New Zealand Protests Reading Comprehension Task Cards
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Description
Explore fourteen significant protest movements that have created change for Aotearoa New Zealand and its people, and shone a light on important causes, both locally and internationally. This New Zealand Protests Reading Comprehension Task Cards pack includes14 non-fiction passages with a variety of unique and engaging text-dependent questions and higher-order thinking tasks.
This resource links to the NZ Curriculum for Social Sciences and Reading.
Our New Zealand Protests Reading Comprehension Task Cards set includes the following resources:
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14 task card challenges (passages and follow-up activities)
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Understand, Apply and Create activities are included (higher-order thinking skills)
- Hōne Heke’s Flagpole Protest
- The Peaceful Protest at Parihaka
- The Women’s Suffrage Petition
- The Great Strike
- The Depression Riots
- The Waterfront Dispute
- Anti-Vietnam War Protests
- The Māori Land March
- The Bastion Point Occupation
- The Polynesian Panthers
- The Springbok Tour Protests
- Nuclear-Free Protests
- The Foreshore and Seabed Hikoi
- The Ihumatāo Occupation
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A set of broad discussion questions to encourage oral discussions and the sharing of opinions (evaluating – Higher Order Thinking)
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A set of perspective cards – a chance for students to consider a range of perspectives from each protest
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A full set of answers
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Links to the NZ Curriculum for Social Sciences and Reading.
Please note:
The Apply section of this resource uses QR codes. You will need access to a digital device e.g. tablet, iPad, or phone that can scan QR codes (there are many free apps you can use). You will also need to have access to Youtube for many of the digital weblinks.
Aotearoa New Zealand Histories Curriculum Links:
Tino rangatiratanga me te kāwanatanga | Government and organisation
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Year 5-6: Governments have selectively supported or excluded people through processes associated with voting rights, access to education, health, and welfare provision, reflecting prevailing public attitudes of the time. Often equitable treatment has been sought by people, including Māori, Chinese, women, children, and disabled people.
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How, over time, have various New Zealand governments restricted voting rights? How have people advocated for their rights? How did the Government respond to the hardships of the Great Depression?
Whakapapa me te whanaungatanga | Culture and identity
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Year 7-8: Mid-twentieth-century Māori migration to New Zealand cities occurred at an unprecedented pace and scale, disrupting the whakapapa of te reo and tikanga and depopulating papa kāinga. New approaches to being Māori and retaining iwi values and practices were created and debated. Movements to reassert Māori language, culture, and identity arose throughout the country.
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What were the challenges Māori faced after the Second World War? What do hapū and iwi say about their relocation to the cities and the reasons for it? What has this meant for their identity as Māori?
Tino rangatiratanga me te kāwanatanga | Government and organisation
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Year 7-8: Mana was central to all political and economic relationships in traditional Māori society and has continued to shape internal and external interactions.
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How was mana expressed in relationships between iwi and between iwi and Pākehā?
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How did iwi co-opt new ideas and technologies in the pursuit of mana, and what were some of the impacts of that?
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How did diseases brought by Europeans impact mana?
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How is mana evident in Māori protest actions?
