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Introduction to social science
How to use the worksheets
NZ curriculum framework
How tutors participate
Centre for Citizenship Education
Year 9 & 10
Year 11 - 12

Worksheet 1:
Voting for your Member of Parliament
Worksheet 2: Choosing your preferred political party
Worksheet 3: Do you want New Zealand to be a Republic?
Worksheet 4:
How Government makes decisions
Worksheet 5:
Government expenditure
Worksheet 6:
Building a multicultural society
Worksheet 7:
Suggesting a law change to a Select Committee of Parliament
Worksheet 8:
Plan a visit to Parliament
Worksheet 9:
Choosing a class representative
Worksheet 10:
School Council nominations procedure
Worksheet 11:
Voting procedure
Worksheet 12:
National election
Worksheet 13:
The voting process

Worksheet 24: in development
Tonga-New Zealand 1950. Historical milestones , pictures, oral archive sound and transcipt
- resources for social science schools use

Worksheet 14:
Schools' guide to decisionmaking with its community
Worksheet 15:
Schools' guide to decisionmaking between Parliament & the community
Worksheet 16:
Schools' guide to voting, elections, parties and forming government
Worksheet 17:
Schools' guide to lawmaking
Worksheet 18:
Schools' guide to getting help from Parliament as a group or individual
Worksheet 19:
Schools' guide to information about Parliament & the community
Worksheet 20:
The Rule of Law
Worksheet 21:
Schools' guide to human rights
Worksheet 22:
Schools' guide to interaction between Parliament, Government, the Judiciary and the media
Worksheet 23: Join the Underage Voter's Campaign



Worksheet 6: Building a multicultural society

Ways to identify and combat discrimination

  • Culture and Heritage: Levels 7 & 8
  • Place and Environment: Level 5


  • To introduce students to New Zealand's 1994 Human Rights Act.
  • To help students understand what it feels like to be taunted or ignored because they are different.
  • To focus on the methods students could use to change their perceptions of others and to create a more inclusive school environment.


Each student should have a copy of "Anna's Story" by the Race Relations Office, from the 1994 DecisionMaker Guidebook, Parliament and government, page 11.

They also should visit the Human Rights Commission website, the HRC and the DecisionMaker sites about the Diversity Action Programme, and the Centre for Citizenship Education Directory on Cultural Diversity.

  1. Discuss terms 'dislike' and 'discrimination'.
  2. Read "Anna's Story": members of the class could take parts.
  3. Read the worksheet and discuss the questions. If you can't find a copy of Anna's story, imagine it, or find another story about people of different backgrounds living together, or skip it and concentrate on action suggestions in the Diversity Action Programme.
  • Discuss terms like "desecration of graves", religious and ethnic intolerance" and "interfaith
  • Read speeches on interfaith, such as by Prime Minister Helen Clark, and act parts of the people she mentions
  • Read the worksheet and discuss the questions.

Parliament passed the Human Rights Act, and it came into law in 1994.
The Act makes it illegal to discriminate against people on the grounds of sex, marital status, religious or ethical belief, race or colour, ethnic or national origins, disability, age, political opinion, employment status, family status or sexual orientation.

The Race Relations Office also must encourage positive race relations through education. One way of helping to do this is to uncover the motives behind what actually is happening in situations where people feel they are being attacked or discriminated against because of the kind of person they are.

Get into groups or pairs and discuss the following questions. You might like to come up with some recommendations at the end of your discussion session.

    1. What is really happening in "Anna's Story," and what are the Diversity Action Programme and the Interfaith meetings reacting to?
    2. What do you think Anna, and Muslim and Jewish minorities, are feeling? What could they do about their feelings? Can you suggest ways they might handle the situation?
    3. How do you think Willie Anna's story, and Somali families, are feeling? What do you think is causing them to feel that way?
    4. Willie, and minorities, are trying to get attention from some other people. Why does he want her to notice him, and they want others to notice?
    5. What do you think the teacher, Mrs Love, and other New Zealands, did?
    6. Has anything like this happened in your class or in your whole school? If it has, talk about what happened and what you and/or your teachers did to deal with the problem.
    7. How could you make new students who come from different cultures feel they belong to the school?

    For further reference
    See also:

    PM and Interfaith
    Religious and Interfaith
    PM, govt and diversity
    Healing the past, building a future.
    Children have rights too!


Follow up activities


Identify a TV show, cartoon, comic or book in which a person is treated or judged unfairly because they are different.







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