Shadows Before Dawn

Curriculum and Level Alignment

Curriculum Area: Aotearoa New Zealand’s Histories – Social Sciences
Curriculum Substrand: Tūrangawaewae | Place and Identity
Level: Level 4
Year Group: Year 8 (Typically 12–13 years old)

Big Idea:
The course of Aotearoa New Zealand’s histories has been shaped by the use of power – both positive and negative – and the resistance and activism of people in response.

Understandings for this Lesson:

• The Dawn Raids were a significant moment in New Zealand’s history, reflecting the use and abuse of power by the state.
• Pacific communities were wrongly targeted, and this event had long-lasting impacts on families and society.
• Understanding these injustices allows ākonga to empathise and consider how history is remembered and responded to.

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Learning Intentions

By the end of this lesson, students will be able to:

• Recognise key facts and events related to the Dawn Raids.
• Explain how power was used unfairly during the raids.
• Reflect on the impact of the raids on Pacific communities.
• Share their understanding through informed discussions and written reflection.

Success Criteria

Students will:

• Participate meaningfully in guided, shared and independent learning tasks.
• Contribute relevant ideas about the Dawn Raids during group discussions.
• Create a short written reflection showing understanding and empathy.
• Use key terms such as “immigration”, “injustice”, “activism”, and “identity” correctly.

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Lesson Duration: 40 Minutes

Class Size: 36 students
Format: Three-task rotation incorporating Guided, Shared, and Independent activities. Each rotation lasts 10 minutes, plus a 10-minute introduction and closing reflection.

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Materials Needed

• Printouts of historical imagery (police raids, Pasifika protest marches, newspaper clippings)
• Devices or printed story excerpts (e.g., from “The Dawn Raids” by Pauline Vaeluaga Smith – used under fair use for educational purposes)
• Sticky notes, A3 paper, felts for graffiti wall task
• Timer (visible or teacher-led)

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Lesson Outline

🔹 0–10 MIN: Whakawhanaungatanga & Introduction

Teacher-Led Group (Whole Class)

• Karakia or brief whakawhanaungatanga/check-in to set a respectful tone.
• Ask: “What comes to mind when you hear the word ‘raid’?”
• Brief context: Introduce the Dawn Raids using a short teacher-led narrative and 2–3 visual prompts. Emphasise the period (1970s), the targeting of Pacific peoples, and the motivation (immigration policies).
• Frame the lesson: “We’re going to learn about the Dawn Raids by rotating through three activities—each one asks you to think, feel, and share.”

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🔄 Rotations (10 mins each x 3)

Divide the class into three groups of 12 students each. Rotate clockwise every 10 minutes. Each group will complete:

1. 🧠 Guided Learning – Teacher Table

Focus: Deep dive using critical questions
Activity: Image & Excerpt Analysis
Resources: Historical photographs and a short excerpt from a first-person account
Instructions:
Students explore two key sources:

• A photograph of a dawn raid
• A brief excerpt (1-2 paragraphs) from a Pasifika perspective.

Teacher prompts:

• What do you see and feel?
• What power is being used here?
• Whose voice do we hear? Whose voice is missing?
• How might this feel if it happened to your whānau?

Encourage students to take notes or record one word on a sticky note to summarise their reaction.

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2. 💬 Shared Learning – Peer-to-Peer Collaboration

Focus: Making collective meaning
Activity: “Graffiti Wall of Identity & Injustice”

Resources: A3 paper, felts, sticky notes
Instructions:

• In a group, students brainstorm words and images linked to identity, injustice and resistance from what they already know or have heard.
• Each student adds one thought to a shared visual wall—either a word, drawing or short sentence.
• Discuss as a group: “Why is it important that we learn this history?”

Encourage students to connect what they know about protests or activism in other places (e.g. Tino Rangatiratanga, civil rights) if appropriate.

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3. ✍️ Independent Learning – Personal Reflection

Focus: Personal response
Activity: “In Their Shoes” written/voice recording
Instructions:

• Students write 3–5 sentences beginning with:
  • “If I was a Pasifika teenager during the Dawn Raids, I might have felt…”
  • “This event matters to me because…”
• Option: Record their response verbally using voice-note tools on a device (if available), or write in their journals.

Encourage them to include how they would feel if they or their whānau were unfairly targeted.

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🧠 35–40 MIN: Whole-Class Wrap-Up

Activity: Collective Reflection

Circle Time or seated discussion:

• Ask: “What surprised you today?”
• Use the sticky notes from the guided group as a mini "feelings cloud" on the board.
• Reinforce key takeaway: “Understanding hard parts of our history helps make us stronger as a community.”

Optionally finish with a karakia or brief whakataukī to honour learning.

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Differentiation & Extension

• Support: Visual aids and oral explanations support ESL or less confident readers.
• Extension: Challenge early finishers to write a short caption for the photograph they analysed or compare the raids to other historical injustices they may know of.
• Cultural Inclusion: Recognise students' own cultural heritage—invite connections to whānau histories of immigration or protest, if they feel safe doing so.

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Assessment for Learning

• Informal observations during activities.
• Written or oral reflections collected at the end can be used as formative evidence of student understanding.
• Peer feedback in shared task evaluated via students' ability to use historical vocabulary meaningfully.

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Teacher Reflection Suggestions

• Did students engage emotionally as well as cognitively with the learning?
• How can this lesson lead into further inquiry—e.g., government apology, modern Māori and Pasifika activism, or student-led presentations?

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Thank you for giving your ākonga the space to reckon with powerful histories. Lessons like this don’t just teach facts—they build empathy, citizenship, and critical thinking that lasts.