Best for
Planning Unit 2 source work, selecting class-ready archives or excerpts, and differentiating inquiry for Years 8-13.
🧺 Te Kete Ako
Unit 2 Primary Source Library and Selection Guide
Unit 2 Primary Source Library and Selection Guide · 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
Free planning guide, premium adaptation path
This page gives you the curation spine. Te Wānanga becomes useful when you want a localised source pack, a custom inquiry sequence for your rohe, or a differentiated resource family built from one planning decision.
- Build a place-based source pack around local petitions, newspapers, maps, or oral histories.
- Generate separate source menus for support, core, and extension learners.
- Save a reusable planning family into My Kete and reopen it next term.
Kaiako planning snapshot
- Prep: Select one inquiry focus first: Treaty texts, protest and land, or redress and continuity. Do not hand students an undifferentiated archive dump.
- Timing: 15 minutes planning time is usually enough to choose a set and pair it with the right student template.
- Grouping: Give support learners one tightly curated source pair; extension learners can manage a three-source set with corroboration demands.
- Likely misconception: Students often think the longest or most official source is the “best” source. Teach fitness for purpose instead.
- Inclusion move: Reduce cognitive overload by pre-chunking long texts and using image or speech sources alongside dense written material.
Resources already mapped
- Three coherent source-set pathways for Unit 2
- Readiness guidance for support, core, and extension groups
- Localising and permission reminders for mātauranga Māori and rohe-specific sources
- Suggestions for the best student worksheet to pair with each source set
- A matching teacher-only curriculum companion
This page exists so kaiako are not left making source-selection decisions from scratch at 9:30 pm.
Teacher-only planning note
Historical inquiry is strongest when students meet fewer sources, but better chosen ones. Curate for quality, contrast, and teachability. Put one Māori-led voice beside one official or dominant source whenever you can, then decide what writing or discussion move should follow.
Learning Intentions
- We are planning source sets that help students interpret the past through strong evidence.
- We are planning inquiry pathways that honour mātauranga Māori and avoid archive bias.
- We are planning differentiated source work that is genuinely teachable tomorrow.
Success Criteria
- I can choose a source set that matches the lesson purpose and learner readiness.
- I can explain why the selected sources are trustworthy, contrasting, and mana-aware.
- I can pair the source set with the right student scaffold for tomorrow’s lesson.
Source Set A: Te Tiriti and translation
Use when students need to see how wording, translation, and power sit inside one agreement.
- Te Tiriti and English text excerpts
- Brief contextual note or museum framing
- One follow-up source on interpretation or redress
Best student pairings: text comparison inquiry or quick template.
Source Set B: Protest, whenua, and resistance
Use when students need to encounter Māori resistance and Crown response through different source types.
- Petition or protest statement
- Newspaper or official response
- Image, poster, or oral-history fragment
Best student pairings: framework or deep template.
Source Set C: Redress and continuity
Use when students are ready to connect past injustice with Tribunal findings, settlements, and present-day debates.
- Historical source showing breach or grievance
- Tribunal or settlement summary
- Contemporary commentary or case study
Best student pairings: counter-narrative writing guide or seminar notes in the deep template.
Readiness by learner need
| Learner pathway | Best source shape | Kaiako move | Best follow-up resource |
|---|---|---|---|
| Support | One short source plus one image or quote card | Pre-teach vocabulary, annotate together, use oral rehearsal | Quick Primary Source Analysis Template |
| Core | Two contrasting sources with clear purpose | Teach corroboration explicitly and ask for one supported judgement | Primary Source Analysis Framework |
| Extension | Three-source set with conflicting perspectives or language | Ask how interpretation shifts across time, audience, and power | Deep Template or Counter-Narrative Writing Guide |
Localising responsibly
If you bring in sources from your own rohe, check first whether the material is public, whether the language around it is accurate, and whether local iwi, hapū, marae, museum, or archive guidance is needed. Strong place-based teaching should deepen integrity, not shortcut it.
Neurodiversity and executive-function support
- Reduce the number of sources, not the intellectual challenge.
- Chunk longer texts and use visual organisers.
- Make the purpose of each source explicit before students start reading.
Common trust-killing mistakes
- Giving students archive links with no source-selection support.
- Using colonial records as the only voice in the room.
- Calling a source “balanced” when it is simply official.
Curriculum mapping and companion
The companion page turns this planning guide into explicit curriculum language around source selection, evidence-based interpretation, and Aotearoa histories inquiry design.
Hononga Marautanga · Curriculum Alignment
Social Sciences — Tikanga ā-Iwi
Level 3–4: Investigate how historical, political, and economic processes shape societies; understand how people participate in communities to create change; analyse different perspectives on social, cultural, and environmental issues.
English — Research and Literacy
Level 3–4: Gather, evaluate, and synthesise information from multiple sources; construct well-reasoned arguments using evidence; communicate social science understanding clearly in written, oral, and visual forms.
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 · Support Materials
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.