Launching the Inquiry

Overview

In this first lesson of the Women Leading Change unit, students encounter the inquiry question: How did women help create social and political change in Aotearoa New Zealand? They share prior knowledge, identify what they want to find out, and co-construct respectful discussion expectations for the 16-lesson inquiry.

Learning intentions

• WALT understand the focus of our inquiry into women leading change in Aotearoa New Zealand.
• WALT ask useful historical questions about people, events, causes, and consequences.
• WALT contribute to discussion in ways that show respect for different perspectives.
• WALT explain why the 1893 achievement of women’s voting rights is worth investigating.

Success criteria

• I can describe what our big question is asking us to investigate.
• I can contribute at least one useful sub-question.
• I can listen, respond respectfully, and build on another person’s idea.
• I can explain one reason this history may be significant.

Curriculum links

• History — Women’s suffrage movement and the 1893 petition.
• History — The significance of the Liberal Era and New Zealand becoming the first self-governing nation to grant women the right to vote in 1893.
• History — Political change through organised protest and changing access to voting rights.
• Civics and Society — Features of successful citizen-initiated change.

Lesson structure (30 minutes)

1. 0–4 min · Hook and wonder. Teacher displays an image idea of a long petition sheet and asks, “How could ordinary people use a piece of paper to change a country?” Open with the hook image and inquiry question and allow quiet think time before inviting several responses. Students record or share one prediction about what the petition might have changed.

2. 4–9 min · Establish the context. Teacher explains that in 1893 New Zealand became the first self-governing nation where women gained the right to vote in national elections. Clarify that this change involved organised groups, including the Women’s Christian Temperance Union and Women’s Franchise Leagues, as well as many people who signed and supported the petition. Use the brief historical context slides to distinguish “suffrage” (the right to vote) from “equality” and “representation”. Students write one known fact and one question in their books or on the inquiry launch sheet.

3. 9–14 min · Co-construct discussion norms. Teacher asks, “What helps a class discuss history when people may have different experiences or opinions?” Record student suggestions, then agree on three or four practical norms such as listen without interrupting, disagree with ideas rather than people, use evidence when possible, and make space for every voice. Display the discussion norms poster as a visual reminder. Students suggest, refine, and signal agreement with the class norms.

4. 14–22 min · Generate sub-questions. Teacher models turning the big question into smaller historical questions: “Who organised change?”, “What barriers did women face?”, “How did people persuade others?”, “What changed after 1893?”, and “Whose voices might be missing?” Show the question stems and model sub-questions. In five groups of three, students brainstorm at least three questions on the inquiry question organiser, using the stems Who? What? When? Why? How? What changed? Each group chooses its most useful question.

5. 22–27 min · Share and prioritise. Teacher invites each group to read its chosen question, combines duplicates, and records questions under headings such as people, methods, opposition, change, and perspectives. Use the sharing and sorting prompt to keep contributions focused. Students listen for connections and place a mark beside one question they most want the unit to answer.

6. 27–30 min · Plenary and exit reflection. Teacher returns to the big question and asks students to complete the final section of the launch reflection: “At this point, I think women helped create change by…” and “One question I hope we answer is…”. Invite two volunteers to share, affirming that strong historical questions can change as evidence is discovered.

Resources

• the Women Leading Change launch deck
• the inquiry launch sheet
• the discussion norms poster
• Whiteboard or large chart paper
• Markers or pens
• Exercise books or devices, if routinely used

Assessment

• Listen during the hook and context discussion for prior knowledge and misconceptions about voting, suffrage, and representation.
• Check group questions for historical usefulness: they should be open enough to investigate and connected to the big question.
• Collect or scan the launch reflections to identify students’ starting knowledge, interests, and any questions requiring clarification in Lesson 2.

Differentiation

• Provide question stems, a small word bank, and the model question for students who need support with historical language or written expression.
• Allow students to record ideas through drawing, keywords, speech-to-text, or oral sharing before writing.
• Pair students strategically and assign optional roles such as facilitator, scribe, and reporter so all students can participate.
• For students ready for extension, ask them to explain how a sub-question could help reveal cause, consequence, continuity, change, or a missing perspective.
• Avoid assuming that all students share the same understanding of gender, voting, or political participation; use inclusive language and acknowledge that the unit will investigate whose voices were included and excluded.