The Springbok Tour

Curriculum Context and Alignment

Subject: New Zealand History
Year Level: Year 11
Curriculum Area: Social Sciences - Aotearoa New Zealand's Histories
Level: 6 - Understand how people’s perspectives on events are shaped by the context in which they live and influence shaping their responses.

---

Lesson Objectives

By the end of this lesson, students will:

1. Understand the historical context of the 1981 Springbok Tour.
2. Identify differing perspectives surrounding the tour and its impacts on New Zealand society.
3. Reflect on how historical events can shape national identity and values.

---

Lesson Overview

Duration: 50 minutes
Class Size: 20 students

This introductory lesson uses storytelling, role-play, and critical thinking tasks to bring to life the political, social, and racial tensions of the 1981 Springbok Tour.

---

Lesson Breakdown

1. Warm-Up Activity: Frames of History (5 minutes)

1. Write this question on the board:
   What does sport mean to you and your community?

2. Lead a class-wide brainstorm:
   Students suggest words/phrases associated with sport. Some suggestions might include "unity," "competition," "national pride," or "entertainment."

3. Transition by explaining:
   “Today, we are travelling back to a moment in New Zealand’s history when sport became a symbol of both unity and division – The 1981 Springbok Tour.”

---

2. Introduction: Setting the Scene (10 minutes)

Using vivid storytelling, provide a 5-minute narrative to immerse students in the historical context:

• It’s the early 1980s in New Zealand. Rugby is a dominant force in Kiwi culture. But overseas, South Africa is under apartheid – a system of racial segregation and oppression.
• The Springboks, South Africa’s rugby team, are invited to tour New Zealand. This sparks public debate, as some see the tour as endorsing apartheid, while others argue “politics should stay out of sport.”
• Share a snapshot of emotions: Families, neighbours, and friends are divided. Protestors clash with police as New Zealand witnesses some of the largest civil unrest in its history.

Visual Aid: Display a black-and-white photo of the protests during the Springbok Tour (e.g., protestors with placards, police in riot gear) on the whiteboard or a screen.

Question for the class (2 minutes):

• “Looking at this image, what emotions or tensions do you think New Zealanders were experiencing at the time?”

Take 2–3 student responses before transitioning to the next activity.

---

3. Role Play: Voices of the Tour (20 minutes)

Goal: Help students discover different perspectives surrounding the Springbok Tour through creative participation.

Preparation:
Before class, prepare five short role cards representing key groups involved in 1981:

1. A young rugby fan excited about watching the Springboks.
2. A Māori protestor opposed to apartheid and the tour.
3. A South African activist observing events from abroad.
4. A politician trying to keep the peace.
5. A police officer tasked with managing the protests.

Instructions:

1. Break the class into 5 groups of 4 students.
2. Distribute one role card to each group.
3. Ask each group to read their assigned card and discuss the following questions:
   • What are your group’s key beliefs?
   • What actions might your group take (e.g., protests, support)?
   • How do you feel about the other groups’ views?

Role-Play Presentation (10 minutes):
Each group picks one representative to take on their assigned role. Representatives stand in a circle in front of the class.

• One by one, they introduce their group’s key beliefs and emotions in a few sentences, from the perspective of their role.

Debrief Question for Class:
How might this event impact friendships, communities, and people’s view of New Zealand?

---

4. Reflection: Linking Past to Present (10 minutes)

Activity:

1. Give students an individual worksheet with the following prompt:

   • The Springbok Tour challenged New Zealand society to think about fairness, race, and national identity. Can you think of any recent events in New Zealand or the world where similar themes have emerged?

2. Encourage students to write for 5 minutes and share their reflections with a buddy for 2 minutes each. (Optional: Invite two volunteers to share their ideas with the class.)

---

5. Wrap-Up & Homework (5 minutes)

Class Discussion Wrap-Up:

• Summarise: “Today we saw how the Springbok Tour divided opinions and sparked massive protests. Over the next few lessons, we’ll dig deeper into its lasting impacts on New Zealand.”

Homework Assignment:
Ask students to:

• Interview a parent, relative, or older adult who remembers the Springbok Tour.
• Write a 200-word reflection: What do they remember, and how did they feel about the protests?

---

Resources Needed

1. Printed role cards
2. Large photo of Springbok Tour protests (digital or printed)
3. Reflection worksheets

---

Assessment Opportunities

• Formative: Observe group discussions and role-play presentations to assess engagement with differing perspectives.
• Summative: Collect homework reflections to evaluate understanding of historical context and critical thinking.

---

This interactive and inquiry-based lesson introduces students to the complexities of the Springbok Tour in an engaging way while aligning with New Zealand curriculum expectations.