Discrimination, Rights, Justice

Overview

In lesson 5 of 7 in the Māori Battalion Justice Legacy unit, students analyse evidence of unequal treatment during and after the Second World War. They connect the experiences of the 28th (Māori) Battalion and returning Māori servicemen with Te Tiriti o Waitangi principles, then develop a supported position about what justice and fighting for rights can mean in Aotearoa today.

Learning intentions

• WALT identify and interpret evidence of discrimination and unequal treatment.
• WALT explain how different perspectives on justice and rights are shaped by historical experiences.
• WALT connect historical experiences with principles and ongoing significance of Te Tiriti o Waitangi.
• WALT develop a supported position using specific historical evidence.

Success criteria

• I can identify what a source shows about unequal treatment or resistance to it.
• I can explain how a person’s experiences, values and position may shape their perspective.
• I can make a relevant connection to Te Tiriti o Waitangi and its ongoing significance.
• I can support my position with at least two specific pieces of historical evidence.

Curriculum links

• Demonstrate understanding of perspectives on a historical context: identify, describe, explain and examine differing perspectives using evidence.
• Demonstrate understanding of the significance of a historical context: consider impact, identity, collective memory and relationships between peoples and places.
• Engage with a variety of primary sources in a historical context: annotate evidence and consider strengths and limitations across a collection of sources.
• Historical concepts in contexts of significance to Aotearoa New Zealand: use concepts such as mana and causation to think critically about the past.

Lesson structure (60 minutes)

1. 0–7 min · Hook and recall. Teacher displays the question, “If people fight for their country, what rights and treatment should they receive when they return?” on the opening question slide, briefly revisits the Māori Battalion’s service from the previous lesson, and establishes respectful discussion expectations. Students complete a one-minute private response, then share one idea with a partner.

2. 7–17 min · Historical framing. Teacher uses the historical context slides to establish the 28th (Māori) Battalion’s service from 1939–1945, the significance of Māori military service, and the difference between formal equality and lived equality. Explain that evidence about pay, recognition, pensions, rehabilitation, land, employment and public attitudes needs careful checking because experiences were not identical for all Māori servicemen and whānau. Students add three brief notes to the evidence and perspectives worksheet: “what happened”, “who was affected”, and “why it matters”.

3. 17–32 min · Source investigation. Teacher distributes the evidence and perspectives worksheet, containing a balanced selection of short primary and secondary-source extracts, including a serviceman or whānau perspective, official policy or government evidence, and evidence of later Māori activism or remembrance. Model annotation of one source: identify the claim, quote or detail, perspective, and possible limitation. Students work in pairs to annotate the remaining sources and highlight evidence of unequal treatment, resistance, recognition or change.

4. 32–42 min · Perspectives and Te Tiriti connections. Teacher pauses on the perspectives and Te Tiriti discussion slides and asks: “Why might a returned serviceman, government official, whānau member and later activist understand justice differently?” Introduce Te Tiriti connections through partnership, participation and protection, while noting that these are useful interpretive principles rather than a claim that every source uses the same language. Students complete a comparison grid: perspective, values or motivation, evidence, and connection to rights or Te Tiriti.

5. 42–53 min · Supported position. Teacher reveals the statement on the justice position task slide: “Justice for Māori servicemen and their whānau requires more than recognition of their military service.” Students write a supported position using the structure: “I agree/disagree/in part because… One piece of evidence is… This shows… A second piece of evidence is… This connects to Te Tiriti because…”. Students may challenge the statement, provided they acknowledge an alternative perspective and use accurate evidence.

6. 53–60 min · Hui and exit check. Teacher facilitates a respectful whole-class hui using the plenary prompts: “What changed, and what remained unequal?” and “What could fighting for rights look like in Aotearoa today?” Students share one evidence-based idea, then complete the final section of the evidence and perspectives worksheet: one historical insight, one Te Tiriti connection, and one question to carry into lesson 6.

Resources

• the discrimination, rights and justice slide deck
• the evidence and perspectives worksheet
• Whiteboard and markers
• Highlighters or coloured pens
• Timer
• Class copies of the source extracts
• Projector or interactive display

Assessment

• Listen to pair annotations and question students about the difference between a source’s content, perspective and limitation.
• Check comparison grids for accurate historical detail, a clearly identified perspective and a relevant Te Tiriti connection.
• Collect the supported position and exit response. Look for a defensible viewpoint, at least two specific pieces of evidence, explanation of how perspectives differ, and a connection to the wider historical context.

Differentiation

• Provide a source glossary, chunked extracts and sentence starters such as “This source suggests…”, “The perspective may be shaped by…”, and “This connects to protection/participation/partnership because…”.
• Allow students to plan orally with a partner before writing; provide speech-to-text or scribing support where required.
• For EAL learners, pre-teach terms including discrimination, equality, equity, justice, perspective, recognition and mana, supported by simple definitions and visual cues.
• Extend confident students by requiring them to evaluate which source is most useful for answering the focus question and to explain a tension between formal policy and lived experience.
• Maintain tikanga-based discussion: avoid asking students to speak for Māori as a group, and remind students that historical evidence can show varied Māori perspectives and experiences.