Best for
Lesson 2 or 3 mapping, research organisation, global comparison, and building background before media analysis or action planning.
Unit 5 comparative inquiry • Years 10-13 • Global Indigenous solidarity
Global Solidarity Map Organiser
Use this organiser to map where Indigenous struggles are happening, what communities are protecting, who is affected by colonial systems, and how solidarity travels across oceans. The goal is not to flatten different peoples into one story. The goal is to notice patterns while still respecting local context.
Free organiser, premium adaptation path
This version is print-ready. Te Wānanga becomes useful when you want a Pacific-focused version, a junior map with fewer fields, or a class-specific organiser tied to current events.
- Generate a simplified Years 7-8 version with more teacher prompts.
- Create a Pacific solidarity version focused on Moana activism.
- Save a class map pack into My Kete and refine the sequence in Creation Studio.
Kaiako planning snapshot
- Use length: 20-30 minutes for the first pass, then ongoing reference across the unit.
- Grouping: Pairs or triads work best so students can divide case studies.
- Prep: Provide a wall map, atlas, or projected map and 3-4 pre-selected case studies.
- Teaching move: Keep asking “Whose land, whose struggle, whose voice, whose allies?”
- Support / stretch: Support with one region at a time; stretch with cross-case pattern analysis and movement comparisons.
Resources already provided
- Student print fields and map workspace
- Case-study prompts for peoples, issues, tactics, and allies
- Comparative prompts for noticing patterns without flattening difference
- Teacher-facing curriculum companion
- Workflow continuation into Te Wānanga, Creation Studio, and My Kete
Good solidarity work is specific. Avoid vague statements like “Indigenous people everywhere are the same.”
Ngā Whāinga Akoranga / Learning Intentions
- We are learning how Indigenous struggles connect across places and issues.
- We are learning to compare movements without erasing local histories and tikanga.
- We are learning how solidarity can be mapped through relationships, actions, and shared values.
Paearu Angitu / Success Criteria
- I can identify where a movement is happening and what the main issue is.
- I can describe at least one shared pattern and one important difference across cases.
- I can explain how Māori perspectives or actions connect to wider Indigenous solidarity.
Curriculum integration / Te Marautanga alignment
The companion page makes the curriculum fit explicit across systems, participation, power, and informed comparison.
Mātauranga Māori and global solidarity note
Use Māori knowledge as a relational lens, not as a decorative add-on. Encourage ākonga to ask what mana, whenua, tino rangatiratanga, and collective responsibility might help them notice in each case study.
Case study 1
People / nation / community:
Issue or threat:
Case study 2
People / nation / community:
Issue or threat:
Case study 3
People / nation / community:
Issue or threat:
Case study 4
People / nation / community:
Issue or threat:
1
Locate
Mark where the movement is happening and what whenua or water is at stake.
Place
Territory
2
Name the pressure
Identify the colonial, corporate, legal, or environmental pressure shaping the issue.
Power
Systems
3
Track solidarity
Record who is supporting, what actions are happening, and whether those actions are reciprocal.
Action
Reciprocity
Map sketch or paste-in space
Sketch regions, add arrows for solidarity links, colour-code issues, or attach a printed world map here.
Comparison table
| Case | Main issue | Key tactic | What allies did |
|---|---|---|---|
| Case 1 | |||
| Case 2 | |||
| Case 3 | |||
| Case 4 |
Shared patterns I notice
Differences we must respect
How Māori experiences connect here
Questions for deeper inquiry
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.
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.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on what you have learned today. What was the most important idea? What question do you still have?
Ngā Rauemi Tautoko · Support Materials
This handout is designed to be used alongside the broader unit resources available at Te Kete Ako handouts library. Related resources from the same unit are linked in the unit planner. All resources are provided — no additional preparation is required to use this handout in your classroom.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will investigate global indigenous solidarity movements through a historical lens, using whakapapa of resistance to trace how communities have organised across borders to assert tino rangatiratanga and mana motuhake. This unit connects Aotearoa's struggle for sovereignty to broader international movements for indigenous rights and decolonisation.
Ngā Paearu Angitū — Success Criteria
- ✅ I can analyse and compare perspectives from multiple indigenous resistance movements globally.
- ✅ I can explain how solidarity across difference has strengthened indigenous rights campaigns.
- ✅ I can evaluate the significance of international indigenous solidarity for Aotearoa New Zealand.
Differentiation & Inclusion
Scaffold support: Provide graphic organisers for comparing movements. Entry-level tasks focus on identifying key events; extension tasks require evaluating the effectiveness of solidarity strategies and writing a persuasive historical argument.
ELL / ESOL: Pre-teach key historical terms (sovereignty, solidarity, colonisation, decolonisation). Provide bilingual glossaries where available; allow discussion in home language first.
Inclusion: Use structured note-taking templates and chunked readings. Neurodiverse learners benefit from visual timelines and choice in how they demonstrate understanding — oral, visual, or written formats all valid. Ensure content is presented sensitively given the potential for personal connection to histories of dispossession.
Mātauranga Māori lens: Centre whakapapa as a methodology — tracing the genealogy of resistance ideas across cultures and time. Frame the hīkoi as both a political act and a cultural expression of rangatiratanga. Connect to the whakataukī: "He aha te mea nui o te ao? He tangata, he tangata, he tangata."
Prior knowledge: Best used after foundational study of colonisation and the Treaty of Waitangi. Familiarity with basic historical inquiry skills is recommended.
Curriculum alignment
- Social Studies — Understanding: Students understand that historical and contemporary events reflect the perspectives and interests of those involved and their significance for different groups.
- Social Studies — Understanding: Students understand how the Treaty of Waitangi has shaped New Zealand society and the ongoing significance of indigenous rights.