Lecture 8: Nga mahi kino a Tauiwi

Lecture 8

Nga mahi kino a Tauiwi

Chapter 6 Pg 195 

Appendices 3- Place names

Doctrine of Discovery

• Mentality of White Christians is that they are superior. Similar to other indigenous cultures.
• Basis for racism. Entrenched in this culture. Cook approached NZ with this attitude as did Hobson.
• Outlawed after second world war- 1966
• 1970s -NZ first developed laws to outlaw racism. International Convention on the Elimination of All forms of Racial Discrimination.
• NZ has struggled to acknowledge racism that is prevalent and now to fix it.
• NZ still rely of doctrine of discovery in treaty settlements
• Results in pakeha ownership, wealth and priveledge accumulation.

Racism- teachers need to protect children from it.

• - An attitude, not born with it.
• -races can be ranked in superiortity and inferioroty.
• - justifies that people can use power to descriminate and deprives others, based on race.
• -derives from Euro colonisation, justification in the oppressions

Theft 95% of NK lands 1834-20
(Will be in test)

• Gipps told Hobson sovereignty means "crown owns all land"
• 'land sales'- none in Tai Tokerau until at least 1900s when Maori could speak English, The maori word did not exist until 1890s hoko whenua- sale of land
• 'surplus lands'- 1840 Crown issuing titles. Crown asks Pakeha what land do you have from Maori? Pakeha were allowed a certain amount of land. If it was over this allocation, it was claimed by Crown as 'surplus land' rather than given back to hapu. 
• by fiat - because I said so.
• 'scrip lands'- some dishonest Pakeha claimed land. If hapu caught them out the crown then gave him some of Ngati Whatua land in Tamaki Makaurau. The Crown then kept the land.
• 'Crown grant'- this land was sold to Pakeha
• 'Crown purchase'- 
• 'consideration'- token money given once land was stolen. Often was promised and not paid or paid to wrong person. Favoritism with certain Maori over others. 
• Tuku whenua- Maori allowing Pakeha to use land. Pakeha arriving were destitute. Idea was for pakeha to stay with hapu

Kaitaia- several unothorised tuku whenua to missionaries. To hold them in the community. Maori was understanding that they were staying with them on these lands.

Taipa Maheatai- up Oruru and Kohumaru.

• Land was tuku whenua to Doctor Ford with promise that he would cure Maori of newly introduced diseases. Moved away and became "script land".

1840-1865- Land seizures.

Forcing tuku whenua. Maori opposing therefore crown- divide and rule.

Doctrine of discovery still underlining the attitude.

1930-1970- Consolidation and Land Devel. Maori having multiple shares in multiple areas, govt redispersing Maori ownership. Doc of Discovery attitude again.

1900-1988- Rating of Maori land. Rating against Pakeha lands but the land was not as good so rates could not be paid therefore land was taken. For example Maitai Bay- DOC

Public Works- often used Maori land for roads etc.

2004- Foreshore and Seabed

Pending- SNA. NK plan to oppose this strongly

Socio Economic Impacts

Attempts to destroy language and culture.

Fighting to save te reo

1987- Official language but no support

Kohunga reo, Kura Kaupapa- hugely integral.

Don't experience racism in the same way as mainstream. Therefore more successful.

Reluctant support from government. Underfunded.

TUTORIAL

Diseases- indigenous populations decimated world wide.

Revenge to iwi- blankets with small pox given to them.

Cook - germ warfare throughout Pacific.

Maori caring for sick sailors/whalers etc. Caught diseases.

Maori immunity was not high like Pakeha.

Ngati Kahu K Lecture 7 Notes Chapt 3.9-3.15

NK Lecture 7 Notes Chapt 3.9-3.15

Ngai Tohianga- Oturu Chapt 3.9

• -mana whenua hapu of Kaitaia
• Kotipu te maunga
• Rangaunu te moana
• Marae does not have buildings yet

Ngati Taranga te paatu

• Urupa also has settlers as they had a good relationship with Pakeha settlers.

Pikaahu Pg 145 /Ngati Whata

• Big Battle with Nga Puhi in Oruru Pg 145
• Wairua great grandfather of Hongi Hika.
• Nga Puhi long history or conflict.
• Name sake of Patukoraha. Maungatakuere, very tapu area (Kareponia)
• Kaitiaki are lizards there looking after the graves. Particularly tapu for women and children. Only Patukoraha men allowed there. Pg 169
• Te Parata and Kahitianui in this urupa- very important. Not in NK hands at the moment.

Matakairiri

• Ko Ikatertere te awa (Taipa)
• Maheatai- area by river/bridge
• Oruru Rd- Karepori Marae 
• Mana whenua over Taipa- consultation over works such as Bridge.

Te Tahaawai

• Ko ngati kahu ko te rarawa nga iwi.
• Very closely related
• Takahue on the border of these two iwi.
• In settlement claims people have had to choose which iwi they were to get claims. Does not fit with Maori view.

Ngati Tara/Ngati Te Rurunga

• Parapara. Close to Kauhunga/Peria

Iwi would like tamariki to understand history and significance of local areas and therefore how can they be kaitiaki of these places? Ensuring that they respect the wahi tapu in there areas.

PACT PD Staff Meeting with Su. 14/9/21

 We explored how to make teacher judgements today using the PaCT tool. Reviewing what we have already covered reminded us that we need to remember to look at what we are taking away from each lesson.

Take aways:

1. It is important to view the illustrations provided to get a really good idea of what the big ideas really mean for each set/ signpost.

2. If you think a student(s) is displaying evidence at one signpost then read the descriptions above and below to double check the level of sophistication fits.

3. The illustrations are also really great ideas for teaching a big idea.

4. You don’t need to review each student for each set. You would group students to think about where they are to decide your deliberate acts of teaching for the next steps, one aspect at a time.

5. We will rotate our specific focus each term on reading this year as we familiarise ourselves with these learning progressions. It would be impossible to be thinking about all the aspects for R, W and M constantly!

6. As always we would use OTJ from a number of evidence sources to decide where students are.

7. The focus should be less about where students are in terms of giving them a ‘level’ and more about “What do I need to teach, and them to learn next”. 

We took a sample of students work and then looked at each aspect and used the blurb and the illustrations to help us place a student on a sign post. 

A good discussion happened at the end of the hui regarding E-asttle v's PACT tool for end of year assessments. Below are some of the things we took away from this lesson. 

We have noticed ...

...with practice I will get faster at this and more confident with making judgements

…need to change year levels of some students, classes have been set up with names to use now, look at notifications

… writing LPF is good to use. Want to use instead of asstle this year as doubling up. Maybe can for yr1-2??

...… would be really valuable to go to experts on staff to moderate with my tricky judgements

… PaCT tool - taken lots away. Talking with others about what our kids are doing at different levels, useful to collaborate

… Feel confident with it and I want to finish putting them in

… just get it in! You know more than you think you do with your first sense.  Calm the farm a bit - you can’t teach it all

… after so long thinking about it, procrastinating and not doing it. Getting stuff in has been beneficial. SO many opportunities to double check and triple check, so it’s robust and thorough.

Ngati Kahi Histories Lecture 5: Mataurahurahu, Ngati Ruaiti, Ngai Takiora

 Lecture 5 26/8

This is an important lecture for us at Kaiako at Oruaiti School as these are the hapu nearby our school covering areas such as Hihi (Waitetoke), Kohumaru, Mangonui.

Lecture Notes

These are my notes from the lecture.

These hapu are linked to ruakaramea waka and mamaru waka.

Nukutaurua Reef- hakatauki. Pg 3 /Map 5

Be resolute to reach the end. Achieve goals. 

Mataurahurahu

• Mangonui Causeway (see notes)
• Kenana- stolen by crown (see notes)
• Rangikapiti- very special/tapu place.
• Moehuri captain of Ruakaramea. Guided by shark/kaitiaki into the harbour. The shark was tapu and needed to be protected. His son, Tukiato killed the shark and was banished to Taemaro ? reserve

• Mangonui- stolen lands. Long hostory of battles still going on now.
• Ruakaramea- (name of waka) and Mill Bay.
• 1960s Mataurahurahu stayed in Mill Bay- banished by crown .
• Ruakaramea Pa- wahi tapu. Police station is built on top of the pa. Offensive to NK.
• Kaipatiki (Midgley rd)- natural ecosystem has been destroyed by development.
• Paewhenua- see causeway.
• Te Akeake- papakainga south side of Paewhenua.

Ngati Ruaiti

• Whakaangi to maunga- wahi tapu. Crown stolen land
• Waitetoki te awa past Hihi campground. Good stones for adze.
• Waitetoki is the name of Hihi 
• Stolen while they were in Auckland (Ngati Ruaiti)
• Tawmaro- Waimahana- NgatiKahu ki Whangaroa.
• Butlers Point- Te pa o Moehuri
• Penguins-come every winter- surf into Waitetoki. Means leave the water to the Penguins at this time.
• Pakaurua- stingrays (kaitiaki) hakatauki- Pg 73
• Pura toke/glow worms (Pg 72) were in riverbanks of Waitetoki. Summertime. Now there is a culvert there so they have died off.
• Punished for speaking te reo maori at Mangonui school.

Ngai Takiora-

• Tokatoka Awa- by Kohumaru Rd meets Oruaiti Rd has been re routed due to causeway.
• Te Akeake- now crown land. Hapu would like that to be an area for a Marae.
• Related to Ngati Aukiwa/Waimahana/Taemaro.
• Aputerewa Marae.
• Taemaro- Ngati Aukiwa
• Okokori- Waimahana.

Notes from Tutorial

• Kohu maru- thick fog
• Oruaiti- waitetoki adze, everyone came to get them.  Waka were build with these rocks. What is a toke? Adze?
• Ruaiti- the tupuna. Ngati Ruaiti.
• penguins/stingrays/glow worm.- eco links
• WB White- NZ Company. Persistantly stealling land. Land agent- conflict of interest. Govt officials in Wgtn allowed him to hold these positions. Stole huge tracts of land 1860s.
• Links to Ngapuhi. Maturahurahu
• Butterfish Bay- name caused angst. 

Ngati Kahu Histories- Graduate Paper

 This term I have been participating in the Ngati Kahu Histories Paper offered by Ngati Kahu.

This involves a weekly 1 hour lecture with Margaret Mutu followed by a 1 hour tutorial with Te Ikanui Kingi Waiaua. We follow reading from the book produced from the iwi Ngati Kahu: History of a Soverign Nation.

I am thoroughly enjoying this paper and learning so much about the history of this area where a lot of our tamariki are living.

Reflections from Lecture 1:

In this lecture we learnt about the origins of Ngati Kahu tupuna. This was fascinating because we learnt about the Pepeha for Ngati Kahu and what it meant. We also learnt some great stories about how the tupuna arrived in this area. It would be great for tamariki to know the pepeha for Ngati Kahu and preferably their iwi (if they know it). I now have the resources to explain to my students the meanings and stories behind these pepeha.

Reflections from Lecture 2:

We learnt about key Maori concepts; rangatiratanga, utu, mana, tapu, whenua, tikanga, kaitiaki

Key learning for me:

mana: is authority and power. Delegated by gods into human agent. It cannot be given to someone but earnt.

rangatiratanga: Rangatira is a person of mana, a leader who has earnt this respect. It is something that is bestowed on someone from a spiritual rhelm. Rangatiratanga is to exercise authority and power. Mana and rangatiratanga are interrelated.

tikanga: is the correct way of doing things. Like local law. It can be adapted to suit certain situations and can change between iwi. It can also be established/decided upon in different contexts.

whenua: learning about the Maori creation story I now understand that according to this, Maori believe to be direct descendants of Papatuanuku and Ranginui and therefore have a blood link to the land. This creates the strong tie to the land and how they respect and utilise it. This is a concept very different to the western view of land ownership.

kaitiaki: mana whenua protect mauri/tapu of their land and seas.

utu: is maintaining the balance and harmony.

This was a very important lecture for me. I am familiar with these concepts but it was great to hear the true meanings of these concepts as they are not able to translated into English. These concepts are integral when understanding how there was so much confusion and conflict around te tiriti.

Reflections from Lecture 3:

Te tiriti o Waitangi and Whakaputanga o te Rangatiratanga o Nu Tireni

This was another important lecture, and the basis for our first assignment. We learnt how the arrival of pakeha impacted the life Maori were living in Aotearoa. We also learnt how the two parties went about to solve these issues, which lead to whakaputanga and then te triti. A big takeaway for me is how different the Maori world view was/is in terms of land ownership and use and therefore how there was so much confusion over this between Maori and Pakeha.

Here is our lesson plan/first assignment.

Reflections from Lecture 4:

Stories from Whanau Moana.

In this lecutre we heard some local stories from the hapu Te Whanau Moana (Karikari area). There were some great korero around how tupuna lived and legends about local places. These would be of great interest to tamariki, especially if we were able to visit this area with the school. We also learnt about the conflict this area has had with land ownership since the singing of te tiriti. These stories are also imporant for tamariki to know so that they can understand how the battle continues in the present time.

 Tuesday 10th August, 2021

Working with Su Arrowsmith on learning how to break down the aspects and sets on the PACT tool. was a really informative workshop that got us preparing a mini lesson plan for reading.

Focus on WALT's and Success criteria.  and explanation as to why we are doing what we are doing. We also addressed having questions prepared prior to lessons. 

Example:

Learning Intention: Kei te ako matou ki te….

Why? TIB it helps us to understand what a text is about and to quickly see if it has the information we need to find for research or for pleasure, or to find exactly where the information is, saving us time when reading. 

Success criteria: WILF

1. I can find sentences or words that talk about things:

1. in the past

2. In the present

3. In the future

2. I can find dates that help me to work out when things happened

3. I can place events in the correct order

TASKS:

1. Round Robin  - words that give us clues to things happening in the past; present; future

2. Pairs - read and highlight 

3. Reciprocal reading (a - dates, b - past words, c - present words, d - future words)

4. Timeline (draw pics/ dates and words/ poem)

5. Individual practise

6. Peer assessment and feedback

Tulevai and the sea

Which things do you know will be happening in the future and how do you know this?

On page 4 what word tells you that the sea wants to do something to Tulevai in the future?

On page 12 how many words are there that show things happening in the past?

Reflection: PACT is a really useful tool to make OTJs. It is also helpful to ensure that you are looking at all aspects of a curriculum area when making OTJs and therefore ensure that you teach those specific aspects throughout the year.

Kahui Ako- 11 March 2021

MLC PD 4 March

 We began the day with a warm up:

• Favourite numbers: compare and contrast.
• Greater than/less than
• Single/double digit numbers
• increase use of maths vocab
• include 3 digit numbers as a way of assessing (reading 3 dig numbers)

And explored some dice activities:

• 2 dice problem- with addition for junior students. Roll number and use equipment to make: groups, tens frames etc, PV equipment (intro to mult/div, PV)
• 2 dice multiplication- write as many as you know- affirms double and halving
• 6 sided dice problem- opposite sides equal 7.  "If you have 3 on one side what is on the other?"

Helen Teal from NZMA shared PD opportunties for me to share with staff

• Algebra Yr 5-10 (25th March or Sat 13th March)
• Outreach: Maori students with promise Yr 7-10
• Scholarship for 27th March- Auckland

Useful resources:

• Sort the street- nrich
• Reminder: modelling problem solving Biscuit decorations
• Notice and Wonder prompts- reflecting on Iris
• NZ maths- picture books
• Equipment- Diane will provide list.
• Manipulatives (e.g numbers as shapes)
• multiplicity lab
• https://www.boromi.co.uk/
• App: stick and split

Ratios: must be multiplicative to think in Ratios and Porportions, this is where we start in the Junior school