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He rongoā tāku - I have a remedy
Achievement objective
8.1 Communicate about certainty and uncertainty, possibility and probability.
Learning intentions
Students can:
- gather information from local and national media regarding Māori issues
- formulate a logical and feasible political strategy for a political party.
Modes
At the end of this lesson, students can:
Kōrero - Speaking: Use te reo Māori to entertain and persuade as well as inform.
Pānui - Reading:
- Understand much of what is written by other users of te reo Māori on a range of topics
- Distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different contexts.
Whakarongo - Listening: Understand much of what other speakers of te reo Māori say about a range of topics.
Tuhituhi - Writing: Write about a range of topics, across a wide range of text types, selecting words and expressions that are appropriate for their purpose and intended audience.
Materials
Resource sheet 8I He rongoā tāku (Word, 41 kB)
Resource sheet 8J He rongoā tāku (Word, 41 kB)
Resource sheet 8K He rongoā tāku (Word, 41 kB)
Lesson sequence
Have the students research and create kaupapa (policies) for a political party on the following issues:
-
Te Reo Māori
Should Te reo Māori be compulsory in schools? -
Hauora
Should health services be free or should the user pay? -
Benefit support
Should support to beneficiaries be increased?
Ask the students to survey other students and their whānau about the issues, using the three Resource sheets to tally their results. Ensure that they have introductory comments prepared, for example:
“Kia ora. My name is ________. I am conducting a survey on behalf of the Māori class at Te Kura o ________ about _________. May I ask you a question about this issue?”
When the interviews are finished, have the students tally the results and then conduct further research in newspapers, books and on the Internet. When all information is gathered, the students should develop and present their own policies on the three issues.
| Suggested language focus | Suggested vocabulary |
| Sequencing | |
| tuatahi |
Tuatahi me whai whakaaro tātou ki te reo, tuarua me ako e te katoa te reo Māori. Me whai whakaaro tātou ki te reo ka tahi. Ka rua me ako te reo Māori e te katoa. |
| tuarua | |
| ka tahi. Ka rua | |
| Prefix/suffix | |
| kore | tangata koremahi |
| tangata rawakore | |
| Conjunctions | |
| i te mea | |
| nō te mea | |
| tā te mea | tā te mea he uaua mōku te piki maunga |
| ina | |
| otirā | otirā he pai tonu ina tokoiti ngā tāngata |
| heoi anō | |
Variations
Groups of students could identify their own issues and questions for further polls, surveying whānau, the general public, or teachers on other issues.
Further learning
Invite Māori MPs or representatives to speak to the class.
Write letters to MPs and inform them of the findings from the research.
Other resources
Links to Māori themed stories on the ‘Stuff’ news website
| Kupu taka | |
| political | tōrangapū |
| Member of Parliament | Mema Pāremata |
| policy | kaupapa here |
| unemployed person | tangata koremahi |
| poor | rawakore |
| affluent | whairawa, tangata whairawa |