Collective action • Years 7–8 • Unit 10 Week 6

Local Response Analysis

Somebody is always already doing something. This sheet asks you to look closely at one real response — who is involved, what they actually do, and honestly, what it cannot fix.

Ingoa / Name

Akomanga / Class

Best for

The response activity in Lesson 6, after the collective action video.

Kaiako use

Use a response your class can actually visit or contact if possible. A local example beats a famous one for this task.

Ākonga use

Analyse one response using the four questions, then judge whether it addresses the structural cause or only the symptom.

Linked next step

This is the exact analysis the assessment poster's 'response' and 'evaluation' elements require.

Te Ao Māori lens

Māra kai, marae-based kai distribution and iwi food-sovereignty programmes often work from a different premise than a food bank: not relief for individuals, but restoring a community's own capacity to feed itself. Ask students which premise addresses the structural cause.

Free to teach tomorrow, adaptable to your rohe

The frame works with any response. Te Wānanga is useful when you want it prepared around organisations active in your own community.

Build the sheet around a food-security organisation in your town or rohe.
Add a comparison column so students can weigh two responses side by side.
Save an adapted Unit 10 response set in My Kete.

Adapt this in Te Wānanga Open Creation Studio Open My Kete

Kaiako planning snapshot

Use length: 20 minutes.
Grouping: Pairs or small groups, one response each, then share.
Prep: Choose one or two responses, or let students pick from the assessment topic menu.
Teaching move: The evaluation question is the demanding one. Ask students to say out loud what the response cannot solve before they write anything.

🧺 Kai systems ⚖️ Trade-offs

What this sheet already gives you

A four-question response analysis frame
A symptom-or-structure judgement task
A collective versus individual action comparison
An honest-evaluation prompt
A direct bridge to the assessment poster

Students find praise easy and evaluation hard. A response that helps people and still cannot fix the underlying problem is the normal case, not a failure — say so explicitly.

Ngā Whāinga Ako / Learning Intentions

We are learning to describe a real community response to a food-security challenge.
We are learning to explain why collective action reaches further than individual choices.
We are learning to evaluate honestly — what a response achieves and what it cannot solve.

Ngā Paearu Angitū / Success Criteria

I can name a real organisation or community and describe what it actually does.
I can explain why this response needs to be collective rather than individual.
I can name one thing the response achieves and one thing it cannot solve.

The response I am analysing

	Your answer
Name of the community, group or organisation
Where does it operate?
What food-security challenge is it responding to?

The four questions

Question	Your answer
Who is involved? Name the people, iwi, organisation or agency.
What do they actually do? Be concrete — describe the activity, not the mission statement.
What does it achieve? Who is better off, and how?
What can it not solve? Be honest. No response fixes everything.

Symptom or structure?

Think back to Lesson 4's distinction between immediate and structural causes.

Does this response treat the symptom (people are hungry now) or the structure (the system that keeps producing hunger)? Many good responses do the first. Explain which this one does, and why that matters.

Why collective?

Could an individual household achieve what this response achieves by making better choices on its own? Explain your answer in two or three sentences.

Carry it into your assessment

Your poster needs a response and an honest evaluation of it. Draft one sentence for each now, while this analysis is fresh.

Poster element	First draft
The response
The evaluation — achieves / cannot solve