📚 Unit Plans → 🌍 History 2.4: Perspectives → 📄 Event Selection Planner — History 2.4 Lesson 7
Year 12 Tikanga-ā-Iwi / Social Sciences
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Event Selection Planner — Ngā Mahere Āhuatanga

Level 2 History · History 2.4 · Lesson 7 · Te Kete Ako
 
 
 
A
The Event — Te Āhuatanga Hītori
Name of historical event:
Approximate dates (when did it happen?):
Why is this event historically significant?
Why did you choose this event?
Suitability check — tick all four before moving on:
Three distinct groups with different perspectives
Evidence available for each group
Real tension or conflict between perspectives
Specific enough to research (not too broad)
B
Three Groups + Perspectives — Ngā Rōpū e Toru

For each group, complete the three rows (P·E·E). Use dot points — full sentences come later in Lesson 8.

1Group name:
P
What did they believe / what was their perspective?
E
Source — who wrote/said it, when, what did it say?
E
Why did they hold this view? (identity / values / context / what was at stake)
2Group name:
P
What did they believe / what was their perspective?
E
Source — who wrote/said it, when, what did it say?
E
Why did they hold this view? (identity / values / context / what was at stake)
3Group name:
P
What did they believe / what was their perspective?
E
Source — who wrote/said it, when, what did it say?
E
Why did they hold this view? (identity / values / context / what was at stake)
C
The Core Clash — Rerekētanga · Excellence Extension

In 2–3 sentences: why were these three perspectives irreconcilable? What fundamental value, worldview, or assumption prevented the groups from agreeing? This becomes your Excellence conclusion in Lesson 10.

Starter: "The perspectives of [Group 1], [Group 2], and [Group 3] were irreconcilable because they rested on fundamentally different understandings of _______________."
Kaiako Sign-Off:
Date: ___________

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

The in-lesson planning sheet where a student commits to an event, checks it against the four suitability criteria, and drafts P·E·E dot points for each of three groups.

Ngā Paearu Angitū — Success Criteria

Differentiation & Inclusion

Scaffold support: This sheet gives the 23-minute planning block its shape; make it the required output rather than an option. Dot points only — full sentences belong in Lesson 8. Extend by requiring a fourth group to be considered and then justified in or out.

ELL / ESOL: Every field is a short prompt with a single question, so the planning load is structural rather than linguistic. Dot points may be drafted in te reo or a first language.

Inclusion: The sheet's sections are independent, so a student can complete section B for one group and return to the others later without losing the thread.

Mātauranga Māori: Section B's third group is where the Māori or community perspective usually sits. Check at the planning stage that it has a named source, not just a named group — a third perspective planned without evidence becomes the token paragraph the standard penalises.

Prior knowledge: Use in Lesson 7, after the approved-events gallery walk.