Kaiako run-sheet
Start here to teach it. What to open, what to print, what ākonga do and what evidence comes back — plus the pacing note that the six phases are not six lessons, and the missing-map workaround.
He pātai matua · How did the First World War change what it meant to be a New Zealander — and who got to define that identity?
One unit · three usable views
Continuous classroom resource
The deck is one teach-through journey, now mapped at 174 slides across six phases. Phase-divider slides keep the lesson boundaries visible without turning the term into disconnected presentations.
Open the classroom deck (174 slides) → · phase map · kaiako companion
Lesson-by-lesson plan
Twelve default teaching blocks connect slide ranges to signature pedagogy, student outputs, bilingual classroom cues and linked mahi.
Pedagogy / reo contract
The bilingual, mātauranga-aware and deep-learning rules governing deck text, lesson pages and resources before design.
The term arc
CAUSES→CHOICE→EXPERIENCE / TOTAL WAR→CONTESTED LOYALTY→PEACE→AFTERMATH / MEMORY
This unit treats national identity as a historical question, not a slogan. Students test the familiar claim that the Great War “made New Zealand a nation” against British-imperial belonging, Māori service and resistance, total-war effects at home, New Zealand’s role at Versailles, returned-soldier land, influenza and Samoa, local memorials, and later ANZAC remembrance.
Naming is part of the inquiry. Students encounter the Great War, the First World War / World War One, “the war to end all wars” and Te Pakanga Tuatahi o te Ao, then revisit what each name reveals or hides. Open the naming inquiry →
Six-week route
Why did the world go to war?
Naming the war, Europe 1914, MAIN as scaffold, July Crisis, 100-point causation revision.
Identity question: How can national belonging make conflict easier to imagine?
Teach Week 1 →Why did Aotearoa New Zealand go?
Dominion / Empire, Samoa, recruitment, Māori responses, Māori Contingent, Ngata and Pōmare.
Identity question: Was NZ fighting as Britain, for Britain, or as New Zealand?
Teach Week 2 →What was the Great War actually like?
Gallipoli, Western Front, real-person evidence dossiers, Pioneer Battalion, women, home front and total war.
Identity question: Whose experience becomes the national war story?
Teach Week 3 →Who had to fight — and who could refuse?
Conscientious objection, conscription, Waikato context, Te Puea, Pōmare, Ngata and press framing.
Identity question: Who gets to decide what loyalty means?
Teach Week 4 →Who gets to make the peace?
Armistice, Big Four, incompatible goals, student negotiation, Versailles, Massey and missing voices.
Identity question: Did winning the war make NZ more independent?
Teach Week 5 →What did Te Pakanga Tuatahi o te Ao leave behind?
Returned soldiers and land, influenza, Samoa, bilingual memorial evidence, competing ANZAC interpretations and museum curation.
Identity question: What became “our” story — and what was left out?
Teach Week 6 →Classroom rhythm: question first → student action → evidence → revision. No passive run should last long enough for the deck to become wallpaper. Te reo is used functionally and historically, not as label substitution.
Reusable student resources
Naming the WarMAIN Cause ChainEurope 1914 MapWhy a World War? (world map)Empire & Identity SortMāori Service EvidenceWar Experience SourcesTe Puea / Pōmare / NgataBig Four Role CardsVersailles NegotiationIdentity LedgerWhose WW1? Memorial Inquiry Whose WW1? Rubric
Source habit used every week
1 · Source it
Who made this, when, where, and for whom?
2 · Use it carefully
What can this evidence actually tell us?
3 · Bound it
What can it not establish alone?
4 · Notice absence
Whose voice, language or perspective is present or missing?
🧺 Ngā Rauemi Katoa | All Resources in this Collection
If you were sitting in a New Zealand classroom during the Great War…
Teaching resource for this unit.
Open🎯 Curriculum Links | Te Hononga ki te Marautanga
Social Sciences · Social Studies · The New Zealand Curriculum (2007) · Level 5
“Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.”
This is the unit's engine: Massey's decision, Pōmare's and Ngata's strategies, Te Puea's refusal, the conscientious objectors, the peace-makers and the memorial-builders are all studied as people whose ideas and actions still shape Aotearoa New Zealand's lives and stories. The sidebar's focus sentence describes the inquiry method; the statement above is the verbatim anchor, and both curricula are carried without being merged.