Lesson 2: Colonialism as Global System
Understanding Patterns of Extraction and Control Across Indigenous Territories
Lesson Focus
Students examine colonialism as a global system of resource extraction and territorial control, comparing impacts across different Indigenous territories while developing critical analysis skills to understand contemporary neo-colonial patterns.
Ngā Whāinga Ako | Learning Objectives
🎥 Media Anchor
Video: Inequality and Structural Power
Video to be updated — short clip required (<15 min).
- What system patterns repeat across colonial contexts?
- How does structural inequality persist across generations?
🔍 Historical Analysis
Compare colonial strategies across multiple Indigenous territories and identify recurring patterns of extraction and control
🌐 Global Perspective
Understand colonialism as an interconnected global system rather than isolated national events
💭 Critical Thinking
Analyse how colonial legacies continue to shape contemporary global power structures
🤝 Cultural Understanding
Recognise shared experiences between Māori and other Indigenous peoples under colonialism
Karakia Tīmatanga | Cultural Opening
"He aha te mea nui o te ao? He tangata, he tangata, he tangata"
What is the most important thing in the world? It is people, it is people, it is people
Today we examine how colonial systems prioritised land and resources over people and relationships. We honour the resilience of Indigenous peoples worldwide who maintained their values despite systematic oppression.
Phase 1: Mapping Colonial Expansion (25 minutes)
🗺️ Interactive Global Timeline
Purpose: Visualise the scale and interconnected nature of colonial expansion
Materials Needed:
- Large world map or digital mapping tool
- Coloured markers/pins (different colours for different colonial powers)
- Timeline cards with key dates and events
- Tablets/laptops for research
Instructions:
- Groups Formation (5 minutes): Divide class into 5 groups, each assigned a colonial power and time period:
- British Empire (1600-1900)
- Spanish Empire (1500-1800)
- French Colonial Empire (1600-1960)
- Portuguese Empire (1500-1900)
- Dutch Colonial Empire (1600-1900)
- Research & Mapping (15 minutes): Groups research and mark on the map:
- Indigenous territories colonised by their assigned power
- Key dates of colonisation
- Primary resources extracted (gold, silver, timber, land, etc.)
- Methods of control used (military, legal, cultural, economic)
- Pattern Recognition (5 minutes): Groups identify common patterns across all colonial powers
🎯 Teacher Facilitation Notes:
- Ensure groups include Aotearoa New Zealand in their mapping
- Guide students to notice temporal overlaps and connections
- Have groups use different coloured markers to show resource extraction vs. settlement patterns
- Encourage questions about why certain regions were targeted
Phase 2: Systems of Control Analysis (30 minutes)
🔍 Comparative Systems Matrix
Purpose: Identify and compare the systematic methods used to establish colonial control
The Four Pillars of Colonial Control:
1. 🏛️ Legal/Political Systems
- Treaty-making processes
- Land ownership laws
- Governance structures
- Citizenship definitions
2. 💰 Economic Systems
- Resource extraction industries
- Labour systems (slavery, indenture)
- Trade monopolies
- Currency and debt systems
3. 🎓 Cultural/Educational Systems
- Mission schools and boarding schools
- Language suppression policies
- Religious conversion campaigns
- Cultural practice bans
4. 🗺️ Spatial/Territorial Systems
- Settlement patterns
- Reserve/reservation systems
- Urban planning and segregation
- Transportation networks
Activity Structure:
- Case Study Assignment (15 minutes): Each group takes one colonial region and fills out the systems matrix:
- Aotearoa New Zealand (British)
- Australia (British)
- Canada (British/French)
- Hawaii (American)
- Amazon Basin (Portuguese/Spanish)
- Comparison Presentations (10 minutes): Groups present findings using the matrix format
- Pattern Synthesis (5 minutes): Class discusses common patterns and unique variations
🤔 Key Discussion Questions:
- Which systems were most effective at maintaining long-term control?
- How did Indigenous peoples resist each type of system?
- Which colonial strategies are still visible today?
- How did different colonial powers adapt their strategies to different environments?
Phase 3: Neo-Colonial Patterns Today (25 minutes)
🔗 Contemporary Connections Investigation
Purpose: Connect historical colonial patterns to contemporary global power structures
Modern Examples to Investigate:
🌍 Resource Extraction
- Mining in Indigenous territories (Australia, Canada, Peru)
- Palm oil plantations (Indonesia, Malaysia)
- Logging in Indigenous lands (Amazon, Borneo)
💧 Environmental Colonialism
- Water rights disputes (Māori water rights, Standing Rock)
- Climate change impacts on Pacific Islands
- Toxic waste disposal in Indigenous communities
🎓 Cultural Assimilation
- Language education policies
- Cultural appropriation in tourism
- Traditional knowledge patenting
🏛️ Political Marginalization
- Voting rights and representation
- Self-determination movements
- Treaty rights recognition
Research Activity (20 minutes):
- Current Events Research (10 minutes): Groups find recent news articles about ongoing struggles in their assigned area
- Historical Connection Analysis (5 minutes): Connect current issues to historical colonial systems identified earlier
- Quick Presentations (5 minutes): Share one compelling connection between past and present
📊 Assessment Focus:
Students demonstrate understanding by drawing explicit connections between historical colonial systems and contemporary power structures, using specific examples and evidence.
Whakamutunga | Reflection & Closing
🤔 Critical Reflection Questions (10 minutes)
Personal Connection
How does understanding colonialism as a global system change your perspective on New Zealand's history?
Global Awareness
What similarities do you see between the colonial experience of Māori and other Indigenous peoples worldwide?
Contemporary Relevance
Which colonial systems do you think have the strongest legacy in today's world? Why?
Action Orientation
What can we learn from global Indigenous resistance movements to address ongoing inequalities?
"Kia kaha, kia māia, kia manawanui"
Be strong, be brave, be steadfast
As we learn about historical injustices, we draw strength to work toward justice today.
Assessment & Homework
📝 Formative Assessment
- Global mapping accuracy and pattern recognition
- Systems matrix completion and analysis quality
- Contemporary connections identification
- Participation in discussions and presentations
🏠 Homework Assignment
Global Indigenous Resistance Timeline:
- Research one Indigenous resistance movement from outside New Zealand
- Create a timeline showing key events, strategies, and outcomes
- Identify connections to Māori resistance movements
- Prepare to share findings in next lesson
Due: Next lesson | Length: 2-page timeline with sources
Related Learning Resources
Deepen your understanding with these connected materials
Kaiako Planning Snapshot
Social Studies — Global Indigenous Connections — Years 9–10
Curriculum alignment: Te Mātaiaho | Social Studies — Global connections; identity, culture, and organisation (Years 9–10). Achievement Objective: Students examine the significance of culture, language, and identity for diverse groups globally.
Ngā Whāinga Akoranga — Learning Intentions
- Identify shared experiences and strategies between Māori and other Indigenous peoples globally
- Analyse selected articles of the UNDRIP in relation to Aotearoa contexts
- Evaluate the role of global solidarity networks in advancing Indigenous rights and self-determination
Paearu Angitu — Success Criteria
- I can name two Indigenous peoples outside Aotearoa and describe a meaningful connection with Māori
- I can identify one UNDRIP article relevant to a current situation in Aotearoa
- I can describe how global Indigenous networks support local rangatiratanga
Differentiation & Proximinal Guidance
Extension: research a specific global Indigenous solidarity initiative and present findings. Scaffold: comparison chart with guided headings and sentence starters. On-level: structured inquiry with resource pack. Entry: visual timeline of key global Indigenous rights milestones.
Inclusion & Accessibility
ESOL/ELL: world map with Indigenous nations labelled; bilingual key terms list. Neurodiverse learners: allow choice in presentation format (poster, oral, digital). Accessibility: all external resources checked for screen-reader compatibility.
Cultural context: draw explicit connections between tikanga Māori and global Indigenous practices. Whanaungatanga, kaitiakitanga, and manaakitanga are threads that connect Māori with Indigenous peoples worldwide.