Were Dawn Raids Fair?

Overview

This three-lesson writing sequence supports Year 5–6 students to develop a persuasive response to the question: “Were the Dawn Raids fair?” Students have already discussed the topic and sorted ideas into a yes/no T-table. They now use that prior thinking to select evidence, organise reasons, draft, revise and publish a respectful opinion.

The history context is taught carefully: the government said the raids enforced immigration laws and found people who had overstayed visas, but Pacific people were targeted disproportionately, families were frightened and other overstayers were rarely targeted. The 2021 government apology recognised the harm and wrongness caused.

Learning intentions

• WALT state a clear position and support it with relevant historical evidence.
• WALT organise a persuasive text into an introduction, logically grouped reasons and a conclusion.
• WALT use linking words and emotive but respectful language to influence a reader.
• WALT revise writing so that our choices are fair, accurate and considerate of others.

Success criteria

• I can clearly state whether I think the Dawn Raids were fair or unfair.
• I can include at least three logically grouped reasons, supported by facts from our T-table.
• I can use linking words such as because, however, consequently and specifically.
• I can use strong, respectful language and finish with a conclusion connected to my position.

Curriculum links

• English — Writing to persuade: introduce a topic, state a position, organise paragraphs, use evidence, linking words and emotive language, and conclude.
• English — Audience, purpose and language choice: make deliberate choices about what to include or leave out and consider how writing may affect others.
• Social Sciences — Civics and Society: consider shared responsibility, rights and the significance of laws that protect people.
• Social Sciences — Laws and the judicial system: consider why laws are made, how they should be applied and when their effects may need to change.

Lesson structure (60 minutes) — Lesson 1: Plan a position

1. 0–8 min · Reconnect. Display the question and revisit the class yes/no T-table using the hook and prior-learning slides. Students silently choose a current position, then explain one reason to a partner.
2. 8–18 min · Examine evidence. Teacher reviews selected facts: the government wanted to find visa overstayers; Pacific people were targeted more than other groups; police arrived early and frightened families; some citizens and legal residents were stopped because of appearance; the government later apologised. Students identify whether each fact supports fairness, unfairness or needs careful explanation.
3. 18–30 min · Model structure. Teacher models an introduction and a three-reason plan, thinking aloud about ordering the strongest reason first. Students help identify the position, reasons, evidence and linking words in the model.
4. 30–48 min · Independent planning. Distribute the persuasive planning organiser. Students choose a position, select three reasons from the T-table, add a supporting fact for each and rank reasons strongest to weakest.
5. 48–56 min · Partner conference. Students use the question stems poster to ask a partner one clarifying or evaluative question about their plan, then improve one reason or piece of evidence.
6. 56–60 min · Check-out. Students complete the sentence: “My strongest reason is ___ because ___.” Teacher collects plans and identifies students needing support for Lesson 2.

Lesson structure (60 minutes) — Lesson 2: Draft and strengthen

1. 0–8 min · Retrieval and purpose. Revisit the question and success criteria through the drafting reminder slides. Students orally rehearse their position and strongest reason.
2. 8–20 min · Direct teach. Teacher models turning notes into a paragraph: topic sentence, fact or detail, explanation of why it matters, and a linking sentence. Model respectful emotive language, replacing exaggerated claims with precise words such as frightening, unequal, harmful and unjust.
3. 20–28 min · Shared writing. Co-construct a paragraph about unequal targeting. Ask: “What is the fact? What does it show? How might this have affected families?” Students suggest linking words and explanations.
4. 28–52 min · Independent drafting. Students draft an introduction, three body paragraphs and a conclusion on the persuasive writing draft pages. They include the opposing view fairly, for example that officials believed they were enforcing immigration laws, before explaining why fair laws must be applied equally.
5. 52–58 min · Teacher conferences. Teacher meets briefly with selected students, checking that the position is clear, evidence is accurate and paragraphs are logically ordered. Students highlight their position and strongest evidence.
6. 58–60 min · Exit reflection. Students write one sentence naming the paragraph they most need to improve and why.

Lesson structure (60 minutes) — Lesson 3: Revise, publish and reflect

1. 0–8 min · Quality check. Use the revising and publishing slides to revisit the success criteria and display a short paragraph with deliberate errors. Students identify missing evidence, weak linking and language that may be disrespectful.
2. 8–18 min · Revise together. Teacher demonstrates revising for clarity, paragraph order, linking words, punctuation and precise emotive language. Students suggest improvements while maintaining the writer’s intended position.
3. 18–38 min · Peer review. Students exchange drafts and use the peer-review checklist. They give one specific praise and one next step, checking for a clear position, three supported reasons, a considered opposing view and a relevant conclusion.
4. 38–53 min · Publish and improve. Students revise their own work, then publish a neat final copy or type it. They may add a title such as Why the Dawn Raids Were Unfair or A Complicated Question of Fairness.
5. 53–58 min · Share respectfully. In groups of four, students read their introductions and strongest reasons. Listeners identify one effective fact or persuasive language choice, without debating or criticising personal views.
6. 58–60 min · Reflection. Students complete the reflection prompts template, recording what they learned about persuasive writing, one successful choice and one next step.

Resources

• the three-lesson persuasive writing deck
• the three-part planning, drafting and review worksheet
• Class yes/no T-table from prior discussion
• Dawn Raids fact list and vocabulary wall
• Exercise books or writing devices
• Highlighters
• Peer-review pens

Assessment

• Check Lesson 1 plans for a clear position, three relevant reasons and accurate evidence.
• During drafting and conferencing, assess paragraph structure, logical ordering, linking words, respectful emotive language and acknowledgement of another viewpoint.
• Use the final writing and reflection to assess whether students can persuade through evidence and explain deliberate language choices.

Differentiation

• Support learners with a partially completed organiser, a choice of sentence starters, oral rehearsal before writing, a reduced expectation of two fully developed reasons, and a teacher-led evidence group.
• Provide an accessible fact bank with key vocabulary explained in student-friendly language; allow speech-to-text, scribing or typing where appropriate. Pair EAL learners with supportive peers and rehearse vocabulary such as fairness, equality, discrimination, evidence and rights orally.
• Challenge advanced writers to develop a nuanced position, distinguish legality from fairness, address a counterargument in a full paragraph and explain how the 2021 apology changes their interpretation.
• Remind all students that they are evaluating actions and systems, not attacking individuals or communities. Offer a quiet writing space and check in sensitively with learners who may connect personally with the history.