ADDITIONAL RESOURCES
BLURB: Duration of resource: 27 Minutes The 1970s was a period of great social and political upheaval around the world, including the push for indigenous equality Year of Production: 2013 and land rights. The M āori protest movement was the result of a culmination of grievances dating back to the signing of Stock code: VEA12029 the treaty of Waitangi in 1840. This documentary style program explores: the reasons for the 1970s M āori protest movement; the 1975 Hikoi – protest march; the Occupation of Bastion Point in 1977; and how Aotearoa-New Zealand has changed since the protests. There are interviews with New Zealand historians Claudia Orange, Dr Benjamin Pittman (Great-Great Grandson of Maori Chief Patuone) and Mark Derby. Suitable for New Zealand history, culture related and indigenous rights studies at the senior secondary and further education level, it provides a great overview of the key protests and their enduring significance.
Resource written by: Patricia Moore Qualifications B.A. (Canterbury University, NZ) Dip Teaching (Christchurch Secondary Teachers College) Māori Land Protests Hikoi and Bastion Point
For Teachers
Introduction
Māori are Tangata Whenua, the original people of Aotearoa New Zealand. The struggle for their taonga (resources) and tino rangatiratanga (sovereignty) over them began in the early 19 th century. The Hikoi and the Bastion Point protests of the 1970s marked the beginning of the end of that struggle.
This program links to the key concept of change. Its aim is to show how change can be effected in societies by direct protest action. It examines the alienation of Māori land in the 19 th and 20 th centuries. It shows how M āori responded to the alienation of their land in the 1970s and how their responses effected changes in law and policy, in the M āori situation and in Aotearoa New Zealand.
Treaty experts Dr Benjamin Pittman and Claudia Orange and Historian Mark Darby give their perspectives on the causes, the course and the outcomes of the Hikoi and the occupation of Bastion Point.
Timeline
00:00:00 Reasons for the 1970's protest movement 00:08:47 The Hikoi- The March 00:14:41 The Occupation of Bastion Point 00:20:30 After the land protests- How Aotearoa NZ changed 00:26:02 Credits 00:27:01 End program
Related Titles
The Treaty of Waitangi - An Introduction The Christchurch Earthquake: A Case Study Rotorua: A Case Study in Sustainable Tourism
Recommended Resources
• www.teara.govt.nz • http://www.tepapa.govt.nz • http://www.treaty2u.govt.nz/the-treaty-today/the-orakei-claim/index.htm
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Māori Land Protests Hikoi and Bastion Point
Student Worksheet
Initiate Prior Learning
1. In groups of three or four brainstorm some ways in which people can bring about change in their societies. Present your findings to the class
2. List some of the causes, rights or issues that people protest about. Which of these would you protest about? Why?
3. List some of the ways that people protest. Which do you think would be most effective? Explain why.
4. In pairs, select a protest movement or group. What causes, rights or issues does it protest about? What action does it or has it taken? Has it brought or is it bringing about change?
5. Have you ever taken part in a protest or seen (in real life or on TV) a protest? What kind of protest was it? What was the issue? Describe what happened. What was the outcome - did it change what it set out to change?
3 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
Active Viewing Guide
The Reasons for the 1970s Protest Movement
1. a) What was the situation of the Tangata Whenua in the 1970s?
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b) What was the situation with M āori land?
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2. a) Explain the spiritual significance of the land to the Tangata Whenua.
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b) Explain the practical importance of the land to the Tangata Whenua in the 19 th century.
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3. The Treaty of Waitangi guaranteed the Tangata Whenua Tino Rangatiratanga or Sovereignty. Why did it not prevent the loss of M āori land?
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4 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
4. a) Explain what is meant by “alienation” of land?
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b) Describe how the government used legislation to acquire M āori land.
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The Hikoi - The March
5. a) Why did Whina Cooper convene a Hui early in 1975?
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b) What were the outcomes?
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6. a) Explain what Whina Cooper’s “pan-Māori approach” meant.
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b) Why did she want this approach?
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5 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
7. In what ways did the Hikoi educate and unite the Tangata Whenua?
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8. a) What, besides a petition, did the marchers carry with them on the Hikoi?
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b) Why do you think they carried it?
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9. What happened when the Hikoi arrived at Parliament House in Wellington?
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The Occupation of Bastion Point
10. Why did 200 protesters occupy Bastion Point, Takaparawha?
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6 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
11. a) When and how did the alienation of Ng āti Wh ātua land begin?
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b) What steps were taken to prevent the alienation of Bastion Point?
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c) What were the outcomes?
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12. What made Bastion Point so desirable to the government?
a) From the late1850s to World War II?
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b) After 1950?
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7 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
13. Describe the Bastion Point Protest. Include the following points.
a) Who led the protest?
b) Who supported it?
c) Why was it so widely supported?
d) How long did it last?
e) How did it end?
f) What was the response of Aotearoa New Zealand?
g) How and when did Ng āti Wh ātua finally get Bastion Point back?
h) What did they decide to do with it?
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8 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
After the Land Protests - How Aotearoa NZ changed
14. Outline the initiatives that followed the M āori land protests and describe what they achieved.
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15. a) Explain the meaning of “M āori Renaissance”?
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b) What was achieved during the M āori Renaissance?
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9 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
Extension Activities
1. The 1960s and 70s were a time of great social and political change around the world.
a) In groups of four, prepare a set of interview questions for someone who remembers that time.
b) Interview some members of your community (kaum ātua, grandparents, parents)
c) Record your interviews and present them to the class.
2. Imagine that your land, way of life and livelihood are under threat. You decide to take direct (protest) action. You convene a meeting to persuade others to join you. Write a persuasive speech outlining your reasons, what form your protest will take and what you hope to achieve.
3. Write an article on the life and work of Whina Cooper. Present it on PowerPoint or on the interactive whiteboard.
4. Poet Hone Tuwhare took part in the Hikoi and his poem Rainmaker’s Song describes the march. Read his poem, then, individually or in pairs, write a poem or song of your own entitled “Not One Acre More”. Perform it for the class.
5. The Land Protests created new political leaders such as Joe Hawke and Hone Harawira. Write an article on the life and work of one of these leaders.
6. Draw up plans and a proposal for exclusive luxury housing on a prime piece of unoccupied land in your area. Try to sell your idea to the class. Or draw up plans and a proposal for a public park on the same land. Try to sell your idea to the class
7. The Hikoi and the Bastion Point Protests weren’t the only land protests in Aotearoa New Zealand. There were others before and there have been others since. In pairs research one of these and prepare a class presentation.
8. Research the history of the Waitangi Tribunal. Who initiated it and when, how has it changed and developed, what has it achieved and what does it do today?
9. In pairs research the Renaissance of the 15 th century. Compare and contrast it with the Māori Renaissance.
10. Hold a class debate on the topic “Direct protest action is the most effective way to bring about change”
10 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
Suggested Student Responses
Initiate Prior Learning
1. In groups of three or four brainstorm some ways in which people can bring about change in their societies. Present your findings to the class Answers will vary. They may include – through government systems, legal systems, media, protest action.
2. List some of the causes, rights or issues that people protest about. Which of these would you protest about? Why? Answers will vary. They may include – anti-war, anti-nuclear, Gay marriage, animal rights, conservation, land rights, racial equality, land rights, actions preventing certain industries or development.
3. List some of the ways that people protest. Which do you think would be most effective? Explain why. Answers will vary. They may include - marches, sit-ins, boycotts, blockades, publicity, letter writing/email campaigns
4. In pairs, select a protest movement or group. What causes, rights or issues does it protest about? What action does it or has it taken? Has it brought or is it bringing about change? Answers will vary. An example might be Greenpeace. It campaigns continually against whaling. While it has not put an end to whaling it has highlighted the cause and gained support.
5. Have you ever taken part in a protest or seen (in real life or on TV) a protest? What kind of protest was it? What was the issue? Describe what happened. What was the outcome - did it change what it set out to change? Answers will vary. They should address all of the above.
11 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
Active Viewing Guide
The Reasons for the 1970s M āori Protest Movement
1. a) What was the situation of the Tangata Whenua in the 1970s? Their children were failing at school, their land and their language were disappearing, and they were becoming an underclass in their own country.
b) What was the situation with M āori land? Only 1.2 million hectares out of 24 million hectares remained M āori owned.
2. a) Explain the spiritual significance of the land to the Tangata Whenua. It is a taonga tuku iho (a treasure handed down), a source of identity, Turangawaewae, a foothold. Whakapapa, genealogy, history and ancestry are linked to the land. Whenua means both land and placenta, it is the source of life and sustenance.
b) Explain the practical importance of the land to the Tangata Whenua in the 19 th century. It provided a means of livelihood and a way of becoming part of the (agricultural) economy of the time.
3. The Treaty of Waitangi guaranteed the Tangata Whenua Tino Rangatiratanga or Sovereignty. Why did it not prevent the loss of M āori land? European settlers put increasing pressure on the Crown for land and by 1860 it had largely been set aside. Judge Prendergast in 1877 declared it a simple nullity.
4. a) Explain what is meant by “alienation” of land? The different ways in which the land passed out of M āori ownership
b) Describe how the government used legislation to acquire M āori land The government made laws to appropriate it. The 1863 New Zealand Settlements Act allowed the Crown to confiscate land from “rebel” Iwi. The 1864 Public Works Act allowed the appropriation of land for roads, railways and other public works. The creation of the 1865 Native Land Court, renamed the M āori Land Court in 1954 encouraged the sale of M āori land to the Crown, which then onsold it at a profit. The 1953 M āori Affairs Act and the1967M āori Affairs Amendment Act enabled the Crown to take “uneconomic” M āori land. The Rating Act of 1967 allowed the seizure and sale of “unused” land to pay rates.
The Hikoi - The M āori Land March
5. a) Why did Whina Cooper convene a Hui early in 1975? The Tangata Whenua were in a dire state, only 1.2 million hectares of Aotearoa NZ remained in Māori hands and they needed to discuss the alienation of land.
b) What were the outcomes? Te Roopu Matakite was formed, they decided on a Hikoi or march from Te Hapua to Wellington to highlight M āori land issues.
12 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
6. a) Explain what Whina Cooper’s “pan-Māori approach” meant. It meant bringing all people together regardless of Iwi, Hapu or Whanau, to assert what they had in common; that they were M āori, and that they all were affected by loss of land and loss of identity.
b) Why did she want this approach? Because she believed that tribalism was an instrument for division, for divide and conquer.
7. In what ways did the Hikoi educate and unite the Tangata Whenua? Answers may include – the Hikoi visited 25 Marae, informing people and discussing M āori issues - loss of land, language and culture, health, education and social problems and inequality. It reached and involved huge numbers. Many joined the march. Even if they couldn’t march they could still sign the petition, or feed, support and encourage the marchers.
8. a) What, besides a petition, did the marchers carry with them on the Hikoi? A Pou Whenua, a staff carved with symbolic figures traditionally used to mark tribal boundaries
b) Why do you think they carried it? Answers may include. It symbolized their claim to the land or reclaiming the land.
9. What happened when the Hikoi arrived at Parliament House in Wellington? They presented Prime Minister, Bill Rowling with a petition containing 60,000 signatures. Whina Cooper was accorded the right to speak on the steps of Parliament. The Minister for Māori Affairs informed the marchers that he had put in place a process for establishing the Waitangi Tribunal to investigate their grievances.
The occupation of Bastion Point
10. Why did 200 protesters occupy Bastion Point, Takaparawha? To prevent the government redevelopment and construction of luxury housing and to protest the alienation of Ngati Whatua from their land
11. a) When and how did the alienation of Ng āti Wh ātua land begin? Early in the 19 th century when Apihai Te Kawau gifted 3000 acres to the government for the town of Auckland.
b) What steps were taken to prevent the alienation of Bastion Point? 1869 Native Land Court declares Or ākei Block inalienable and in 1912 to 1951 Ng āti Wh ātua launch legal action.
c) What were the outcomes? 1 Ignored, 2 Unsuccessful.
12. What made Bastion Point so desirable to the government
a) From the late1850s to World War II? Its strategic position made it desirable for defence.
b) After 1950? Its sea views and location made it some of the most valuable real estate in the country.
13 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .
Māori Land Protests Hikoi and Bastion Point
13. Describe the Bastion Point Protest. Include the following points.
a) Who led the protest? Joe Hawke, Ng āti Whatua leader, activist, unionist
b) Who supported it? Unions, many New Zealanders, some international support
c) Why was it so widely supported? Widespread media coverage
d) How long did it last? 507 days
e) How did it end? Police and Army evicted the protesters
f) What was the response of Aotearoa New Zealand? Widespread disapproval.
g) How and when did Ng āti Wh ātua finally get Bastion Point back? Made a claim to Waitangi Tribunal in November 1987
h) What did they decide to do with it? Turn it into a public park for the whole country
After the Land Protests - How Aotearoa changed
14. Outline the initiatives that followed the M āori land protests and describe what they achieved. 1975 Waitangi Tribunal established. Could address grievances occurring after 1975. 1985. Waitangi Tribunal empowered to address grievances and land claims back to 1840 1989. Treaty of Waitangi Policy Unit put out set of principles: • principle of active protection • right of redress for past breaches • tribal right to self regulation • duty to consult to ensure protection of M āori language and culture Te Ture Whenua M āori Land Act. Acknowledged M āori concepts of land ownership.
15. a) Explain the meaning of “M āori Renaissance”? Answers will vary but may include re-birth of M āori culture and values, re-assertion of Treaty partnership, involvement of M āori in mainstream economy
b) What was achieved during the M āori Renaissance? • Re-establishing Marae, establishing urban Marae • Increased focus on arts, crafts, music. • Increase in M āori owned enterprises • Re-focus on Te Reo M āori • New political leaders created
14 © VEA Group Pty Ltd 2013 Reproducing these support notes You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968 .