Auckland’s People and Places

Overview

In lesson 7 of 24, students investigate how different groups experience Auckland as home. Building on prior learning about Auckland’s growth and sustainability, they analyse short oral histories, census visuals and local stories, recognising that place is shaped by identity, history, opportunity and power.

Learning intentions

• WALT investigate how different groups experience Auckland as home.
• WALT use evidence from oral histories, census visuals and local stories.
• WALT listen and respond respectfully to perspectives that may differ from our own.
• WALT communicate a supported conclusion using appropriate social sciences language.

Success criteria

• I can identify perspectives of mana whenua, migrants, Pasifika communities and other Auckland residents.
• I can record evidence from at least three different sources.
• I can explain how identity, history or access to places may shape an experience of Auckland.
• I can discuss perspectives in an identity-safe and respectful way.

Curriculum links

• Social Sciences — exploring civic, geographic, historical and economic knowledge to participate in communities and the wider world.
• Social Sciences — investigating political, cultural and human rights contexts, including the significance of te Tiriti o Waitangi.
• Social Sciences — understanding how places change, how societies function and change, and New Zealand’s place in a globalised world.
• Social Sciences — analysing sources and data, considering perspectives, making decisions and evaluating challenges.

Lesson structure (70 minutes)

1. 0–7 min · Whakatau and visual hook. Open with the opening image and question showing contrasting Auckland places, such as a papakāinga, apartment tower, marae, market and suburban street; students silently complete: “Auckland feels like home when…”, then share with a partner if comfortable. Establish the protocol: speak from your own experience, do not assume for a whole group, listen to understand, and use “some people” rather than stereotypes.

2. 7–17 min · Model perspective and evidence. Use the source-reading model to introduce mana whenua, migrant, Pasifika and other resident perspectives without presenting any group as one single voice. Briefly explain that mana whenua have enduring relationships with Tāmaki Makaurau, while migration has created diverse communities and connections across Auckland. Model annotating one short oral-history extract: identify the speaker, their viewpoint, an evidence phrase, and what may influence that viewpoint. Students suggest one observation and one question.

3. 17–40 min · Source investigation. Distribute the Auckland perspectives source investigation and organise students into six mixed-ability groups of five. Each group receives a tiered source set containing short oral histories, census visuals and local stories representing mana whenua, migrant, Pasifika and other resident experiences. Students read or listen to two or three sources, recording speaker/group, viewpoint, exact evidence, place referred to, and possible influences. Rotate sources once so each student encounters perspectives beyond their own. Provide audio and read-aloud options as needed.

4. 40–53 min · Compare and interpret. Students use their worksheet notes to complete: “This perspective shows Auckland as home because…”, supported by two pieces of evidence. Groups compare similarities and differences, considering language, belonging, housing, work, transport, whenua, whānau and access to services. Teacher conferences with groups, checking that students distinguish what a source says from their own assumptions.

5. 53–64 min · Social sciences dialogue. Invite groups to share one evidence-based finding. Students listen for a perspective that is similar to or different from their own and respond using one of the sentence frames on the discussion and comparison slides: “The source suggests…”, “A similarity is…”, “A difference may be connected to…”, or “I would like to ask…”. Discuss how different experiences can exist at the same time and introduce the idea that tensions may arise when groups have unequal access to land, housing, services or decision-making.

6. 64–70 min · Individual synthesis and exit check. Return to the conclusion and exit response. Students answer: “How do different groups experience Auckland as home? Use two sources and explain one similarity or difference.” Collect responses as the formative assessment and preview that the next lesson will consider how Auckland can respond to competing needs.

Resources

• the Auckland’s People and Places slide deck
• the Auckland perspectives source investigation
• Tiered source cards or extracts: oral histories, census visuals and local stories
• Audio recordings or teacher-read versions of the source texts
• Projector and speakers
• Highlighters or coloured pencils
• Large paper or shared digital space for group findings
• Auckland map showing relevant places referred to in the sources

Assessment

• During modelling, check whether students can identify a speaker, viewpoint and evidence rather than simply naming a group.
• During group work, review worksheet notes for accurate source use, respectful language and recognition that perspectives within communities are diverse.
• Assess the final response for two relevant pieces of evidence, a clear comparison or explanation, and appropriate use of terms such as perspective, identity, belonging and access.

Differentiation

• Provide three source levels: shorter texts with glossed vocabulary, standard extracts, and longer or less-scaffolded sources requiring inference. Offer audio, read-aloud and enlarged-print versions.
• Use a structured worksheet with icons and columns for “Who?”, “What do they think or experience?”, “Evidence”, and “Why might this be so?” Provide sentence starters and a word bank for ELLPs listening, reading and speaking development.
• For Pasefika and Bengali English-language learners, allow initial partner talk or key-word planning in home languages where possible, while rehearsing the final response in English. Do not require students to speak for an entire cultural group or disclose personal experiences.
• Seat students strategically, assign supportive roles such as reader, evidence finder and reporter, and accept oral, typed or scribed responses. Revisit pronunciation and meaning of unfamiliar names and Māori words respectfully.

Extension

• Compare two perspectives and identify a possible tension between them. Explain what evidence reveals the tension and propose one fair, sustainable response that decision-makers in Auckland could investigate.
• Evaluate which source is most useful for understanding Auckland as home, commenting on whose voice may be missing and what further evidence would be needed.