Best for
Lesson 5 social-action design, project checkpoints, and summative planning for solidarity campaigns or community response.
Unit 5 social action • Years 10-13 • Respectful solidarity
Indigenous Solidarity Action Plan
This template helps ākonga move from “we care about this issue” to “here is a respectful action that centres Indigenous leadership, avoids saviour thinking, and can be evaluated honestly.” Real solidarity is relational, accountable, and specific.
Free plan, premium adaptation path
This version is ready now. Te Wānanga becomes useful when you want a school-campaign version, a whānau-communication version, or differentiated action-plan scaffolds.
- Generate a short campaign version for junior classes.
- Create a partnership-ready version for local iwi or community groups.
- Save planning drafts into My Kete and refine them in Creation Studio.
Kaiako planning snapshot
- Use length: 30-40 minutes to draft, then revisit during project checkpoints.
- Grouping: Pairs or small groups if roles are named clearly.
- Prep: Share examples of ethical and unethical solidarity action first.
- Teaching move: Ask “Who is leading? Who benefits? What permission exists? How will we know?”
- Support / stretch: Support with sentence starters; stretch with impact measures and stakeholder communication plans.
Resources already provided
- Issue definition and context prompts
- Leadership, permission, and reciprocity checks
- Action steps, resources, and timeline planning
- Impact and reflection prompts
- Teacher-only curriculum companion
This sheet should slow students down in a good way. Ethical action requires more thought than enthusiasm alone.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning how to design solidarity actions that centre Indigenous leadership.
- We are learning how to plan action with reciprocity, accountability, and realism.
- We are learning how to measure impact beyond “we did something.”
Paearu Angitu / Success Criteria
- I can clearly explain the issue and who is most affected.
- I can identify who is leading and what permission or guidance is needed.
- I can design actions, measures, and next steps that are specific and accountable.
Curriculum integration / Te Marautanga alignment
The companion page makes the curriculum fit explicit across participation, systems, fairness, and informed social action.
Protocol note
Solidarity is not performing concern. Students should be able to show who they are listening to, what relationships they are building, and how their action avoids speaking over the people they claim to support. Keep mātauranga Māori concepts like manaakitanga, whanaungatanga, and tino rangatiratanga visible in the way the plan is designed.
Issue and community
What issue, place, or movement are we responding to?
Who is most affected?
Leadership and accountability
Who is the Indigenous-led voice or organisation we are following?
What guidance, permission, or protocol do we need?
1
Define the purpose
What specific change, support, or response are we aiming for?
2
Plan the action
What will we actually do, and what is each person responsible for?
3
Measure the impact
How will we know if our action was useful, respectful, and worth continuing?
Action table
| Task or action | Who leads it? | Resources needed | When will it happen? |
|---|---|---|---|
How will we avoid tokenism or saviour behaviour?
What will success look like?
How will we report back to the community or organisation?
What could continue after this project ends?
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.