These resources, from the Treaty and anti-racism movements, relate to events and actions from the 1960s to the present day. They come from a number of collections being held by TRC that are presently being digitised.
You can search by keyword or by categories, e.g., Formal group, (groups that feature in the resource); Sector (housing, health, education, media, etc.); Historical period; Format (type of resource, e.g., pamphlet, poster, report, letter, etc.) Your feedback and suggestions are appreciated.
|Title||Primary author||Content description||Table of contents|
|History - The Whole Story Or....||Simpson, Tony||Addresses myths of history and story by asking questions. Includes a 'snakes and ladders' styled game of events in history. Images use a Tuna (eel) for the snake. Includes bibliography.||
Telling all the untold stories, Pioneers and Polynesians, Let's follow up...
|History of Maori Activism||Walker, R.J||Paper submitted to the 15th Pacific Science Congress, Dunedin 1-11 February 1983, discussing the history of activism, includes Critique by Maori peoples Liberation Movement of Aotearoa and Project Waitangi Resource list|
|History or Propoganda? Interpretations of the Marquis of Normanby's Instructions to Captain William Hobson August 1839.||Lodder, W. R.||This paper explores the debate that surrounds the reasons and motives given to the appointment and dispatch of Captain William Hobson to New Zealand in 1839.||
|Honour the Treaty||unknown||The words 'Honour the Treaty' are centre front with log.|
|Honour the Treaty - Sir James Henare||Henare, Sir James||Publication of an address by Sir James Henare delivered to Members of Parliament. The address offers an historical perspective relating to the Treaty of Waitangi and its relevance to law making today.|
|How many women signed the Treaty of Waitangi||Archives New Zealand||Contains a multiple choice quiz question|
|How relevant is modern experimental voyaging to understanding the settlement of Oceania?||Morgan, Karen||This essay explores the theory and models for migration and settlement through sea voyaging across Oceania.||
University Course - Pacific Pre-History 48.312 [from guide to essay writing]
|Hui calls for more treaty education||Vercoe, Moerangi||Report on the call from organizers of a youth forum for the Government to provide more Treaty education in schools.|
|Ikanui News||Treaty Tribes Coalition||News and information including a message from the Chairperson, report and analysis from Seafood Week, dates for meetings, Korero Kaweka (jokes), Panui Tangata (profile) and contact details.|
|immigrant||unknown||Displays one word on the front: 'immigrant' and on the back are the words 'Where do you stand on Māori land?'|
|Implementing an anti-racist early childhood programme||Awareness of Racism and Anti-Racist strategies for ECE||An outline for implementing anti racism work in an early childhood setting. Offers examples of questions, discussions and covers the considerations required for a successful implementation.||
The Early Childhood Environment, Parents as Partners, Sample Discussion Paper, Administration, Staff and Adults Working in Centres, Staff and Adults Working Together Teaching and Learning Styles, Language, Discussion Starters.
|Implementing Te Tiriti O Waitangi in Early Childhood Education (a course outline)||unknown||This document outlines the purpose of completing this level 6 course as being able to develop a plan, implement and evaluate strategies for incorporating Te Tiriti into the policy and practices of an early childhood education centre. Key elements, criteria and assessment methods are listed.||
Purpose, Elements, Performance Criteria, Assessment Methods, Recommended Reading
|Implementing the Treaty||unknown||This resource illustrates three principle considerations for Treaty implementation. Under each principle is a whakatauki and explanation of how they relate to Te Tiriti.||
Partnership, Protection, Participation
|Implications of the Treaty of Waitangi - Case Study||Information Systems Department||These papers relate to an assignment for students studying for a Bachelor of Information Systems. Students are required to understand and explain ethical and Treaty based issues related to given case studies relevant to Human Resources and Information Systems. Marking schedules and forms are included as well as a cover letter from the course coordinator relating to marking issues.||
Assignment details and questions,Case Study 1 - Iwi Membership Rolls, Case Study 2 - HR Guidelines, Marking Guide, Cover letter of instruction, Marking sheets.
|Implications of the Treaty of Waitangi - Case Study||Department of Computing and Information Technology||These papers relate to a student assignment. The assignment requires students to demonstrate an understanding Te Tiriti and to apply this understanding to a case study. Task nclude identifying stakeholders, ethical issues and proposing relevant strategies going forward. The case study relates to the use and 'ownership' of information within government information systems. Marking schedules are included.||
Assignment details and questions, Case Study - Rarangi Project, Marking schedule,
|Implications of the Treaty of Waitangi - Case Study||Department of Computing and Information Technology||These papers relate to a student assignment. The assignment requires students to demonstrate an understanding Te Tiriti and to apply this understanding to a case study. Task include identifying stakeholders, ethical issues and proposing relevant strategies going forward. The case study relates a situation of a Treaty educated tauiwi worker and his relationship to a project where local hapu are protesting engineering changes to the river. Marking schedule is included.||
Assignment details and questions,Case Study - Taniwha in the River, Marking schedule, Assignment cover sheet, Case Study - Taniwha Trouble.
|Imprisonment, Trapped Lifestyles, and Strategies for Freedom||Durie, Mason|
|Indigeneity: Challenges for Indigenous Doctors||Durie, Mason|
|Indigenous Peoples Earth Charter||unkown||An indigenous Peoples Charter asserting the rights and protections of indigenous peoples everywhere. Produced in Kari Oca, Brazil in May 1992||
Declaration, , Human Rights and International Law, Land and Territories, Biodiversity and Conservation, Development Strategies, Culture, Science and Intellectual Property.
|Information key to Maori attitude||Rikys, Peter||Written by the Auckland District Maori Council press officer, this article illustrates injustice experienced by Maori (rural and urban differently) and the ongoing colonialism and marginalization by the Government of Maori aspiration. He questions the way by which information is expressed and delivered to both Maori and Pakeha and the consequence of an ill informed public.|