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Aotearoa New Zealand's Histories in the New Zealand Curriculum

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Aotearoa New Zealand's Histories in the New Zealand Curriculum Aotearoa New Zealand’s Histories in the New Zealand Curriculum Me tiro whakamuri, kia anga whakamua. If we want to shape Aotearoa New Zealand’s future, start with our past. DRAFT FOR CONSULTATION January 2021 Copyright © Crown 2021 | ISBN (online): 978-1-77663-943-4 Why is learning about Aotearoa New Zealand’s DRAFT FOR CONSULTATION histories too important to leave to chance? Me tiro whakamuri, kia anga Through the social sciences, students explore “how societies work and how they themselves Understand can participate and take action as critical, informed, and responsible citizens” (The New The big ideas of Aotearoa New Zealand’s whakamua. Zealand Curriculum, page 17). Aotearoa New Zealand’s histories curriculum content supports histories this focus on critical citizenship – understanding the past to make sense of the present and Learning that cannot If we want to shape Aotearoa to inform future decisions and actions. It focuses on stories of interactions across time that Know National, rohe, and local contexts be left to chance New Zealand’s future, connect us to one another and to place. start with our past. There are three elements to the histories curriculum content: UNDERSTAND, KNOW, and DO. Do Teachers design learning experiences that weave these elements together so that student Thinking critically about the past and learning is deep and meaningful. interpreting stories about it Understand Know Do Three big ideas Three national contexts Three inquiry practices Māori history is the foundational and continuous history Whakapapa me te whanaungatanga Identifying and using sequence of Aotearoa New Zealand This context focuses on how the past shapes who we are The construction of narratives about the past is based on the Māori have been settling, storying, shaping, and have been today – our familial links and bonds, our networks and ability to sequence events and changes, to identify relationships shaped by these lands and waters for centuries. Māori history connections, our sense of obligation, and the stories woven between them, and to make connections with the present. forms a continuous thread, directly linking the contemporary into our collective and diverse identities. Depending on the frame of reference used in sequencing, the world to the past. It is characterised by diverse experiences for same story will be told in different ways. Tūrangawaewae me te kaitiakitanga individuals, hapū, and iwi within underlying and enduring cultural Identifying and critiquing sources and perspectives similarities. This context focuses on the relationships of individuals, groups, and communities with the land, water, and resources, and on Drawing on a broad base of historical sources, in varied Colonisation and its consequences have been central to our the history of contests over their control, use, and protection. forms, provides a fuller and layered understanding of the history for the past 200 years and continue to influence all past. This includes paying deliberate attention to mātauranga aspects of New Zealand society Tino rangatiratanga me te kāwanatanga Māori sources and approaches. Considering authorship and Colonisation began as part of a worldwide imperial project. This context focuses on the history of contests over authority identifying missing voices – and where they might be found – In Aotearoa New Zealand, it sought to assimilate Māori through and control, at the heart of which are the authorities guaranteed are ways of critiquing sources. dislocation from their lands and replacement of their institutions, by Te Tiriti o Waitangi and The Treaty of Waitangi. It also Interpreting past decisions and actions economy, and tikanga with European equivalents. It is a complex, considers the history of the relationships between the state and contested process, experienced and negotiated differently in the people who lived here and in the Pacific. Interpretations of people’s past decisions and actions need different parts of Aotearoa New Zealand over time. In its varying to take account of the attitudes and values of the time and forms, colonisation – including privileges deriving from it and people’s predicaments and points of view. By acknowledging the enduring assertions of tino rangatiratanga and mana Māori – Rohe and local contexts the benefits of hindsight and reflecting on our own values, continues to evolve. we can make ethical judgements concerning right and wrong. The course of Aotearoa New Zealand’s history has been • Rohe contexts as defined by iwi and hapū and guided by the shaped by the exercise and effects of power question What stories do local iwi and hapū tell about their history in this rohe? Individuals, groups, and organisations have exerted and contested power in ways that have improved the lives of people • Historical contexts relevant to local communities and guided and communities, and in ways that have led to damage, injustice, by the question What stories are told about the people, and conflict. Ideologies and beliefs, from within and beyond events, and changes that have been important in this area? Aotearoa New Zealand, underpin expressions of power and • Contexts chosen by students when inquiring into the history resistance and insisting on rights and identity. of the rohe and local area Page 2 Understand Three big ideas : DRAFT FOR CONSULTATION The three big ideas for Aotearoa New Zealand’s histories don’t change across year levels. Rather, students gradually deepen their understanding of the ideas as their knowledge of national, rohe, and local contexts grows and as they develop their use of inquiry practices to think critically about the past. Teachers support this growth and development in their design of rich opportunities for learning. Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10 Through building knowledge Through building knowledge Through building knowledge about Through building knowledge about about contexts and drawing on about contexts and drawing on contexts and drawing on inquiry contexts and drawing on inquiry inquiry practices, I am beginning to inquiry practices, I have a deeper practices, I have a broader and deeper practices, I have a broad and deep understand that: understanding that: understanding that: understanding that: Key • Māori history is the foundational and continuous history of Aotearoa New Zealand understandings Māori have been settling, storying, shaping, and have been shaped by these lands and waters for centuries. Māori history forms a continuous thread, directly linking the contemporary world to the past. It is characterised by diverse experiences for individuals, hapū, and iwi within underlying and enduring cultural similarities. • Colonisation and its consequences have been central to our history for the past 200 years and continue to influence all aspects of New Zealand society Colonisation began as part of a worldwide imperial project. In Aotearoa New Zealand, it sought to assimilate Māori through dislocation from their lands and replacement of their institutions, economy, and tikanga with European equivalents. It is a complex, contested process, experienced and negotiated differently in different parts of Aotearoa New Zealand over time. In its varying forms, colonisation – including privileges deriving from it and the enduring assertions of tino rangatiratanga and mana Māori – continues to evolve. • The course of Aotearoa New Zealand’s history has been shaped by the exercise and effects of power Individuals, groups, and organisations have exerted and contested power in ways that have improved the lives of people and communities, and in ways that have led to damage, injustice, and conflict. Ideologies and beliefs, from within and beyond Aotearoa New Zealand, underpin expressions of power and resistance and insisting on rights and identity. Page 3 Know hakapapa me te whanaungatanga : W DRAFT FOR CONSULTATION This context focuses on how the past shapes who we are today – our familial links and bonds, our networks and connections, our sense of obligation, and the stories woven into our collective and diverse identities. Years 1–3 (Foundation) Years 4–6 Years 7–8 Years 9–10 Migration and mobility Migration and mobility Migration and mobility Migration and mobility Key Māori voyaged across the Pacific Polynesian peoples arriving in Mid twentieth-century Māori migration Aotearoa New Zealand has a history of selective and discriminatory knowledge and became tangata whenua: the Aotearoa New Zealand had already to New Zealand cities and overseas practices to control migration, with little negotiation with Māori as tangata indigenous people of this place. Māori explored vast areas of the Pacific occurred at an unprecedented pace and whenua. Nineteenth-century immigration schemes were designed to create navigation to Aotearoa New Zealand Ocean, creating island settlements scale, stimulating new approaches to a British colony and consequently shifted the balance of power from Māori was deliberate and skilful. from Hawaii in the North to Easter being Māori while retaining connections to settlers. Immigration policy has been used to exclude some peoples and Island in the East to Aotearoa New to iwi values and practices. to restrict conditions for entry and citizenship. Migrant connections with the Pacific Zealand in the South. have been important and continue to Identity Identity be so. The stories of iwi and migrants from Different stereotypes of a ‘New Contested ideas about identity have come from youth challenging social different periods in our history convey
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