ARCHIVE OPEN: Four files from different moments in Aotearoa history are on the table. Some are records made at the time; another explains the past from a later viewpoint. Your job is to identify what each source can tell us, compare the two Treaty texts carefully and avoid making a claim that goes further than the evidence.
ACTIVE OBJECTIVEARCHIVE OPEN: Four files from different moments in Aotearoa history are on the table. Some are records made at the time; another explains the past from a later viewpoint. Your job is to identify what each source can tell us, compare the two Treaty texts carefully and avoid making a claim that goes further than the evidence.
WORLDWHENUA & POWER
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
MISSION BRIEFING
ARCHIVE OPEN: Four files from different moments in Aotearoa history are on the table. Some are records made at the time; another explains the past from a later viewpoint. Your job is to identify what each source can tell us, compare the two Treaty texts carefully and avoid making a claim that goes further than the evidence.
✓Distinguish primary sources from later secondary explanations.
✓Explain that the Māori and English Treaty texts contain important differences in wording and meaning.
✓Place 1840 and 1852 correctly on a timeline and calculate elapsed time.
✓Write a historical summary that names evidence and a limitation.
MISSION MEDIA · RNZ · The Aotearoa History Show
Te Tiriti o Waitangi
Listen for why the Māori and English Treaty texts need careful contextual comparison.
LONG-FORM SOURCE · You only need the section that supports this mission. Pause once you have the evidence or explanation you need.
Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.
LEARN
SOURCE → CONTEXT → COMPARE → QUESTION
Historical evidence is strongest when we ask what a source is, when it was created, who created it and what question it can actually answer. Te Tiriti o Waitangi and the English Treaty text were both produced in 1840, but they are not exact equivalents. Comparing them is more useful than pretending there is no difference. Later laws and historian explanations add context, but they answer different questions.
Historical evidence is strongest when we ask what a source is, when it was created, who created it and what question it can actually answer. Te Tiriti o Waitangi and the English Treaty text were both produced in 1840, but they are not exact equivalents. Comparing them is more useful than pretending there is no difference. Later laws and historian explanations add context, but they answer different questions.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
PREREQUISITE REFRESH
Reasoning lens:SOURCE → CONTEXT → CHANGE / POWER / PLACE → LIMIT → CONCLUSION
Bring these prerequisite tools back online.
English / communication:Primary/secondary sources, context, comparison and historical summary.
Maths / data:Timelines, elapsed time and historical data displays.
Topic knowledge:Te Tiriti context, texts, interpretations, mana and rangatiratanga.
This week’s first target:Distinguish primary sources from later secondary explanations.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
Historical evidence is strongest when we ask what a source is, when it was created, who created it and what question it can actually answer. Te Tiriti o Waitangi and the English Treaty text were both produced in 1840, but they are not exact equivalents. Comparing them is more useful than pretending there is no difference. Later laws and historian explanations add context, but they answer different questions.
TEACH 2 · WHAT TO NOTICE
Distinguish primary sources from later secondary explanations.Explain that the Māori and English Treaty texts contain important differences in wording and meaning.
TEACH 3 · CONNECT + TRANSFER
Place 1840 and 1852 correctly on a timeline and calculate elapsed time. Write a historical summary that names evidence and a limitation.
WORKED EXAMPLE · EVIDENCE
PRIMARY · Te Tiriti text, 1840
In Article 1 the Māori text uses “kawanatanga”; in Article 2 it guarantees “tino rangatiratanga” over lands, villages and taonga. These terms are central to later debate about authority and governance.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with SECONDARY · modern historical explanation: Modern historical accounts emphasise that the Māori and English texts are not exact translations and that differences between them have been debated ever since 1840.
Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
WORKED EXAMPLE · MATHS / DATA ROUTE
How many years elapsed between the first signing of Te Tiriti in 1840 and the Constitution Act in 1852?
This week’s maths/data focus:Timelines, elapsed time and historical data displays.
Identify the dates, quantities, denominator or map scale first. Calculate carefully, then return the number to its historical or geographic context. A correct number does not explain the whole story by itself.
Worked solution:Subtract the earlier year from the later year: 1852 − 1840 = 12. The elapsed time is 12 years.Answer check:12 years. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose a source that mainly supplies context rather than direct proof of the whole conclusion.
YOU TRY · INDEPENDENT PRACTICE
For The Aotearoa Files, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
SECONDARY · modern historical explanation:Modern historical accounts emphasise that the Māori and English texts are not exact translations and that differences between them have been debated ever since 1840.
This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
HELP
Try: “The source shows ___. In this context, that matters because ___. It does not prove ___. My conclusion is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
THE AOTEAROA ARCHIVE
What kind of source is each file?
Classify the records before you use them. A document created in the period is not the same kind of evidence as a later historian explanation.
FILE 1
Te Tiriti text · 1840
FILE 2
English Treaty text · 1840
FILE 3
Constitution Act · 1852
FILE 4
Modern historical explanation
LINK THE FILES
Which pair should you compare first to investigate differences in Treaty wording?
Classify four files and make the comparison link.
OPEN THE ARCHIVE FILES
SOURCE 1
PRIMARY · Te Tiriti text, 1840
In Article 1 the Māori text uses “kawanatanga”; in Article 2 it guarantees “tino rangatiratanga” over lands, villages and taonga. These terms are central to later debate about authority and governance.
SOURCE 2
PRIMARY · English Treaty text, 1840
The English text uses “sovereignty” in Article 1 and guarantees “undisturbed possession” of lands, forests, fisheries and other properties in Article 2.
SOURCE 3
PRIMARY · Constitution Act, 1852
The British Parliament’s New Zealand Constitution Act 1852 created a General Assembly with an elected House of Representatives. Voting depended on age, sex and property qualifications, which excluded many people.
SOURCE 4
SECONDARY · modern historical explanation
Modern historical accounts emphasise that the Māori and English texts are not exact translations and that differences between them have been debated ever since 1840.
INVESTIGATE + ENGLISH · EVIDENCE CASE
Same signing moment, different wording
Te Tiriti o Waitangi was first signed at Waitangi on 6 February 1840. There were Māori and English texts, and the Māori version was not an exact translation of the English. In Article 1 the Māori text uses the word kawanatanga, while the English text uses sovereignty. In Article 2 the Māori text guarantees tino rangatiratanga over lands, villages and taonga, while the English text guarantees undisturbed possession of lands, forests, fisheries and other properties. Twelve years later, the New Zealand Constitution Act 1852 created representative institutions, but voting rights were still restricted. Most Māori land was held communally, so the property rules meant relatively few Māori men could qualify to vote under the general franchise at that time.
MAKE THE CALL
Build an evidence set for a learner asking, “How was political authority described and organised in Aotearoa between 1840 and 1852?” Choose at least three archive files, explain what each contributes, and identify one question the files cannot settle by themselves.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 140–190 words as an archive summary. Compare one detail from the Māori Treaty text with the English text, explain what the 1852 Constitution Act changed, name one limitation of using only one source, and finish with one question you would investigate next. Do not claim that the two Treaty texts say exactly the same thing.
0/140 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
How many years elapsed between the first signing of Te Tiriti in 1840 and the Constitution Act in 1852?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
ALGEBRA · YEAR 7 CORE
6 PROBLEMS
QUICK METHODALGEBRA
Keep the equation balanced: undo operations in reverse order.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
x + 6 = 24. What is x?
Subtract 6 from both sides: x = 18.
Q02
3x = 24. What is x?
Divide both sides by 3: x = 8.
Q03
If n = 5, what is 2n + 3?
2(5) + 3 = 10 + 3 = 13.
INDEPENDENT · Q04
Continue the pattern: 4, 9, 14, 19, …
The rule is add 5 each time, so 19 + 5 = 24.
INDEPENDENT · Q05
Which expression means “five more than twice x”?
Twice x is 2x; five more gives 2x + 5.
INDEPENDENT · Q06
2x + 4 = 18. What is x?
Subtract 4: 2x = 14. Divide by 2: x = 7.
OPTIONAL CHALLENGE · OPEN RESPONSE
Write an equation with x = 10, then show how to solve it.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 4 × 3 = 12; add 45 to get 57.
Use a hint
Brackets first: 49 × 3 = 147.
Check the method after trying
4² = 16; subtract 3.
Check the method after trying
One quarter is 42; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(183 − 3) ÷ 4 = 45.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · TIME PLANNER0 / 6
LEARN THE METHOD
Elapsed time is end minus start. Convert hours to minutes using 60 minutes per hour. Cross an hour boundary in steps. Dates in these practice questions are fictional planning data.
WORKED EXAMPLE
From 09:45 to 11:10: 15 minutes to 10:00, 60 to 11:00, then 10 more = 85 minutes.
years
Use a hint
End year minus start year = 60; do not count both endpoint years as elapsed years.
minutes
Use a hint
5 × 60 + 25 = 325.
minutes
Check the method after trying
Start is 40 minutes after 09:00; add 46.
minutes
Check the method after trying
172 − 5 − 5 = 162.
minutes
Check the method after trying
Task total 153, plus 10 break minutes.
minutes
Check the method after trying
516 − 172 − 46 − 5 = 293.
Compare your reasoning after trying
One possible plan: 20 + 25 + 25 minutes of work, a 10-minute break and a 10-minute buffer = 90. Use the buffer or reduce a task if work overruns.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · DATA INVESTIGATOR0 / 6
LEARN THE METHOD
Mean = total ÷ count. Median is the middle ordered value (average the middle pair if needed). Mode is most frequent. Range = maximum − minimum.
WORKED EXAMPLE
For 2, 4, 4, 6, 9: mean = 25 ÷ 5 = 5; median = 4; mode = 4; range = 9 − 2 = 7.
Use a hint
Total 200 ÷ 4 = 50.
Use a hint
Ordered: 47, 49, 50, 51, 56; take the middle.
Check the method after trying
55 − 45 = 10.
Check the method after trying
48 occurs three times.
Check the method after trying
Average the middle two: (49 + 53) ÷ 2 = 51.
Check the method after trying
Old total = 188; new total = 255; divide by 5.
Compare your reasoning after trying
A large outlier raises the total and mean. A larger sample can still be biased if it only includes one kind of respondent; selection matters as well as size.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · RULE DECODER0 / 6
LEARN THE METHOD
A letter stands for a number. Substitute its value; multiplication comes before addition. To solve, undo operations in reverse order on both sides.
WORKED EXAMPLE
3x + 5 = 26. Subtract 5 on both sides: 3x = 21. Divide by 3: x = 7. Check: 3 × 7 + 5 = 26.
Use a hint
Subtract 7 from both sides.
Use a hint
Divide both sides by 7.
Check the method after trying
Substitute: 2 × 48 + 7 = 103.
Check the method after trying
Add 7 each time.
Check the method after trying
Subtract 7, then divide by 2.
Check the method after trying
Exactly 48 is not greater than 48, so use the otherwise rule.
Compare your reasoning after trying
For example, 2x + 3 = 13 and 3x − 2 = 13 both have x = 5. Substitution checks each solution.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 2
PROJECT HQ · PROJECT FILE 01
CHOOSE — select an Aotearoa or local inquiry.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
Our Place / Our Story begins now. Choose an Aotearoa or rohe inquiry that can be investigated with more than one source. You can refine the question as the evidence grows.
PROJECT HQ · PROJECT FILE 01
CHOOSE
Make your move.
PROJECT JOURNEYWEEK 1 / 9CHOOSE
Start something real. Build an idea, test it, improve it, and share it.
Turn your inquiry direction into a specific question about Aotearoa, your rohe, power or place.
THIS WEEKCHOOSE
Complete only this project step today. Your saved work carries forward, so you do not need to finish the whole project at once.
A STRONG STEPSpecific · useful · achievable
Use evidence from this week's mission, name a real audience or purpose, and make the idea small enough to test and improve.
BEFORE YOU SAVE, CHECK:✓ I answered every field clearly✓ I used evidence or reasoning from this week✓ My next step is realistic
Complete each field with enough detail to carry this work into the next week. This step saves on this device as you type.
IDEA→RESEARCH→PLAN→BUILD→TEST→IMPROVE→PRESENT
CHOOSE YOUR TERM 2 INQUIRY · Pick a starting direction. This is a starting question, not a permanent lock.
Choose one inquiry direction before completing Week 1.
Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.
CHECK-IN
What changed in your thinking?
10ICONIC GAMES
YOUR WEEKLY GAME · TERM 2 / WEEK 1
Twin-Stick Arena
Move with the left stick, aim with the right. Survive five waves.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN