Dawn Raids Intro

Lesson Overview

This 45-minute lesson is designed for Year 8 students in New Zealand and serves as the first session in a 10-lesson unit titled "Dawn Raids to Advocacy". It aims to introduce students to the Dawn Raids by exploring the socio-political context of 1970s New Zealand and how immigration policies impacted the Pacific Islander community.

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Curriculum Alignment

Learning Area

Social Sciences: Aotearoa New Zealand Histories (Years 7-8)
The New Zealand Curriculum emphasises understanding how societies work, how people participate, and the importance of historical context in shaping current social realities.

Key Competencies

• Thinking: Analyze and understand historical contexts and concepts.
• Relating to others: Participate in discussions respectfully regarding cultural and social issues.
• Using language, symbols and texts: Engage with historical texts and communicate ideas clearly.
• Managing self: Plan and manage learning activities.
• Participating and contributing: Understand community impacts and societal changes.

Values

• Equity: Understanding social justice issues related to racial discrimination.
• Diversity: Respect for Pacific peoples and cultures.
• Community and participation: Recognition of community advocacy and citizenship.

Achievement Objectives (Social Sciences, Level 4 / Year 7-8)

• Understand how people’s perspectives on events in the past differ and how these perspectives influence people’s actions.
• Investigate historical contexts to understand how people, events, and ideas have influenced communities and society.
• Communicate in a range of forms about aspects of their social sciences learning.

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Learning Objectives

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

1. Explain the term "Dawn Raids" and locate the events within New Zealand’s 1970s socio-political context.
2. Describe key immigration policies of New Zealand in the 1970s and how they affected Pacific Island communities.
3. Discuss the social and cultural impacts of Dawn Raids on Pacific peoples.
4. Reflect on the importance of understanding multiple perspectives in history.

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Lesson Plan

Materials Needed

• Map of New Zealand and Pacific Islands
• Timeline of New Zealand 1970s social and political events
• Brief written summaries or excerpts from historical texts/videos about Dawn Raids
• Chart paper or whiteboard
• Markers
• Student notebooks

Lesson Stages

Time	Activity	Description	NZ Curriculum Focus
0-5 min	Engage - Introduction & Setting the Scene	Briefly introduce the topic. Show map highlighting New Zealand and Pacific Islands; explain the migration trend post-WWII to NZ, focusing on Pacific communities.	Contextual grounding; using language, symbols & texts
5-15 min	Explore - Historical Context Presentation	Use a timeline and short narrative to explain the 1970s socio-political environment (economic downturn, immigration policy tightening). Provide clear explanations of the Dawn Raids—targeted early morning police actions to find overstayers.	Social Sciences AO: Investigate historical events and their impact; understanding perspectives
15-30 min	Explain & Discuss - Immigration Policy & Impact	Read short, age-appropriate excerpts/stories on the Pacific Islander experience during Dawn Raids. Small group discussion with guiding questions: How did these policies affect families? What were the emotional and social impacts? Groups share insights with class.	Relating to others; practicing oral language; exploring diverse perspectives
30-40 min	Reflect - Whole-Class Discussion	Facilitate a classroom discussion on fairness, immigration, and cultural respect using questions such as: Why might these events have happened? How could things have been different? Draw connections to values of equity and community.	Reflect and communicate; critical thinking; values
40-45 min	Summary & Homework Introduction	Summarise key points and ask students to write a short reflection answering: Why is it important to learn about Dawn Raids today? Outline that next lessons focus on Pacific advocacy and change.	Using texts to express ideas; managing self for reflection

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Assessment

• Formative assessment through participation in discussions and group sharing to gauge understanding of historical context and empathy.
• Reflection writing at end of lesson to assess awareness of significance and personal response. Teachers can use guided rubrics focusing on comprehension and insight rather than writing mechanics alone.
• Teacher observation on how well students engage with different perspectives and social justice values.

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Differentiation & Inclusion

• Provide scaffolded reading materials and vocabulary lists for English Language Learners or students requiring support, including definitions of key terms like “Dawn Raids,” “overstayers,” and “immigration policy.”
• Use visual and oral learning aids for diverse learners, including maps, timelines, and storytelling.
• Incorporate group work to cater to different social learning needs and to encourage collaborative thinking.
• Connect to students’ cultural backgrounds by inviting any personal or family stories related to immigration or identity, enhancing relevance.

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Teacher Reflection Prompts

• How did students respond to the socio-political context?
• Did the discussion promote empathy and understanding of different viewpoints?
• How effectively could students connect historical events to contemporary societal values such as equity and community participation?
• What adjustments would enhance engagement for all learners in subsequent lessons?

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This plan ensures alignment with the New Zealand Curriculum provisions for Social Sciences at Year 8, integrates key competencies and values, and balances factual learning with critical reflection on social justice themes inherent in the Dawn Raids topic【4:3,9†New Zealand Curriculum.html】【12:Te Mataiaho English Single Page.pdf】.

If you require, I can also help craft specific student handouts or discussion prompts optimized for this lesson.