Activity 1: Freedom Fighters

• Learning Intention: Students will have an increased their knowledge of the meaning and implications of the concepts “social justice”, “freedom of the individual”, and “human rights” and will have written their own definitions.
• Learning processes:
• Inquiry. Students will demonstrate skills as they:
• – establish a framework for inquiry;
• – collect and record information from a range of primary and secondary sources.
• Outline: Students use the biographical material to help them to focus on freedoms (using a freedom fighter diagram and a KTDN chart) and begin to formulate definitions of the terms “social justice”, “freedom of the individual”, and “human rights”.

Activity 2: It’s My Right

• Learning Intention: Students will be able to identify at least one human rights landmark in New Zealand and will have increased their knowledge of some of the rights they enjoy.
• Learning processes:
• Inquiry. Students will demonstrate skills as they:
• – establish a framework for inquiry;
• – collect and record information from a range of primary and secondary sources.
• Outline: Students use an example of a landmark of change related to social justice to help them focus on rights then choose – with reasons – the five rights that are most important to them from the New Zealand Bill of Rights.

Activity 3: Plotting for Change

• Learning Intention: Students will be able to identify some of the strategies, processes, and tools people use when pressing for change in relation to social justice and human rights.
• Learning processes:
• Social Decision Making. Students will demonstrate skills as they:
• – identify a range of problems associated with an issue and identify underlying problems;
• – generate a range of possible solutions;
• – plan possible actions in relation to identified problems or issues and identify the likely consequences of these actions.
• Before beginning this activity, the students must have completed Activities 1 and 2.
• Outline: Students use an example of a person or persons pressing for change in relation to social justice and human rights to help them identify some of the strategies, processes, and tools (including personal attributes) used in pressing for change.

Activity 4: Snapshots of Change

• Learning Intention: Students will have a better knowledge of some of the people who sought social justice and some of the consequences of their actions on the lives of people.
• Learning processes:
• Inquiry. Students will demonstrate skills as they:
• – collect and record information from a range of primary and secondary sources;
• – process information, using appropriate conventions and establishing the relevance of information;
• – make a range of valid generalisations supported by evidence.
• Before beginning this activity, the students must have completed activities 1, 2, and 3.
• Outline: Students use interactive online learning materials to help them identify some of the individuals involved in pressing for change in relation to social justice, their reasons for seeking change, and the effects of that change on society at the time and on the students today.

Activity 5: The Ballot Box Challenge

• Learning Intention: Students will be able to identify and explain their choices of tools and strategies used during the process of achieving votes for women and will be able to apply those tools and strategies to a social justice issue of the twenty-first century.
• Learning processes:
• Values Exploration. Students will demonstrate skills as they:
• – establish criteria to evaluate values positions;
• – demonstrate how groups may share some values and agree to differ about others.
• Social Decision Making. Students will demonstrate skills as they:
• – identify a range of problems associated with an issue and identify underlying problems;
• – generate a range of possible solutions;
• – plan possible actions in relation to identified problems or issues and identify the likely consequences of these actions.
• Before beginning this activity, the students must have completed activities 1, 2, 3, and 4.
• Outline: Students use interactive online learning materials to help them identify some of the tools and strategies used to overcome obstacles to women achieving the vote. They then apply these tools and strategies to a twenty-first century social justice issue of their choice.

Activity 6: People Today

• Learning Intention: Students will demonstrate their ability to plan and carry out an interview that provides information about a change in relation to:
• – social justice and human rights as experienced by the subject of the interview;
• – the effects of that change on the subject and their community.
• Learning processes:
• Inquiry. Students will demonstrate skills as they:
• – establish a framework for inquiry;
• – collect and record information from a range of primary and secondary sources;
• – process information, using appropriate conventions and establishing the relevance of information;
• – make a range of valid generalisations supported by evidence;
• – communicate findings clearly and concisely, using conventions appropriate to the mode of communication;
• – establish and use criteria to evaluate the steps they have taken and their findings.
• Before beginning this activity, students must have completed activities 1, 2, and 3.
• Outline: Students identify and interview people in their community who have witnessed change.

Activity 7: The Monumental Achievement Awards

• Learning Intention: Students will be able to choose three people who pressed for change in relation to social justice and human rights in New Zealand society and then justify why they chose one as the winner.
• Learning processes:
• Values Exploration. Students will demonstrate skills as they:
• – establish criteria to evaluate values positions.
• Inquiry. Students will demonstrate skills when they:
• – collect and record information from a range of primary and secondary sources;
• – process information, using appropriate conventions and establishing the relevance of information;
• – make a range of valid generalisations supported by evidence;
• – communicate findings clearly and concisely, using conventions appropriate to the mode of communication.
• Before beginning this activity, the students must have completed all other activities except Activity 8: The Trail Continues.
• Outline: Students nominate three people for their contribution towards social justice and human rights in New Zealand society. They select a winner, with reasons, from their three nominees and prepare and deliver an “Awards Night” speech about their winner.

Activity 8: The Trail Continues

• Learning Intention: Students will be able to summarise and self-assess their learning from this resource and identify ways in which they might contribute to situations today that call for social justice.
• Learning processes:
• Inquiry. Students will demonstrate skills as they:
• – make a range of valid generalisations supported by evidence;
• – communicate findings clearly and concisely, using conventions appropriate to the mode of communication;
• – establish and use criteria to evaluate the steps they have taken and their findings.
• Before beginning this activity, the students must have completed all the other activities.
• Outline: Students fill out a Graphic Organiser to summarise their learning and to indicate how they might themselves be part of a Trail of Light.

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