Power and Fairness

Overview

Students investigate the Dawn Raids through short eyewitness accounts and government statements. They analyse how perspective, power and fairness were experienced differently by Pacific communities and government officials, then connect their findings to present-day ideas about justice and human rights.

Learning intentions

• We are learning to analyse primary and secondary sources about a historical event.
• We are learning to identify differing perspectives and the influence of power.
• We are learning to compare experiences of fairness and injustice.
• We are learning to connect historical evidence with present-day human rights ideas.

Success criteria

• I can identify who created a source, its purpose and the perspective it presents.
• I can use evidence from sources to explain how Pacific communities and officials experienced the Dawn Raids differently.
• I can distinguish between a description, an inference and an judgement about fairness.
• I can contribute respectfully to discussion about a sensitive historical issue.

Curriculum links

• Civics and Society — analysing sources to investigate a human rights agreement or law and the context in which it was created.
• Civics and Society — communicating about how government structures and decision-making affect people and communities.
• Geography — considering actions by governments, institutions and individuals in response to future challenges.
• Key competencies: thinking; using language, symbols and texts; relating to others; participating and contributing.

Lesson structure (90 minutes)

1. 0–8 min · Hook and prior knowledge. Teacher displays the question, “When can a government action be legal but still unfair?” using the opening question slide, briefly explains that the Dawn Raids are a sensitive topic, and establishes discussion expectations: listen carefully, avoid stereotypes, use people’s names and evidence, and pass if needed. Students complete a silent think, then share one idea with a partner.

2. 8–20 min · Context teaching. Teacher uses the historical context slides to explain that the Dawn Raids occurred mainly in the 1970s, when police and immigration officials conducted raids and checks targeting overstayers; Pacific peoples were disproportionately affected, despite other groups also overstaying. Explain that the lesson examines experiences and sources rather than asking students to judge people’s identities. Students create a brief timeline and record two context facts and one question.

3. 20–35 min · Model source analysis. Teacher introduces the source-analysis prompts on the Dawn Raids source-analysis and comparison worksheet: Who created this? When and why? What does the source say? What perspective is visible or missing? What evidence relates to power or fairness? Model a short eyewitness account aloud, thinking aloud to separate direct evidence from inference. Students annotate the account independently, then compare one annotation with a partner.

4. 35–58 min · Paired source investigation. Teacher gives each pair a small set of brief, age-appropriate extracts: eyewitness accounts from Pacific people and government or official statements. The teacher reminds students that extracts have been shortened and should be read in context. Students identify the speaker, key claim, emotion or concern, evidence of power, and evidence of fairness or unfairness. They record findings on the worksheet, using quotation marks for exact words and “This suggests…” for an inference. Teacher conferences with pairs and checks that students are not treating one source as automatically representing every Pacific person or every official.

5. 58–75 min · Two-column comparison and sharing. Teacher directs students to complete the worksheet’s two-column comparison, headed “Pacific communities” and “Officials/government,” with rows for experiences of power, treatment, fairness, responsibilities and possible consequences. Students use at least two pieces of evidence in each column, then join another pair to share one similarity, one difference and one question. Each group briefly reports one evidence-based finding while the teacher records recurring ideas on the board.

6. 75–90 min · Justice and human rights plenary. Teacher uses the justice and human rights discussion slides to introduce the ideas of equal treatment, non-discrimination, accountability, dignity and the right to be heard. Students answer the worksheet exit ticket: “What is one way power affected fairness during the Dawn Raids? Which present-day justice or human rights principle helps us evaluate this? Use one source as evidence.” Invite several students to share, acknowledge the 2021 government apology, and explain that recognising harm and changing practice are part of accountability.

Resources

• the Dawn Raids investigation slide deck
• the Dawn Raids source-analysis and comparison worksheet
• Printed, carefully selected eyewitness accounts and government statements
• Projector or interactive display
• Highlighters or coloured pens
• Whiteboard and markers
• Timer
• Teacher-selected, reliable source extracts with names, dates and context notes
• Optional quiet space or alternative task for students who find the topic personally difficult

Assessment

• During modelling and pair work, question students about source creator, purpose, evidence, perspective and the difference between inference and fact.
• Check worksheets for accurate source identification, balanced comparisons and evidence-based claims; provide immediate feedback where students generalise or make unsupported assumptions.
• Use the exit ticket to assess whether students can connect historical evidence about power and fairness with a present-day justice or human rights principle.

Differentiation

• Provide a source-analysis word bank, colour-coded evidence categories and sentence starters: “The source was created by…”, “This perspective may be shaped by…”, and “This suggests fairness was affected because…”.
• Give selected students fewer extracts, audio versions, enlarged text, additional processing time or a teacher/peer reading partner. Avoid requiring students to read accounts aloud.
• For EAL learners, pre-teach terms such as raid, overstayer, perspective, authority, discrimination, accountability and human rights, supported by brief definitions and visual cues.
• Extend confident students by asking them to identify a limitation or missing perspective in one source and explain how that absence affects the reliability or usefulness of the evidence.