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Episodes 31-35


Episode 31
Chief Mourner's Costume

From Tales from Te Papa: Pacific Cultures episodes
Curriculum connections:  English: Listening, Reading, and Viewing
Social Sciences: Identity, Culture, and Organisation
Arts: Understanding the Arts in Context
Suggested curriculum level: 5-8


Questions for students:

1. The presenter explains the value of the pearl shells in terms of what a person would need to exchange for one. How could you explain the value of a modern item in terms other than monetary?

2. What message about status and power did the chief mourners costume convey? Compare this with the ways the special clothing and decoration used to show status in other cultures. Make a comment about your response to this Tale. Use the 'Comparisons' response template to record your ideas.

3. Think about the way the costume was made. What techniques and materials were used? Apart from decoration, what was the purpose of some of the materials?

4. What do you know about funeral customs in your community? How do you think special customs help people to cope with death?

5. What helped you to understand the value, both symbolic and in terms of money or goods, of this costume? What information and knowledge did you use?

Related links
Pacific Cultures Collection
Pacific Cultures Tales
TVNZ 7 Learning Hub

Related templates
Comparisons


Episode 32
NZ Company Flag

From Tales from Te Papa: History collection episodes
Curriculum connections:  English: Listening, Reading, and Viewing
Social Sciences: Identity, Culture, and Organisation; Continuity and Change
Suggested curriculum levels: 5-8


Questions for students:

1. What is the double significance of this flag? Explain this in your own words.

2. Why do countries have national flags? What do they symbolise?

3. Would this be good flag for New Zealand? Why or why not?

4. Think about some of the flags used in New Zealand. List and describe at least three possible 'national' flags, and explain the history and/or meaning of each one. For each flag, state your own opinion on why it would or would not be the best national flag for New Zealand.

5. Ask one or more key questions about this topic. What other sources of information will help you to answer the questions? Use the 'Key questions' response template to make notes from this and other sources.

Related links 
History Collection
History Tales
TVNZ 7 Learning Hub

Related templates
Key questions


Episode 33
Te Takinga Pataka

From Tales from Te Papa: Taonga Maori episodes
Curriculum connections: English: Listening, Reading, and Viewing
Social Sciences: Identity, Culture, and Organisation; Continuity and Change
Suggested curriculum levels: 6-8


Questions for students:

1. Te Takinga Pataka has had an interesting history. List the main events in its history as shown in this Tale. Why does the presenter say the journey to Te Papa was 'one of its most epic journeys'? Do you agree?

2. What features of the design of a pataka show us it was originally a storehouse for food? Explain the importance of these features. Carry out more research if necessary.

3. Walter Buller bought the pataka over 100 years ago and eventually erected it on his property as 'a memorial for what he believed was a dying race.' From what you know of New Zealand's history, why might he have thought that? What evidence could show if this is or is not true today?

4. Ngati Pikiao travelled to Wellington to take Te Takinga Pataka back to Te Arawa. Why didn't they do what they had planned? Why did they accompany the pataka with warriors?

5. What is the significance of this taonga for Ngati Pikiao? What is its significance for all New Zealanders? Who should own and care for treasures like this? Discuss the role of a national museum as the keeper and protector of a taonga Maori. Use the 'Key questions' response template to ask these or similar questions. Use two or three sources to find information that will help shape your own opinions or answers.

Related links 
Taonga Maori Collection
Taonga Maori Tales
Mana Whenua exhibition
TVNZ 7 Learning Hub

Related templates
Key questions


Episode 34
Banks and Solander Collection

From Tales from Te Papa: Natural Environment episodes
Curriculum connections:  English: Listening, Reading, and Viewing
Science: Nature of Science; Living World
Suggested curriculum levels: 4-8


Questions for students:

1. Make a note of the specialised vocabulary you heard and explore the meanings and derivations of the words. Check that you understand how the words were used in the Tale. Use the 'Words' response template to record your findings.

2. Why does the narrator say, 'Don't add water!' at the end of the Tale? What does she mean?

3. Compare the ways Banks and Solander worked with the ways modern scientists work. What is the same? What has changed?

4. What does this Tale show you about the ways in which our knowledge of the living world is changing over time?

5. Consider how we learn about the past. How important to you is the passing-on of knowledge? Why is that?

Related links 
Banks and Solander specimens
Natural Environment Collection
Natural Environment Tales
TVNZ 7 Learning Hub

Related templates
Words


Episode 35
Scottish Samplers

From Tales from Te Papa: History collection episodes
Curriculum connections: English: Listening, Reading, and Viewing
Social Sciences: Continuity and Change; Identity, Culture, and Organisation
The Arts: Understanding the Arts in Context; Developing Ideas
Suggested curriculum levels: 3-6


Questions for students:

1. Note some of the topic-specific words in this Tale, such as 'sampler', 'embroidery' and 'motif'. Look up their meanings and consider how many of them are still used today. The presenter says, 'Some girls would go into royal or aristocratic service.' What do you think this means?

2. The lives and careers of girls have changed a lot since the 1880s when these samplers were made. Think about the skills needed by girls then and now. Use the 'Then and now' response template to record some of these changes.

3. What ideas do these samplers give you about ways you could record your family tree? Use the 'Ideas' response template to explore some possibilities that would make your craft work relevant to today's materials and interests. What would future generations learn from your 'sampler'?

4. Many cultures have ways of recording family trees or ancestry. Why do people do this? Research at least one other culture and compare the ways in which families or wider connected groups pass on information about ancestors from one generation to the next.

5. Embroidery, or decorating with needlework, is a very old craft. Other than its use in samplers, how has embroidery been used in different cultures and with different materials? What examples of modern embroidery materials and purposes can you find?

Related links 
History Collection
History Tales
TVNZ 7 Learning Hub

Related templates
Then and now
Ideas


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