Beacon

Schools Project

Health Education
Level 8 Planning Guide
2006

Section 3
Units of work suitable for assessment with
AS 90709 Analyse an international health
issue

* The effect of colonisation on the health of

indigenous people – alcohol

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 Achievement Standard

Subject Reference Health 3.2

Title Analyse an international health issue

Level 3 Credits 5 Assessment External

Subfield Health and Physical Education

Domain Health Education

Registration date 12 October 2005 Date version published 12 October 2005

This achievement standard involves explaining factors that contribute to an

international health issue, analysing the implications of the issue for people
who are affected and explaining recommendations for further action.

Achievement Criteria

Achievement Achievement with Merit Achievement with

Excellence

• Explain factors • Explain, in-depth, factors • Explain, comprehensively,

contributing to an contributing to an factors contributing to an
identified international identified international identified international
health issue. health issue. health issue.

• Analyse the implications • Analyse, in-depth, the • Analyse, perceptively, the

of this issue for people implications of this issue implications of this issue
who are affected. for people who are for people who are
affected. affected.

• Explain recommendations • Explain recommendations • Explain, comprehensively,

for future action, in terms for future action, in terms recommendations for
of this issue, that could of this issue, that could future action, in terms of
achieve a more equitable achieve a more equitable this issue, that could
outcome for people who outcome for people who achieve a more equitable
are affected. are affected. outcome for people who
are affected.

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Explanatory Notes

1 This achievement standard is derived from Health and Physical

Education in the New Zealand Curriculum, Learning Media, Ministry of
Education, 1999, pp. 28–29; Level 8 achievement objectives from
strands A, C and D.

2 Assessment will be consistent with, and reflect the underlying concepts

of, hauora, health promotion, a socio-ecological perspective and the
attitudes and values of:
• a positive and responsible attitude to the well-being of self
• respect for the rights of others
• care and concern for other people in the community
• social justice.

3 For an identified health issue the student must clearly state the health
topic being analysed as well as give examples of significant data to state
why it is a health issue.

4 For the purposes of this achievement standard, an international health

issue is one that impacts on a country other than New Zealand; or offers
comparison of New Zealand to at least one other country; or by its very
nature is international (like globalisation issues) although these will still
need to include discussion about countries other than, or as well as,
New Zealand.

5 Health topics could include:

• industrialisation and health in developing countries
• HIV, AIDS
• the interface between culture and gender
• sexual and reproductive health
• life expectancy and illnesses in a range of nations
• international profile of disease and immunisation
• international drug issues
• health and/or welfare systems in New Zealand and other countries
• colonisation and the health of indigenous people
• globalisation and health in developing and/or developed countries.

6 Factors contributing to an identified health issue refers to the

determinants of health relevant to the identified issue.

7 Explain means to give reasons and/or justify.

8 Analysis of implications will include as appropriate:

• identification of the significance or importance of implications,
• positive and/or negative factors
• short-term and/or long-term impacts,
and must address both personal and societal impacts.

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9 Explain in-depth means to present accurate and detailed supporting
evidence.

10 Analyse perceptively means to demonstrate understanding of the

underlying concepts of the curriculum and respond to them thoughtfully.

11 Comprehensive responses will require students to do one or more of the

following as relevant to the health issue and as required by the
assessment:
• explain relationships and/or interrelationships
• develop reasoned arguments
• explore the complexities of situations (including different
perspectives).

12 Equitable health outcomes must reflect the values of social justice

(fairness, inclusiveness, and non-discrimination). The recommendations
for action must be related to the factors that influence the health issue.

Year 13 students who have chosen to take health as a subject should be

attuned to the need for sensitivity in relation to health issues and should be
fully aware of additional support available to them if needed.

Teachers should inform students of the potential contexts for examining

issues, discuss with the class any potential sensitivities of particular issues
for students and negotiate which issues will be addressed.

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EFFECTS OF COLONISATION ON THE HEALTH
OF INDIGENOUS PEOPLE
Introduction

This unit of work is intended to be externally assessed by AS 3.2 – Analyse an

international health issue.

In order for student to grasp the impact of colonisation on indigenous people

they need to have an understanding of the term ‘colonisation’ and how it has
been, and still is, a major factor affecting indigenous people. Students also
need to have an understanding of the term ‘indigenous people’.

Students need to have an historical overview of the impact of alcohol on

indigenous people since colonisation.

Teaching needs to include:

• Definitions of ‘colonisation’ and ‘indigenous people’.
• Historical information and statistics of alcohol use and subsequent impacts
on the health of indigenous people (Maori and Aboriginal).

Useful Resources

Refer to Background Information found after the unit of work

Statistics:

Some statistical data has been included in the Beacon Schools Level 3 folder.
Other useful websites for statistics are:
www.aphru.ac.nz/whariki/publications (provides Maori health data and
information)
www.nzhis.govt.nz/topics/maorihealth.html (links to sites containing
statistics).
www.nzdf.org.nz
www.tpk.govt.nz/maori/health (Te Puni Kokiri)

Text:

Hutt, Marten (1999) Maori and Alcohol: A History. The Printing Press:
Wellington
This text can be purchased from Bennett’s Bookstores or by contacting ALAC.
$19.95

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Websites:
• www.alcohol.org.nz/maori/history
Provides a condensed version of Marten Hutt’s Maori and Alcohol: A
History.
• www.waipiro.org.nz
Provides access to Manaaki Tangata – Guidelines for the safe use of
alcohol.
• www.healthinfonet.ecu.edu.au
Provides a brief outline of the history of alcohol use by Australian
aboriginal people.
• www.nzhis.govt.nz/topics/maorihealth.html
Provides links to a number of Maori health sites.
• www.tpk.govt.nz/maori/health
Provides Maori health statistics and examines the correlation between
socio-economic factors and health.
• www.newhealth.govt.nz/toolkits/inequalities.htm
Gives information regarding the toolkits and provides the steps for
planning interventions and the intervention framework.

Other useful websites and resources:

www.nzdf.org.nz
www.alc.gov.au/publications
www.maorihealth.govt.nz
www.aphru.ac.nz/whariki/publications/waipiro.htm

• Index New Zealand – has access to a wide variety of articles regarding

Maori and alcohol.
• Whakatataka – the Maori Health Action Plan 2002 – 2005

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 Unit Outline: The Effect Of Colonisation On The Health Of
Indigenous Peoples (Alcohol and Maori and Aborigine)

Intended Processes/Activities/Strategies Assessment

A Learning Opportunities
O’s Outcomes
Students will Puzzle Activity (refer Beacon schools Diagnostic.
understand Level 2 A.S. 2.4) Clarifying key
8A4 the terms Using the puzzle pieces, students terms.
colonisation construct definitions.
and Discuss the key words/concepts that are
indigenous shared by the different
people. quotes/definitions.
Students will Students will use historical evidence to Formative
8A1 analyse the analyse drinking patterns of Maori and Students report
8A4 historical Aboriginals in the nineteenth and back to the
8C2 impact of twentieth centuries. class on their
alcohol use Complete Activity 4 in ‘Social Issues – findings.
on indigenous Alcohol’.
people and Using the research questions framed by
develop an the students in Activity 4: Each student
understanding select a research question to complete.
of the effects Possible resources: Maori and Alcohol:
on culture and A History and extracts with historical
identity, and information contained in the Beacon
the impact on Schools Level 3 folder.
well-being.
Students will Provide students with statistical data Formative.
8A1 evaluate data (both historical and current). In groups, Students
8D1 on the impact students analyse the impact of alcohol complete a
of alcohol use use on Maori and Aboriginal people. written account
on indigenous N.B. Statistical data and strategies for of their
people. evaluating data are included in the evaluation.
Beacon Schools Level 3 folder and
Social Issues – Alcohol, Activity 2.

8A1 Using the Revise the determinants of health (Social Summative.

8C2 historical Issues – Alcohol, Activity 5). Helps students
8D1 and In groups, students use the answers to prepare for
statistical the research questions to identify key assessment of
data determinants of health. For each Achievement
previously determinant they must give reasoned Standard 3.2.
analysed, arguments to support it being a key factor
students will and they must provide supporting
identify and evidence.
analyse the Groups report their findings to the class.
relationships Individuals write a brief report outlining
between key the relationships and interrelationships
determinants between the key determinants.
of health N.B. The photographs from Activity 5

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 and the could be replaced with appropriate photos
drinking of indigenous people (e.g. from Maori and
patterns of Alcohol: A History).
indigenous
people.

8A3 Students Students examine and discuss possible Formative.

examine ethical dilemmas, both from a historical Observations of
ethical and contemporary perspective. discussions.
issues Provide students with cards of possible
arising from situations and assign them roles, e.g.
the use of Minister of Maori Affairs (2004),
alcohol by Kaumatua (1867), etc.
indigenous
people.
8C1 Students will Students explore the impact on Formative.
8C2 critically individuals and groups. The following can Observation of
8A4 analyse the be provided: the previous determinants Continuing
impact on of health information; personal stories; Story.
relationships quotes from speeches at
and the seminars/forums, etc.
implications Students categorise impacts into
for positive/negative and short/long term.
individuals Students could make a Continuing Story
and groups. (refer Beacon Schools Level 2, 2.4) or
could write a historical diary from the
viewpoint of differing generations.
8D1 Students will Students use the information previously Summative.
8D2 establish gathered to develop recommendations for Helps students
and justify equitable outcomes (this could be started prepare for
priorities for by doing a brainstorm of issues needing assessment of
strategies to to be addressed). Achievement
bring about standard 3.2.
equitable
outcomes for
indigenous
people.

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 Background Information
Determinants
The factual information provided should give students an understanding of the
impact of alcohol use on the health of indigenous people. From this, students
should be able to identify the factors contributing to this health issue.

Some Contributing Factors:

Maori Aboriginal
Determinant
Treaty of Waitangi 1838 – 1908, laws
Political Land Wars prohibiting the sale or
Oppression supply of alcohol to
Constitutional standing indigenous people
(later amendment to
apply to ‘full descent’
and ‘mixed descent’).
Police patrolling of
indigenous
settlements.
Prohibition of
consumption in
Western Australia until
1964; on supply in
South Australia. Until
1967.
Restrictions on
possession and
consumption on
reserves and missions
until 1970’s.
Alienation from land Dispossession of their
Environmental Urbanisation land.
Forced dislocation
equalled social
disruption.
Poor response to
environmental health
issues, e.g. waste
disposal, sanitation.
Maori economy Rum became an object
Economic collapsed of currency, e.g. New
NZ recession South Wales.
Alcohol as payment for
work, sex, etc.
Large amounts of
money spent on
alcohol – supported
economy.

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Culture Tino rangatiratanga Destruction of
(self-determination) traditional culture and
Lack of understanding influence.
between cultures Introduction of alcohol
Breakdown in traditional use into traditional
way of life and social indigenous life.
mores. Alcohol-induced
Disparities between prostitution having a
dominant culture and harmful effect on child
minority culture. rearing patterns.
Beginnings of the Maori
Warden scheme.
Social:
Social Gradient Low incomes; poor Decline in living
housing. standards.

Work conditions Lack of cultural

understanding.

Unemployment Urbanisation; high

unemployment (2001 High unemployment
census – 28% (e.g. Queensland,
unemployed). 1994, 33%)
Social exclusion High welfare
Discrimination (e.g. dependency.
1847 sale of Spirits
Ordinance) Discrimination.
Stereotyping – ‘native Alcohol-induced
inferiority’. prostitution accelerated
the birth rate of mixed
descent children –
many faced rejection
Social support from their European
fathers.
Isolation from whanau, High imprisonment
iwi, hapu. rates.
Addiction
Increased family
Heavy drinking patterns conflicts.
Lifestyle of many alcohol users. ‘Stolen generation’ –
impact on health.
Drug use – alcohol use
entrenched.

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Implications for individuals and groups

1. Maori

Individuals:

Factor Effects
Physical Health Many short and long-term alcohol related problems.
Injuries resulting from alcohol use.
Disability/death Resulting from alcohol resulted harm, e.g. drunk driving.
Mental Health Significant mental health problems, e.g. depression,
anxiety.
Financial Cost of alcohol.
Social Alienation from society; lifestyle choices resulting from
colonisation, e.g. urbanisation and dislocation from iwi,
hapu, whanau.
Family Conflict, violence, disruption.
Friendships Arguments, fights.
Cultural Inclusion of alcohol in traditional ceremonies/meetings,
loss of contact with traditional values and social support of
the marae.
Work Opportunities lost; absenteeism; work output affected;
unemployment.
Stress In personal relationships.
Early sexual Unprotected sex while under the influence of alcohol.
intercourse
Violence Domestic; involvement in crime; imprisonment.

The factors interrelate and affect individuals’ hauora/well-being.

Families/whanau, friends, communities are affected as a result of the
interrelationships.
Aboriginal:
Factor Effects
Physical Long-term alcohol related harm, e.g. cirrhosis of the liver,
stroke, and suicide. High rates of injury, e.g. road
accidents, intentional injury, and domestic violence.
Mental Alienation resulting in depression, anxiety.
Work High unemployment.
Family/friends Conflict, violence.
Family Neglect of children by parents.

Again, the factors interrelate which will affect the well-being of both individuals
and groups.

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Ethical Issues (refer to the ethical decision making process in Section 5)

Individual vs Community

Individual: A member of the marae arrives to a meeting at the marae drunk.

View from the perspective of a Maori Chief in 1864 as compared to one in
2003.

Community: Community representatives trying to legislate a ban on the

consumption of alcohol by aboriginals in specific areas.
View from the perspective of an aboriginal leader in 1872 as compared to an
aboriginal leader in 2004.

Truth vs Loyalty

A nine-year-old child has been left at home alone while their parents are at the
pub. Other family members are aware that this happens regularly.
View from a family member’s perspective in 1867 as compared to one in
2004.

Maori were offered money in return for informing on other Maori who
purchased alcohol.
View from a young Maori’s perspective in 1873.

Short term vs Long term

A pakeha businessman offers a Maori shopkeeper a bottle of rum in exchange

for some flour.
View from the perspective of a Maori shopkeeper in 1856 as compared to one
in 2001.

Justice vs Mercy

A solo father of five has been convicted of drink driving for the third time. His
job depends on his ability to drive.
View from the perspective of a judge in 2004 as compared to a non-
indigenous citizen in 2004.

An aboriginal man, who is an alcoholic, vandalises a community hall while on

a drinking binge.
View from the perspective of an Australian policeman in 1852 as compared to
one in 2004.

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What Needs To Happen For Equitable Outcomes?

Maori

• Maori need to have tino rangatiratanga, i.e. self-determination, over the

way support services are delivered and who delivers them.

• Specific needs of Maori need to be identified in order that appropriate

services, practices and procedures are implemented.

• Kaupapa Maori Service needs to be mandated as considered appropriate

by whanau, hapu, or the local Maori community.

• Choices of location, e.g. marae, language (reo), and counsellors

(haimahi), when providing services and treatment.

• Equity and autonomy of funding of services and community initiatives.

• Training for individuals and groups so that they have the skills necessary,
e.g. accounting, counselling, legal.

• Promotion of the Maori concept of wellness.

• Application of the National Alcohol Strategy, i.e. supply-control, demand-

reduction and problem-limitation strategies.

• Acknowledging that tikanga is the preserve of iwi and therefore there can
be no national tikanga guidelines rather each individual iwi must develop
that which best suits them and their community.

• Provision of transport to services.

• Informing the wider community and gaining their support.

• The government and Minister of Health need to make Maori health

inequalities resulting from alcohol a key priority (Whakatataka – the Maori
Health Action Plan 2002 – 2003).

• Structural – tackling root causes of high alcohol consumption and related

harm, i.e. social, economic, cultural and historical factors.

• Early intervention initiatives.

• Using the provisions of the Treaty of Waitangi (e.g. Articles I and II) to build
a framework for the development of policy to minimise alcohol related
harm.

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• Identify ways that Maori traditionally responded to alcohol and draw from
the lessons and experiences of the past. Look for local solutions, e.g.
prohibition in the King Country from the 1880’s to the 1950’s.

• Restore the Maori sense of identity – give control to the Maori community.
Problem drinking is linked to separation from Te Ao Maori (the Maori
World).

Aboriginal

• Continuation of the parallel development of mainstream and community-

based health programmes for indigenous people (began in the 1970’s).

• Programmes need to be initiated by the indigenous people.

~ Supply-reduction strategies, such as prohibition and regulation.
~ Demand-reduction strategies, these should include health promotion,
recreational and cultural initiatives.
~ Harm Minimisation, this could include night patrols, sobering up
shelters, and a range of treatment programmes.

• A unified approach needs to be implemented between both the

government and indigenous communities.

• Intervention strategies need to be developed – with community

participation.

• Self-determination. Aboriginal communities must have control over

initiatives, services and programme development and implementation.

• Restricted areas for the consumption of alcohol and restrictions on sales,

e.g. dry communities, restriction of hours of trading (e.g. Tennant Creek).

• Legislation needs to be developed that will support strategies.

• Diversionary activities need to be developed, e.g. sport and recreation

opportunities, cultural camps, youth drop in centres.

• Health promotion and education campaigns need to be implemented that

use indigenous media outlets and indigenous role models.

• Community controlled services need to be supported by complementary

programmes/activities.

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