We Protest!

Social Studies Online

Evidence	Judgements for credit	Judgements for merit	Judgements for excellence
Developing a framework for the Inquiry	Develops an appropriate framework that covers some aspects of planning the Inquiry	Develops an appropriate and detailed framework that covers most aspects of planning the Inquiry.	Develops an appropriate and detailed framework that covers most aspects of planning the Inquiry.
Presenting	Communicates relevant information from the inquiry using appropriate conventions for a Report	Communicates relevant information from the inquiry using appropriate conventions for a Report.	Communicates relevant information from the inquiry using appropriate conventions for a Report.
Conclusions (suggests reasons for actions)	Draws valid conclusions based on information from the inquiry.	Draws valid conclusions based on information from the inquiry.	Draws valid conclusions based on information from the inquiry. Links conclusions to significant idea(s) Uses supporting evidence and examples.
Evaluating	Evaluates the inquiry by identifying strengths and weaknesses.	Evaluates the inquiry showing understanding of the inquiry process by identifying strengths and weaknesses of the framework and the information and conclusions and/or suggesting steps for improvement and/or further investigation.	Evaluates the inquiry showing understanding of the inquiry process by identifying strengths and weaknesses of the framework and the information and conclusions; and/or suggesting steps for improvement and/or further investigation. Acknowledges the tentativeness of conclusions.

Information presented in the Report will vary according to the protest group or claim being made but in general answers could include:

1. Protest actions include marches/hikoi, occupying disputed land, demonstrations, peaceful protests, Waitangi Day protests, hui, court action, blocking access to land. A detailed outline of the Claims process can be found in Journeys: Nga Tapuae, The Teacher's Guide or on the Waitangi Tribunal Web site.
2. Reasons why the protest action was taken or the claims made include: land illegally taken and not returned, confiscations, Maori Land Court decisions, lack of government action to redress grievances and honour the Treaty, frustration at lack of action, violations of the Treaty (see Paying the Piper).
3. Effects of actions on group could include: may have been arrested, personal costs - loss of job, income, time, effects on family, attacked in media and on talkback, attacked in person. On government: embarrassed, forced to take action - set up Waitangi Tribunal, negotiate settlements, start addressing Treaty issues and acknowledging grievances, in a bind about Waitangi Day celebrations. Society - myth of perfect race relations destroyed, increased racial tensions, acknowledgement of injustices and unfair treatment, impatience with Treaty claims and process, wider recognition of Maori goals, increasing number of Maori initiatives like Kohanga Reo.
4. Government responses: set up Waitangi Tribunal, Office of Treaty Settlements, recognised Maori as official language; took steps to honour the principle of partnership, taken note of some Waitangi Tribunal reports and recommendations but ignored others, tried to set a fiscal cap. Reasons for responses - recognised injustices had been done, Maori electorate important, pressure from protest groups had an effect.
5. Other people's responses ranged from "redneck", violent opposition to overwhelming support. People may be better informed about the Treaty and treaty grievances. Others feel threatened - afraid they will lose their land. Media may misrepresent or beat up events which "winds people up".
6. Evidence and examples will come from the case study - people, events, dates, quotes, actions.