(Notes: Mangere Mountain and the nearby Otuataua Stonefields are part of the
same volcanic environment and share the same history. Their story is
inextricably linked. Information relating to Otuataua is valid for Mangere
Mountain and its volcanic field.
This is not a study of Maori life and
culture. It is assumed that students already have some basic understanding
of Maori society and culture.)
Learning Outcome:
Students will:
Explain why Mangere
Mountain and its surrounding volcanic field is a significant place for different people.
Processes:
Inquiry: Learning Outcome:
Students will:
Conduct a Social Studies Inquiry into the history and significance of
Mangere Mountain and its surrounding volcanic field.
Values Exploration: Learning Outcome:
Students will:
Examine differing values positions about protecting heritage sites such as Mangere
Mountain and its surrounding volcanic field.
Social Decision Making: Learning Outcome:
Students will:
Decide on social action in relation to protecting heritage sites such as
Mangere Mountain and its surrounding volcanic field.
Assessment Activity
Inquiry: Investigate the history of Mangere Mountain and
its surrounding volcanic field and explain why it is a
significant place for people.
Teaching and Learning Activities
- Starters:
Select one or more of the following activities.
- Explore Maori oral histories about Mangere and the mountain (eg.
Hape).
- Create a
history road or
visual timeline
to provide an historical overview of
the mountain and its surrounding volcanic field and its occupants.
- Create a model of the mountain based on this
aerial photograph of the mountain.
- Field work: Organise a field trip to Mangere Mountain and its surrounding
volcanic field. Take a virtual
field trip if a real one is out of the question!
Preparation could include:
- Teach field sketching skills.
- Practise using the cameras (standard 35mm and/or digital cameras and/or
video) that are available for field work.
A topographic map of South Auckland, including the Mangere area, went
to all secondary schools as part of the In Tune Kit. If you can't find
it, or if you want your students to work with street maps try the New
Zealand maps site.
- Revise basic mapping skills.
- Identify relevant archaeological evidence such as terraces;
storage pits; middens; garden mounds; tihi;
fencelines.
- Discuss the resources
that Maori living on and around the mountain would have had access to. List
all the resources that the class can come up with; Group them under headings
such as Kaimoana; cultivated crops from gardens such as the Stonefields;
foods gathered from the land; food that was hunted.
Refer to the Toi Taketake (Belonging Here) Kit which should be
in all schools for ideas. The most useful posters for this activity are
Distribution of the Catch; A Garden in Tamaki; The Children of Tane.
- Work with the Maths department to ensure that the students know how to
calculate area. By measuring the length and breadth of terraces up on the
mountain and estimating how many dwellings may have been on each terrace,
it will be possible to calculate the approximate living area that each whanau
would have had.
Activities on the Mountain
It may be appropriate to have the students write up field reports when they
return to class. Alternatively, discuss their findings and move directly on
to the Inquiry activity.
- Values Exploration Process
(Note: Values Exploration must follow the Inquiry. Students need a sound
knowledge base before they begin exploring and analysing values.)
Many people have an interest in Mangere Mountain and its surrounding
volcanic field. The Tangata Whenua - the Wai O Hua, the Manukau City
Council, DOC and other organisations have plans for "interpreting" the
mountain for the general public. But there are others who object to the
mountain being developed in this way.
- Social Decision Making
(Notes:
- It is important to focus on the SOCIAL rather than the environmental
issue. Concentrate on the culture and heritage aspect of the issue,
especially as it might relate to Maori values.
- Social Decision Making must follow the Inquiry. Students need a
sound knowledge base upon which to base their decisions about possible
social action.)
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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