Te Tai – Treaty Settlement Stories

Focus questions

Below are some questions to consider before watching webisode four. Once you have watched it, come back to these questions.

1. What do you already know about the confiscation of Maori land by the Crown?

Theme:

Do a group brainstorm with your classmates to record what you already know about the confiscation of Maori land. Do you know other places in New Zealand where iwi are fighting to have their land returned to them?

2. In this webisode you will hear the words ‘Na te pene nga mana whenua o Ngati Porou i raupatu’ (‘Ngati Porou authority over their lands was removed by the pen’). What do you think this means?

Themes:

What is a pen used for? How can a pen be used to remove someone’s authority? Have you heard the phrase ‘The pen is mightier than the sword’? What do you think this phrase means?

3. Do you know the haka ‘Kiringutu’ by Tuta Nihoniho?

Theme:

What are the words of this haka? What is it about? Where has it been performed?

Quick-fire questions

Watch webisode four then answer these questions.

Activities

Open Google Docs to record your answers

Activities for everyone

1. During and after the New Zealand Land Wars of the 1860s, the New Zealand government created new laws and systems to confiscate land from Ngati Porou and other iwi.

Here are some examples:

• Native Lands Acts 1862 and 1865
• Public Works Act 1864
• Native Land Court
• Maori Land Court
• New Zealand Native Land Settlement Company
• East Coast Maori Trust
• Native Townships Act
• Tairawhiti Maori Land Council
• Native Trustee
• Maori Trustee.

Choose one or a number of these examples to research. Explore how these laws and systems helped the Crown confiscate Ngati Porou land.

Here are some questions to help guide your research:

• What was this law or system set up to do? What was its purpose?
• Is the law or system still in existence? If not, when did it change?
• How did this act or system impact Ngati Porou?
• How did this act or system impact other iwi?
• How would this have impacted whanau?

Here are some links to help you with your research:

• The Native Land Court (Te Ara The Encyclopedia of New Zealand)
• Administering Māori land (Te Ara The Encyclopedia of New Zealand)
• Native Land Court created (NZ History)
• Establishing the Native Land Court (Te Ara The Encyclopedia of New Zealand)
• Surveying and other costs, 1880–1900 (Te Ara The Encyclopedia of New Zealand)

Activities if your kura is in Ngati Porou or you are from Ngati Porou

1. Research the haka ‘Kiringutu’. Explore its meaning and why it was composed.

Theme:

Here are some questions to help guide your research:

• Who composed the haka?
• Why did he compose this haka?
• Why do you think the composer chose to express his thoughts in a haka?

Here are some links to help with your research:

• A famous haka (Te Ao Hou The New World)
• Matutaera Nihoniho (Dictionary of New Zealand Biography)
• Matutaera (Tuta) Nihoniho (Kōmako)
• Te Kiri Ngutu haka (New Zealand Folk Song)

You could present your findings as:

• a written report or magazine article with images
• an oral presentation with a performance of the haka to your class
• a work of art e.g. illustration or painting
• a short video clip.

2. Compose your own waiata or haka about the confiscation of Ngati Porou land.

Think about the message you would like to come through in your waiata or haka. Your waiata could be an expression of how you feel about land being taken by the Crown. Or it could be a celebration of the return of Ngati Porou land to the iwi.

Present your waiata or haka to the class as an oral presentation. You could include a performance of your waiata and an explanation of its meaning and your thoughts behind it.

Themes:

Activities if your kura is outside of Ngati Porou or you are from another iwi

1. Choose a Maori waiata or haka that has been composed about whenua (land). It could be a waiata or haka from your own iwi. Explore its meaning and why it was composed.

Theme:

Here are some questions to help guide your research:

• Who composed the waiata or haka?
• When was it composed?
• Why was it composed?
• Why do you think the composer chose to express their thoughts in this way?
• What is your understanding of the message in the waiata or haka?
• Who are the people in your whanau or community that can help you with your research?

You could present your findings as:

• a written report or magazine article with images
• an oral presentation with a performance of the waiata or haka to your class
• a short video clip.

2. Compose your own waiata or haka about the confiscation of Maori land.

You could write it about whenua from your own iwi that was taken by the Crown, or you could choose another example. Think about the message you would like to come through in your waiata or haka. Your waiata could be an expression of how you feel about land being taken by the Crown. Or it could be a celebration of the return of land to iwi.

You could include a performance of your waiata and an explanation of its meaning and your thoughts behind it.

Themes: