Historical Overview

Unit: Exploring Samoan Culture – Lesson 3 of 5

Duration: 30 minutes Class: Year 11 Languages Class size: 35 students Location Context: Otahuhu, South Auckland – predominantly Pacific and English Language Learner (ELL) students Focus: New Zealand Curriculum Refresh — Languages Learning Area with integrated Social Science and Cultural Competency

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Lesson Overview

In this lesson, students will explore New Zealand’s administration of Samoa from 1920 to 1935. They will analyse the impact of this period on Samoan people and culture through collaborative, interactive activities suitable for English language learners and Pacific students. The lesson draws connections across learning areas, using a holistic approach that values identity, language, and culture. Students will create a visually engaging timeline capturing key historical events, enhancing comprehension and language use.

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Learning Objectives (Aligned to NZ Curriculum Refresh)

Languages Learning Area:

• Communicate in an additional language: Develop understanding of cultural contexts and vocabulary related to historical events and their impacts.
• Explore different world views: Investigate historical and cultural perspectives of Samoa under New Zealand administration, comparing with their own community experiences.
• Key Competencies:
• Using language, symbols, and texts: Interpret and create multimodal texts (timeline) expressing historical knowledge.
• Thinking: Critically analyse how historical events shaped Samoan society and culture.
• Relating to others: Collaborate respectfully to understand different perspectives.
• Managing self: Set personal goals to complete timeline tasks within timeframes.
• Participating and contributing: Engage actively in group work considering collective perspectives.

Social Sciences Integration (Aotearoa New Zealand’s Histories):

• Understand significant historical events and their effects on Pacific peoples in New Zealand context.
• Develop appreciation for Samoan culture and history within New Zealand’s colonial past.

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Curriculum References

• New Zealand Curriculum Refresh Learning Languages Statement (Yr 11–13)
• Key Competencies: Thinking; Using language, symbols, and texts; Managing self; Relating to others; Participating and contributing
• Social Sciences history strand focusing on Pacific New Zealand histories and impacts
• Supports multilingual learners through visible language scaffolds and opportunities to use heritage languages

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Learning Resources

• Large printed timeline template (1920-1935)
• Event cards with brief descriptions (bilingual Samoan/English) – e.g., League of Nations mandate, Mau movement events
• Markers, sticky notes, poster paper
• Image resources: photos / art from the period
• Vocabulary word bank including key terms (e.g., mandate, administration, Mau movement)
• Digital projector for quick historical background (optional)

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Lesson Structure and Timing

1. Introduction & Context Setting (5 minutes)

• Brief teacher-led overview of New Zealand’s administration of Samoa 1920-35: mandate from League of Nations, key historical context, introducing vocabulary terms. Use images to support understanding.
• Activate prior knowledge: Ask students what they already know about Samoa’s history and NZ’s role, and encourage brief sharing (support ELLs with sentence starters).

2. Group Timeline Activity (20 minutes)

• Students in groups of 5-6. Each group receives a set of event cards (in English and Samoan if possible).
• Task: Arrange events chronologically on large timeline poster. Write a short phrase or sentence summarising the impact of each event on Samoan people, using vocabulary support.
• Encourage groups to discuss meaning and express ideas bilingually if able.
• Teacher circulates, provides scaffolding, prompts deeper thinking (e.g., Why was this event significant? How might it have affected family/community life?)
• Groups add images or symbols to the timeline to enrich visual storytelling.

3. Sharing and Reflection (5 minutes)

• Each group briefly presents one or two key events from their timeline, explaining impact in their own words or in Samoan/English mix.
• Class discusses as a whole how New Zealand’s administration affected Samoan culture and identity.
• Teacher links back to key competencies and language objectives.

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Differentiation and Inclusion Strategies

• Visual supports: bilingual event cards, images, word bank
• Sentence starters for oral and written summarising
• Encourage use of first languages and peer support
• Chunk timeline activity instructions into small clear steps
• Use of cooperative group roles (timekeeper, recorder, presenter)
• Regular formative checks to scaffold understanding and language use

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Assessment and Feedback

• Formative assessment through observation of group work and oral presentations
• Feedback focuses on clarity of historical understanding, use of key vocabulary, and collaboration skills
• Students self-assess their confidence in using new vocabulary and expressing historical ideas in their own words
• Teacher notes common language or conceptual challenges to adapt future lessons aligned with learning progressions

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Extensions and Connections

• Connect with Social Sciences unit on colonial histories and indigenous perspectives
• Encourages students to research family stories or community histories relating to Samoan experiences
• Link with Visual Arts through timeline design and presentation styles
• Encourage students to create digital versions of timelines for further sharing and language practice

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By integrating interactive learning, language support, and cultural relevance, this lesson honours students' identities while fulfilling New Zealand Curriculum Refresh aims for communication, critical thinking, and cultural understanding in Languages and Social Sciences.

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