Unit 2 Colonial vs Māori Perspective Comparison · 2025 Edition · Years 7–10
Analysing Two Views of the Same Event in the Aotearoa Wars
History is not a single story. It is a collection of perspectives, and the "official" version often depends on who held the power and the pen. During the Aotearoa Wars, the same events were described in vastly different ways by colonial newspapers and by Māori oral histories. This activity asks you to be a critical historian by comparing two primary source accounts of the same event and analysing them for bias, purpose, and propaganda.
"A brilliant victory has been achieved by our gallant troops at Rangiriri. After a desperate struggle, the formidable rebel stronghold was stormed and taken. The enemy, who fought with the savage courage of their race, were completely routed. The Queen's flag now flies over their principal fortress, and a severe lesson has been taught to the misguided natives who dared to challenge British authority. The bravery of our soldiers, under the command of General Cameron, was beyond all praise. This decisive action will, we trust, bring a speedy conclusion to this unhappy rebellion."
"We held the line for many hours. The soldiers' cannons tore at the earth, but our pā held strong. They sent their men forward, and we drove them back. They came again, and we drove them back again. We were not defeated. In the night, a white flag was raised by some of our old chiefs, against the wishes of the warriors. They believed the British would honour the flag and treat us as warriors. They were wrong. When the surrender was accepted, we were taken as prisoners, our lands were stolen, and our king was driven into exile. It was not a battle we lost, but a promise that was broken."
Identify 3-4 key words or phrases from each account that reveal the author's perspective and bias. How does the choice of words (e.g., "gallant troops" vs. "soldiers", "rebel stronghold" vs. "pā") shape the reader's understanding of the event?
What was the main purpose of the newspaper article? What was the purpose of the oral account? Is there evidence of propaganda (information, especially of a biased or misleading nature, used to promote a political cause or point of view) in either source? Explain.
Neither of these accounts is the "whole truth." As a historian, how would you use both of these sources together to create a more complete and nuanced understanding of what happened at Rangiriri?
Curriculum alignment for this handout has not yet been verified against the live curriculum statements. A generated placeholder that stood here was removed on 2026-08-29 because it matched no real statement.
Reflect on your learning. What was the most important idea? What question do you still have?
This resource sits within a kaupapa that recognises mātauranga Māori as a living knowledge system with its own frameworks, values, and ways of understanding the world. The New Zealand Curriculum calls for learning that reflects the bicultural partnership of Te Tiriti o Waitangi, which means every subject area has an obligation to engage authentically with Māori perspectives — not as cultural decoration but as substantive contributions to how we understand our topics. The concepts of manaakitanga (care for others), kaitiakitanga (guardianship), whanaungatanga (relationship and belonging), and tino rangatiratanga (self-determination) provide a values framework applicable across all learning areas, and all are relevant to the work in this handout.
This handout is designed to be used alongside other resources in the same unit. This handout stands on its own; it is not part of a linked unit planner. All content is provided — no additional preparation is required to use this handout in your classroom.
Students will engage with this resource to develop a decolonised understanding of Aotearoa's history — reading the past through the eyes of tangata whenua, examining primary sources critically, and understanding how colonisation continues to shape the present. This unit centres mana Māori as the starting point, not a footnote.
Scaffold support: Provide annotated source analysis frames for entry-level access — guiding students through the OPCVL or SOLO process step by step. Offer extension tasks asking students to compare a colonial-era source with a contemporary Māori account of the same event, analysing how the historical narrative has been contested and reclaimed.
ELL / ESOL: Primary source language (particularly 19th-century English) presents specific challenges — pre-read sources with students and pre-teach archaic or specialist vocabulary. Allow students to express historical analysis in their home language first before translating to English. Bilingual glossaries support engagement without reducing intellectual demand. Some ELL students may bring first-hand experience of colonisation from other contexts — honour these as valid comparative perspectives.
Inclusion: Decolonised history can surface difficult emotions for Māori students encountering colonial violence and injustice in the curriculum for the first time. Create a trauma-informed classroom. Neurodiverse learners benefit from chunked tasks and clear analytical scaffolds. Ensure all students understand that the purpose of this unit is not guilt but understanding — and that understanding is the foundation of partnership and change.
Mātauranga Māori lens: Decolonising history means more than "adding Māori perspectives" — it means recognising that the dominant historical narrative itself is a colonial artefact. Whakapapa is an alternative historical framework: tracing connections, obligations, and continuity across time. The NZ Wars were not distant events — their consequences live in land ownership patterns, economic disparities, and community structures today. Tino rangatiratanga — the right of self-determination — was not surrendered at Waitangi and has been asserted continuously through protest, legislation, and resurgence. Teaching this history is an obligation of Te Tiriti partnership.
Prior knowledge: Students benefit from foundational knowledge of the Treaty of Waitangi and its context. No specialist prior knowledge required for entry-level source analysis tasks — scaffolds are provided.