Overview

This detailed 3-part lesson series is designed for Year 13 students in New Zealand to explore the significant historical protests at Raglan. It aligns closely with the principles, values, and achievement objectives set out in the refreshed New Zealand Curriculum (Years 11-13). Each 60-minute lesson builds critical thinking, collaboration, and historical inquiry skills, enabling students to understand and critically evaluate this chapter of Aotearoa New Zealand’s history and its wider implications.

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Curriculum Alignment

Learning Areas and Achievement Objectives

• Social Sciences (Aotearoa New Zealand Histories)

  • Understand how people’s perspectives, values, and decisions have shaped New Zealand history — including Māori perspectives and responses to colonisation and land protests.
  • Critically evaluate causes and consequences of historical events.
  • Engage in inquiry-based learning to develop historical understanding and citizenship skills.

• Key Competencies

  • Thinking: Analyse complex historical events, evaluate multiple viewpoints, and plan inquiry activities.
  • Using Language, Symbols, and Texts: Research, interpret and present historical information using appropriate academic and creative forms.
  • Relating to Others: Collaborate respectfully in discussions, negotiating viewpoints on sensitive historical issues.
  • Managing Self: Set learning goals for deep historical inquiry and demonstrate reflective thinking on social justice themes.
  • Participating and Contributing: Develop informed opinions on civic matters related to Treaty of Waitangi and land rights.

• Values:

  • Diversity, Equity, Integrity, Community and Participation, Respect (especially for te Tiriti o Waitangi and Māori perspectives)

These elements reflect NZ Curriculum principles and support building confident, connected, and culturally aware young citizens.

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Lesson 1: Background & Context (60 minutes)

Learning Objectives

• Understand the historical context of the Raglan protests, including land confiscations and Māori grievances.
• Explore the significance of land activism in New Zealand history.
• Develop initial inquiry questions and research strategies.

Lesson Structure

1. Engage (10 mins)

   • Start with a thought-provoking question: Why might land be so important in New Zealand's history?
   • Show a short map and timeline highlighting Raglan and major events leading up to the protests.

2. Input & Exploration (25 mins)

   • Teacher-led presentation on:
     • The historical background: land confiscation after the Waikato Wars, economic and social impacts on local Māori iwi (tribes).
     • The rise of activism and protest movements in the 1970s, focusing on Raglan's land claim.
   • Students use primary source excerpts (quotes, photographs) and historical accounts to identify key issues and actors.
   • Prompt students to record what they Understand, Know, and Want to Find Out (KWL Chart).

3. Collaboration (15 mins)

   • In groups of 4, students discuss their initial thoughts and develop 2-3 research questions about the protests.
   • Share questions as a class and collectively prioritise which to investigate.

4. Reflection & Self-management (10 mins)

   • Individual journaling: Students reflect on their prior knowledge, questions, and what they expect to learn.
   • Set personal learning goals for the next lessons.

Resources

• Timeline poster
• Excerpts from historical documents and activist statements
• KWL chart template
• Map of Raglan region

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Lesson 2: Perspectives & Protest (60 minutes)

Learning Objectives

• Analyse diverse perspectives involved in the Raglan protests including Māori activists, local government, and wider New Zealand community.
• Understand the forms of protest used and their impact.
• Use critical thinking skills to assess sources.

Lesson Structure

1. Recap & Warm-up (5 mins)

   • Quick review of key facts from Lesson 1.
   • Introduce concept: Multiple Perspectives in history.

2. Source Analysis (30 mins)

   • Students work in pairs to analyse sets of pre-selected primary and secondary sources that represent different viewpoints (e.g., Māori activists, government officials, media reports).
   • Guided by a worksheet to identify:
     • Who produced the source? What perspective?
     • What is the main message or claim?
     • What language or imagery is used to influence the reader?
     • What biases or gaps may exist?

3. Class Discussion (15 mins)

   • Share and compare findings, focusing on how perspectives shape understanding of the protests.
   • Discuss how the protests affected wider attitudes in New Zealand about Māori land rights.

4. Creative Expression (10 mins)

   • Individually, students create a short piece (poem, letter, or speech excerpt) from the viewpoint of one group involved in the protests to express empathy and deeper understanding.

Resources

• Primary sources package
• Perspective analysis worksheet
• Examples of protest poetry/speeches

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Lesson 3: Impact & Legacy (60 minutes)

Learning Objectives

• Evaluate the impact and legacy of the Raglan protests on New Zealand society and Treaty of Waitangi settlements.
• Develop critical citizenship skills connecting history to present-day social justice issues.
• Present researched findings creatively and confidently.

Lesson Structure

1. Introduction (10 mins)

   • Recap key points about the protests and earlier lessons.
   • Introduce the concept of legacy and ongoing relevance of protest movements.

2. Group Inquiry & Research (30 mins)

   • Groups use digital and printed resources to investigate:
     • What was the outcome of the Raglan protests?
     • How did these protests influence Treaty settlements or land rights?
     • What parallels can be drawn to recent Māori activism?
   • Prepare a brief presentation or infographic summarising their findings.

3. Presentations & Peer Feedback (15 mins)

   • Groups present their work to the class.
   • Peers provide constructive feedback, focusing on clarity, depth, and connection to present-day issues.

4. Final Reflection & Assessment (5 mins)

   • Students complete a self-assessment: How have their ideas about citizenship and history changed?
   • Teacher collects a brief written response to demonstrate understanding and critical thinking.

Resources

• Access to digital archives or predefined webpages
• Presentation tools (poster paper, digital slide software)
• Self-assessment rubric aligned with curriculum key competencies

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Assessment

• Formative: Ongoing through KWL charts, group discussions, source analysis worksheets, and reflections.
• Summative: Presentation and written reflection demonstrating understanding of historical context, multiple perspectives, and impact/legacy.
• Assessment criteria aligned to Social Sciences achievement objectives focusing on historical inquiry, evidence use, and critical thinking.

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Innovative Features to 'Wow' Teachers

• Integrate KWL charts linked with critical reflection fostering metacognitive skills expected in senior history learning.
• Use primary source source packs representing multiple voices for authentic engagement.
• Creative output to engage affective learning and empathy, building students’ respect for diverse viewpoints.
• Explicit development of key competencies and values threaded throughout all lessons.
• Scaffolded inquiry culminating in student-led presentations enhancing communication and participation.
• Timely ties to Treaty of Waitangi principles and contemporary issues build future-focused citizenship relevant to Year 13 learners preparing for tertiary or workplace environments .

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This lesson plan offers a rich, highly engaging, and curriculum-aligned pathway for Year 13 students to deeply understand the significance of the Raglan protests in New Zealand's history and society.