Politics Power Blame

Overview

In this lesson, students explore how government actions and political language shaped public perceptions of immigration in the 1970s, and how that influences the significance of the Dawn Raids in Aotearoa New Zealand. Building on Lesson 3’s focus on events and authority, students now connect evidence to historical concepts such as causation and significance.

Learning intentions

Students will:

• WALT describe and explain how political language shaped public perceptions of immigration during the Dawn Raids context
• WALT explain the role of government actions in causing or reinforcing those perceptions
• WALT use historical evidence to support statements about the significance of the Dawn Raids

Success criteria

I can:

• identify key political messages used at the time and describe what they suggested about immigrants and immigration
• explain how government actions contributed to public perceptions (using specific evidence)
• justify why the Dawn Raids are significant by linking impact to Aotearoa New Zealand people and communities
• use accurate historical detail (names, dates, policy references, and short quotes from provided sources)

Curriculum links

• NZ History: demonstrate understanding of historical concepts in contexts of significance to Aotearoa New Zealand - NZ History: demonstrate understanding of the significance of a historical context - NZ History: demonstrate understanding of perspectives on a historical context - Social sciences literacy: interpret and communicate ideas using historical evidence and historical thinking

Lesson structure (45 minutes)

1. 0–5 min · Starter: Language & power. Teacher displays 3 short political-style phrases (from a prepared pack) and asks students to circle words that imply threat, blame, or control. Students complete a quick “suggests / implies” note in pairs, then share one word as a class.

2. 5–14 min · Mini-lesson: How politics shapes perceptions. Teacher explains that political language (e.g., “compliance”, “illegality”, “security”, “order”) can influence how people view immigration, and that government actions can reinforce those messages. Students take brief notes using a class model: Message → Perception → Action/Outcome.

3. 14–28 min · Source task: Government actions + political language. Teacher gives each group a set of 2–3 short primary/secondary sources (e.g., statements in Parliament, media excerpts, policy wording summaries, and one community reflection). Students complete a structured annotation table:

• What is the government/politician saying? (key words)
• What does that framing suggest about immigrants/immigration?
• What government action is connected to this framing?
• Evidence used (specific detail, including date or named event)

4. 28–37 min · Historical concept focus: causation. Teacher models an “explain causation chain” using the unit’s evidence: political framing → public perception → support for enforcement → impact on Pasifika communities and migrants. Students write a 6–8 sentence explanation answering: “How did politics and government action shape perceptions, and why does that matter for the significance of the Dawn Raids?”

5. 37–44 min · Share & refine: significance check. Teacher selects two exemplar paragraphs (anonymous or projected) and asks the class to rate them against the success criteria using a quick teacher checklist. Students do a peer “glow & grow”: one strength (evidence/clarity), one improvement (link to impact or clearer causation).

6. 44–45 min · Exit ticket. Teacher gives a single prompt: “Name one political message and explain one way it could shape perceptions; finish with one significance statement about the Dawn Raids.” Students submit in writing (3–4 minutes).

Resources

• Printed source pack for small groups (2–3 extracts with dates and short quotes)
• Annotation table template (Message → Perception → Evidence/Action)
• “Causation chain” graphic organiser
• Success criteria checklist for peer review
• Pens/highlighters
• Projector/whiteboard
• Exit ticket slips

Assessment

• Formative: observation during source annotation (students identifying key political words and linking them to actions)
• Formative: teacher circulates and checks accuracy of evidence (dates, names, and correct linking of message to impact)
• Summative-in-mini-form: exit ticket response demonstrating historical concept understanding (causation) and significance (impact on Aotearoa communities)

Differentiation

• Support: provide sentence starters for the explanation paragraph (e.g., “This political message suggests…”, “This mattered because…”, “As a result…”)
• Support: colour-coding in the annotation table (message words in one colour, impact words in another)
• Extension: challenge students to include perspective language (e.g., “For some communities, this framing would be experienced as…”) and strengthen causal links with an extra piece of evidence
• EAL/SEN: allow oral rehearsal with a partner before writing; provide a word bank for political language (threat, control, compliance, legitimacy, security, order)