Q `

Level 1 Social StudiesSocial inquiry

#BLACKLIVESMATTERAS91040

He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata.

What is the most important thing in the world? It is people, it is people, it is people.

Your school name 2020

NGĀ KUPU HOU – NEW VOCABULARY

#AllLivesMatter is a countermovement to #BLM which believes that “all lives matter and we are all human beings”. It refuses to acknowledge that blacks have unequal rights in the USA.

Backlash means a strong negative reaction by many people, especially to a social or political development.

Black Power means a movement in support of rights for black people that started in the USA in the 1960s and 1970s.

#BlueLivesMatter is a countermovement to #BLM that believes that there is a need to stand up against violence towards police officers. It denies that the justice system oppresses blacks in the USA.

Change means to make something different or to transform.

Code-switching is when you switch languages and/or speak and interact differently with different groups of people.

Colonisation is a process of setting up a colony away from one’s place of origin. Colonisation tends to involve an invading culture establishing political control over an indigenous population e.g. British over Māori.

Consciousness means a person’s awareness or perception of something e.g. race consciousness.

Contrasting viewpoints means viewpoints that are very different from each other.

Countermovement means a movement made in opposition to another e.g. #AllLivesMatter and #BlueLivesMatter are countermovements to #BlackLivesMatter.

Disinformation means false information which is intended to mislead.

Human rights means the rights which are believed to belong to every person but are not necessarily guaranteed under the law e.g. the right to freedom from discrimination based on race.

Inquiry means investigating something by asking and answering important questions.

Justified means having reasons and/or evidence behind something.

Oppression means the unjust or cruel exercise of authority or power.

Primary sources means sources that were made during the time period you’re researching e.g. a blog, speech, social media post, news report, video clips/websites made by those directly involved.

Privilege means a special right, advantage or immunity granted or only available to a person or group e.g. white privilege.

Secondary sources means sources that were not created by someone who experienced an event first-hand e.g. books and articles. A secondary source interprets and analyses primary sources.

Social justice means the fair distribution of wealth, opportunities and privileges within a society e.g. #BlackLivesMatter fights for freedom and justice for all black people.

Systemic racism is when a society’s systems such as health, education, justice and employment create unequal treatment for a group of people, while simultaneously (at the same time) advantaging the dominant (main) group. The dominant group in Aotearoa/New Zealand is Pākehā New Zealanders. Systemic racism is usually underpinned by colonisation.

White supremacy is the racist belief that white people are superior to people of other races and therefore should be dominant over them.

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PAKERIHUA MŌ BLACK LIVES MATTER – INQUIRY ON BLACK LIVES MATTER

In Sociology, each unit centres on an inquiry question. You can think of the inquiry question like an umbrella that covers everything we learn about. We return to the inquiry question again and again throughout the unit.

In this unit, you get to write your own inquiry questions! As a class, we have decided to focus on #BlackLivesMatter: a global movement that campaigns against systemic racism* towards black people.

*Systemic racism is when a society’s systems such as health, education, justice and employment create unequal treatment for a group of people, while simultaneously advantaging the dominant group. So in the USA for example, systems disadvantage black Americans while advantaging white Americans. In Aotearoa/New Zealand, systemic racism disadvantages Māori, while benefiting Pākehā.

TIROHIA WHĀNUI – UNIT OVERVIEW

Choose an inquiry focus and write your inquiry framework

Start your inquiry: select useful and reliable sources

Use a research template to organise your research

Reflect on your findings; what conclusions can you make?

Write up the results of your research in a report

Hand in your research template, report & reference list

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TĪMATANGA – INTRODUCTION

#BlackLivesMatter Scavenger HuntSkim and scan this website https://blacklivesmatter.com/ to find the answers the questions below. Write the answers in your Office 365 notebook.

1. What is #BlackLivesMatter?

2. Why did #BlackLivesMatter start?

3. Who are the three women in this photo?4. What is #Free21Savage?

5. What is ‘Black Futures Month?’

6. Watch ‘What is the future of BLM?’ (https://blacklivesmatter.com/activist-shorts/) and take note of three facts from the clip.

7. Watch ‘#WhatMatters2020’ (https://blacklivesmatter.com/what-matters-2020/). The aim of the campaign is to encourage BLM supporters to vote in the 2020 elections – why?

8. How to people get help from BLM?

9. How many ‘chapters’ does BLM have and what are they?

10. Watch ‘Happy Anniversary, #BlackLivesMatter’ (https://blacklivesmatter.com/six-years-strong/). What successes has BLM had over this time period?

#BlackLivesMatter TimelineThe #BlackLivesMatter movement was sparked by shootings of unarmed black men between 2012 – 2016, many by white police officers. This timeline explains some of the key moments of the movement:https://www.abc.net.au/news/2016-07-14/black-lives-matter-timeline/7585856

Choose an event from the timeline and use your device to research more about it.

Try to find out 5Ws and an H (who, what, where, when, why and how). Include at least two photos.

Record your research in your Office 365 notebook.

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History of Black Civil Rights#BlackLivesMatter is the most contemporary social action that African-Americans have taken in a 400-year-long struggle for equality. After reading this timeline to gain a sense of perspective on this struggle, add the events that led to the founding of #BlackLivesMatter. Use this link to help you:https://www.abc.net.au/news/2016-07-14/black-lives-matter-timeline/7585856

1619 The first African slave arrives in Virginia.

1787 Slavery is made illegal in the Northwestern Territory.

1793 A federal fugitive slave law is passed, providing for the return of slaves who had escaped across state lines.

1800 Gabriel Prosser, an enslaved African-American blacksmith, organises a slave revolt in Virginia but his plan is discovered. Prosser and his fellow rebels are hanged.

1822 Denmark Vesey, an enslaved African-American carpenter who had purchased his freedom, plans a slave revolt in South Carolina. The plot is discovered, and Vesey and 34 co-conspirators are hanged.

1808 The slave trade is banned, though illegal slave trade continues.

1820 Slavery is banned north of the southern boundary of the Missouri.

1831 Nat Turner, an enslaved African-American preacher, leads a short, bloody, rebellion in Virginia. The militia quells the rebellion, and Turner is hanged.

1839 53 African slaves on board the slave ship the Amistad revolted against their captors, killing all but the ship's navigator.

1849 Harriet Tubman escapes from slavery and becomes a key leader of the Underground Railroad.

1859 John Brown and 21 followers capture the federal arsenal at Harpers Ferry, in an attempt to launch a slave revolt.

1861 Southern states secede and form the Confederate States of America; Civil War begins.

1863 President Lincoln issues the Emancipation Proclamation, declaring that “all persons held as slaves” within the Confederated States “are, and henceforth, shall be free.”

1865 The Civil War ends and slavery is abolished. Congress establishes the Freedman’s Bureau to protect the rights of newly emancipated (freed) slaves.

1866 Black codes are passed in the Southern states, restricting the rights of newly freed slaves.

1868 The 14th Amendment, which requires equal protection under the law to all persons, is ratified.

1870 Black people are given the right to vote.

1896 The Supreme Court rules that racial segregation is constitutional, paving the way for the Jim Crow laws.

1909 The National Association for the Advancement of Colored People is founded.

1920s The Harlem Renaissance flourishes. This literary, artistic, and intellectual movement fosters a new black cultural identity.

1925 In its first national demonstration, the Ku Klux Klan marches on Washington, D.C.

1952 Malcolm X becomes a minister of the Nation of Islam and a key leader of the Black Muslims.

1948 President Truman issues an executive order outlawing segregation in the U.S. military.

1954 The Supreme Court declares school segregation unconstitutional.

1955 A young black boy, Emmett Till, is brutally murdered for allegedly whistling at a white woman in Mississippi. Two white men charged with the crime are acquitted by an all-white jury. They later boast about committing the murder.

Rosa Parks refuses to give up her seat at the front of the "colored section" of a bus to a white passenger. In response to her arrest Montgomery's black community launch a successful year-long bus boycott.

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1957 The Southern Christian Leadership Conference (SCLC), a civil rights group, is established.

The National Guard blocks nine black students from attending Little Rock High School. Following a court order, President Eisenhower sends in federal troops to allow the black students to enter the school.

1960 Four black college students begin sit-ins at the lunch counter of a restaurant in North Carolina where blacks are not served.

1961 Freedom Rides begin from Washington, D.C., into Southern states.

1962 President Kennedy sends federal troops to the University of Mississippi to end riots so that James Meredith, the school's first black student, can attend.

The Supreme Court rules that segregation is unconstitutional in all transportation facilities.

The Department of Defense orders complete integration of military reserve units, excluding the National Guard.

1963 Civil rights leader Medgar Evers is killed by a sniper's bullet.

Dr. Martin Luther King Jr. delivers his "I Have a Dream" speech to hundreds of thousands at the March on Washington.

A church bombing in Birmingham, Alabama, leaves four young black girls dead.

1964 Congress passes the Civil Rights Act, declaring discrimination based on race illegal.

The 24th Amendment abolishes the poll tax, which made it difficult for poor blacks to vote.

Three civil rights workers, two white and one black man, disappear in Mississippi. 41 years later, Edgar Ray Killen is convicted of their murders.

1965 A march from Selma to Montgomery, Alabama, is organized to demand protection for voting rights.

Malcolm X is assassinated.

A new Voting Rights Act, which made it illegal to force would-be voters to pass literacy tests in order to vote, is signed.

1967 Thurgood Marshall becomes the first black to be named to the Supreme Court.

1968 Dr. Martin Luther King Jr. is assassinated in Memphis. James Earl Ray pleaded guilty.

President Lyndon B. Johnson signs the Civil Rights Act of 1968, which prohibits discrimination in the sale, rental, and financing of housing.

1978 The Supreme Court rules that medical school admission programs that allow for positions based on race are unconstitutional.

1988 The Democratically controlled Congress overrides a presidential veto to pass the Civil Rights Restoration Act.

1990 President George H.W. Bush vetoes a civil rights bill that he says would impose quotas for employers. A civil rights bill without quotas passes in 1991.

1995 The Supreme Court rules that federal programs that consider race as a category for hiring must have "compelling government interest" to do so.

The Supreme Court rules that the consideration of race in creating congressional districts is unconstitutional.

2003 The Supreme Court upholds the University of Michigan Law School's policy, ruling that race can be one of many factors considered by colleges when selecting their students.

2008 Barrack Obama becomes the first African-American president of the United States of America.

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The Hate U Give

The Hate U Give (2018) is a Hollywood film based on a book of the same name by Angie Thomas (the book is awesome – you should read it if you haven’t already!)

The film tells the story of the aftermath of 16-year old Starr, who is the only witness to a police shooting of an unarmed black teenager.

As you watch the film, answer the following questions in your Office 365 notebook:

1. Starr’s father inspires Starr with his pride in being black. Search online to find the Black Panther Party’s Ten-Point-Program that he expects Starr to recite from memory. Copy and paste it into your notebook. What does the Ten-Point-Program teach us about how blacks are treated in America?

2. In the film, Starr’s father talks with her about what to do if she encounters a police officer. For black youth, this conversation is as common as having the “the birds and the bees” talk. Have you had a similar conversation with family about what to do when stopped by the police? Why or why not?

3. After the shooting, the police and the media shifts Starr’s focus to Khalil’s past. Why do you think this happens? What does it reveal (show) about racism?

4. Once news of Khalil’s shooting spreads across the neighbourhood, tensions rise. What are some of the ways that people fight back against the injustice of Khalil’s death?

5. The film shows Starr “code-switching” between her neighbourhood friends and her school friends, including her boyfriend Chris. Code-switching is when you switch languages and/or speak and interact differently with different groups of people. Can you think of examples in your life where you code-switch? What are the reasons you switch codes?

6. Initially, Starr is too afraid to speak out about Khalil’s death. What are her reasons for not coming forward? What does this reveal about systemic racism?

7. What is the grand jury’s decision and how do the people react? How does Starr ultimately use her voice as a weapon?

8. At the end of the book, Starr pledges to “never be quiet”. How can you use your voice to promote and advance social justice? What social injustices do you see in your community?

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What is systemic racism, and is it present in Aotearoa/New Zealand?

Systemic racism is when a society’s systems such as justice, education, health and employment create unequal treatment for a group of people, while simultaneously (at the same time) advantaging the dominant (main) group. Systemic racism looks at the way racism operates over all society. Synonyms (other terms) for systemic racism include structural discrimination; systemic discrimination; and institutional racism.

Research clearly shows that systemic racism exists in Aotearoa/New Zealand. Māori experience the worst inequity in our society. In Aotearoa/New Zealand the justice, education, health and employment systems are set up in a way that they benefit the dominant group: Pākehā. While the government and other groups are acting to address systemic racism, the statistics reveal that much more needs to be done. Here is a snapshot of data from Statistics New Zealand (2018):

Justice

18% of Māori convicted of a crime receive a prison sentence, compared with 11% of Pākehā. For almost every category of crime, Māori were more likely to be sent to prison in 2017.

As of 2019, 50% of the prison population was Māori, while 62% of maximum-security prisoners were Māori.

Education

71% of Māori and 77% of Pasifika 18-year-olds leave school with NCEA Level 2 or higher. 88% of Pākehā and 89% of Asian 18-year-olds leave school with NCEA level 2 or higher.

Health

On average, Māori women live until they are 78 years old. This is six years younger than the rest of the female population. Māori men live until they are 73. This is seven years younger than the rest of the male population.

Pasifika peoples have the highest rates of obesity in New Zealand at 67%. This is followed by Māori at 47%. Pākehā obesity is at 30% and Asian is the lowest at 15%.

Māori have the highest rates of smoking at 39%. Pasifika have the second highest smoking rate at 26%. The percentage of Pākehā who smoke is 15% and Asian is 9%.

Employment

Pākehā have the highest rate of employment at 68% and earn on average $25/hour. Asian New Zealanders have the second highest employment rate at 67% and earn on average

$21.50/hour. The employment rate for Māori is 60%, earning an average of $21/hour. Pasifika have an employment rate of 60% and earn on average $19.50/hour.

Here are links to further reading on systemic racism in Aotearoa/New Zealand:https://en.wikipedia.org/wiki/Structural_discrimination_in_New_Zealandhttps://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12253589https://www.stuff.co.nz/opinion/113430953/the-rate-of-maori-incarceration-is-a-crisis-we-must-start-asking-the-right-questions

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Recap: Social Issues and Social Action

A social issue is something of concern or a problem found in society. Social issues can be categorised in the following ways:

Local: Issues in our local community. E.g. Gangs, homelessness, poverty etcNational: Issues that occur on a national level or of concern to everyone in New Zealand.E.g. Racism, drink driving, treaty settlements etcGlobal: Issues that occur on a global scale, influencing many countries around the world.E.g: Abortion, poverty, disease, climate change etc

Social action is when you are trying to bring about change for a particular social issue.

In the space below, brainstorm a range of different social actions that people take in response to social issues.

protest

Social actions

hikoi / march

boycott

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AROTAHIA PAKERIHUA – INQUIRY FOCUS

Our class has chosen #BlackLivesMatter as the focus of the inquiry. During the inquiry you will:

consider the actions people take to promote social justice and human rights in the #BlackLivesMatter campaign; and

explore people’s points of view on #BlackLivesMatter including contrasting viewpoints.

AROHA MAI, AROHA ATU – LOVE & APPRECIATION

1. Why do you find this inquiry topic interesting?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Who are you doing this inquiry for and why?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

______________________________________________________________________________________

3. When you have completed this inquiry, what efforts will you make to share what you have learned with others?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

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TIKANNGA RANGAHAU – RESEARCH METHODOLOGY

Writing Inquiry QuestionsInquiry questions are the “BIG” questions that you answer in your research report. A good inquiry question is:

1. Clear and simple: you understand it well.

2. Open-ended (this means it requires more than one-word answers). Open-ended questions allow you to gather enough information to show comprehensive understanding.

3. Meaningful. It allows you to dig deep so you can uncover meaningful information. Include words like why, how, impact, significance etc.

Achievement ObjectiveThe achievement objective that links to this inquiry is:

Understand how individuals, groups, and institutions work to promote social justice and human rights.

When you write your inquiry questions, it is important that you do so with this AO in mind.

Use this framework to help you develop your two inquiry questions:

Q1 Finding Outhow people take action…

At the first level, you are trying to find information to get a good base of understanding about the focus of your inquiry. This should be a who, what, where, when, how or why question, e.g. How do people use social media to promote social justice and human rights in the #BlackLivesMatter campaign?

Write your first inquiry question here:

Q2 Investigating Furtherabout points of view, including contrasting points of view...

For this level, you investigate the topic a little deeper, so you get a better understanding. In Senior Social Studies, we do this by exploring viewpoints. e.g. What points of view, including contrasting points of view, do people have on #BlackLivesMatter?

Write your second inquiry question here:

Selecting Sources

Your questions MUST be checked by your teacher to ensure you are on the right track!

Checked: _____________________________12

Once you have written your inquiry questions, the next step is to identify sources which are relevant to the focus of your inquiry. Sources can be primary or secondary and you will need both types of sources for this inquiry.

First, let’s make sure that we understand the difference between primary and secondary sources.

Primary Sources Secondary SourcesPrimary sources were made during the time period you’re researching. They’re unedited and/or first-hand. For example:

blogs speeches social media posts news reports video clips/websites made by those directly

involved

Secondary sources were not created by someone who experienced an event first-hand. A secondary source interprets and analyses primary sources. For example:

books magazine features EPIC database journal articles by academics

Identifying Useful and Reliable Sources Here’s an acronym to help you determine whether a source is useful and/or reliable in senior social studies: QUIP-CAR

Does it help to answer the Question?

It’s Useful!

Does it provide Insight

On someone’s Perspective? This is useful too!---

Can it be Confirmed by other sources?

Is the Author trustworthy?

If you said yes to one or both, it’s Reliable!

Here’s a step by step process to help you decide if sources are useful and/or reliable:

1. Does the source help to answer the FQ?

2. If you answered yes, it’s useful! But is it reliable?

3. Can it be confirmed by other sources? If you answered yes, it’s reliable.

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4. Some sources cannot be confirmed by other sources, such as a first-hand account of someone’s personal experience, but they can still be useful as they offer insight and help to answer the inquiry question.

Note: A first-hand account perhaps cannot be used to make a generalisation (unless there is evidence from many others that contains similar information).

5. It the author trustworthy? i.e. from a national radio or newspaper, academic article etc – it’s reliable.

6. The next step it to highlight and annotate the source to explain why it is useful and reliable.

Highlighting and Annotating SourcesIn this inquiry, you need to show evidence of why you selected the sources you have chosen. You can identify the most useful part(s) of the source by highlighting the most relevant part(s) and annotating it or making notes explaining why it is relevant to your inquiry questions and why it is reliable.

Here’s an exemplar of an annotated source based on the news article below:http://theconversation.com/the-backlash-against-black-lives-matter-is-just-more-evidence-of-injustice-85587

Alicia Garza, one of the creators of the #BlackLivesMatter hashtag, explained in 2014 how Black lives mattering is a precondition for all lives mattering:

“Black Lives Matter doesn’t mean your life isn’t important – it means that Black lives, which are seen as without value within White supremacy, are important to your liberation. Given the disproportionate impact state violence has on Black lives, we understand that when Black people in this country get free, the benefits will be wide-reaching and transformative for society as a whole.

When we are able to end the hyper-criminalisation and sexualisation of Black people and end the poverty, control and surveillance of Black people, every single person in this world has a better shot at getting and staying free. When Black people get free, everybody gets free.”

This source is relevant to my second inquiry question: What points of view do people have on #BlackLivesMatter?

‘The Conversation’ is a reliable secondary source because it is network of not-for-profit media outlets that publish news stories written by academics and researchers.

The section I’ve highlighted is useful because it explains the viewpoint of Alicia Garza, one of the founders of #BlackLivesMatter. Garza explains that if society can address the systemic racism that black people face, then all races will be able to be free.

Garza is responding to #AllLivesMatter: a countermovement to #BlackLivesMatter.

Your turn! Here is a recent news article on #BlackLivesMatter. Follow the steps below to annotate a source.

https://www.newshub.co.nz/home/world/2016/07/black-lives-matter-the-photo-that-symbolises-a-movement.html

1. Skim and scan this article from Newshub to find a paragraph that is relevant to your inquiry questions. Copy and paste the paragraph into your Office 356 notebook.

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2. Highlight the section of the paragraph that is the most meaningful or relevant to your inquiry questions.

3. Annotate it to explain why it is relevant to your inquiry question(s) and why it is reliable.4. Ask your teacher to check your work when you’ve finished 😊

Recording Sources

Make sure that you record where you find each source as you go in a Reference List. For this inquiry, most, if not all, of your sources will be found online. Websites should be referenced in the following format:

The full URL address of the page, beginning with http:// followed by the date you visited the site in brackets, followed by a full stop.

e.g. https://www.theguardian.com/commentisfree/2020/mar/21/reese-witherspoon-metoo-death-penalty-india-liberal-democrats accessed 23-03-20.

For how to reference other types of sources, please refer to the Reference List instructions on page 19.

TIROHANGA – VIEWPOINTS

When writing viewpoints at Level 1 you should follow the appropriate structure. A good guideline for writing these is to consider the following:

Person X thinks...

They think this because… They said…

Here’s an example to help you:Ryan Bodman on #BlackLivesMatterRyan Bodman is a New Zealand historian with an interest in social movements. He believes that #BlackLivesMatter is a positive movement because “it has helped to bring greater awareness about the structural elements of racism in our society.” Ryan’s viewpoint is shaped by his perspective as a historian. “As a historian, I study how these things work in the past. Studying the past gives you an awareness of different structures and helps you to identify them in the present.”

Contrasting ViewpointsTo gain excellence in this internal you will need to discuss contrasting viewpoints about #BlackLivesMatter. The best approach for this task is to gather viewpoints from people involved in the two countermovements that arose in response to #BlackLivesMatter. Identify the common point of view that

Clearly state what they think. Keep it brief.

Go into detail here. Give clear reasons and support with evidence such as a quote.

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people who are part of the countermovement hold; then find a counter-response from #BlackLivesMatter and explain why the viewpoints are contrasting.

Here’s an example:#MeToo is a global movement that supports survivors of sexual violence and their allies. While it gathered a huge number of supporters internationally, it also sparked a countermovement called #HimToo.

#HimToo identifies accused men as victims of fake sexual assault cases. A common viewpoint in the #HimToo movement is that mothers should be scared that their sons will one day be wrongly accused of sexual assault. “It is terrifying that at any time, any girl can make up any story about any boy that can neither be proved or disproved and ruin any boy’s life.” A supporter of #HimToo, Kimberley Meyer, said “Sometimes the women are aggressors. They go into situations with powerful men and they're the ones instigating the problem; they'll intentionally dress sexual. It's men's turn to speak up.”

Supporters of #MeToo claim that #HimToo missed the point of the #MeToo movement. Nicole Torres said “The oppressor cannot be the victim,” and she compared #HimToo to #AllLivesMatter, saying that they were both useless hashtags. “I abhor women who would use false allegations against a man, and it is valid, and it does happen,” she said. “But #HimToo is trying to dismiss #MeToo. They will do anything to dismiss the female voice.”

These viewpoints are contrasting because while #MeToo believes that women are oppressed by men and deserve equal rights, #HimToo believes that men are being oppressed by women and their rights are being denied. Research supports the viewpoint of #MeToo and suggests that #HimToo is misguided. A study from the USA in 2010 shows that in the past 20 years, only 2-10% of rape accusations are proven to be false.

Describe the common point of view that people in the countermovement hold.

Then find a counter-response from #BLM.

#AllLivesMatter

Describe the common point of view that people in the countermovement hold.

Then find a counter-response from #BLM.

#BlueLivesMatter

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PŪRONGORONGO – REPORT WRITINGReferencing SourcesGathering primary and secondary sources has been an integral (essential) part of your inquiry, and it’s important that your report incorporates both primary and secondary source evidence.

Aside from the introduction, every paragraph of your report should include references to your sources. Referencing your sources correctly ensures that you avoid plagiarism.

You can reference your sources in two ways: by including the source in brackets at the end of the sentence or paragraph

(https://www.theguardian.com/commentisfree/2020/mar/21/reese-witherspoon-metoo-death-penalty-india-liberal-democrats accessed 23-03-20).

or by using footnotes. Click on the ‘References’ tab on the toolbar, then click ‘Insert Footnote.’1

Including QuotesRules for including quotes:

Quotations are NEVER a sentence on their own.

Quotations must be properly introduced and explained.

Always use quotation marks for direct quotes.

Aim for about one sentence max – paraphrase the rest of the quote in your own words.

There are three main ways to include quotes:

1. Include quotes as part of a sentence. The quote should flow as part of your sentence.

e.g. Jacinda Ardern commented that it is “surprising that in this modern age we have to recommit ourselves to gender equality, but we do.”

2. Add an introduction phrase before including a complete/longer quote. This is most commonly used when quoting speech. A comma is needed after the introduction.

e.g. Jacinda Ardern explained that while significant gains have been made in gender equality, “we still have a gender pay gap, an over-representation of women in low-paid work, and domestic violence.”

3. Add to the end of the sentence using a colon. In this case, the colon is used as a way of saying ‘and here is an example of that’.

e.g. Jacinda Ardern called on nations to respond to the #MeToo Movement: “Me Too must become We Too. We are all in this together.”

Drawing Conclusions

1 https://www.theguardian.com/commentisfree/2020/mar/21/reese-witherspoon-metoo-death-penalty-india-liberal-democrats accessed 23-03-20.

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At the end of your report, you should draw a conclusion about your research findings. When you draw a conclusion, you make a judgement or decision based on evidence.

For example, in our assessment on Homelessness, you drew conclusions about why The Lifewise Big Sleepout was significant for society and whether it met its purpose.

In this inquiry, you will draw a conclusion about the contribution that #BlackLivesMatter is making to society.

NGĀ HIHIRATIA – CHECKPOINTS

There are several checkpoints for this assessment:

Inquiry questions due: ________________

Research due: _________________________

Report draft due: ______________________

Reflection due: ________________________

1.2 assessment due: ____________________

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Use this framework as a guide for writing your reportIntro (2 paragraphs):- Your inquiry focus (write: The focus of my social inquiry is #BlackLivesMatter.)

- Explain the focus of your inquiry (write: #BlackLivesMatter is an organisation that… [what does it do, when did it start and why, where is it based, who is involved]).

- Why do you find this topic interesting? (Write: I find this topic interesting because…).

- Who are you doing this topic for and why? (Write: I am doing this inquiry for __________________ because_________________).

- How are you going to share your research with others? (Write: When I finish this inquiry. I am hoping to share my findings with _____________________ because ______________________).

_______________________________________________________________________________________Answer to Focus Question 1 (1/2 page for each action = 1 page in total)- Outline your first focus question (write: My first focus question was…).

- Explain in depth one social action that is part of the movement (Write: One social action that people involved in the #BlackLivesMatter movement carry out is…).

- Explain in depth a second social action that is part of the movement (Write: Another social action that people involved in the #BlackLivesMatter movement carry out is…).

______________________________________________________________________________________Answer to Focus Question 2 (1/2 page for each theme = 1 page in total)This one will not be as straightforward as the first focus question, but it’s the excellence part of the assessment so the hard work is worth it!

- Outline your first focus question (Write: My second focus question was…)

- Describe one theme that surfaced in the viewpoints about the movement (Write: One theme that surfaced in the viewpoints about #BlackLivesMatter is…).

- Describe one individual who holds this viewpoint (Write: One individual who holds this viewpoint is… They believe… They believe this because…).

- Describe one individual who holds a contrasting viewpoint (Write: One individual who has a contrasting viewpoint is… They believe… They believe this because…).

- Describe another theme that surfaced in the viewpoints about the movement (Write: Another theme that surfaced in the viewpoints about #BlackLivesMatter is…).

- Describe one individual who holds this viewpoint (Write: One individual who holds this viewpoint is… They believe… They believe this because…).

- Describe one individual who holds a contrasting viewpoint (Write: One individual who has a contrasting viewpoint is… They believe… They believe this because…).

______________________________________________________________________________________Conclusion (1/2 page)- Draw a conclusion (an evidence-based judgement) about the movement’s contribution to society (Write: Overall, I think that #BlackLivesMatter is contributing ____________________ to society because…. + supporting evidence)

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NGĀ TOHUTORO – REFERENCE LIST

Follow this format to create your reference list.

WEBSITES AND ONLINE NEWS ARTICLES:The full URL address of the page, beginning with http:// followed by the date you visited the site in brackets, followed by a full stop. e.g. https://www.lifewise.org.nz/2017/06/19/big-sleepout-little/ (20-01-19).

DOCUMENTARIES:Title of documentary in italics followed by a comma, name of organisation that created the documentary followed by a comma, date and year of publication followed by a comma followed by a full stop.

e.g. Strengthening Families: Whakapiripiri ngā Whānau, Ministry of Social Development – New Zealand Government, October 2007.

BROCHURES AND PUBLICATIONS:Title of brochure or publication in italics followed by a comma, name of organisation that produced the brochure or publication followed by a comma, date of the publication (if known) followed by a full stop.

e.g. Strengthening Families: Helps families reach their potential, Family Works Northern, A service provided by Presbyterian Support.

INTERVIEWS:Personal interview conducted by your name with name of interviewee followed by a comma, interviewee's job title of interviewee followed by a comma, interviewee's workplace followed by a comma, place of interview followed by a comma, date of interview followed by a full stop. e.g. Personal interview conducted by Holly Bodman, Teacher at One Tree Hill College, with Nick Coughlan, Principal of One Tree Hill College, Auckland, 19 January 2019.

SURVEYS:Survey conducted by name of surveyor followed by a comma, surveyor’s job title followed by a comma, with participants and their workplace followed by a comma, place survey was conducted followed by a comma, date survey was conducted followed by a full stop. e.g. Survey conducted by Holly Bodman, Teacher at One Tree Hill College, with teaching staff of One Tree Hill College, Auckland, 19 January 2019.

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HE AHA TE 1.2? – WHAT IS THE 1.2?

In this unit have prepared for our 1.2 social inquiry. It is independent research and you will need to manage your time well to ensure that you meet the check-points along the way.

It is worth 4 credits so there are quite a few parts to it. We have covered all those things during this unit. You will now have four weeks of time in and out of class to complete your inquiry.

The due date is Thursday 28 th May 2020 . You have a while until the due date, but the more you space out the tasks, the easier this becomes! Good luck and remember to manage your time well.

TAUMATA – STANDARD

Achievement Achievement with Merit Achievement with Excellence

Conduct a social inquiry.

This involves: planning the inquiry using

an ethical framework deciding on the focus for

the inquiry by developing questions

gathering information and background ideas from primary and secondary sources

describing people’s points of view

describing social actions that are relevant to the focus of the inquiry

a reference list.

Conduct an in-depth social inquiry.

This involves: providing detailed

information from a range of primary and secondary sources

providing detailed information about relevant points of view

providing detailed information about social actions relating to the inquiry focus.

Conduct a comprehensive social inquiry.

This involves: providing comprehensive

information about relevant, contrasting points of view that strengthen the findings of the inquiry.

ASSEN acknowledges H. Bodman in the development of this resource. May 2020.

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