Understanding Immigration

Curriculum Context

Curriculum Area: Social Sciences
Level: Curriculum Level 4–5 (Year 9)
Key Competencies:

• Thinking
• Using language, symbols, and texts
• Participating and contributing
• Relating to others

Achievement Objectives:

• Understand how the past has shaped relationships, identities, and global interconnectedness (Social Studies).
• Explore and explain significant events that have influenced the development of communities and national identity in New Zealand.

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Lesson Plan Overview

Lesson Title:

Understanding Immigration: A Historical Overview (Lesson 1 of 4 in the unit "Roots of Immigration")

Learning Outcomes:

By the end of this lesson, students will:

1. Identify and discuss events in New Zealand’s immigration history.
2. Recognise reasons behind key waves of immigration and their long-term impacts.
3. Engage with historical analysis by creating and analysing a class timeline.

Lesson Duration:

60 minutes

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Lesson Structure

1. Introduction (10 minutes)

Objective: Introduce the concept of immigration in the New Zealand context and set the stage for historical exploration.

1. Settling the Class (2 minutes): Welcome students and explain this unit will focus on the journeys, motivations, and challenges of immigration to New Zealand. Connect it briefly to their family histories or prior learning about communities.

2. Interactive Class Warm-Up (8 minutes):

   • Display the word immigration on the board.
   • Ask: "What comes to mind when you hear the word 'immigration'? Write down three words or ideas."
   • Walk through their ideas and link them to relevant historical or local contexts (e.g., Treaty beginnings, Pacific migrations, current diversity in cities like Auckland).
   • Explain that today's lesson will focus on how immigration has shaped New Zealand historically.

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2. Activity 1: Immigration History Brainstorm (15 minutes)

Objective: Explore key events and patterns in immigration to New Zealand using collaborative discussion.

1. Group Brainstorm (7 minutes)

   • Divide students into five groups of five. Provide each group with a large sheet of A3 paper and ask them to create a brainstorm listing any events, people, or waves of immigration they might know (even if they are unsure of details).
   • Display prompts on the board:
     • Who are the earliest immigrants you can think of?
     • How have different groups arrived in New Zealand, e.g., waka, ships, planes?
     • What might cause someone to leave their country?
   • Students share thoughts in their groups.

2. Mini Class Discussion (8 minutes):

   • Groups pin their brainstorm sheets on the wall and briefly share one key point they have written down.
   • Tie in historical accuracy where needed, for example:
     • Māori as navigators arriving by waka.
     • Early European settlers in 19th century (Whalers, gold miners, missionaries).
     • 20th-century Pacific migrants seeking labour opportunities.
     • Recent Asian immigration patterns.
   • Highlight the role of both push factors (e.g., wars, economic hardship) and pull factors (e.g., opportunities, safety) in this.

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3. Activity 2: Class Timeline Construction (25 minutes)

Objective: Create a visual timeline of New Zealand's immigration history, reinforcing an understanding of key events, dates, and reasons for immigration.

1. Prepare Materials (5 minutes):

   • Provide each group with one A4 card, markers, and a date/event slip (one per group).
   • Example events include:
     • Arrival of Kupe and early Polynesian navigators (c. 1200).
     • European migration during Treaty of Waitangi period (1840s).
     • Chinese migration during Otago Gold Rush (1860s).
     • Pacific migration wave in the mid-20th century.
     • Modern immigration post-1987 with changes to New Zealand’s Immigration Act.
   • Each group will design a card for their event, including:
     • Title of the event or migration wave.
     • A short description.
     • An illustration (e.g., a ship, map, or landmark symbol).

2. Timeline Formation (15 minutes):

   • Groups bring their completed cards to the front and collectively construct a class timeline on the whiteboard or wall (use blu-tack). Each group assigns their event to a position on the timeline, reading out their description briefly.
   • As a class, discuss: "What patterns do we see? How has immigration changed over time?"
   • Teacher introduces the idea of continuity and change to frame future lessons.

3. Reflection (5 minutes): Discuss the connections between historical immigration waves and modern New Zealand society. Ask reflective questions:

   • How does immigration contribute to our sense of identity in New Zealand?
   • Why is it important to understand these historical movements?

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4. Wrap-Up (10 minutes)

Objective: Summarise learning and prep for next lesson.

1. Quickfire Quiz (5 minutes):

   • Ask short questions to consolidate learning:
     • Who were the first settlers in New Zealand?
     • What event drew many Chinese immigrants in the 1860s?
     • What were some 'push' factors for Pacific Island migration?

2. Homework Challenge (2 minutes):

   • Ask students to interview a family member (or someone in their community) about their migration story or a migration story they know. They should bring a short summary (3–4 sentences) to share in the next class.

3. Preview of Next Lesson (3 minutes):

   • Explain that in Lesson 2, students will dig deeper into one historical immigration wave to understand specific push-and-pull factors and their social impacts. Groups will choose one wave to study more closely.

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Differentiation and Inclusion:

• Scaffolding: Provide a timeline template for students who find processing dates challenging.
• Cultural Sensitivity: Emphasise respectful discussions and make connections to all cultures represented in the class.
• Student Agency: Allow groups to choose their event slip or design their illustrations collaboratively.

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Resources Required:

• Whiteboard or blank wall for timeline
• Pre-prepared event slips (5 events from New Zealand’s immigration history)
• A4 or A3 paper for brainstorming and group tasks
• Markers, glue/blu-tack, and coloured pencils

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Assessment:

• Formative: Observe group participation during timeline activity and assess short discussions for historical accuracy and critical thinking.
• Observational: Note how well students connect historical aspects of immigration to modern contexts in discussions.

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Teacher Reflection:

• Was student engagement high during the timeline activity?
• Did every student contribute during group tasks?
• Were there moments of meaningful discussion linking history to today’s New Zealand?