Polynesian Panthers Protest

Overview

This 180-minute lesson explores the protest work of the Polynesian Panthers in New Zealand. It is designed for Year 13 students and aligns closely with the New Zealand Curriculum Refresh, focusing on the histories and social actions of Pasifika communities. The lesson will develop students’ understanding, critical thinking, and agency in relation to social justice movements in Aotearoa NZ.

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Curriculum Alignment

Learning Area: Social Sciences – Aotearoa New Zealand Histories

• Vision: Students will explore Aotearoa New Zealand’s histories, including the experiences of Pasifika peoples, to understand societal development and identity.
• Principles: Treaty of Waitangi, Cultural diversity, Social inclusion, Community engagement, Future focus.
• Values: Diversity, equity, excellence, community and participation, integrity, respect.
• Key Competencies:
  • Thinking – Critically analyse historical causes and effects of social movements
  • Relating to others – Consider multiple perspectives, including Māori and Pasifika viewpoints
  • Participating and contributing – Empower students to act as informed citizens
  • Using language, symbols and texts – Develop historical literacy and communication skills

Achievement Objectives (Years 11-13)

• Investigate and understand the history of Pacific peoples in Aotearoa, including political activism.
• Understand the causes and consequences of social and political protests.
• Critically analyse sources, including oral histories, newspapers, and archival material.
• Develop informed viewpoints and communicate effectively about historical and contemporary issues.

Reference to the NZ Curriculum Refresh: Navigating pathways and developing agency to help shape the future (Phase 5)【1:2-4†New Zealand Curriculum.html】 【17:10-11†Te Mataiaho English Single Page.pdf】.

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Learning Objectives

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

1. Explain who the Polynesian Panthers were, their origins, and key protest activities.
2. Analyse the social and political context that led to their activism in 1970s-80s New Zealand.
3. Evaluate the impact and legacy of the Polynesian Panthers on NZ society and Pasifika rights.
4. Develop empathy and critical perspectives on racial justice and protest movements.
5. Communicate their understanding through oral presentation and reflective writing.

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Resources

• Selected excerpts from documentaries or interviews with former Polynesian Panthers
• Pamphlets, posters, and newspaper articles from the 1970s-80s
• Excerpts from scholarly articles or history texts on Polynesian activism
• Whiteboard/chart paper, markers
• Projection setup for video/audio
• Student notebooks or digital devices for research

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Lesson Flow (180 mins)

1. Introduction & Context (30 minutes)

• Hook Activity (10min): Show a brief video clip or a powerful image of the Polynesian Panthers protesting. Have students do a Think-Pair-Share: “What do you notice? What questions do you have about this group?”
• Context Presentation (20min): Teacher explains the social context of the 1970s: immigration of Pasifika peoples, racial discrimination, "dawn raids", Police harassment, and economic challenges. Emphasise links to Treaty principles and social equity.

Competency focus: Thinking critically about historical context .

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2. Group Research & Analysis (50 minutes)

• Divide students into 4 groups, each given a focus area with primary and secondary source materials:

  1. Origins and founders of the Polynesian Panthers
  2. Key protest actions and community support projects (e.g., legal aid, food drives)
  3. Police and government response including dawn raids
  4. Legacy and influence on modern Pasifika activism

• Task: Each group analyses their sources, answering guided questions:

  • Who was involved and why?
  • What challenges did they face?
  • What impact did their actions have?
  • How do these sources represent different perspectives?

• Deliverable: Prepare a 5-minute oral presentation summarising findings for the class.

Competency focus: Using language, symbols and texts; relating to others; participating and contributing .

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3. Group Presentations & Discussion (40 minutes)

• Each group presents their findings (5 mins each).
• After presentations, hold a class discussion on:
  • What common themes emerged?
  • How did the Polynesian Panthers challenge the status quo?
  • What connections can we see to current issues affecting Pasifika and Māori communities?
  • How might understanding this history help us be better citizens today?

Competency focus: Thinking; relating to others; participating and contributing.

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4. Reflective Writing & Empathy Building (30 minutes)

• Prompt students to write a reflective response from the perspective of a young Pasifika person living during the dawn raids and the era of the Panthers:

  • What fears or hopes might they have?
  • How might the Panthers’ protests affect their life?
  • Why is protest important in a democracy?

• Option to share reflections in pairs or small groups to develop empathy and diverse viewpoints.

Competency focus: Using language, symbols and texts; relating to others .

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5. Conclusion & Next Steps (30 minutes)

• Recap the session’s learning, revisiting learning objectives.
• Connect lessons learned to students’ own experiences or current events in NZ society.
• Introduce students to avenues for civic participation or further study on Pasifika and Māori activism.
• Set an optional follow-up homework: oral history interview with a family or community member about protest or social justice, or a short essay on an aspect of the Polynesian Panthers’ work.

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Assessment

• Formative: Observations during group research, participation in discussions, effectiveness of presentations, and depth of reflective writing.
• Summative: Reflective writing piece assessed for understanding of historical context, empathy, and communication skills aligned with English learning outcomes from NZ Curriculum Refresh.

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Wow Factor & Teacher Tips

• Use localised histories if possible—invite a guest speaker or share local stories about Polynesian Panthers involvement.
• Incorporate digital storytelling tools for presentations for engagement.
• Tie this history explicitly to the Treaty of Waitangi principles for richer bicultural understanding.
• Encourage students to see activism as a pathway to agency and that history is alive in current societal challenges.

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This lesson embraces the New Zealand Curriculum Refresh's focus on navigating pathways and developing agency for the future, grounded in rich, contextual history that fosters inclusive participation and critical thinking【1:182;7:10-11;17:10-11†New Zealand Curriculum.html,Te Mataiaho Maths 0-8 (2).pdf,Te Mataiaho English Single Page.pdf】.