Students will conduct a supported search for first settlers in their local historical cemetery and develop an inquiry into the lives of these families and their contribution to the development of a community over time.
Students use a variety of both primary and secondary sources.
• High expectations
• Cultural diversity
• Learning to learn
• Community engagement
• Coherence
1
• Thinking
• Using language symbols and text
2
• Managing self
• Relating to others
• Participating and contributing
• Explore with empathy the
values of others
• Learn to accept different kinds of values – social & cultural
• learn about the values on
which NZs cultural &
institutional traditions are
based.
3
L3 and 4

Students learn about past events, experiences and actions and the changing ways in which these have been interpreted over time. Learning experiences help students to understand the past and the present and to imagine possible futures.
Level 3 students gain knowledge skills and experience relating to the following concepts

Understand how people remember and record the past in different ways.
Students can by tracing individual people, families, events, and significant local places, through primary sources such as cemetery and other memorial inscriptions, original letters, and photographs in museum collections, and online newspapers of the past and through secondary resources such as books, databases, understand ways in which people express a sense of belonging to particular places and environments.

Understand how early migrations to New Zealand have continuing significance for communities
Students can
 identify through primary sources available on headstone inscriptions, original letters, and photographs in museum holdings, and online newspapers what life was like for the first settlers and the various ways these first settlers through their occupations, and community services contributed to the development of their local community over time.
 describe ways that their small community has changed over time.
Level 4 students gain knowledge skills and experience relating to the following concepts

Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people
Students can
Trace individuals, local families, significant events, and the development of local places such as churches schools and cemeteries, through primary sources such as cemetery and other memorial inscriptions such as community plaques, school “roll of honour” boards, original letters, documents and photographs in museum collections, and online newspapers of the past and through secondary resources such as books, databases and investigate and understand why people pass on and sustain culture.
Settings
Context: Local communities set within a New Zealand context. Activities start with the local cemetery and allow students to explore memorials as primary resources within the early period of New
Zealand’s European settlement; that is from about the 1840s.

Strand: Listening, Reading and Viewing
Learning activities encourage students to integrate sources of information, processes, and strategies and to develop confidence to identify, form, and express ideas.

Processes and strategies: Students can o recognise and understand the connections between oral written, and visual language; o Integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts. o Select and use a range of processing and comprehension strategies with growing understanding and confidence o Monitor, self evaluate, and describe progress with growing confidence,

Purposes and audiences: Students develop a broader understanding of how texts are shaped for different purposes and audiences.

Ideas: Students show a developing understanding of ideas within and across and beyond texts. o Students make meaning of increasingly more complex texts o Students make connections by starting to think about underlying ideas in and between texts.

Language features: o Shows an increasing knowledge of how text conventions can be used appropriately.

Structure: Students are introduced to and can demonstrate a developing understanding of text structures. o Identifies a range of text forms and recognises some of their characteristics and conventions.
Strand: Speaking Writing and Presenting
Learning activities encourage students to integrate sources of information, processes, and strategies and to develop confidence to identify, form, and express ideas.

Processes and strategies: Students can o Uses a developing understanding of the connections between oral written, and visual language when creating texts. o Creates a range of texts by integrating sources of information with growing confidence. o Seeks feedback and makes changes to texts to improve clarity meaning and effect. o Is reflective about production of own texts and self evaluates own progress

Purposes and audiences: Students show a developing understanding of how to shape texts for different purposes and audiences by careful choice of language content and form and by conveying personnel voice where appropriate.

Ideas: Students select, form, and communicate ideas with increased clarity and drawing on a range of resources.

Language features: o Uses oral, written and visual language features to create meaning and effect and to engage interest.
 Structure: Organises texts using a range of appropriate structures and sequences ideas and information with increasing confidence.

This unit is designed for teachers and their classes who are located close to a small historic cemetery and where close connections exist between the local community and the local cemetery.
The example provided here is the suburb of Anderson’s Bay and its community in
Dunedin. However any small community cemetery could be treated in a similar way with variations to suit the way the community was established.
The cemetery at Anderson’s Bay is an important feature of the suburb today.
Although the cemetery w as to become Dunedin’s main cemetery when the suburb of Anderson’s Bay became part of the Dunedin City Corporation in 1916, it was for much of the first 60 years of its existence a small local cemetery where the local residents were buried. The cemetery was managed by a committee of local residents, and included some of those same first settlers that students will investigate in this unit.
In this unit the first settlers of Anderson’s Bay have been defined as those whose who were members of the first immigrant ships to come to Otago between 1848 and 1851, who lived in and/or contributed to the development of the suburban area of Anderson’s Bay, and who are buried in the Anderson’s Bay Cemetery.
This unit is designed so that it can be used with an information literacy approach to teaching and student learning. No one particular approach is advocated over another. Rather you are encouraged to use the approach or model your school has developed. If your school is not using an information literacy approach to student inquiry then the following website provides some good background information
Information literacy models http://ictnz.com/infolitmodels.htm
Students will need access to as wide a variety of resources as you can muster. A list of specific resources for the children of Anderson’s Bay School are included at the end of the unit. Students will also need Internet access, as well as access to local historical societies or community cemetery committees for additional detail about the first settlers to their districts.

Find as many first settlers for the locality as you need for groups of two or three students to work together. Work with your local historical society or cemetery committee for help to select these people. Remember many of the first people to the district moved on and may not be buried in the local cemetery. Make sure you check that your settlers have a gravestone and photograph each stone you intend to use for the student work cards. Record position of the headstone for the work cards and obtain a map showing the layout of the cemetery you are visiting.
Fold
Organise groups prior to your cemetery visit.
Print out and cut out the student work cards and put in a box. (You can make a special coffin shaped box if you like.)
Students need to take notepaper, and pens for recording inscription details and a digital camera.

Students use the map to try and find the headstone they are looking for. Unless students get very confused leave them to work out how the map works for themselves. When they have found their headstone each group records the details from the inscription.
Activity 1:
Students groups begin to investigate the names of the people who feature on “their headstone.” Students need to find information in books and pamphlets about their local district, cemetery records, and to contact a local history group, genealogy group or information centre if they exist. If there is a local museum make contact with the archivist there. Place a time limit on students for this that suits your school or class timetables.
Activity 2:
Students develop 6 statements (facts) about their first settler family. Encourage students to keep their statements to quite simple ones but at the same time not to give too much away. Statements do not need to be complicated to be difficult for others to try and resolve who the settler family is.
Activity 3:
Materials needed: Chart paper and a posting box.
In the first week students post three statements that tell something about their settler families. They can post all three at once or one each day Monday, Wednesday Friday of the first week.
They repeat this for the second week.
For older students 9 questions and a three-week timeframe for answering questions might be worth considering.
Activity 4:
Students now work out who the settlers may be for the various groups. Each group can to ask one question of each group each week. The question must be able to be answered with a yes or no answer. Groups asking questions post their questions into post-boxes. They provide names so that the answering group know which box to return the answered questions.

Activity 5:
Students investigate the background and try and name each group’s ‘investigated settler’. Groups need to keep their ideas secret if they think they have an early answer.
Make a time for a posting session. Each group has to say or submit in written format who they think each groups ‘first settler’ or ‘early identity’ may be.
Notes:
These activities tend to generate considerable interest from the wider community.
Make use of this interest. There may be grandparents, great grandparents, and others who have some considerable local knowledge about the past. Invite them to come and talk to the children or encourage students to interview people about first settlers and other identities and build stories of peoples’ memories of the locality.
Build students knowledge of oral histories and their value. For further information see
“A guide to recording oral history” at http://www.nzhistory.net.nz/hands/a-guide-torecording-oral-history.
Record oral histories on video.
There are a number of activities that could emerge from this study.
1.
Create a booklet or brochure: Students may consider developing a trail about first settlers and ‘early local identities’ for visitors to the local cemetery. Students are encouraged develop a booklet or brochure that clearly shows the location of cemetery headstones (if there is a clear aerial view of your cemetery that shows plots and headstones, encourage students to locate a Google maps image for this) and provides brief details about the individual identities they have investigated. For ideas about how to establish a heritage trail visit New Zealand
Heritage trails Foundation http://www.heritagetrails.org.nz/index.asp?pageID=2145822091
2.
Put together information and photographs about your early identities and their headstones at your local cemetery and send it to us. We would like to share some of your findings with other classes.
3.
A wider walking trail including cemetery headstones linked to various places such as street names, houses or buildings in the community that are related to the people investigated.

4.
Develop a class or school exhibition (museum style) of stories, identities and stones and invite the local community to come and view. Students can act as exhibit interpreters.
5.
Where students find some interesting local interest stories as in the case of the stories recorded by Henry Duckworth about Anderson’s Bay in the early days, students could develop a stage production. These could be presented as a set of scenarios about early events.
1.
Fact sheets:
A history of the Anderson’s Bay Cemetery
Additional information about some early identities of Anderson’s Bay who are not buried in the Anderson’s Bay Cemetery but are buried elsewhere in
Dunedin. This is not a complete list but does include information about
James Anderson and his family who were the first settlers in the Bay
Archibald MacDonald the first privately employed schoolteacher in the district.
William Cutten a large landowner in the district, businessman and politician
2.
Student cards. These cards comprise a photograph of the tombstone along with the block and plot number that students are to find for their cemetery visit.
3.
Teacher background notes for the student cards
4.
Maps of the Anderson’s Bay Cemetery
5.
Additional puzzles and games relating to cemeteries that teachers can use as starter or extra activities for students working on this unit.
6.
An additional Trail through the Anderson’s Bay Cemetery that includes some interesting and wellknown Dunedin and Otago characters. See the Anderson’s
Bay Cemetery Game (pdf 4Mb) This game involves matching memorials to memorabilia, events, Dunedin buildings, and more. The resource comes with student booklets and headstone cards or stickers. Students match the stickers to the information booklet as they find out more about some of the early characters buried in the local cemetery.

Duckworth H. (1923). Anderson’s Bay in the Early Days.
Dunedin. Otago
Heritage Books 1982. Also previously published by Coulls Somerville Wilkie 1923 from the type used in the Otago Daily Times and titled Early Otago: History of Anderson’s
Bay from 1844 to December 1921 and Tomahawk from 1857 to March 1923. Available for loan Dunedin Public Library.
Hayward P. (2001) Further intriguing Dunedin Street Walks, Book 4 . Dunedin. Express
Office Services 300 Princess Street. pp 19 – 29. (Red Cover).
Tyrrell, A.R. (2000) Andersons bay including Musselburgh, Sunshine, Tainui, Bayfield,
Waverley and Ocean Grove: A History with an emphasis on streets and buildings.
Dunedin. Anderson’s Bay Press. Available for loan - Dunedin Public Library.
City of Dunedin Cemeteries Database http://www.dunedin.govt.nz/facilities/cemeteries/cemeteries_search Dunedin City
Council Cemetery records are available online. It is worth checking this site for additional information that may not be listed on the headstone. Use the search function and type in the surname and “Given” or “Christian name” of your first settler.
Occupation and place of death are often given.
The National Library Papers Past website is an excellent primary source. Available at http://paperspast.natlib.govt.nz/ Papers Past contains more than one million pages of digitised New Zealand newspapers and periodicals. The collection covers the years 1840 to 1915 and includes publications from all regions of New Zealand. Search by settler name within the Otago Witness for obituaries. These provide excellent biographical details.
Passenger arrivals at Port Chalmers, New Zealand, 1848-1851 http://www.ngaiopress.com/drhocken.htm In an appendix to his 1898 book, 'Contributions to the Early History of New Zealand (Otago)', Dr Thomas Morland Hocken published lists of passenger arrivals from vessels dispatched from Great Britain to the Settlement of
Otago, between 1847 and 1850. These ships arrived at Port Chalmers between March
1848 and January 1851. These ships included John Wickliffe, Philip Laing, Victory,
Blundell, Bernicia, Ajax*, Mary, Mariner (first voyage), Larkins, Cornwall, Kelso, Pekin,
Mooltan, Berkshire, Lady Nugent, Poictiers, Mariner (second voyage), Eden, Phoebe
Dunbar, and Titan. These lists have been recently updated and contain information about family members, and their ages on embarkation as well as what they were doing in later years.

The Otago Settlers Museum
31 Queens Gardens or P O Box 566
Dunedin.
Phone: 03 477 4000
Fax: 03 474 2727
Email: osmail@dcc.govt.nz
The Settlers Museum has a range of photographic resources appropriate for this unit providing for a worthwhile class visit to the museum
1.
The Settlers Museum have photographic records of many of the first settlers who are included in the Anderson’s Bay cemetery visit.
2. A number of additional photos are archived. There is a cost to obtaining these if students or the school want copies. Digital copies are available on
CD for $25 for the first image and $15 for each additional image.
Viewing images is possible but for bringing in a class this would have to be arranged with the Archivist (Phone (03) 474 2741). There are a large number of photographs in the collection.
2.
A downloadable guide (PDF) to other collections held by the Otago Settlers
Museum is available from http://www.otago.settlers.museum/archives.asp
Dunedin Public Library
230 Moray Place
Dunedin, Otago 9016
(03) 474 3690
Online catalogue and book holds http://www.cityofdunedin.com/ipac20/ipac.jsp?profile=remote
The McNab Room holds microfilm copies of the daily newspapers including the Otago Witness, The
Otago Daily Times and the Evening Star. Copies can be made from the newspapers on microfilm.
Also useful for this unit would be the collections of obituaries from local newspapers of local identities that are printed and bound in the McNab room.
Note: Isabella Anderson wrote a letter to her brother, James Allan, which is archived at the Hocken
Library. A copy of this letter is also available for purchase from the First Church Heritage Centre in Moray
Place.