Source metadata
- Source title:
- Type (video/speech/photo/cartoon/article):
- Author/creator:
- Date created:
- Audience:
🧺 Te Kete Ako
NZ Activism Source Evidence Log
NZ Activism Source Evidence Log · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Investigate a social, historical, economic, or political question using evidence
- Analyse multiple perspectives on complex social issues
- Understand how historical and contemporary forces shape society and identity
- Evaluate the relevance of Māori concepts and frameworks to understanding social issues
Paearu Angitu · Success Criteria
- I use at least two different sources or perspectives in my investigation
- I can explain how historical events or processes connect to present-day conditions
- I can present a clear position supported by specific evidence
- I connect at least one Māori concept or value to the social issue I am investigating
Template · Source Analysis
NZ Activism Source Evidence Log
Use this template for any lesson source (video, speech, cartoon, article, interview). It enforces evidence quality and perspective thinking.
Source Capture
Context check
- What movement/event is this source connected to?
- What issue is being contested?
- What power relationship is visible?
CER Evidence Log
Claim
Write one historical claim this source helps you make.
Claim statement: _______________________________________________________________________
Evidence
Record at least two direct pieces of evidence (quote, image detail, statistic, action).
- Evidence 1: _____________________________________________________________________________
- Evidence 2: _____________________________________________________________________________
Reasoning
Explain how your evidence supports your claim. Include cause/consequence or tactic/impact logic.
Reasoning: _______________________________________________________________________________
Perspective + Reliability Check
Perspective
- Whose perspective is centred?
- Whose perspective is missing?
- How does viewpoint shape message tone?
Reliability
- Is this firsthand, secondhand, or opinion commentary?
- What might the source creator want the audience to believe?
- Rate reliability for this inquiry question: High / Medium / Low and why.
Teacher Notes
Use in lessons
- Lesson 2: Parihaka statements
- Lesson 3: Bastion Point interview excerpts
- Lesson 4: Springbok visual media
Assessment link
- Collect one log per movement for evidence portfolio.
- Require at least one counter-perspective entry by Lesson 4.
Hononga Marautanga · Curriculum Alignment
Curriculum alignment for this handout has not yet been verified against the live curriculum statements. A generated placeholder that stood here was removed on 2026-08-29 because it matched no real statement.
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
Social Sciences taught well in Aotearoa should be uncomfortable — because the history of this land is one in which Māori and other communities have faced injustice, and in which those injustices are not yet fully addressed. Mātauranga Māori offers frameworks for thinking about social change that go beyond Western political theory: the concept of tino rangatiratanga (self-determination), of kotahitanga (unity in purpose), of utu (reciprocity across time) — these are not abstract ideas but working tools for analysing how power has been distributed and how it might be redistributed more justly. Social Sciences that centres these frameworks gives students the analytical vocabulary to name what they see in the world and imagine what could be different.
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.