose next of kin 1840 and 1870. A Borough Council was resided in Auckland and those whom the set up in 1852 then disbanded and a committee regarded as having a claim to Provincial Council was also formed. inclusion. It lists those who were killed at war or who died of war-related causes. In 1871 the inaugural nine city council- After World War II it was decided to lors were appointed. This council how- expand the War Memorial to honour all ever was still required to operate within of Auckland Province's fallen soldiers. the constraints of the Provincial Council. The World War II Hall of Memories lists At this time, Auckland was still regarded the 11,671 men and women from the as a 'one-street' city, with obvious filth Auckland Province who were killed in and poverty. World War II.

Auckland Museum 9 Teacher Further details of the early history of POPULATION OF AUCKLAND CITY Back Auckland and Auckland City Council can COUNCIL AREA ground be obtained from the Auckland City Large jumps in 1881 and 1989 are Website: http://www.akcity.govt.nz accounted for by changing boundaries and amalgamation of boroughs. The Some examples of actions by early city population decreased in the 70's. councils included: · 1872 improvements to major roads Auckland City Population: such as Wellesley St West · 1876 licensing of saloons Year Population · responsibility for drainage and rubbish collection (although for a while keeping 1841 1,835 a street clean simply meant sweeping it!) 1861 7,989 · 1880 intention to have all streets ade- quately named and all houses num- 1881 16, 664 bered · 1884 first horse tramway system 1901 38, 400 opened · 1888 water pumped from Western 1921 81, 712 Springs (outside the city limits then) to supplement existing water supplies 1941 106, 800 · 1896 the addition of more street lamps earning Auckland the title of 'the best lit 1961 143, 583 city in the colony' · 1902 Queen St asphalted (at twice the 1981 144, 963 top overseas prices) (Greater Auckland: 769 568) · 1905 destructor built to burn rubbish · 1906 mandatory car registration 1991 315, 668 · 1910 work on Grafton Bridge, the (Greater Auckland: 997 940) largest single arch in the world at the time, was completed 1998 372, 600 · 1921 completion of Nihotupu dam (Greater Auckland: 1 138 300) · 1929 Auckland War Memorial Museum opened · 1952 fluorescent lights put up in Queen Projected figure for the year 2006, Street Auckland City: 400,000 people.

10 Auckland Museum Teacher Back AUCKLAND IS STILL GROWING: most people in traditional homes with ground FUTURE TRENDS AND OPTIONS gardens Greater Auckland's population has over potential to develop differently e.g. 30% of the nation's population. It has urban villages always grown, even when New Zealand's population has declined. It is estimated Satellite Cities that the Auckland region is growing at a Some Possible Impacts: rate of 20, 000 people a year. In 50 years we will reach 2 million people, double reduces growth pressures on existing our current size . Births represent 60% of urban areas growth, overseas migrants 30% and requires adequate local transport sys- internal migrants 10%. tems We have at least 15 years left to accom- requires transport links to other areas modate growth within the Auckland provides new opportunities to develop region. We need to consider how this differently growth can best be managed. Possible options include: satellites are costly difficult to make sure jobs go to satel- Compact City lites Building up in selected existing areas Some Possible Impacts: the environmental impact can be wider spread more apartments, fewer gardens requires better public transport services A Combination Option Some Possible Impacts: walking and cycling is an option there could be trade-offs between differ- urban areas may be developed more ent values pleasantly there may be other options not consid- services and facilities will be closer to ered yet most people most rural areas remain rural Some Current Trends -growth in population is increasing at environmental impact affects smaller faster rates area -ethnic diversity is increasing Expanding City -numbers of working age people are Spreading out beyond the existing area increasing in central areas Some Possible Impacts: -numbers of children increasing in outer wider environmental impact in rural and areas coastal areas -older age groups leaving the city people travelling long distances to work -increase in higher income earners in greater demand for new roads and har- central areas bour crossings little improvement in choice of public transport

Auckland Museum 11 Curriculum Links

Cur- This resource supports the Social Level 4: riculum Studies in the New Zealand Curriculum Gallery: AUCKLAND 1866 Links Levels 2-55. While the galleries them- Culture and Heritage AO 1 selves can be used for a wider range of Time, Continuity and Change AO 2 curriculum studies and strands within stated curricula, the intention is to focus Gallery: NATURAL HISTORY on aspects within the galleries that aid in Place and Environment AO 1 the Future Auckland Project. Gallery: SCARS ON THE HEART The pre and post-visit activities are a Social Organisation AO 1 suggested range of the type of activities Culture and Heritage AO 1, 2 that can be carried out in the classroom Place and Environment AO 1 within a set context. Teachers may wish Time, Continuity and Change AO 1, 2 to select material from different levels according to the ability of their students. Level 5: This section is divided into the learning Gallery: AUCKLAND 1866 levels. Culture and Heritage AO 1 Place and Environment AO 1 CURRICULUM LINKS: SOCIAL STUDIES Time, Continuity and Change AO 2 IN THE NEW ZEALAND CURRICULUM Level 2: Gallery: NATURAL HISTORY Gallery: AUCKLAND 1866 Place and Environment AO 1 Social Organisation AO 1 Culture and Heritage AO1 Gallery: SCARS ON THE HEART Place and Environment AO1 Social Organisation AO 1, 2 Time, Continuity and Change AO 1, 2 Culture and Heritage AO 1 Place and Environment AO 1, 2 Gallery: NATURAL HISTORY Time, Continuity and Change AO 1, 2 Place and Environment AO 1 PRE-VVISIT AND POST-VVISIT LEARNING Level 3: ACTIVITIES Gallery: AUCKLAND 1866 Level 2 Social Organisation AO 1 Specific Learning Outcomes Time, Continuity and Change AO1, 2 -Students should be able to recognise how people have used the land called Gallery: NATURAL HISTORY Auckland over time. Place and Environment AO 1 -Students should be able to explain how Auckland City has changed and some of the key people involved in the change -Students should be able to identify the peoples who have lived, and live, in Auckland; how their cultural identity has been maintained or changed; and what their needs are.

12 Auckland Museum Cur- riculum -Students should be able to describe -Find out about someone who has played Links what they think are some important a major role in the development of issues for Auckland's youth over the next Auckland City, e.g John Logan Campbell, 20 years. Governor Hobson, Sir George Grey, Sir Arthur Myers, James Dilworth. Provide -Students should be able to give exam- the students with the outline of a person's ples of what the Auckland City Council body and a speech balloon (refer does. Acthivity sheet later). Students can dress the person in keeping with their choice Possible Pre -VVisit Learning Activities and fill the speech balloon with a state- Some of the Activty Sheets in the kit can ment representative of that person's role be used at Level 2. in Auckland's development. -Find out the meanings of some of the -Find out about the different types of Maori place names around your school. transport that have been used in Does this tell you why the area was Auckland in the past, e.g. horse and cart, important to Maori? Write or tell a story trams. What is used now? Design some- based around the name. thing for the future. -Find out the meanings of some of the -Create a city using a bedsheet. European names around Auckland, e.g. Children can shape the land by placing Mechanics Bay, Freemans Bay. How objects underneath. Use blocks, branch- does this relate to the way that the area es stuck in plasticene etc to design the was used in early times. (Refer 'Street above ground scene. Names of Auckland' John Davenport, Hodder & Stoughton 1990) Possible Post-VVisit Learning Activities -Use the kit photos of early Auckland. -Now that the students have been to the Have students discuss what they can see Museum, have students identify the dif- in the photos. Show a photo of the same ferent cultures either in their class or in or similar area taken in modern times. the school. Put together an exhibition One with the sky tower could be useful. representing the ethnic makeup of What is the same in both photos? What Auckland, or in this case your class/ is different? school. Students need to consider what would best demonstrate this, e.g. objects -Read a childrens' story about life in from each ethnic group, labels and other early Auckland or New Zealand e.g information, colours, exhibition design 'Come Back Ginger' Dorothy Butler etc. -Brainstorm what groups the children -Visit religious buildings from a range of belong to e.g. families, class, school, cultures. church, Brownies. Try to get children to think about why things happen in these -Stage a cultural extravaganza with groups, e.g. who makes decisions, how foods, crafts and music from either a are they made, who brings materials for range of representative cultures or a doing things. Develop this idea to chosen one. include Auckland City. Who might make -Students can create an imaginary city the decisions for what happens in or land, with an imaginary form of life. Auckland, e.g. Christmas in the Park, They decide what things animals, plants road signs etc. Who is the Mayor? or aliens need to survive e g what do they

Auckland Museum 13 Cur- eat, drink, how do they move, how do Possible Pre-VVisit Learning Activities riculum they have fun, where do they live, how do Links Some of the Acitivity Sheets in the kit can they stay healthy and warm etc. be used at Level 3. Students may choose what form of presentation they wish to use e.g. diorama, -Find out the meanings of some of the poster, story, model or video. Maori place names around your school. Does this tell you why the area was -Turn your classroom into a local part of important to Maori? Write or tell a story Auckland at a specific time, it may be in based around the name. the past or in the future. Children work in pairs to develop a particular aspect e.g. -Find out the meanings of some of the housing, transport, street lighting European names around Auckland, e.g. Mechanics Bay, Freemans Bay. How -Students each choose two things that does this relate to the way that the area they would really like to have happening was used in early times. (Refer 'Street in Auckland when they are grown up (you Names of Auckland' John Davenport, may need to give some guidance) . Give Hodder & Stoughton 1990) children two pieces of A4 paper that have been shaped into something like a -Use some of the kit photos of early cloud, person etc. On this paper, chil- Auckland. Students discuss what they dren can either write or draw their ideas. can see in the photos. Have a photo of Each piece of paper is then glued onto a the same or similar area taken in mod- sheet or wall-size piece of paper which ern times. One with the sky tower could has had some of Auckland's landmarks be useful. What is the same in both pho- drawn on e.g. Rangitoto, One Tree Hill, tos? What is different? Museum, Sky Tower. -Carry out an 'I Spy' of photographs from different periods in Auckland's history. H Level 3 for housing, T for transport etc. what is Specific Learning Outcomes the same, what is different in the various - Students should be able to recognise time frames?Photos in the kit could be how people have used the land called used. Auckland over time. -Brainstorm what groups the children -Students should be able to explain how belong to e.g. families, class, school, Auckland City has grown, how it has church, Brownies. Try to get children to changed and key people/ organisations think about why things happen in these involved in the change groups, e.g. who makes decisions, how -Students should be able to identify the are they made, who brings materials for peoples who have lived, and live, in doing things. Develop this idea to Auckland; how their cultural identity has include Auckland City. Who might make been maintained or changed; and what the decisions for what happens in their needs are. Auckland, e.g. Christmas in the Park, road signs etc. Who is the Mayor? -Students should be able to describe what they think some important issues -Find out about someone who has played for Auckland's youth over the next 20 a major role in the development of years are. Auckland City, e.g John Logan Campbell, Governor Hobson, Sir George Grey, Sir -Students should be able to give exam- Arthur Myers, James Dilworth. Provide ples of what the Auckland City Council the students with the outline of a person's does

14 Auckland Museum Cur- riculum body and a speech balloon (refer Activity of life they want to show, how will they Links Sheet later in the kit). Students can show them i.e. will there be models, wall dress the person in keeping with their hangings, labels etc. The tasks must choice and fill the speech balloon with a then be shared around the class. statement representative of that person's (Perhaps use an enlarged OHP projec- role in Auckland's development. tion on a wall). -Students could write a week long diary -Students imagine that they are respon- kept by the person they have chosen in sible for making a major decision about the above activity, outlining some of the something to do with your local area. key things that the person did and why Students choose what the decision is they did it. depending on issues in your area e.g. building on a local park, cleaning up the Possible Post-VVisit Learning Activities foreshore, light rail. This can be done as -Now that the students have been to the a class or individually, or the teacher Museum, students could identify the dif- may wish to direct this depending on the ferent cultures either in their class or in level and ability of students. As a group the school. Put together an exhibition students can decide what some of the representing the ethnic makeup of important issues associated with the Auckland, or in this case your class/ decision are, e.g. children will lose play school. Students need to consider what area if park built on, housing will be pro- would best demonstrate this, e.g. objects vided for poorer families etc… Students from each ethnic groups, labels and then decide individually how they feel other information, colours, exhibition about each of these issues, what are the design etc. good things, what are the bad. Is there -Stage a cultural extravaganza with anything else they could do instead? foods, crafts and music from either a Students can then come together in range of representative cultures or a small groups or as a class to talk about chosen one. what they decided. -Students can create an imaginary city -Students could design some aspect of or land, with an imaginary form of life. technology which would operate in the They decide what things animals, plants, Auckland of the future. They might con- aliens need to survive e.g. what do they sider street lighting, communication, eat, drink, how do they move, how do transport etc. they have fun, where do they live, how do they stay healthy and warm etc. Level 4 Students may choose what form of pres- Specific Learning Outcomes entation they wish to use e.g. diorama, -Students should be able to recognise poster, story, model or video. This can be how people have used the land called displayed in the Auckland Museum, see Auckland over time. separate sheet for details. -Students should be able to explain how -Now that the students have seen some Auckland City has grown, how it has of the exhibits at the Museum, e.g. changed; and key people/ organisations Auckland 1866, turn your classroom into involved in the change a particular Auckland scene, at a partic- -Students should be able to identify the ular time, past, present or future. peoples who have lived, and live, in Students need to consider: what aspects

Auckland Museum 15 Cur- Auckland; how their cultural identity has from the kit). Have students discuss what riculum been maintained or changedand what they can see in the photos. What is the Links their needs are. same? What is different? Carry out a sequencing exercise of photos taken -Students should be able to describe around Auckland over the last 100 years. what they think the most important issues What has made them put the photos in for Auckland's youth over the next 20 that order. What is the same, what is dif- years are. ferent. 'Take a photo' of the same scene -Students should be able to give exam- in 2020. What would it look like? ples of the role of Auckland City Council. -Find out about an individual who has been important in Auckland's history, e.g. Possible Pre-VVisit Learning Activities John Logan Campbell. Write a diary of a Most of the Activity Sheets are suitable week in the life of that person or write a for Level 4. cartoon demonstrating key things the -Students identify some issues about person did and why he or she did them. Auckland's future which concern them, -Brainstorm things that people living in e.g. what travelling around Auckland Auckland in 1852 have needed, in 1918, might be like in the year 2020. Use the and in 1999. What is the same? What is questions as issues for a post-box activi- different? ty. Questions are written on a large sheet -Do the same task but set in modern day, of paper. Enough small sheets of paper with the person coming from another for each student are left beside each country e.g. Bosnia, Somalia, Taiwan. question. Students answer each question individually and anonymously on the Possible Post-VVisit Learning Activities small paper and post their answers into -Now that the students have been to the plastic containers or bags left on each Museum, students identify the different question. Answers are then recorded ethnicities either in their class or in the onto the large sheet of paper on which school. Put together an exhibition repre- the relevant question was written. The senting the ethnic makeup of Auckland, large sheets can be read out and hung or in this case your class/ school. on the wall. Keep the answers as this Students need to consider what would activity may be able to be re-examined best demonstrate this, e.g. objects from after visiting the Museum. each ethnic groups, labels and other information, colours, exhibition design -Find out the meanings of some of the etc. Maori and English place names around Auckland. Do the names relate to how -Students can create an imaginary city each people used the area? If so how? or land, with an imaginary form of life. Choose one place name and write a They decide what they know the needs of story or draw a picture depicting life in living things. Consider what other things that area. Students might want to focus might be necessary for their particular on an individual living in that area, Maori form of life. Create this form of life and or Pakeha. Students could write a myth an environment for it. Students may based around the place name. choose what form of presentation they wish to use e.g. diorama, poster, story, -Look at some photos of early Auckland model or video. right through to current day (use some

16 Auckland Museum Cur- riculum -Research the name of one of the first been in use over the past 150 years. Links boats bringing colonial settlers to What are they? How have they been Auckland. Pretend you are an individual used? How are they being used now? on the boat and either write a story or Have they been protected? What possi- keep a diary about your experiences. ble use might they have in the future. Think about: what you know about life Have any of these been destroyed or then, what people had left behind, what altered? they were expecting to find, what they -Find out about why the Auckland actually found. What was Auckland like? Museum was built. Is it being used in the What did it sound, smell or look like? way it was intended? What will muse- What was good, what was bad? What ums of the future be like e.g. virtual were some of the needs of your person? museums? -Students imagine that they are respon- -Carry out a values continuum reflecting sible for making a major decision about on issues which might concern the City something to do with your local area. Council. Either the teacher or the class Students choose what the decision is can decide on around 3 issues they wish depending on issues in your area e.g. to explore. Students are required to building on a local park, cleaning up the stand in a continuum along the floor foreshore, light rail. This can be done as according to whether they feel strongly a class or individually, or the teacher for or against a specific issue. Students may wish to direct depending on the are then asked to explain why they feel level and ability of students. As a group this way. The right to pass can be students decide what some of the impor- allowed although this may defeat some tant issues associated with the decision of the purpose of taking a stand! are, e.g. children will lose a play area if the park is built on, housing will be pro- -Students could design some aspect of vided for poorer families etc… Students technology which would operate in the then decide individually how they feel Auckland of the future. They might con- about each of these issues, what are the sider street lighting, communication, good things, what are the bad. Is there transport etc. anything else they could do instead? Students can then come together in Level 5 small groups or as a class to talk about Specific Learning Outcomes what they decided. -Students should be able to recognise how people have used the land called -Design a board game, where the play- Auckland over time. ers have to make choices which affect the community that they live in. -Students should be able to explain how Alternatives to each choice could be pro- Auckland City has grown, how it has vided. Students should consider such changed; and key people/ organisations issues as rubbish collection, parking, involved in the change parks etc. -Students should be able to identify the -Construct a 3-stage diorama showing a peoples who have lived, and live, in scene of Auckland, past, present and Auckland; how their cultural identity has future. been maintained or changed; and what their needs are. -Construct a map of buildings, places or objects in central Auckland that have -Students should be able to describe

Auckland Museum 17 Cur- what they think the most important issues out, that are different at different times. riculum for Auckland's youth over the next 20 'Take a photo' of the same scene in 2020. Links years are. -Students work in pairs to carry out a pic- -Students should be able to give exam- ture barrier exercise. One student has a ples of what the Auckland City Council photograph of early Auckland, the other does and how the Council can address a piece of paper and pencil. The student the concerns of Auckland youth over the with the photograph describes the con- next 20 years. tents of the picture while the other student tries to draw the main bits. The Possible Pre-VVisit Learning Activities reverse is done with a modern Auckland photograph. Students then examine the Most of the Activity Sheets are suitable at results. What differences and similarities Level 5. are there? How accurate are the stu- - Students identify some issues about dent's sketches. Compare this to the Auckland's future which concern them, expectations of people coming to New e.g. what travelling around Auckland Zealand and what they actually find. might be like in the year 2020. Use the -Find out about an individual who has questions as issues for a post-box activi- been important in Auckland's history, e.g. ty. Questions are written on a large sheet John Logan Campbell. Write a diary of a of paper. Enough small sheets of paper week in the life of that person or write a for each student are left beside each cartoon demonstrating key things the question. Students answer each ques- person did and why he or she did them. tion individually and anonymously on the small paper and post their answers into -Examine some newspaper articles writ- plastic containers or bags left on each ten last century about issues affecting question. Answers are then recorded Auckland and compare articles about onto the large sheet of paper on which similar issues today. the relevant question was written. The large sheets can be read out and hung Possible Post-VVisit Learning Activities on the wall. Keep the answers as this -Design an exhibition demonstrating the activity may be able to be re-examined cultural makeup of your school. after visiting the Museum. Students need to consider: Who is the exhibition for? What do they want people -Find out the meanings of some of the to learn from the exhibition? What cul- Maori and English place names around tures are to be represented? What Auckland. Do the names relate to how objects will they choose? How will they each people used the area? If so how? display the objects and communicate Choose one place name and write a information? How can they make it easy story or draw a picture depicting life in for people to move around the exhibi- that area. Students might want to focus tion? on an individual living in that area, Maori or Pakeha. Students could write a myth -Students can create an imaginary city based around the place name. or land, with an imaginary form of life. Decide what they know about what living -Carry out a photographic sequencing things need to survive. Consider what exercise looking at Auckland over the other things might be necessary for their last 150 years. Try and identify a list of particular form of life. Create this form of people' needs that are the same through- life and an environment for it. Students

18 Auckland Museum Cur- riculum may choose what form of presentation used? How are they being used now? Links they wish to use e.g. diorama, poster, Have they been protected? What possi- story, model or video. ble use might they have in the future. Have any of these been destroyed or -Research the name of one of the first altered? boats bringing colonial settlers to Auckland. Pretend you are an individual -Carry out a values continuum reflecting on the boat and either write a story or on issues which might concern the City keep a diary about your experiences. Council. Either the teacher or the class Think about: what do you know about life can decide on around 3 issues they wish then, what people had left, what they to explore. Students are required to were expecting to find, what they actual- stand in a continuum along the floor ly found. What was Auckland like? What according to whether they feel strongly did it sound, smell, look like? What was for and against a specific issue. good, what was bad? What were some Students can then be asked to explain of the needs of your person? why they feel this way. The right to pass can be allowed although this may defeat -Students imagine that they are respon- some of the reason for taking a stand! sible for making a major decision about something to do with your local area. -Keep a scrapbook of articles about Students choose what the decision is issues affecting Auckland. City Scene is depending on issues in your area e.g. a good source, as is the Herald, and building on a local park, cleaning up the local newspapers. Choose one issue foreshore, light rail. This can be done as e.g. parking, sewage treatment, water a class or individually, or the teacher costs and write an editorial for your own may wish to direct this depending on the paper. level and ability of students. As a -Write a picture book for a 5 or 6 year old, group , students decide what some of the which tells the story of a child from 1999 important issues associated with the finding themselves in Auckland 2020 (or decision are, e.g. children will lose play 1860 to 1999, 1860 to 2020). What do they area if park built on, housing will be pro- see, hear, feel, experience. What is dif- vided for poorer families etc… Students ferent? What is the same? then decide individually how they feel about each of these issues, what are the -Select some objects which demonstrate good things, what are the bad. Is there a need that people have, e.g. a tele- anything else they could do instead? phone, car and traffic lights (toy), flower, Students can then come together in a recycling bin. Use the objects to stimu- small groups or as a class to talk about late ideas that the students have about what they decided. what is important to them now and what they feel will be important to them in the -Design a board game, where the play- future. An extension of this is to consider ers have to make choices which affect what people's needs in the past were, the community that they live in. what equivalent objects they might have Alternatives to each choice could be pro- had. Design equivalent objects or sys- vided. Students should consider such tems for the future. Market their ideas! issues as rubbish collection, parks etc.. -Students could design some aspect of -Construct a map of buildings, places or technology which would operate in the objects in central Auckland that have Auckland of the future. They might con- been in use over the past 150 years. sider street lighting, communication, What are they? How have they been transport etc.

Auckland Museum 19 Activity Sheet

Activity WHO AM I? Sheet

Choose someone important from Auckland's past. Why are they important? What important things would they have said? What sort of clothes would they wear? Dress the body below as that person.

20 Auckland Museum Activity Sheet

Activity Sheet WHO EMPTIES MY RUBBISH BINS?

Look at this picture. Colour in anything you think a city council might have had something to do with.

Now read this! The Auckland City Council is a type of government. It helps to provide the people of Auckland with services and rules that are meant to help the community live safely and comfortably together. The City Council gets money do these things from the rates that Aucklanders pay them. Here are some things the Auckland City Council does for you: · Provides fresh water · Takes away your rubbish · Builds museums and playing areas · Lights the streets at night · Helps stop dogs from wandering around the streets and messing up beaches. · Provides public toilets and keeps them clean

Look at the picture you coloured in. Can you colour in any more parts of the picture now?

Auckland Museum 21 Activity Sheet

Activity WHO EMPTIES MY RUBBISH BINS? (CONT.) Sheet

Here is a map of Auckland City and its surrounding cities of Manukau, Waitakere and North Shore. Mark on the map where your school is. Shade in where the Auckland City area is.

North Shore City

Ponsonby Orakei

Mt Eden Remuera Mt Albert One Tree Hill Penrose Blockhouse Waitakere Onehunga City Bay Hauraki Gulf

Otahuhu

Manukau City

The City Council is made up of many different types of people. Some of these people make sure that our roads run smoothly, some people make sure that our sports fields are kept tidy. There are some people called city councillors who are chosen by other people like us. They are chosen because we like the ideas they have.

The head of the City Council is the Mayor. What is the name of the Mayor of Auckland City? ______

If you had the chance to ask the Mayor to do three important things for Aucklanders now, what would those three things be? 1. ______2. ______3. ______

How old will you be in twenty years time? What would you like to be doing then? Try and imagine what you would like Auckland to be like in twenty years time. Draw a picture of a street the way you want it, or write a poem about it.

22 Auckland Museum Activity Sheet

Activity Sheet THE GREAT MUSEUM OF AUCKLAND

Scenario: You have just discovered that the Olympics in the year 2000 are now going to be held in Auckland, not Sydney.

Your Job: To put on an exhibition showing the world what Auckland is all about.

Things to think about: · What is the exhibition about? · Who is the exhibition for? Do they have any special needs? · What do you want people to learn from the exhibition? · Where will you have the exhibition? · What will you choose to go in the exhibition? · How will you display the objects in the exhibition? · What information will you include? (Remember what you want people to learn!) · How will you make sure that people can get through the exhibition easily? · How will you advertise the exhibition?

You have '6 months' to design your exhibition and show your idea to the public of Auckland. Here is your design sheet. Good Luck!

This exhibition is about:

People who will see the exhibition are: I want people to learn these things:

They might need special things like:

People who will see the exhibition are:

Auckland Museum 23 Activity Sheet

Activity THE GREAT MUSEUM OF AUCKLAND (CONT.) Sheet

I think these things should go into the exhibition:

Here are some ways I could display the things in the exhibition:

This is how I could tell people about the exhibition:

This is a plan of where everything will be in the exhibition. It also shows where people can walk so that they don't get crowded. You might need to use a bigger piece of paper.

They might need special things like:

24 Auckland Museum Activity Sheet

Activity Sheet ALTERNATIVES AND CHOICES: TRANSPORT

In the future we are going to need different ways of travelling around Auckland. Will we all fit on the roads? Will roads stay still? Will there be roads? Will we have cars? Will there be parking buildings and parking spaces? Could we fly, teleport, hydro slide…? What sort of public transport could there be?

How would you like people to be able to travel around Auckland in the future?

Draw your ideas here. You can then make a model, poster, book etc.

My ideas:

Auckland Museum 25 Activity Sheet

Activity THE AUCKLAND REGION - CAN WE ALL FIT? Sheet

In 15 years time, the Auckland Region will not be able to fit all the people living in it. In 50 years time the Auckland region population will have grown from one million to two million.

Use your imagination to come up with some ideas to fit us all in. Draw a picture as well if it helps.

My ideas:

Here are some ideas that people have had. 1. Build lots of tall apartment buildings, and build houses on big garden areas 2. Spread the city out into country areas 3. Build other small satellite cities outside of Auckland 4. Have a mixture of different ideas

Was your idea like any of these? Think about these ideas. What are some of the good things of each one? What are some of the bad things of each one?

Idea 1

Good Things Bad Things

26 Auckland Museum Activity Sheet

Activity Sheet THE AUCKLAND REGION - CAN WE ALL FIT? (CONT.)

Idea 2

Good Things Bad Things

Idea 3

Good Things Bad Things

Idea 4

Good Things Bad Things

Choose the idea you like the best out of your idea and the council's ideas. Why do you like this one?

Auckland Museum 27 Activity Sheet

Activity LIVEABLE COMMUNITIES Sheet

One way to fit an extra million people into the Auckland region over the next 50 years, is to grow around town centres and major public transport routes such as railway lines. For Auckland City, this means fitting in an extra 170 000 people in town centres such as: Avondale, Blockhouse Bay, Mt Albert etc. This could be done by developing apartment-type buildings rather than by infill, (building new houses in people's back yards).

Your Job: Design a town centre to fit all the people living there in the year 2050; and make it a nice community to live in.

Your teacher may want you to work on your own or in a small group. 1. Choose a town centre from this map. The map shows the town centres and public transport corridors (railway lines etc ) near them.

There are three types of centres shown: · Town Centres e.g. Mt Albert, St Johns (small circle) · Sub Regional Centres e.g. New Lynn, Newmarket (larger circle) · CBD Centre -Auckland Central Business District

North Shore City

Grey Lynn CBD Newton Pt Chevalier Glen Innes Newmarket Morningside Mt Wellington Mt Albert St Johns

Avondale Ellerslie Panmure

Sandringham Royal Oak New Lynn South Onehunga Sylvia Park Waitakere Blockhouse City Bay Hauraki Gulf

Otahuhu

Manukau City

28 Auckland Museum Activity Sheet

Activity Sheet LIVEABLE COMMUNITIES (CONT.)

2. This table shows the increase needed in town centre population between now and the year 2050. Find the town centre you have chosen. What increase is needed?

Town Centre Population No. Households Approx Increase In in 2050 in 2050 Current Population AVONDALE 13 000 5 000 doubled BLOCKHOUSE BAY 4 000 1 500 doubled MT ALBERT 5 000 2 000 doubled MORNINGSIDE (new) 15 000 5 500 doubled NEWTON 12 500 5 000 doubled NEWMARKET 23 000 8 000 tripled ST JOHNS (new) 3 000 1 500 doubled MT WELLINGTON (new) 25 000 9 000 eight-fold increase PANMURE 9 000 3 500 doubled SYLVIA PARK (new) 9 000 3 500 doubled OTAHUHU 20 000 7 000 tripled ROYAL OAK 4 000 1 500 doubled ONEHUNGA 12 000 4 500 tripled ELLERSLIE 7 500 3 000 doubled PT CHEVALIER 7 000 2 500 doubled GREY LYNN 7 000 2 500 doubled CBD 30 000 14 500 six fold increase

3. What things do you think make a 'liveable community' i.e. a nice place to live in? Write your ideas here.

4. Here are some ideas that the city council thinks are important when designing a 'liveable community'. Check whether you have any of these ideas or have other ones.

· Safe · Easy to get around e.g. walking, bus, · Neighbourhood has a 'character' train, car · Streets are laid out clearly and to a · Environmental design easily main- pattern tained and energy efficient · Different housing types · Open space and recreational areas · Land used in different ways · Facilities for helping people e.g. med- · Allows for a range of lifestyles ical, education

5. Now design your 'liveable community' for the town centre you have chosen. After you have planned it present your design as a model or picture.

Town Centre Name:______

Increase in Population:______

Don't forget to think about what makes a liveable community!

Auckland Museum 29 Activity Sheet

Activity AUCKLAND CITY'S ENVIRONMENT Sheet

Teacher Information This exercise can be done as a class or in small groups. Students complete the ranking exercise individually and results are tallied on the board or OHP. The issue with the lowest score is the issue the class regards as the most important, and so on. Students are invited to discuss why they have ranked an issue as they have. After lis- tening to other points of view, students rank again.

Student Activity Auckland City has a wonderful natural setting. Two harbours, the Hauraki Gulf, beaches, volcanoes, parks, native bush and a warm climate make it a great place to live.

Unfortunately our fast growing city is putting pressure on the environment. More people mean greater demands on services including: stormwater drainage, sewerage, roads, housing, waste management, water supply and recreational areas. At the same time we need to reduce pollution of water, land and air, overcome traffic problems, contain city growth and put out less rubbish.

1. Rank these environmental issues according to whether you think each is most important (1) or least important (13). Discuss in a group why you have ranked things the way you have. Listen to other people's views and rank again. Have any of your ideas changed?

Environmental Issue First Second Rank Rank Providing good quality drinking water Encouraging efficient use of water Improving air quality Protecting trees, birds and animals Reducing the amount of rubbish (waste) produced Reducing the level of noise in the city Providing parks and open spaces Reducing the level of traffic congestion Providing efficient environmentally-friendly transport systems Protection of important natural and historical features Improving the water quality of our harbours and beaches Stopping urban expansion Improving the water quality of our streams

2. An increase in population in Auckland City will put pressure on the environment. Tick any of the issues you have ranked if you think are important in Auckland. Write down other issues you feel should be considered. ______

30 Auckland Museum Activity Sheet

Activity Sheet AUCKLAND CITY'S ENVIRONMENT (CONT.)

3. What can you personally do to improve Auckland's environment? Don't forget the things you do everyday.

4. The City Council has carried out a study of Auckland’s environment. The study is a scorecard of environmental issues according to whether they are getting better, (tick) getting worse (cross), staying the same (dash), or there is not enough information (zero). Look at how the City Council has scored each issue. Think about what your area is like and then score it yourself. Beside each, say why you scored it this way. Your rank Explanation

Air Quality

Water Resources

Natural Hazard Information

Solid Waste Management

Contaminated Land

Noise Levels

Electromagnetic Frequencies

Heritage Sites

Roads and Traffic

Energy

Auckland Museum 31 Activity Sheet

Activity TEXT INTERPRETATION: IMPRESSIONS OF AUCKLAND Sheet

Read the paragraphs written here. Each is from a diary or memoir of someone arriv- ing in Auckland for the first time. Work with a partner. Discuss what you think the writer might have: seen,heard,felt. If the writer was to arrive for the first time tomorrow, what would he:see, hear, feel? What would be the same? What would be different?

Consider what the writer might also experience in another 50 years time.

1. Ah! never can I forget that morning when I first gazed on the Waitemata's waters. The lovely expanse of water, with its gorgeous colouring, stretched away to the base of Rangitoto, whose twin peaks, cutting clearly into the deep blue sky, sloped in graceful outline to the shore a thousand feet below. ……How silent and peaceful were Waitemata's lovely sloping shores as we explored them on that now long long ago morning! As we rowed over her calm waters the sound of our oars was all that broke the stillness. No, there was something more - the voices of four cannie Scotchmen and one shrewd Yankee (the sum and substance of the first invading civilisation), loud in the praise of the glorious landscape which lay before them. On that morning the open country stretched away in vast fields of fern, and Nature reigned supreme. It is fern-clad no longer, but green fields gladden the eye; the white gleam of the farmer's homestead dots the landscape, there are villas on the height, and cottages on the shore. - John Logan Campbell. Poenamo - Sketches of Early Days in New Zealand, 1881

2. Meantime we opened the harbour of Auckland & were sadly disappointed at the brown & barren aspect of the country, which threw out the white boarded dwellings with a strong relief, which perhaps gave them a doubly desolate and isolated apper- ance; on the high land, east of the town was the long government house, in a con- spicuous situation, a church of brick in process of erection, & a solid barrack for the soldiery near it. No trees, but 2 or 3 ragged ones near the water's edge, no roads, no hedges, apparently no cultivation at all… - Edward Ashworth, Journal, 1842

3. The first street intersecting Queen Street is Shortland Crescent…, but it is now called Street instead of Crescent. It and the other end of Queen Street are the two principal thoroughfares from the country here…Here Maori canoes come on to the beach, and in this corner piles of sawn timber are kept for sale and drays stand for hire.. Here is a neat wooden building erected for a market house some years ago, with a clock in the gable fronting the street, and a bell for an alarm in case of fire, and a pump. The pump and its trough are useless, for the water is scant and brack- ish…….Auckland is badly laid out…the town was planned with crescents and rotun- das and building allotments not at right angles and with no open square, unless that may be one where the military barracks have since been erected There are also a number of back streets narrow enough and back lanes connecting them…erected for transitory tenants. In one of them the residents are of the frail native caste, under the surveillance of a deputy-protector and collector of rents. - Joshua Thorp, Impressions of the Town of Auckland 1857

32 Auckland Museum Activity Sheet

Activity Sheet POETRY INTERPRETATION: IMPRESSIONS OF AUCKLAND

Read these poems which are people's impressions of Auckland last century and during World War 2.

What were some of the things happening in Auckland when the poem was written? (Use the poem to help you). What do you think each writer was feeling and thinking as they wrote the poem?

Choose one poem and draw a picture or cartoon of what you think the writer might have seen.

When you are finished, write your own poem of Auckland in 1999, including a wish for the Auckland of the future.

Beautiful Auckland

Beautiful Auckland! city of mud! Where the rain oft descends like a terrible flood; Where the streets are unpaved, and our comfort ignored By a lot of old fogies, the famed City Board...

Beautiful Auckland, finest of towns, Where the merchants come in for their ups and their downs; One time they are bankrupt and sunk very low, But with the Thames Goldfields they're now all the go… - Charles Frederick Thatcher, the Goldfields Balladeer, 1860's

Mornings were beautiful in Auckland in 1850

Sometimes I remember the days when we came into the city By sail boat from our farm two days away, By water to the luxury we knew, Now vanished, at the Golden Star Hotel On the main street, with its balcony Running the entire length of the second storey, Rich in pillars with a balustrade of jade, White tables overlooking the turquoise harbour And crowds of people passing in the street Sweating under the yardstick of the sun, Eternally famished and dusty with no one To cast them sustenance, or show the way, Or try to tell them what they ought to pay For what they bought with what they sold that day. - Merrill Moore, U.S Servicemen, his impressions of NZ during wartime

Auckland Museum 33 Activity Sheet

Activity POETRY INTERPRETATION: IMPRESSIONS OF AUCKLAND Sheet

Do you remember the time - Yes, I remember the time; It was 1942, In November -

Do you remember the place where we had gone? Yes, it was New Zealand; Auckland and Wellington.

Do you recall the purpose it was for? Certainly; we were an Army; it was War.

Tell me, then, what else do you remember Of that time and country, that November?

I recall our first arrival there, How beautiful the season was, how fair The land, how kind the people were, and their ways, How gracious was the welcome and the days We spent among them, and the dignity They faced their life with; the austerity They met with humour, courage, character, And strength,as much as they had vim to bear.

That was what I saw when I was there. - Merrill Moore, U.S Servicemen, his impressions of NZ during wartime

34 Auckland Museum Activity Sheet

Activity Sheet PHOTOGRAPH INTERPRETATION NUMBER 1

Look at this photo of the wharf area, Auckland City in 1901. What can you see? What looks the same as today, what looks different? In the box below, write something that you think will help other people to understand what the photo is about.

Now look at the photo on the next page, which is Auckland today. Even though the photo is taken in a different area, compare it to the first photo. What can you see? What things are same as the first photo, what is different, apart from the place? In the box beneath the photo, write something that you think will help people to understand what the photo is about.

Auckland Museum 35 Activity Sheet

Activity PHOTOGRAPH INTERPRETATION NUMBER 1 (CONT.) Sheet

Take a photo of the future. Draw what you would like Auckland to be like. Write sentences about your drawing, as you did for the photos.

36 Auckland Museum Activity Sheet

Activity Sheet PHOTOGRAPH INTERPRETATION 2

Look at the photo taken of the wharf area in 1901. Choose one person. What can this person see, hear, smell? How might this person be feeling? What might this person do next? Write a 5 minute play about this picture. Your play might be for stage, radio or TV.

Teacher Information Choose one of the pictures in this education kit and photocopy it onto card. In small groups students discuss:

· What is happening in the picture · What they can see in the foreground and background · What things are the same today · What things are different · Students can write a title for the photo · Students then invent a person for the photo and write a brief account or cartoon about a day in the life of that person. · You can develop this further by taking the imaginary person and transporting them into the year 1999 or 2050 and writing about the feelings and experiences of that person.

Auckland Museum 37 Activity Sheet

Activity PHOTOGRAPH INTERPRETATION NUMBER 3 Sheet

Look at these three photos taken from Mt Eden, looking toward Three Kings. The first was taken in 1905, the second in 1928 and the third in 1999.

What things are the same in each photo. What things have changed? In what way have things changed. Try and find the church in Mt Eden. How many 'Kings' are there now?

2 Auckland Museum Future Auckland Museum Trail yr 2 - 6 Museum Trail GALLERY: AUCKLAND 1866 (SECOND FLOOR) 1. Photo of Auckland Harbour in 1866 (next to Ship Chandlers and Importers) What is the harbour like today. What is different in this photo? Do you think the harbour might change? How? 2. Sounds of Auckland Go to the red mailbox. Listen to the sounds that could be heard in 1866. How did people travel in Auckland then? Back then there were only dirt roads. Do you think rain might have caused problems? Why do you think this? What problems do we have with travel- 6 ling in Auckland today? Can you think of a way of fixing a travel problem we have today? 5 3. Buildings Look at the buildings in Auckland 1866. What things are the same today? What things are different? What might a building of the future look like? 4. General Dealers What type of food can you buy from the 2 General Store? What sort of shop would you buy this sort of food from now? Where might we buy it in the future? Auckland is home to a lot of people 4 from different countries. Try and think of some foods from other countries. Are 1 they in this shop? 5. Water Go to the family house. In 1866, only wealthy people had water piped to their homes. Can you see a way that this family got their water?

Auckland 1866 Gallery, Top Floor, entry via front left steps. Look in the bedroom. Can you see what they used instead of a bath or shower? 6. The Out-House Find the out-house (toilet). This toilet did not flush. Someone came and cleaned it at night. Why do you think it was called an out-house? When we flush our toilets now, all the waste goes to a sewage treatment plant in Mangere. The waste is treated so that it is no longer germy and is then pumped out to sea. If we have too many people in Auckland, we will need a new way of getting rid of toilet waste. What could we do?

Auckland Museum 39 Future Auckland Museum Trail Museum 7. Having Fun Trail Go to the toyshop. Find some things that show how Auckland children had fun in 1866. What places does Auckland have now for children to have fun in? What sort of places could there be in the future? GALLERY: ORIGINS (FIRST FLOOR) 8. Auckland's Volcanoes Most of Auckland's volcanoes erupted before the first Maori people lived in the Auckland area. Find the map of Auckland's volcanoes. What volcanoes do you live by now? Look for the lava bombs that came out of the volcanoes. Treasures & Tales GALLERY: OCEANS (FIRST FLOOR) 9. Rockpool Stand over the rockpool and look into it. What Weird & Wonderful can you see? How could we make sure that Auckland still has nice beaches and rockpools 8 Land Gallery in the future? 10 10. Mangrove Plants Origins Oceans Look for the beach with the Mangrove plants Gallery Gallery growing on it. Where have you seen 9 Mangroves growing around Auckland? Mangroves are a home to many animals. What can you see living in and around them? GALLERY: HUMAN IMPACTS (FIRST FLOOR) 11. Animals Wherever people live they change the land in 12 some way. Find two animals that would have Human lived in Auckland before humans came. 11 Impacts Gallery Choose one animal that humans brought here. Why was it a good thing to bring? Why was it a bad thing to bring? 12. Quarries Some of Auckland's volcanoes have been dug up (quarried) to get rock for roads and other things. Find the map of quarries. What quarries are closest to your home? Do you think volcanoes should be quarried in the future? Why/why not?

40 Auckland Museum Future Auckland Museum Trail yr 7 - 10 Museum Trail GALLERY: AUCKLAND 1866 (SECOND FLOOR) 1. Map of Auckland (Entrance to Auckland 1866) This is a map of very early Auckland. What major differences would there be in a map of Auckland today? What might a map of Auckland 2020 look like (think about our increasing population). 2. Photo of Auckland Harbour in 1866 (next to Ship Chandlers and Importers) Think about the harbour today. What is different in this photo? How might the harbour change in the future? 3. Sounds of Auckland Go to the red mailbox. Listen to the sounds that could be heard in 1866. 8 What can you hear? What different sounds would you hear today?

7 4. Streets of Auckland Listen to the sounds again. What sort of transport was used then? What problems might there have been with this transport? What problems do we have with travelling in Auckland today? 3 Try and think of one thing that could happen in the future to solve a problem that we have with transport today. 5. Buildings Have a look at the buildings in 6 Auckland 1866. What things are the same today? What things are different? What might a building of the future look 2 like? 6. General Dealers What type of food can you buy from the 1 General Store? What sort of shop would you buy this food from now? Where might we buy it in the future?

Auckland 1866 Gallery, Top Floor, entry via front left steps. Auckland is home to people from many different countries now. What differences are there in the types of food you could buy then and the types you can buy now? 7. Water Go to the family house. In 1866, only wealthy people had water piped to their homes. Can you see a way that this family got their water? Look in the bedroom. Can you see what they used instead of a bath or shower? If Auckland's population keeps on increasing, what is one way we could ensure that there was always enough water?

Auckland Museum 41 Future Auckland Museum Trail Museum 8. The Out-House Trail Find the out-house (toilet). This toilet did not flush. Someone came and cleaned it at night. Why do you think it was called an out-house? When we flush our toilets now, all the waste goes to a sewage treatment plant in Mangere. The waste is treated and cleaned and is then pumped out to sea. If we have too many people in Auckland, we will need a new way of getting rid of toilet waste. What could we do? 9. Having Fun Look around the shops. What are some of the ways that children and adults in 1866 had fun? What places does Auckland have now for people to have fun in? What sort of places could there be in the future? Treasures GALLERY: ORIGINS (FIRST FLOOR) & Tales 10. Auckland's Volcanoes Most of Auckland's volcanoes erupted before even Maori lived in the Auckland area. Find Weird & Wonderful the map of Auckland's volcanoes. What volcanoes do you live by now? 10 Land Gallery Look for the lava bombs that came out of the 12 volcanoes. Origins Oceans Gallery GALLERY: OCEANS (FIRST FLOOR) Gallery 11. Rock Pool 11 Stand over the rock pool and look into it. What can you see? How could we make sure that Auckland still has nice beaches and rock pools in the future? 12. Mangrove Plants 14 Look for the beach with the Mangrove plants Human growing on it. Where have you seen 13 Impacts Mangroves growing around Auckland? Look at Gallery the display. Why do you think Mangroves are an important part of our beaches? GALLERY: HUMAN IMPACTS (FIRST FLOOR) 13. Animals Wherever people live they change the environment in some way. Find two animals that would have lived in Auckland before humans came. Choose one animal that humans brought here. Why was it a good thing to bring? Why was it a bad thing to bring? 14. Quarries Some of Auckland's volcanoes have been quarried to get scoria rock for roads and other things. Find the map of quarries. What quarries are closest to your home? Do you think volcanoes should be quarried in the future? Why/why not?

42 Auckland Museum