Protest and Memory

Overview

In this lesson (8 of 19), students explore how protests linked to the Dawn Raids shaped collective memory and solidarity, and how that memory influences New Zealand society today. Students connect historical significance to evidence, and practise building explanations using appropriate historical details.

Learning intentions

Students will be able to:

• describe the significance of a chosen protest related to the Dawn Raids for collective memory and solidarity
• use historical evidence (specific names, dates, or quoted wording) to support their description
• explain how perspectives on the past can differ across groups involved in protests and remembrance
• communicate their understanding using a short structured response

Success criteria

Students can:

• identify one aspect of significance (collective maumaharatanga, impact, or tuakiri) and describe why it matters
• include relevant historical evidence within their response
• explain how perspectives differ (at least two groups/views) and link this to what people believed or valued
• write a clear paragraph with a topic sentence, evidence, and a concluding statement

Curriculum links

• History (Nga Korero o Mua): AS92025 Demonstrate understanding of the significance of a historical context
• History (Nga Korero o Mua): AS92027 Demonstrate understanding of perspectives on a historical context
• Social Sciences: building understanding of how the past continues to matter in present-day communities through significance, perspectives, and evidence
• Key competencies: thinking critically about evidence; communicating ideas clearly; participating and contributing during discussion

Lesson structure (45 minutes)

1. 0–5 min · Hook (memory in the room). Teacher displays two short statements: one that frames Dawn Raids protests as “community solidarity,” and one that frames them as “a political response.” Students decide which statement fits best and why in a quick write (1–2 sentences).

2. 5–13 min · Mini-lesson: significance and perspectives. Teacher reviews what “collective memory” looks like in history (e.g., memorialisation, repeated telling, public remembrance) and models a 3-part explanation: aspect of significance → evidence → link to today. Students annotate the model using a margin key (significance / evidence / today link).

3. 13–27 min · Source set: protest, memory, and solidarity. In groups of 3–4, students use a prepared source pack with 3–4 items (teacher-selected): examples could include a protest flyer/leaflet image, a short excerpt from an interview or article, and a short statement from organisers or a community voice. Teacher circulates with prompts: “What did this group value?” “What evidence shows remembrance/solidarity?” “How might another group see it differently?” Students complete a “Significance and Perspectives” worksheet with:

• 1 evidence detail they will use
• 1 significance aspect (collective memory/solidarity/identity/impact)
• 2 perspective notes (at least “protesters/organisers” vs “wider society/government/media/community response,” adapted to the sources used)

4. 27–38 min · Guided writing: ‘Explain’ paragraph. Teacher gives a paragraph frame on the board: “This protest is significant because… (aspect). Evidence shows… (specific detail: name/date/quote). This mattered to… (collective memory/solidarity). Perspectives differ because… (group A vs group B: belief/experience/values), which influenced how people remembered and responded.” Students draft their paragraph individually, using at least one piece of source evidence and a clear today link (e.g., impact on understanding of rights, discrimination, public empathy, or policy discussion).

5. 38–45 min · Share-out and exit check. Students do a brief gallery read (or pairs read aloud) and then complete an exit ticket:

• What is one aspect of significance you used?
• Quote or paraphrase one specific evidence detail
• Give one sentence about how perspectives could differ

Resources

• Printed source pack (3–4 sources) tailored to Dawn Raids protest and remembrance themes
• “Significance and Perspectives” worksheet
• Paragraph frame handout
• Highlighters or coloured pens (evidence vs significance vs today link)
• Projector/board for hook statements and paragraph model
• Timer for group work and writing windows
• Exit ticket slips

Assessment

• Formative check during group work: teacher listens for correct use of evidence and a specific significance aspect
• Written paragraph assessed against a class checklist: aspect identified, evidence included, perspective difference explained, link to present-day significance
• Exit ticket to confirm: students can state significance + provide at least one evidence detail

Differentiation

• Support for students who need scaffolding:
• sentence starters for each sentence in the paragraph frame
• a word bank (significance, evidence, perspectives, solidarity, remembrance, identity)
• highlight one required evidence detail in each group’s source pack
• For students needing challenge:
• require two perspective differences (not just one) and a stronger “today” connection (how the memory shapes attitudes or actions now)
• ask students to add an additional evidence detail from a second source
• EAL considerations:
• allow paraphrasing of evidence; provide sentence frames with simplified vocabulary
• pair EAL learners with a supportive peer for discussion before writing
• SEN/learning needs:
• reduce the worksheet to a “minimum response” box while keeping the same success criteria language
• provide a short verbal rehearsal option before writing