Year 12
Tikanga-ā-Iwi / Social Sciences
Ngā Kupu Matua — Key Vocabulary Matching Cards
HIS 2.3 · Lesson 1 · Historical Perspectives · Print one set per pair of students
✂️ Kaiako preparation: Print one sheet per pair. Cut out both sets (blue = Te Reo terms; green = English definitions). Students match each blue card to the correct green card. Check answers with another pair, then keep cards for revision throughout the unit.
- - - - - - - - - ✂ SET 1: Te Reo Terms (blue) — cut these out - - - - - - - - -
Set 1 — Te Reo Terms
1
Tirohanga
tee · ro · HA · nga
→ Match to a green card
2
Tūāhuatanga
too · AH · hua · TA · nga
→ Match to a green card
3
Horopaki
ho · ro · PA · ki
→ Match to a green card
4
Whakaaro aroha
fa · ka · A · ro · a · RO · ha
→ Match to a green card
5
Kōkiri
kō · KI · ri
→ Match to a green card
6
Rerekētanga
re · re · KE · ta · nga
→ Match to a green card
- - - - - - - - - ✂ SET 2: English Definitions (green) — cut these out - - - - - - -
Set 2 — English Definitions (shuffled — not in order!)
Def B = matches Term 5 (Kōkiri)
B
Argument / Case
A structured position supported by evidence and reasoning. In history, we build one of these — a position about why a group held their perspective.
D
Context
The surrounding circumstances — time, place, culture, social position — that shaped how a person saw the world. Explains why a perspective made sense to those who held it.
F
Difference / Irreconcilability
When two perspectives are so different they cannot be resolved — because they come from fundamentally different worldviews. Understanding this is the key to Excellence.
A
Perspective / Viewpoint
A point of view shaped by who you are — your identity, values, experiences, and goals. Everyone has one. It is not the same as bias.
E
Historical Empathy
The ability to understand why people in the past acted as they did — from within their context, not ours. We do not have to agree with them; we must understand them.
C
Evidence
Specific, real proof from sources — a letter, a law, a photograph, a speech — that shows a perspective existed. Without this, a perspective is just an opinion.
Kaiako Answer Key:
1 (Tirohanga) → A
2 (Tūāhuatanga) → C
3 (Horopaki) → D
4 (Whakaaro aroha) → E
5 (Kōkiri) → B
6 (Rerekētanga) → F
Note: Definition cards are shuffled (B, D, F, A, E, C) so students must actively match rather than use position.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to develop NCEA Level 2 historical thinking skills — examining how and why different groups held distinct perspectives on significant events in Aotearoa New Zealand's past, and constructing analytical essays using the PEE (Point–Evidence–Explanation) framework.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can identify the values, beliefs, and circumstances that shaped the perspectives of different historical groups.
- ✅ Students can construct a well-evidenced analytical essay that moves beyond description to explain why perspectives were irreconcilable.
Differentiation & Inclusion
Scaffold support: Provide PEE sentence frames and perspective analysis templates for entry-level access. Students new to historical essay writing benefit from annotated exemplars showing the difference between describing and explaining a perspective. Extend capable writers by asking them to explain the enduring significance of the perspective clash — why does it still shape Aotearoa today?
ELL / ESOL: Pre-teach key historical vocabulary (perspective, corroboration, reliability, significance, agency) with visual glossaries. Allow oral explanation of perspective analysis before written essay drafts. Sentence starters and argument frames lower the language barrier without reducing the historical thinking demand.
Inclusion: Essay writing is cognitively demanding — chunk the process across multiple sessions with formative checkpoints. Neurodiverse learners benefit from explicit essay structure guides and colour-coded paragraph planning. Oral history discussion forums are a valid alternative assessment pathway for students who need them.
Mātauranga Māori lens: This achievement standard centres events where Māori perspectives have historically been marginalised or misrepresented. Placing tangata whenua perspectives as the primary lens — not as "the other side" — is an act of historical justice. Whakapapa provides a framework for understanding why events like the NZ Wars, land confiscations, and the Dawn Raids were not isolated incidents but linked expressions of colonial power. Tino rangatiratanga and mana motuhake frame what was at stake. Students develop empathy and critical historical consciousness together.
Prior knowledge: Students should have foundational knowledge of the relevant historical events (NZ Wars, Treaty of Waitangi, Dawn Raids, or other case study). Familiarity with the PEE structure supports engagement with essay-focused resources.