Understand
Explain the causes and stakes of the occupation.
🧺 Te Kete Ako
Bastion Point Occupation Lesson Handout
Bastion Point Occupation Lesson Handout · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Investigate a significant question using evidence from multiple sources
- Analyse and evaluate information to form and support a reasoned position
- Connect learning to real-world contexts, including Aotearoa New Zealand settings
- Communicate understanding clearly and accurately for a specific audience
Paearu Angitu · Success Criteria
- I use at least two sources and can evaluate their credibility
- My position is clearly stated and supported by specific evidence
- I can connect my learning to at least one real-world Aotearoa context
- My communication is clear, organised, and appropriate for the audience
Lesson 3 Companion · Years 9-10
Bastion Point Occupation (507 Days)
Ākonga investigate Bastion Point as long-form strategic occupation, examining logistics, media framing, and long-term redress outcomes.
Learning Intentions
Analyze
Evaluate occupation strategy using evidence criteria.
Communicate
Write a balanced position with counterargument and rebuttal.
Success criteria: Students can justify whether Bastion Point was successful using evidence from sources and strategic criteria.
Video Anchor + Source Interrogation
Anchor source: Bastion Point testimony
Track campaign design choices, state response, and message control over time.
Evidence capture
- One quote on movement purpose
- One detail on occupation logistics
- One consequence for policy or public opinion
Reliability prompts
- What is this source strong for?
- What does it not show?
- Which other source would you pair with it?
Structured Lesson Tasks
Task 1: Retrieval + prediction (10 mins)
Compare likely tactical similarities and differences between Parihaka and Bastion Point.
Task 2: Evidence table (20 mins)
Complete claim, quote, significance, and reliability columns while viewing.
Task 3: Tactical scoring lab (25 mins)
Score the occupation by visibility, coalition-building, policy leverage, and risk.
Task 4: Position writing (15 mins)
Prompt: "Bastion Point was successful because..." Include counterargument and rebuttal.
Resources + Assessment
Core resources
Differentiation options
- Support: guided evidence table with sentence stems.
- Extension: compare Bastion Point with Ihumātao.
- Alternative: oral response recording instead of full paragraph.
Formative evidence
- Evidence table
- Tactic scoring sheet
- Position paragraph
Teacher look-fors
- Evidence-grounded claims
- Short and long-term outcomes distinguished
Homework
Annotate one Springbok Tour source from protest and one from supporter perspectives.
Teacher Notes
Localisation cue
- Connect occupation themes to local housing/land conversations.
- Use respectful protocols for contemporary comparisons.
Bridge to Lesson 4
- Shift from land occupation strategy to national media framing conflicts.
- Carry forward perspective-balance routine.
Hononga Marautanga · Curriculum Alignment
Social Sciences — Tikanga ā-Iwi
Level 3–4: Investigate social, cultural, environmental, and economic questions; gather and evaluate evidence from diverse sources; communicate findings and reasoning clearly for different audiences and purposes.
English — Communication
Level 3–4: Read, interpret, and evaluate information texts; write clearly and purposefully for specific audiences; apply critical thinking skills to evaluate sources and construct well-reasoned responses.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on your learning. What was the most important idea? What question do you still have?
Aronga Mātauranga Māori
This resource sits within a kaupapa that recognises mātauranga Māori as a living knowledge system with its own frameworks, values, and ways of understanding the world. The New Zealand Curriculum calls for learning that reflects the bicultural partnership of Te Tiriti o Waitangi, which means every subject area has an obligation to engage authentically with Māori perspectives — not as cultural decoration but as substantive contributions to how we understand our topics. The concepts of manaakitanga (care for others), kaitiakitanga (guardianship), whanaungatanga (relationship and belonging), and tino rangatiratanga (self-determination) provide a values framework applicable across all learning areas, and all are relevant to the work in this handout.
Ngā Rauemi Tautoko · Resources already provided
This handout is designed to be used alongside other resources in the same unit. Related materials are linked in the unit planner. All content is provided — no additional preparation is required to use this handout in your classroom.