Student mahi
After the Armistice: Land, Influenza & Samoa
WEEK 6 · AFTERMATH / MEMORY / IDENTITY · PHASE 6 · DECK ph-e + e1–e31
What did Te Pakanga Tuatahi o te Ao leave behind?
▸ This lesson runs inside the continuous classroom deck — Phase 6 · Memory & identity
WALT / We are learning to
- explain consequences of the First World War for people, land, public health, New Zealand and Samoa;
- read memorials and commemorative language as historical evidence;
- compare competing interpretations of ANZAC and national identity;
- curate a bounded national story and explain what our selection excludes;
- revisit how naming the war shapes interpretation.
Identity question: What became “our” national story — and what was left out?
Historical reo as source: this week includes a bilingual 1916 Kaitāia memorial. Students encounter the Māori and English inscription as evidence of remembrance and identity. Te reo is not a decorative translation layer.
Lesson 11 · Nationhood, whenua, Samoa and memory
- Return to Week 1: annotate know / think / wonder. Circle the belief that changed most.
- Human cost: use one sourced statistic, then force the translation back to people / whānau / community.
- Returned-soldier settlement: use the Tāpapa carrier as a Waikato-accessible example of government plans for veterans. Ask what the map reveals and what additional iwi / land-history authority would be needed before claiming effects on Māori whenua.
- 1918 influenza: connect war movement, public health and social disruption in New Zealand and Samoa.
- Samoa: follow one thread from 1914 occupation → 1918 influenza → 1920 mandate. Greater NZ international status also meant colonial power over others.
- Memorials as sources: names, symbols, languages, inscriptions, omissions.
- Kaitāia bilingual memorial: compare what the two-language carrier reveals about whom the memorial addressed and what values were expressed.
- ANZAC interpretations: A — war / Gallipoli forged distinct identity; B — later remembrance helped construct that story. Students assess, not guess the teacher’s preferred view.
Lesson 12 · Whose WW1?
- Rohe lens: investigate one local memorial, school honour board, Online Cenotaph person or locally relevant wartime story. For Waikato, local options include Kīngitanga / Waikato histories and nearby school or district memorials; elsewhere substitute the local authority.
- Museum curation: students may keep only six stories / artefacts for an exhibition titled WW1 and the Making of New Zealand / Te Pakanga Tuatahi o te Ao me te tuakiri o Aotearoa. Each choice needs evidence and a reason.
- For every exclusion: what does removing this item do to the national story?
- Finish National Identity Ledger: claim · evidence · perspective · limit.
- Naming reprise: Great War · First World War · “war to end all wars” · Te Pakanga Tuatahi o te Ao. Has the student’s preferred / most useful name changed?
- Final response to governing inquiry.
Final response expectation
Claim: what changed?
Evidence: at least three pieces from different weeks.
Complication: whose experience / evidence resists a simple answer?
Judgement: strongest conclusion the evidence supports — and its limits.
Kaiako guardrails
- Memorials are primary evidence of remembrance / public values when created, not direct evidence of every wartime experience.
- Do not treat ANZAC as either sacred truth or cynical myth by default; make students test interpretations.
- Do not make Samoa a one-slide moral add-on. It is structurally important to the identity question.
- Do not use tūrangawaewae as “where you feel at home”. Ground it in the actual land / ancestral-return context being studied.
- Do not infer a specific Māori land loss from a soldier-settlement map without an appropriate iwi / archival source.
Deck implementation
Phase 6 is implemented as divider ph-e plus slides e1–e31 inside the 174-slide deck. Preserve the full 1914 Samoa → 1918 influenza → 1920 mandate chain and the land / local-source inquiry when adapting the sequence.