NZQA registered unit standard
16034 version 3
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Title
Explain Māori and Pākehā perspectives of history
Level
3
Credits
6
Purpose
People credited with this unit standard are able to: explain
Māori concepts and perspectives of history; explain Pākehā
concepts and perspectives of history; and analyse differences
between Māori and Pākehā perspectives of history
Classification
Tikanga > Tikanga Concepts
Available grade
Achieved
Explanatory notes
1
Local iwi or hapū curriculum aims and objectives take precedence with this unit
standard.
2
Resource support includes but is not limited to the following:
Binney, J, The People and the Land, (Auckland, NZ: Allen and Unwin, 1990).
Foucault, M, Power, Knowledge: Selected Interviews and Other Writings, (New York,
USA: Pantheon Books, 1980).
Said, E, Culture and Imperialism, (New York, USA: Random House, 1993).
Said, E, Orientalism, (London, England: Routledge and Kegan Paul, 1978).
Spoonley, P, and Hirsh, W, (eds), Ngā Take, (Auckland, NZ: Heinemann Reid, 1990).
3
Definitions relevant to the use of this unit standard include:
Tribal histories and Māori history
Before the arrival of Pākehā, tangata whenua knew themselves and were known by
others as members of a particular tribe or sub-tribe, linked by common descent from
eponymous ancestors. Therefore, the term Māori history is often seen as a
misnomer and the term tribal histories is the preferred term. However, the study of
post-contact history can be viewed from both perspectives as many of the historical
events have had an impact on all Māori. It is intended that the term Māori history as
used in this unit standard is inclusive of both perspectives.
Tapu (of knowledge)
Māori knowledge has always been subject to varying degrees of tapu. This is
particularly so for whakapapa which is an integral part of history for Māori.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
16034 version 3
Page 2 of 4
Mana
Mana refers to the power, authority and respect associated with a person, group or
any object. The assertion or taking of mana was always a major motivation for the
actions of Māori in the traditional culture. Mana is also an underpinning concept for
the study of Māori history. Translated as power, authority, and respect, mana plays a
driving force behind many historical events. Aspects of mana which may be covered
include mana whenua and mana tangata.
Valid history
One perspective of Pākehā is that history is given status by being in the written form.
This may be part of the reason for interpreting parts of Māori history as myth versus
truth. Factual interpretation of accounts is also a perspective which is not necessarily
held by Māori who are comfortable with the allegory, imagery and license used by
Māori repositories.
Outcomes and evidence requirements
Outcome 1
Explain Māori concepts and perspectives of history.
Evidence requirements
1.1
The explanation includes a discussion of Māori history in relation to whakapapa,
whānau, hapū and iwi and ngā kōrero a ngā tūpuna.
1.2
The explanation includes a discussion of Māori history in relation to issues
associated with tapu and mana.
1.3
The explanation details the purposes and uses of hapū and iwi history.
Range
1.4
The explanation details Māori methods of recording history.
Range
1.5
purposes can include - claims to land; making connections with
other individuals or groups; mana whenua, mana moana, mana
tangata, mana whakapapa.
methods can include - oral record passed down; integrated with
whakapapa; includes the use of geographic markers; whakairo;
mōteatea.
The explanation details Māori perspectives of the past as an integral part of the
present and future.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
16034 version 3
Page 3 of 4
Outcome 2
Explain Pākehā concepts and perspectives of history.
Evidence requirements
2.1
The explanation details the purposes and uses of history for Pākehā.
Range
2.2
purposes can include - ownership of land; making connections
with other individuals or groups; colonisation.
The explanation outlines Western traditional methods of recording history.
Range
oral record, tapestry, ballad, mosaic, mural, stained glass,
hierglyphics, written word.
2.3
The explanation details the importance placed on linking events to chronological
time.
2.4
The explanation details the methods used to control and determine what is valid
history.
methods can include – legislation eg Native Schools Act;
censorship; bias; support from scientific evidence.
Range
Outcome 3
Discuss differences between Māori and Pākehā perspectives of history.
Evidence requirements
3.1
The discussion includes a comparison and contrast of the differences and
similarities between Māori and Pākehā perspectives of the purposes and uses
of history.
3.2
The discussion details the different ways in which Māori and Pākehā record
history.
Planned review date
31 December 2016
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
29 June 1999
31 December 2015
Review
2
19 December 2003
31 December 2015
Rollover and
Revision
3
12 December 2013
N/A
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
16034 version 3
Page 4 of 4
Consent and Moderation Requirements (CMR) reference
0226
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMR). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact the NZQA Māori Qualifications Services mqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.
NZQA Māori Qualifications Services
SSB Code 194
 New Zealand Qualifications Authority 2016