🔥 The Fire of Activism – Documentary Companion
Guided analysis for Land March, Bastion Point & Ngā Tamatoa footage
Cross-Curricular Focus
Literacy: Protest speech analysis, argument tracking, reflection writing
Numeracy: March distances, occupation durations, participation data
Critical Thinking: Tactic evaluation, systems mapping, action design
⏯️ Documentary Segment 1: 1975 Land March
Before Watching (3 minutes)
- Activate prior knowledge: revisit raupatu impacts and urban activism from previous lessons.
- Predict: Why might a hikoi be a powerful tactic?
- Set up the protest timeline table (page 3).
0:00 – 3:00 | Setting Out
- Who leads the march? Note key rangatira.
- What kaupapa slogans are visible?
- Record any statistics about distance/time.
3:00 – 6:30 | Along the Journey
- How do communities support the marchers?
- What forms of solidarity are shown?
- Note quotes about land loss and sovereignty.
6:30 – End | Arrival at Parliament
- Describe the presentation of the petition.
- How does government respond?
- What emotions do marchers express?
After Watching (3 minutes)
Complete the reflection: “The Land March demanded… because… The tactic was powerful because…”
⏯️ Documentary Segment 2: Bastion Point Occupation
Before Watching (3 minutes)
- Review land confiscation history for Ngāti Whātua Ōrākei.
- Discuss why occupation might be chosen instead of petitions.
- Set up the tactics comparison table on page 4.
0:00 – 4:00 | Whakapapa of the Land
- Record key historical facts about confiscation.
- Note quotes from kaumātua or whānau.
- What does the whenua represent?
4:00 – 8:00 | Life on the Occupation
- How was the occupation organised?
- What support systems were in place?
- List evidence of manaakitanga and kotahitanga.
8:00 – 12:00 | Eviction & Legacy
- How did police evict occupiers? Record statistics.
- What immediate outcomes occurred?
- How did this occupation influence later settlements?
After Watching (3 minutes)
Complete the eviction response: “The Crown removed people by… This shows… The long-term effect was…”
⏯️ Documentary Segment 3: Ngā Tamatoa & Language Activism
Before Watching (2 minutes)
- Recall Lesson 3 urban migration impacts – how might language and identity be affected?
- Set up the “Arguments & Evidence” table (page 4).
0:00 – 4:00 | Rise of Ngā Tamatoa
- Note key founders and motivations.
- Record quotes about te reo and Treaty breaches.
- List early actions (e.g., Waitangi protests).
4:00 – 8:00 | Te Reo Campaigns
- How did activists lobby for Māori language in schools?
- What role did petitions play?
- Identify examples of rangatiratanga and mana motuhake.
8:00 – 12:00 | Legacy
- What gains were achieved for te reo Māori?
- How are these activists remembered today?
- Connect to modern movements (e.g., reo revitalisation in kōhanga reo).
After Watching (3 minutes)
Complete the argument response: “Ngā Tamatoa argued… using evidence such as… Today, this matters because…”
📝 Literacy & Evidence Tasks
1. Protest Timeline
Instructions: Use evidence from the three documentary segments plus readings.
| Year / Event | What happened | Key leaders / groups | Impact / outcome | Evidence / source |
|---|---|---|---|---|
| 1972 Petition for Te Reo | ||||
| 1975 Land March | ||||
| 1977-78 Bastion Point | ||||
| 1979-80 Te Reo Campaigns |
2. Tactics Comparison
Complete the table comparing different protest strategies.
| Movement | Tactic | Evidence from documentary | Strengths | Limitations / risks |
|---|---|---|---|---|
| 1975 Land March | ||||
| Bastion Point Occupation | ||||
| Ngā Tamatoa Language Campaign |
3. Arguments for Tino Rangatiratanga
Link activist arguments to evidence. Use the class handout plus documentary quotes.
| Argument type | Key point | Evidence / quote | Movement that used it | Why it resonated |
|---|---|---|---|---|
| Historical | ||||
| Legal | ||||
| Moral | ||||
| Practical |
📊 Numeracy & Data Investigations
1. March Distance & Pace
The Land March travelled approximately 1,000 km from Te Hāpua to Wellington over 30 days. Calculate:
- Average distance per day
- If marchers walked 7 hours daily, what was the average pace (km/h)?
- Estimate total steps (assume 1.3 m per step)
2. Occupation & Eviction Data
Fill the table with data from Bastion Point (teacher can provide or students research).
| Metric | Data | Source | What it shows |
|---|---|---|---|
| Days of occupation | |||
| Police / army personnel used in eviction | |||
| Whānau arrested / removed | |||
| Land returned (hectares) in 1980s settlement |
🧠 Critical Thinking & Action
1. Systems Map – Continuity of Resistance
Map connections from land confiscation → Land March → Bastion Point → Te Reo campaigns → Waitangi Tribunal. Include triggers, Crown responses, and activist outcomes.
2. Counter-Narrative Paragraph
Respond to: “Protest only causes trouble; it doesn’t create change.” Use at least two examples from the documentaries to argue the opposite.
3. Design an Action
Imagine you are planning a modern campaign for an issue impacting your community. Use lessons from historical movements to outline:
- Kaupapa and desired outcome
- Tactics you would use (march, occupation, art, digital campaigns)
- How you would gather evidence and allies
👩🏫 Teacher Notes & Implementation Guide
Suggested Flow
- Activate: Land March clip + timeline (pause at 3:00, 6:30, arrival).
- Deepen: Bastion Point, then Ngā Tamatoa – ensure students complete tactics table and argument tracker.
- Connect: Use systems map and class discussion to link protests back to earlier lessons.
- Assess: Collect timelines, tactics comparisons, counter-narrative paragraphs, and design-an-action tasks.
Differentiation
- Support: Provide Cloze summaries, sentence starters, and mixed-ability groups.
- Extension: Students compare Ihumātao or current kaupapa to 1970s movements; present parallels.
- Cultural Safety: Allow space for emotions when viewing eviction footage; emphasise resilience and mana.