Commonwealth Games Identity

Overview

Students investigate how New Zealand’s participation in the Commonwealth Games has changed over time. Using photographs, newspaper clippings and short source extracts, they create an evidence-based timeline and discuss what the events reveal about New Zealand identity, culture and international relationships.

Learning intentions

Students will:

• identify significant moments in New Zealand’s Commonwealth Games history
• use photographs, newspaper clippings and online source extracts as historical evidence
• explain how sporting events can reflect changing ideas about identity, culture and international relationships
• communicate a supported conclusion to a partner

Success criteria

• I can place key Commonwealth Games events in chronological order.
• I can annotate an event using specific evidence from a source.
• I can explain what an event suggests about New Zealand’s identity, culture or relationships with other countries.
• I can share a conclusion and support it with evidence.

Curriculum links

• Social Sciences: understand how people, places and cultures are connected through sporting, cultural and political relationships.
• Social Sciences: understand how cultural practices and identities are shaped and expressed over time.
• English: select, interpret and communicate ideas from written, visual and digital texts.
• Health and Physical Education: participate in and discuss the significance of sporting events, fair play, teamwork and belonging.

Lesson structure (50 minutes)

1. 0–5 min · Hook and prior knowledge. Teacher displays a photograph of a New Zealand athlete at a Commonwealth Games and asks, “What might this image tell us about New Zealand at this time?” Open with the image hook and lesson question. Students make an individual observation, then share one inference with a partner.

2. 5–12 min · Build the historical picture. Teacher briefly explains that the Games began as the British Empire Games, became the British Empire and Commonwealth Games, and are now known as the Commonwealth Games. Introduce these anchor events: New Zealand competed at the first Games in Hamilton, Canada, in 1930; Auckland hosted in 1950; Christchurch hosted in 1974; Auckland hosted again in 1990; and New Zealand has continued competing at later Games, including Delhi 2010, Glasgow 2014, Gold Coast 2018 and Birmingham 2022. Use the Commonwealth Games overview timeline. Students record the five core dates and identify one change in the event’s name or context.

3. 12–18 min · Model source analysis. Teacher models one event, such as Auckland 1950, using a photograph and newspaper extract. Think aloud: “I notice…” (observation), “This suggests…” (inference), and “This matters because…” (historical judgement). Emphasise that a source may show one viewpoint and that students should distinguish what it directly shows from what they infer. Students help complete one shared annotation using the source-analysis and timeline worksheet.

4. 18–33 min · Collaborative source investigation. Teacher places students in six groups of five and gives each group a different source set covering one event or period: 1930, 1950, 1974, 1990, 2010–2014, or 2018–2022. Each set includes a photograph, newspaper clipping and short online-source extract printed without hyperlinks. Students read, view and discuss their sources, then complete one timeline entry on the source-analysis and timeline worksheet. They must record the date, event, evidence from at least two sources, and what it suggests about identity, culture or international relationships.

5. 33–42 min · Construct and check the timeline. Teacher calls groups in chronological order to place their completed entries on a class timeline, using the timeline-building instructions and discussion prompts. Students explain their event in 30–45 seconds. The class checks chronology and asks one evidence question after each presentation, such as “Which source supports that idea?” or “Could this source show a different viewpoint?”

6. 42–47 min · Partner conclusion. Teacher displays the prompt: “Overall, how has New Zealand’s Commonwealth Games participation reflected changing ideas about who we are and how we relate to other countries?” Students write a two-sentence conclusion using the frame, “The timeline suggests that… This is shown by…” They share their conclusion with a partner and improve it after hearing the partner’s evidence.

7. 47–50 min · Exit assessment. Teacher distributes the question stems poster as a visual prompt and asks students to complete the final box on the source-analysis and timeline worksheet: “One change I can see is… One piece of evidence is…” Collect worksheets as students leave.

Resources

• the Commonwealth Games inquiry slide deck
• the source-analysis and timeline worksheet
• Printed source sets: photographs, newspaper clippings and short online-source extracts
• Large paper timeline or board space
• Sticky notes and felt pens
• Projector or interactive display
• World map or map image showing host countries
• Printed question stems poster

Assessment

• During group work, check whether students can separate observation, inference and judgement, and whether they cite evidence rather than rely on opinion.
• Listen to group presentations for accurate chronology and explanations connecting sport with identity, culture or international relationships.
• Use the completed timeline annotation and exit response to assess chronological understanding, source use and the quality of each student’s conclusion.

Differentiation

• Provide a partially completed timeline, a glossary for terms such as “identity”, “culture”, “evidence” and “international relationship”, and sentence starters: “The source shows…”, “This suggests…”, and “This may reflect…”.
• Give students who need support a shorter source extract with key phrases highlighted; allow oral recording of an annotation before it is written.
• Pair EAL learners with supportive peers and use photographs, maps and teacher read-alouds to build meaning. Check that culturally specific names and places are pronounced respectfully.
• Extend confident students by asking them to compare two sources that present different viewpoints or to explain why a newspaper report may not be fully neutral.
• Ensure every student has a role in the group: reader, image investigator, date checker, evidence recorder or reporter.