Best for
Close reading, redress debates, settlement case studies, and end-of-unit synthesis in Lesson 5 or seminar preparation.
Unit 2 source pack • Lesson 5 • Years 8-10 • Redress and historical judgement
Unit 2 Lesson 5 Source Pack: Tribunal, Redress, and Ongoing Rangatiratanga
Use this pack to help ākonga move beyond a simplistic “the Treaty issue was fixed” story. The source set shows how protest led to formal processes, what settlements can and cannot do, and why rangatiratanga remains a live question rather than a closed chapter.
Free redress pack, premium adaptation path
This version is ready to print now. Te Wānanga becomes useful when you want settlement case studies from your local rohe, a simplified junior version, or a senior pack tied to constitutional change and civic argument.
- Swap in local Waitangi Tribunal or apology material with teacher notes.
- Generate a support version with reduced reading load and more scaffolded source prompts.
- Save a localised redress pack into My Kete and refine it in Creation Studio.
Kaiako planning snapshot
- Use length: 30-45 minutes for source work and discussion, plus optional follow-up writing.
- Grouping: Pairs for close reading, then small-group redress debate, then whole-class debrief.
- Prep: Choose one settlement or tribunal case you can explain accurately if students ask follow-up questions.
- Teaching move: Keep the distinction visible between acknowledgement, apology, financial redress, and actual restoration of rangatiratanga.
- Support / stretch: Support with one case and one prompt; stretch with cross-case comparison and stronger ethical judgement.
Resources already provided
- Five high-value source cards with explicit evaluation prompts
- A redress continuum to separate change from closure
- Write-on judgement spaces for discussion or seminar prep
- Support, core, and extension pathways already built in
- A matching curriculum companion for teacher planning
Students should not be asked to debate settlements with no scaffold support. The work needs structure, language, and evidence.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning how protest, inquiry, and redress connect across modern Aotearoa history.
- We are learning how to evaluate the strengths and limits of formal responses to historical harm.
- We are learning how to make historical judgements with care, evidence, and cultural integrity.
Paearu Angitu / Success Criteria
- I can explain how one source shows change or redress in Aotearoa.
- I can explain what still remains unresolved in the same issue.
- I can use evidence to support a judgement about justice, not just describe events.
Curriculum integration / Te Marautanga alignment
The companion page makes the curriculum fit explicit across historical interpretation, systems, fairness, and evidence-based judgement in social studies and Aotearoa histories.
Mātauranga Māori and redress note
Through a mātauranga Māori lens, redress is not only about money. It also involves language, whenua, whakapapa, mana, authority, and the relationships between iwi, hapū, and the Crown. Avoid teaching settlements as a neat ending. They are part of an ongoing struggle over justice and power.
Source 1: Land March petition or protest statement
Primary document
Activism
Source 2: Waitangi Tribunal Act and 1985 extension
Legislative text
Institutional response
Source 3: Wai 11 or a landmark tribunal report
Official report
Taonga and language
Source 4: Settlement summary or apology
Case study
Settlement terms
Source 5: Critical commentary on settlements
Interpretive text
Historical judgement
What changed?
Name one real shift created by activism, inquiry, or settlement. Be specific.
What remained limited?
Identify one way the response stayed partial, symbolic, delayed, or controlled by the Crown.
What does justice still require?
Write one evidence-based idea about what fuller redress or rangatiratanga would involve.
Support pathway
- Choose one case study only.
- Complete the redress continuum using two pieces of evidence.
- Write one sentence beginning: “This was progress because...” and one beginning “It was still incomplete because...”
Core pathway
- Use at least three sources.
- Explain how protest, inquiry, and settlement connect.
- Finish with a judgement about whether the case represents justice, partial justice, or only acknowledgement.
Stretch pathway
- Compare two settlements or a settlement and a Crown apology.
- Evaluate which response better honours whakapapa, whenua, and language.
- Use that comparison to build an argument for seminar or essay writing.
A source that shifted my thinking
A phrase I can use in discussion or writing
A question I still have about justice
Hononga Marautanga · Curriculum Alignment
Social Sciences — Tikanga ā-Iwi
Level 3–4: Investigate social, cultural, environmental, and economic questions; gather and evaluate evidence from diverse sources; communicate findings and reasoning clearly for different audiences and purposes.
English — Communication
Level 3–4: Read, interpret, and evaluate information texts; write clearly and purposefully for specific audiences; apply critical thinking skills to evaluate sources and construct well-reasoned responses.
Aronga Mātauranga Māori
This resource sits within a kaupapa that recognises mātauranga Māori as a living knowledge system with its own frameworks, values, and ways of understanding the world. The New Zealand Curriculum calls for learning that reflects the bicultural partnership of Te Tiriti o Waitangi, which means every subject area has an obligation to engage authentically with Māori perspectives — not as cultural decoration but as substantive contributions to how we understand our topics. The concepts of manaakitanga (care for others), kaitiakitanga (guardianship), whanaungatanga (relationship and belonging), and tino rangatiratanga (self-determination) provide a values framework applicable across all learning areas, and all are relevant to the work in this handout.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on what you have learned today. What was the most important idea? What question do you still have?
Ngā Rauemi Tautoko · Support Materials
This handout is designed to be used alongside the broader unit resources available at Te Kete Ako handouts library. Related resources from the same unit are linked in the unit planner. All resources are provided — no additional preparation is required to use this handout in your classroom.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to develop a decolonized understanding of Aotearoa's history — reading the past through the eyes of tangata whenua, examining primary sources critically, and understanding how colonisation continues to shape the present. This unit centres mana Māori as the starting point, not a footnote.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can analyse a historical source for perspective, reliability, and significance — including identifying whose voices are centred or absent.
- ✅ Students can explain how a specific historical event — such as the NZ Wars, land confiscations, or the Dawn Raids — connects to present-day inequities and Māori-led responses.
Differentiation & Inclusion
Scaffold support: Provide annotated source analysis frames for entry-level access — guiding students through the OPCVL or SOLO process step by step. Offer extension tasks asking students to compare a colonial-era source with a contemporary Māori account of the same event, analysing how the historical narrative has been contested and reclaimed.
ELL / ESOL: Primary source language (particularly 19th-century English) presents specific challenges — pre-read sources with students and pre-teach archaic or specialist vocabulary. Allow students to express historical analysis in their home language first before translating to English. Bilingual glossaries support engagement without reducing intellectual demand. Some ELL students may bring first-hand experience of colonisation from other contexts — honour these as valid comparative perspectives.
Inclusion: Decolonized history can surface difficult emotions for Māori students encountering colonial violence and injustice in the curriculum for the first time. Create a trauma-informed classroom. Neurodiverse learners benefit from chunked tasks and clear analytical scaffolds. Ensure all students understand that the purpose of this unit is not guilt but understanding — and that understanding is the foundation of partnership and change.
Mātauranga Māori lens: Decolonizing history means more than "adding Māori perspectives" — it means recognising that the dominant historical narrative itself is a colonial artefact. Whakapapa is an alternative historical framework: tracing connections, obligations, and continuity across time. The NZ Wars were not distant events — their consequences live in land ownership patterns, economic disparities, and community structures today. Tino rangatiratanga — the right of self-determination — was not surrendered at Waitangi and has been asserted continuously through protest, legislation, and resurgence. Teaching this history is an obligation of Te Tiriti partnership.
Prior knowledge: Students benefit from foundational knowledge of the Treaty of Waitangi and its context. No specialist prior knowledge required for entry-level source analysis tasks — scaffolds are provided.
Curriculum alignment
- Aotearoa New Zealand Histories — Know: Understand that colonisation was a global process that had a specific and profound impact on tangata whenua in Aotearoa, and that Māori responses to colonisation have been continuous and varied.
- Do — Social Studies: Explore perspectives, use evidence to form conclusions, and share ideas — analyse primary sources, compare historical perspectives, and present findings.