📚 Unit Plans → 🌍 HIS 2.3: Perspectives → 📄 P·E·E Graphic Organiser — HIS 2.3 Perspectives
Year 12 Tikanga-ā-Iwi / Social Sciences
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P·E·E Graphic Organiser — Ngā Tirohanga / Perspectives

· HIS 2.3 · NCEA Level 2 · Te Kete Ako
Te Kete Ako
 
 
 
Te Anga PEE — Quick Reference
P
Perspective: Name the group. State their view using specific language. ("Māori rangatira believed..." / "The British Crown maintained...")
E
Evidence: Cite a specific source — who wrote it, when, what it said. Not vague ("people said") — specific ("In his 1863 memorandum, Governor Grey stated...")
E
Explanation: WHY did they hold this perspective? Connect to their identity, values, context, and what was at stake for them. This is where Merit & Excellence live.
Tirohanga Tuatahi — Perspective 1 Group / Rōpū: _______________________
P Perspective — What did they believe?
Use specific language: "[Group] believed / maintained / held that..."
E Evidence — What specific source proves this?
Who wrote it? When? What did it say? (quote if possible)
E Explanation — WHY did they hold this perspective?
What identity, values, or context shaped their view? What did they stand to gain or lose?
Tirohanga Tuarua — Perspective 2 Group / Rōpū: _______________________
P Perspective — What did they believe?
"[Group] viewed this event as... because..."
E Evidence — What specific source proves this?
E Explanation — WHY did they hold this perspective?
What did this group value above everything else? How did their context make their view feel necessary or inevitable?
Tirohanga Tuatoru — Perspective 3 Group / Rōpū: _______________________
P Perspective — What did they believe?
E Evidence — What specific source proves this?
E Explanation — WHY did they hold this perspective?
⭐ Whakahōhonu — Excellence Extension
Why were these perspectives irreconcilable? What core value or worldview clash made agreement impossible? This is the heart of your excellence conclusion.
Paearu Angitu — Self-check before you write your assessment:
A I named three distinct groups and described what each believed.
M I explained WHY each group held their perspective using specific evidence and context.
E I analysed how the perspectives interacted and why they were irreconcilable. I discussed significance.

📋 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

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.

Curriculum alignment