Suggested activities for leadership concept

Students compose a commemorative waiata about a soldier/leader in their family.

Students analyse the themes in:

• the waiata "E te Hokowhitu a Tū" (view Rendition of the waiata "E te Hokowhitu a Tū", and The meaning of the waiata "E te Hokowhitu a Tū", which explains that this waiata is a tribute to Lieutenant Moana-nui-a-Kiwa VC)

Who were Ngarimu and Haane? What were some of their achievements during the war? (View Battle at Takrouna, about the achievements of Haane that led to his nomination for the VC.) In groups of four, students brainstorm influential Māori leaders, both male and female, past and present. They discuss the leadership qualities these people possess, for example, strategist, problem-solver, communicator, good listener, decision-maker, quick thinker, good role-model, and so on.

Students arrive at a shared definition of leadership by debating different leadership qualities/ styles.

Students use copy master 2 (available to download below) as a guide for researching the achievements of a soldier/leader during the time of the war. Ideally, the chosen leader should be one from their family.

Students research a Māori leader/heroine of the Second World War era and add findings to copy master 2.

On the same copy master, students then research a modern day Māori leader, for example, politician, activist, luminary, dignitary, entrepreneur, philanthropist, pioneer, and so on.

Students compare the achievements and leadership qualities of Māori leaders (both past and present). What are some of the key similarities? How have these people influenced and inspired Māori?

Students investigate leaders in their own whānau, exploring their qualities and evaluating which of those qualities they would like to adopt, and why.

Students suggest ways the government/iwi/hapū/whānau could encourage Māori youth to step up as leaders.

Requirements

• Large pieces of paper and marker pens for recording thoughts and ideas during group discussions.
• Access to different media for research purposes.

Possible extension activities

Students look at the tuakana/teina (older/younger sibling) relationships that would have existed within the 28^th Māori Battalion, for example, longer-serving soldiers mentoring new recruits, siblings/cousins training and fighting side by side, and so on. Patricia Grace has some excellent examples in her novel Tū.

Students discuss/document examples of tuakana/teina (older/younger sibling) relationships that exist today in whānau/hapū/iwi, the military, the workforce, and sports, for example, mentoring programmes of the All Blacks and Silver Ferns.

Students write a waiata that tells of the achievements of an unsung Māori hero/leader from the Second World War era.

Students research the history of the establishment of the Māori Women’s Welfare League. View Women’s leadership, about the role women played in respect of keeping the home fires burning while the men were fighting overseas.

Students identify customs and traditions established by Māori leaders of the past that still exist.

Students suggest how customs have changed over time. View Adapting tikanga, which discusses how Māori in Te Taitokerau adapted their traditional practices because of the influence of Christianity.

Students can use this unit as motivation to enter the Ngarimu Scholarship Essay Writing Competition. For more information, visit the Ministry of Education website.