WEEK 4 · CONTESTED LOYALTY · PHASE 4 · DECK ph-c + c1–c27

Who had to fight — and who could refuse?

▸ This lesson runs inside the continuous classroom deck — Phase 4 · Contested loyalty

WALT / We are learning to

explain why conscription was introduced and distinguish volunteer, conscript and conscientious objector;
explain why Waikato history is necessary context for 1917–18;
compare Te Puea Hērangi, Māui Pōmare and Āpirana Ngata as distinct Māori political strategies;
identify loaded framing in contemporary press sources.

Identity question: Who gets to decide what loyalty to a country means?

Language guardrail: te reo and Māori concepts are not shorthand labels for personality traits. Raupatu and Kīngitanga are historical realities; mana motuhake is not translated into generic “independence” without authority and context.

Lesson 7 · Can the state demand military service?

Continuum before teaching: “A government at war should be able to make citizens fight.” Students stand somewhere and keep the position.
Classify: volunteer · conscript · conscientious objector. Include Pākehā objection so resistance is not racialised as a uniquely Māori behaviour.
Military Service Act 1916: manpower, fairness and coercion.
Context chain: 1863 invasion → raupatu → Kīngitanga → Tāwhiao → 1914–17. Historical explanation comes before moral judgement.
Use Te Puea’s actual relationship to Tāwhiao to show continuity across generations; do not use “whakapapa” as a decorative synonym for timeline.

Lesson 8 · Māori futures under pressure

Te Puea Hērangi

Waikato resistance is grounded in Crown invasion / raupatu, Kīngitanga authority and refusal to treat military service for the British Crown as an uncomplicated national duty.

Māui Pōmare

Recruitment and conscription support are taught as a political strategy about citizenship, obligation and Māori recognition — not “he supported Britain”.

Āpirana Ngata

A third pro-service strategy complicates any binary. Use him to ask how military service could be imagined as a pathway toward recognition and Māori political futures while remaining contested.

Press framing

A contemporary newspaper can expose how resistance was described by powerful Pākehā institutions. Loaded language is evidence of perspective, not a reason to discard the source.

Paired / triad source read: position → history → obligation → hoped-for future → evidence limit.
Decision hearing: students advise a historically situated Waikato whānau. They must use at least two sources and acknowledge what they cannot know.
Return to continuum: move only if evidence moved you.
Identity Ledger: “New Zealand identity was contested because…”

Kaiako guardrails

Do not ask “Who was right?” as the central task.
Do not flatten Te Puea to “anti-war” or Pōmare / Ngata to “pro-British”.
Do not quote historical racist language for shock. If used, frame purpose, source and harm before students encounter it.
Where local iwi / hapū histories are available, prefer those authorities over generic national summaries.

Student resource: conscription perspectives →

Deck implementation

Phase 4 is implemented as divider ph-c plus slides c1–c27 inside the 174-slide deck: conscription question · volunteer/conscript/objector · Military Service Act · Waikato context · Tāwhiao→Te Puea · Te Puea · Pōmare · Ngata · press framing · evidence comparison · decision hearing · continuum revisit · Identity Ledger.