IGICONIC GAMESSENIOR // FUTURE LEARNING
TERM 2 · WEEK 2After the Signing
YEAR 7EXPLORE · QUESTION · CREATE
WHENUA & POWER · MISSION 02
DOCUMENT + WHENUA

YEAR 7 · TERM 2 · WEEK 2

After the Signing

Why did conflict develop?

CASE MAP: Te Tiriti was signed in 1840, but the decades that followed were not one straight path to conflict. Population change, land purchasing, different understandings of authority, the rise of Kīngitanga and particular disputes all mattered. Build a careful chain that explains how pressure increased without pretending there was one single cause.
ENTER MISSION →
MISSION DECKWHENUA & POWER / WEEK 02SELECT A MODULE
01BRIEFMission 02LEARNIntel 03INVESTIGATEEvidence 04ENGLISHEvidence case 05DECIDEMake the call 06DATANumbers 07PROJECTBuild 08CHECK-INReflect ★GAMEReward
ACTIVE OBJECTIVECASE MAP: Te Tiriti was signed in 1840, but the decades that followed were not one straight path to conflict. Population change, land purchasing, different understandings of authority, the rise of Kīngitanga and particular disputes all mattered. Build a careful chain that explains how pressure increased without pretending there was one single cause.
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
  1. Read or listen to the Briefing + Learn.
  2. Do the interactive mission.
  3. Use the reading and maths/data evidence.
  4. Make your decision and add the Project HQ step.
  5. 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

CASE MAP: Te Tiriti was signed in 1840, but the decades that followed were not one straight path to conflict. Population change, land purchasing, different understandings of authority, the rise of Kīngitanga and particular disputes all mattered. Build a careful chain that explains how pressure increased without pretending there was one single cause.

✓Sequence key developments from the 1850s and 1860s without collapsing them into one cause.
✓Explain how land, authority and settlement pressure contributed to conflict.
✓Use evidence from more than one perspective and distinguish cause from consequence.
✓Use a simplified map scale and timeline interval accurately.
MISSION MEDIA · RNZ · The Aotearoa History Show

The New Zealand Wars · Part 1

Use the historical overview to connect land, authority, conflict and consequence.

LONG-FORM SOURCE · You only need the section that supports this mission. Pause once you have the evidence or explanation you need.
YOUTUBE ↗

Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.

LEARN

PRESSURE → RESPONSE → CONFLICT → CONSEQUENCE

Historical conflict usually develops through several interacting causes. In mid-19th-century Aotearoa, settler numbers and demand for land grew, many Māori sought to retain land and authority, Kīngitanga developed as a movement for unity and mana, and disputes over land purchases became flashpoints. The New Zealand Wars involved different iwi, hapū, Crown forces, settlers and Māori allies in different places and at different times. Raupatu after the wars caused major land loss and long-term consequences for affected communities.

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:Cause/effect explanation, chronology and perspective.

Maths / data:Timeline intervals and scale reasoning.

Topic knowledge:Early Crown–Māori relationships, Kīngitanga, settlement expansion, land pressure, the New Zealand Wars and raupatu.

This week’s first target:Sequence key developments from the 1850s and 1860s without collapsing them into one cause.

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 conflict usually develops through several interacting causes. In mid-19th-century Aotearoa, settler numbers and demand for land grew, many Māori sought to retain land and authority, Kīngitanga developed as a movement for unity and mana, and disputes over land purchases became flashpoints. The New Zealand Wars involved different iwi, hapū, Crown forces, settlers and Māori allies in different places and at different times. Raupatu after the wars caused major land loss and long-term consequences for affected communities.

TEACH 2 · WHAT TO NOTICE

Sequence key developments from the 1850s and 1860s without collapsing them into one cause.Explain how land, authority and settlement pressure contributed to conflict.

TEACH 3 · CONNECT + TRANSFER

Use evidence from more than one perspective and distinguish cause from consequence. Use a simplified map scale and timeline interval accurately.

WORKED EXAMPLE · EVIDENCE

Kīngitanga, 1858

Pōtatau Te Wherowhero was installed as the first Māori King in 1858. The movement sought unity, authority and stronger resistance to further land loss.

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 Population and land pressure: By 1858 the Pākehā population had grown larger than the Māori population. Expanding settlements increased pressure to acquire Māori land, especially in the North Island.

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

Kīngitanga was established in 1858 and Crown forces invaded Waikato in 1863. How many years elapsed?

This week’s maths/data focus:Timeline intervals and scale reasoning.

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.

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 After the Signing, 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

Population and land pressure:By 1858 the Pākehā population had grown larger than the Māori population. Expanding settlements increased pressure to acquire Māori land, especially in the North Island.

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.

CAUSE MAP · AOTEAROA

Sort the links without pretending there was one cause.

Classify each development by the role it plays in this simplified historical chain. Some events could be discussed in more than one way; choose the role that best matches this investigation.

CASE FILE 1

Settler growth + land demand

CASE FILE 2

Kīngitanga established · 1858

CASE FILE 3

Waitara conflict · 1860

CASE FILE 4

Waikato invasion · 1863

CASE FILE 5

Raupatu / confiscation

CHAIN TEST

Which explanation best fits the evidence?

MAP SCALE CHECK

On a simplified learning map, 1 cm represents 50 km. A route measures 3.6 cm. What distance does the scale represent?

Sort all five files, solve the chain test and complete the map-scale check.

OPEN THE FULL EVIDENCE FILES
SOURCE 1

Population and land pressure

By 1858 the Pākehā population had grown larger than the Māori population. Expanding settlements increased pressure to acquire Māori land, especially in the North Island.
SOURCE 2

Kīngitanga, 1858

Pōtatau Te Wherowhero was installed as the first Māori King in 1858. The movement sought unity, authority and stronger resistance to further land loss.
SOURCE 3

War begins in Taranaki, 1860

Fighting began at Waitara in 1860 after a disputed land purchase. The dispute involved questions about who had authority to sell land and who had the right to refuse.
SOURCE 4

Waikato invasion, 1863

Crown forces crossed the Mangatāwhiri Stream into Waikato in July 1863. This opened the largest campaign of the New Zealand Wars.
SOURCE 5

Raupatu

Under the New Zealand Settlements Act 1863, land was confiscated in several districts. About 607,500 hectares were ultimately affected, including land belonging to some Māori who had not fought against the Crown.

INVESTIGATE + ENGLISH · EVIDENCE CASE

Conflict was built from pressure, choices and flashpoints

The New Zealand Wars cannot be explained by one event alone. During the 1850s settler numbers rose and demand for land increased. Many Māori communities were already debating how to protect land, mana and political authority. Kīngitanga emerged in 1858 as one response. In 1860 fighting began at Waitara after a disputed land purchase. In 1863 Crown forces invaded Waikato after crossing the Mangatāwhiri Stream. The wars involved different groups and motives in different regions. Afterward, confiscation under the New Zealand Settlements Act removed large areas of Māori land and created consequences that continued long after the fighting ended.

MAKE THE CALL

Build a cause → event → consequence chain using at least four case files. Then answer: which link in your chain needs the most additional evidence before you could make a stronger historical claim?

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 150–200 words explaining why conflict developed. Use at least three pieces of evidence, distinguish one cause from one consequence, and include one sentence showing that different groups did not all experience or interpret events in the same way. Avoid claiming that one single event caused the entire New Zealand Wars.

0/150 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.

Kīngitanga was established in 1858 and Crown forces invaded Waikato in 1863. How many years elapsed?

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

MEASUREMENT + GEOMETRY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODMEASUREMENT + GEOMETRY

Write the correct formula or conversion before substituting values.

GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01

Rectangle 8 m × 5 m. Area?

Q02

Rectangle 8 m × 5 m. Perimeter?

Q03

A straight angle measures…

INDEPENDENT · Q04

2.5 m equals…

INDEPENDENT · Q05

A triangle has angles 50° and 60°. Third angle?

INDEPENDENT · Q06

A cube has side length 3 cm. Volume?

OPTIONAL CHALLENGE · OPEN RESPONSE

Design a rectangle with area 36 m². Find its perimeter, then find a different rectangle with the same area.

0 words · optional
0 / 6 completeComplete every problem to finish the data lab.

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 correct
SESSION 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.

  1. Use a hint

    Multiply first: 8 × 3 = 24; add 49 to get 73.

  2. Use a hint

    Brackets first: 57 × 3 = 171.

  3. Check the method after trying

    8² = 64; subtract 3.

  4. Check the method after trying

    One quarter is 46; multiply by 3.

  5. Check the method after trying

    1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.

  6. Check the method after trying

    (395 − 3) ÷ 8 = 49.

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.

  1. years

    Use a hint

    End year minus start year = 60; do not count both endpoint years as elapsed years.

  2. minutes

    Use a hint

    3 × 60 + 25 = 205.

  3. minutes

    Check the method after trying

    Start is 40 minutes after 09:00; add 50.

  4. minutes

    Check the method after trying

    188 − 5 − 3 = 180.

  5. minutes

    Check the method after trying

    Task total 165, plus 10 break minutes.

  6. minutes

    Check the method after trying

    564 − 188 − 50 − 3 = 323.

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 · SCALE EXPLORER0 / 6

LEARN THE METHOD

A 1:n scale means 1 unit on a drawing represents n of the same units in reality. Convert units after scaling. 100 cm = 1 m and 1,000 m = 1 km.

WORKED EXAMPLE

On a 1:500 plan, 4 cm represents 4 × 500 = 2,000 cm = 20 m. A 30 m real distance would be 6 cm on the plan.

  1. metres

    Use a hint

    51 × 100 cm ÷ 100 = 51 m.

  2. metres

    Use a hint

    4 × 500 ÷ 100 = 20 m.

  3. cm

    Check the method after trying

    102 × 100 ÷ 200 = 51 cm.

  4. km

    Check the method after trying

    6 × 2 = 12 km.

  5. Check the method after trying

    250 ÷ 5 = 50.

  6. km

    Check the method after trying

    Add the two travelled sections: 51 + 4.

Compare your reasoning after trying

The drawn length halves: 20 m is 4 cm at 1:500 but 2 cm at 1:1,000. Each map centimetre now represents twice as much.

Your example may differ. Check your calculations and whether you explained why.

SESSION 4 · BUILD + MEASURE0 / 6

LEARN THE METHOD

Rectangle area = length × width; perimeter = 2 × (length + width). Triangle area = base × perpendicular height ÷ 2. Cuboid volume = length × width × height.

WORKED EXAMPLE

For an 8 m × 3 m rectangle: area = 24 m² and perimeter = 22 m. A 6 m × 4 m rectangle has the same area but perimeter 20 m.

  1. m²

    Use a hint

    Length × width = 52 × 5.

  2. m

    Use a hint

    2 × (52 + 5) = 114.

  3. cm²

    Check the method after trying

    Base × height ÷ 2 = 104 × 5 ÷ 2.

  4. cm³

    Check the method after trying

    Multiply the three dimensions.

  5. °

    Check the method after trying

    180 − 45 − 62 = 73.

  6. m²

    Check the method after trying

    Whole area 260 minus uncovered area 4.

Compare your reasoning after trying

For example 12 × 2 and 6 × 4 both have area 24 square units. Their perimeters are 28 and 20 units. Area and perimeter measure different things.

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 · PROJECT FILE 02

QUESTION — frame the 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 02

QUESTION

Make your move.

PROJECT JOURNEYWEEK 2 / 9QUESTION

Start something real. Build an idea, test it, improve it, and share it.

Make the inquiry answerable without pretending one cause or perspective explains everything.

THIS WEEKQUESTION

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

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?

YOUR WEEKLY GAME · TERM 2 / WEEK 2

Dinosaur Target Shooter

Tag dinosaur holograms. Spare the blue rescue drones.

PLAY DINOSAUR TARGET SHOOTER
Phone + keyboard controls · Best score saved on this device

YEAR 7 · SENIOR HOMEWORK CLUB

Your journey

0 of 36 weeks complete.
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