📚 Unit Plans → 🌍 History 2.4: Perspectives → 📄 Newspaper Headline Cards — History 2.4 Lesson 1
Year 12 Tikanga-ā-Iwi / Social Sciences
← Back to Lesson 1 | 🖨️ Print
Ngā Pepa Karere — Newspaper Headline Cards
History 2.4 · Lesson 1 · 1981 Springbok Tour · Cut apart one set per group of 3
✂️ Kaiako preparation: Print one sheet per group of three students. Cut along the dashed lines. Each group receives all six cards. Students use the P·E·E Graphic Organiser to analyse each headline.
- - - - - - - - - - ✂ - - - - - - - - - - - - - - - ✂ - - - - - - - - - -
1
New Zealand Herald July 25, 1981
"Protesters Attack Sacred Rugby Heritage — Police Step In to Restore Order"
⚠️ Written for this lesson — this is NOT a real headline and not a quotation. It represents a perspective this publication expressed at the time. Do not cite it in your assessment. For real 1981 headlines use Papers Past (paperspast.natlib.govt.nz).
P: Who wrote this? What is their perspective?
E: What words reveal it? Circle them.
E: Why would this publication see it this way?
2
Auckland Star July 25, 1981
"Citizens Stand Against Apartheid: Thousands March in Auckland Streets"
⚠️ Written for this lesson — this is NOT a real headline and not a quotation. It represents a perspective this publication expressed at the time. Do not cite it in your assessment. For real 1981 headlines use Papers Past (paperspast.natlib.govt.nz).
P: Who wrote this? What is their perspective?
E: What words reveal it? Circle them.
E: Why would this publication see it this way?
3
Te Māori News (Community Newsletter) August 1981
"Our Land, Our Struggle — The Springbok Tour Is a Māori Issue Too"
⚠️ Written for this lesson — this is NOT a real headline and not a quotation. It represents a perspective this publication expressed at the time. Do not cite it in your assessment. For real 1981 headlines use Papers Past (paperspast.natlib.govt.nz).
P: Who wrote this? What is their perspective?
E: What words reveal it? Circle them.
E: Why would this community see a connection between apartheid and Māori rights?
4
Waikato Times July 20, 1981
"Muldoon Government Defends Tour: 'Sport and Politics Must Be Kept Separate'"
⚠️ Written for this lesson — this is NOT a real headline and not a quotation. It represents a perspective this publication expressed at the time. Do not cite it in your assessment. For real 1981 headlines use Papers Past (paperspast.natlib.govt.nz).
P: Who wrote this? Whose view does it represent?
E: What is the government's stated reason? Is this the full story?
E: What political pressures shaped this perspective?
5
Pacific Community Voice August 1981
"Pasifika Families Stand Divided — Some March, Others Fear Violence in the Streets"
⚠️ Written for this lesson — this is NOT a real headline and not a quotation. It represents a perspective this publication expressed at the time. Do not cite it in your assessment. For real 1981 headlines use Papers Past (paperspast.natlib.govt.nz).
P: What does this headline reveal about Pasifika community perspectives?
E: What specific contrast is shown?
E: Why might a community be divided on this issue — what were their different concerns?
6
Otago Daily Times July 1981
"Just Let Them Play Rugby — The Majority Just Want Their Sport"
⚠️ Written for this lesson — this is NOT a real headline and not a quotation. It represents a perspective this publication expressed at the time. Do not cite it in your assessment. For real 1981 headlines use Papers Past (paperspast.natlib.govt.nz).
P: Who does this headline speak for?
E: What is their position? What words reveal it?
E: What concerns or values shaped this perspective? Is "apolitical" itself a political position?
- - - - - - - - - - ✂ - - - - - - - - - - - - - - - ✂ - - - - - - - - - -
Kaiako Notes — Using These Cards:

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Six written-for-teaching headlines about the 1981 Springbok Tour, each labelled as not real, used to practise the P·E·E frame on a short text before students meet a full primary source.

Ngā Paearu Angitū — Success Criteria

Differentiation & Inclusion

Scaffold support: One sheet per group of three; cut on the dashed lines and give each group all six cards. Pair the cards with the P·E·E organiser so the analysis has somewhere to go. Extend by sending a group to Papers Past to find a real July 1981 headline and compare it with the card.

ELL / ESOL: Headlines are short and self-contained — this is the lowest-language route into perspective analysis in the unit. Read all six aloud before groups start circling.

Inclusion: Cutting and handling the cards is part of the task for students who think better with something in their hands. The circling can be done individually before any group talk.

Mātauranga Māori: Every card carries the warning that it was written for this lesson and is not a quotation. Say it aloud as well as printing it: a fabricated source used as a teaching model is only safe while the label is visible, and this unit is about who gets quoted and who does not.

Prior knowledge: Use in Lesson 1, after the P·E·E framework has been introduced.