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Social Sciences driving the big idea: How have everyday people taken…

- - - - Posters and flyers advertising the living museum
      - Invitations to guests
      - Blurbs for historical artefacts
      - A gallery guide for visitors
      - Script for tour guides to introduce each exhibit
      - Studying the conventions of a run sheet, then writing one for classmates to follow during the exhibit (mathematics crossover — numbers and timings)
    - - Place poetry
      - Creating characters and writing monologues with contrasting points of view - editing for effect and historical accuracy
      - Protest poetry - drafting, refining and performing
      - Studying language conventions to elevate quality and emotive potential for all creative pieces
    - - Constructing arguments to show perspectives of opposing parties
      - Writing a letter to (historical) NZ Parliament - students to write a letter from the perspective of a historic figure trying to show how a minority group are being treated unfairly and ending with a call to action
  - - - Texts about protest movements
      - Protest poetry (as mentor texts)
      - Research: texts about historical events relevant to each group’s exhibit
      - Texts connected to hauora and wellbeing
- - - - Inquiry-based learning
      - Using narrative (both oral and written storytelling)
      - Using artefacts
      - Experts (interview an expert or eyewitness)
      - Using images
      - Using the news - relating the past to ongoing issues in the present
      - Creating timelines
      - Acknowledging differing perspectives (i.e. monologues and performing them during the living museum, as well as students keeping a journal throughout to explore their own perspective, values, and biases - relates to Hauora)
      - Taking action (students will create a living museum to embody and dramatise different perspectives and collective action throughout history. They will also, in writing, write a persuasive letter to the NZ government from the perspective of a character in history, outlining what they want the government to do)
  - - - Connecting to current social issues — for example climate change — as the “future protest.” The class will collectively contribute to an additional exhibit - an imagined future protest about an issue they agree on, for example climate change, and contribute artefacts and monologues to represent the way protests will be conducted in the future.
    - - Hone Heke and the Flagstaff War (1844–1845)
      - Parihaka Peaceful Resistance (1879–1881)
      - Kate Sheppard and Women’s Suffrage (1893)
      - Māori Women’s Welfare League (1951)
      - Ngā Tamatoa (1970)
      - The Polynesian Panthers (1971)
      - Dame Whina Cooper and the 1975 Māori Land March
      - Bastion Point Occupation (1977–1978)
      - Nationwide Treaty Principles Bill Protests (2024–2025)
- - - - How do we divide the labour across groups - how many students, how many tasks, how long each?
      - Creating a runsheet for the exhibit, calculating quantity of visitors, timings for tours and duration of performances (literacy crossover)
      - Numberline to track major protest movements across Aotearoa NZ’s history alongside progress indicators such as legislative change
  - - - Collecting and representing data
        
        Who in the class has expressed interest in what roles?
        
        Where do each person’s interest and talents sit in order to create well-rounded groups?
        
        Which moments in history have each group picked?
        
        How do we decide who gets what if everyone wants the same one?
      - Collecting and representing data - visitor numbers, session lengths, survey responses from guests
      - Who is coming to the event? Survey whose whanau are coming and how many will attend.
      - Explore whether it's logistically possible to invite Year 7s to come through.
      - Logistics and timing: how do we stagger visitor numbers through the classroom?
      - How long should each guided tour session be?
      - How many sessions do we need to run? Will it be over several afternoons or can we fit it in just one?
  - - - Taking into account constructed “walls” made out of cardboard used to partition the spaces
        
        Walkways for visitors
        
        Space for live performances
        
        Producing a floor plan or map of the museum - crossover with literacy through labelling, keys and instructional writing
  - - - Talk moves (revoicing, repeating, reasoning, adding on, waiting)
      - Think, pair, share
      - Real-world application and problem solving
      - Collaboration
      - Inquiry-based learning
      - Rich tasks