FRANCHISE LAB: A rule can sound neutral and still affect groups differently. Step through four moments in New Zealand voting history, test fictional profiles against the rules, and explain how changes to eligibility altered who could participate.
ACTIVE OBJECTIVEFRANCHISE LAB: A rule can sound neutral and still affect groups differently. Step through four moments in New Zealand voting history, test fictional profiles against the rules, and explain how changes to eligibility altered who could participate.
WORLDWHENUA & POWER
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
MISSION BRIEFING
FRANCHISE LAB: A rule can sound neutral and still affect groups differently. Step through four moments in New Zealand voting history, test fictional profiles against the rules, and explain how changes to eligibility altered who could participate.
✓Explain the main voting qualifications created under the 1852 Constitution Act.
✓Explain why communal Māori landholding meant relatively few Māori men could use the general franchise in the early elections.
✓Identify the significance of the Māori Representation Act 1867 and later franchise expansion in 1879 and 1893.
✓Calculate and interpret a historical representation percentage without pretending one number tells the whole story.
MISSION MEDIA · New Zealand Electoral Commission
MMP
Watch how representation works under MMP before entering the franchise simulator.
Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.
LEARN
RULE → ELIGIBILITY → REPRESENTATION → CHANGE
Representative government does not automatically mean everyone can vote. Under the 1852 Constitution Act, voting for the elected House was limited to men aged 21 or over who met property qualifications. Those rules did not explicitly exclude Māori, but most Māori land was communally held, so relatively few Māori men could qualify through the general franchise. The Māori Representation Act 1867 created four Māori electorates and allowed Māori men aged 21 and over to vote in them without the same property requirement. The property qualification for other men was removed in 1879, and women gained the parliamentary vote in 1893. Each change altered who could participate, while representation remained an ongoing issue.
Representative government does not automatically mean everyone can vote. Under the 1852 Constitution Act, voting for the elected House was limited to men aged 21 or over who met property qualifications. Those rules did not explicitly exclude Māori, but most Māori land was communally held, so relatively few Māori men could qualify through the general franchise. The Māori Representation Act 1867 created four Māori electorates and allowed Māori men aged 21 and over to vote in them without the same property requirement. The property qualification for other men was removed in 1879, and women gained the parliamentary vote in 1893. Each change altered who could participate, while representation remained an ongoing issue.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
PREREQUISITE REFRESH
Reasoning lens:SOURCE → CONTEXT → CHANGE / POWER / PLACE → LIMIT → CONCLUSION
Bring these prerequisite tools back online.
English / communication:Compare franchise rules and explain change over time with evidence.
Maths / data:Fractions, percentages and representation data.
Topic knowledge:1852 Constitution Act, property-based franchise, Māori representation, later franchise expansion and political participation.
This week’s first target:Explain the main voting qualifications created under the 1852 Constitution Act.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
Representative government does not automatically mean everyone can vote. Under the 1852 Constitution Act, voting for the elected House was limited to men aged 21 or over who met property qualifications. Those rules did not explicitly exclude Māori, but most Māori land was communally held, so relatively few Māori men could qualify through the general franchise. The Māori Representation Act 1867 created four Māori electorates and allowed Māori men aged 21 and over to vote in them without the same property requirement. The property qualification for other men was removed in 1879, and women gained the parliamentary vote in 1893. Each change altered who could participate, while representation remained an ongoing issue.
TEACH 2 · WHAT TO NOTICE
Explain the main voting qualifications created under the 1852 Constitution Act.Explain why communal Māori landholding meant relatively few Māori men could use the general franchise in the early elections.
TEACH 3 · CONNECT + TRANSFER
Identify the significance of the Māori Representation Act 1867 and later franchise expansion in 1879 and 1893. Calculate and interpret a historical representation percentage without pretending one number tells the whole story.
WORKED EXAMPLE · EVIDENCE
1852 Constitution Act
The Act created an elected House of Representatives. Voters had to be male, aged 21 or over, and meet specified property ownership, lease or rental qualifications.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. In this source set, every evidence card is marked strong. That means the next job is comparison and limitation, not inventing a weak source.
Why caution still matters:Every supplied source is useful evidence here, but “strong” never means unlimited proof. A careful conclusion still compares sources, keeps context visible and names what the collection cannot establish.
WORKED EXAMPLE · MATHS / DATA ROUTE
About 100 Māori voted in the 1853 election out of a total electorate of 5,849. Approximately what percentage is 100 out of 5,849?
This week’s maths/data focus:Fractions, percentages and representation data.
Identify the dates, quantities, denominator or map scale first. Calculate carefully, then return the number to its historical or geographic context. A correct number does not explain the whole story by itself.
Worked solution:Use part ÷ whole × 100: 100 ÷ 5,849 × 100 ≈ 1.71%. Rounded to one decimal place, that is about 1.7%.Answer check:About 1.7%. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Every source in this set is marked strong. What is the best next move?
Strong evidence still has scope. Choose the move that keeps comparison and limitations visible.
YOU TRY · INDEPENDENT PRACTICE
For Who Gets a Say?, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
STRONG ≠ UNLIMITED PROOF. A source can be strong for one question and still be unable to represent every perspective, cause, scale or consequence.
Every supplied source is useful evidence here, but “strong” never means unlimited proof. A careful conclusion still compares sources, keeps context visible and names what the collection cannot establish.
HELP
Try: “The source shows ___. In this context, that matters because ___. It does not prove ___. My conclusion is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
FRANCHISE LAB
Change the rule. Watch participation change.
These are fictional learner profiles placed against real historical eligibility rules. Explore every era, then explain what changed.
RULE SET · 1853
Men aged 21+ had to meet a property ownership, lease or rental qualification to vote for the elected House.
W
FICTIONAL PROFILE
Wiremu
Māori man · age 28 · land held communally
CHECKING…
M
FICTIONAL PROFILE
Mere
Māori woman · age 30 · land held communally
CHECKING…
T
FICTIONAL PROFILE
Thomas
Pākehā man · age 32 · qualifying rental
CHECKING…
J
FICTIONAL PROFILE
Joseph
Pākehā man · age 25 · no qualifying property
CHECKING…
WHY DID THE 1867 CHANGE MATTER?
Which answer best matches the evidence?
Explore all four years and solve the 1867 rule check.
OPEN THE SOURCE NOTES
SOURCE 1
1852 Constitution Act
The Act created an elected House of Representatives. Voters had to be male, aged 21 or over, and meet specified property ownership, lease or rental qualifications.
SOURCE 2
Early Māori participation
The 1852 franchise was theoretically colour-blind, but most Māori land was held communally rather than by individual title. NZ History records that only about 100 Māori voted in the 1853 election out of a total electorate of 5,849.
SOURCE 3
Māori Representation Act 1867
The Act created four Māori electorates. Māori men aged 21 and over could vote in those seats without the general property qualification.
SOURCE 4
Franchise expansion
The property requirement for non-Māori men was removed in 1879. In 1893 adult women, Māori and Pākehā, gained the parliamentary vote.
INVESTIGATE + ENGLISH · EVIDENCE CASE
A vote depends on the rules of the system
New Zealand gained representative institutions in the 1850s, but the early franchise was restricted. Men had to be at least 21 and meet property qualifications. Māori men were not explicitly excluded by race, yet communal landholding meant relatively few could satisfy the individual-property rules used for the general franchise. In 1867 Parliament created four Māori electorates and extended voting in those seats to Māori men aged 21 and over. Further changes removed the property qualification for other men in 1879 and extended the vote to adult women in 1893. Looking at who could vote in each period helps show the difference between having an elected institution and having broad political participation.
MAKE THE CALL
Run the franchise simulator across 1853, 1868, 1879 and 1893. Choose two fictional profiles whose eligibility changes, explain which rule changed their access to the vote, and identify one question about political influence that eligibility data cannot answer by itself.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 150–210 words answering “How did voting eligibility change between 1853 and 1893?” Use at least three evidence files, explain why the early property rule affected Māori participation, and distinguish the 1867, 1879 and 1893 changes. Finish with one limitation: voting eligibility alone does not tell us how much influence each group actually had.
0/150 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
About 100 Māori voted in the 1853 election out of a total electorate of 5,849. Approximately what percentage is 100 out of 5,849?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
STATISTICS + PROBABILITY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODSTATISTICS + PROBABILITY
Identify what the statistic or probability represents before calculating.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
Mean of 4, 6, 8, 10?
Total 28 ÷ 4 values = 7.
Q02
Median of 3, 5, 7, 12, 20?
The middle value in order is 7.
Q03
A fair coin: probability of heads?
There are two equally likely outcomes, so heads has probability 1/2.
INDEPENDENT · Q04
A bag has 3 red and 7 blue counters. P(red)?
There are 10 counters total and 3 are red: 3/10.
INDEPENDENT · Q05
Range of 6, 9, 11, 15?
Range = maximum − minimum = 15 − 6 = 9.
INDEPENDENT · Q06
Which sample is most likely to represent the whole school?
A random sample across year levels reduces obvious selection bias.
OPTIONAL CHALLENGE · OPEN RESPONSE
Invent five data values with a median of 8 and explain how you know.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 6 × 3 = 18; add 53 to get 71.
Use a hint
Brackets first: 59 × 3 = 177.
Check the method after trying
6² = 36; subtract 3.
Check the method after trying
One quarter is 50; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(321 − 3) ÷ 6 = 53.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · PERCENTAGE DETECTIVE0 / 6
LEARN THE METHOD
Percent means out of 100. Find a percentage of the whole by dividing by 100 and multiplying. For percentage increase, divide the increase by the original.
WORKED EXAMPLE
A count rises from 80 to 100: increase = 20; 20 ÷ 80 × 100 = 25%. The final count is 125% of the original.
Use a hint
25% = 1/4; 204 ÷ 4 = 51.
Use a hint
10% is 204; 5% is 102; add them.
%
Check the method after trying
204 ÷ 1020 × 100 = 20%.
%
Check the method after trying
Increase 204 ÷ original 816 × 100 = 25%.
dollars
Check the method after trying
Discount = $102; subtract from $408.
people
Check the method after trying
Group counts: 204 + 408 = 612.
Compare your reasoning after trying
Starting at 100 gives 120, then 20% of 120 is 24. The final count is 96 because the second percentage uses a different whole.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · CHANCE LAB0 / 6
LEARN THE METHOD
For equally likely outcomes, probability = favourable outcomes ÷ total outcomes. A probability of 0 is impossible and 1 is certain. Expected counts are predictions, not guarantees.
WORKED EXAMPLE
With 3 red and 7 blue counters, P(red) = 3/10 = 0.3. Over 50 draws with replacement, expect about 15 red, but actual results can vary.
Use a hint
8 out of 32 = 1/4 = 0.25.
Use a hint
3/4 = 0.75.
Check the method after trying
8/16 = 1/2 = 0.5.
Check the method after trying
Expected count = 416 × 1/2. This is not guaranteed.
Check the method after trying
Probability = 1/4; expected count = 208 ÷ 4.
Check the method after trying
There are no yellow counters, so this outcome is impossible.
Compare your reasoning after trying
No. Each independent flip still has probability 1/2 of heads. Earlier results do not force the next outcome.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 3 × 2 = 6; add 56 to get 62.
Use a hint
Brackets first: 59 × 2 = 118.
Check the method after trying
3² = 9; subtract 2.
Check the method after trying
One quarter is 53; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(170 − 2) ÷ 3 = 56.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 2
PROJECT HQ · PROJECT FILE 03
RESEARCH — gather reliable sources.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
Our Place / Our Story begins now. Choose an Aotearoa or rohe inquiry that can be investigated with more than one source. You can refine the question as the evidence grows.
PROJECT HQ · PROJECT FILE 03
RESEARCH
Make your move.
PROJECT JOURNEYWEEK 3 / 9RESEARCH
Start something real. Build an idea, test it, improve it, and share it.
Gather varied evidence, not a pile of sources saying the same thing.
THIS WEEKRESEARCH
Complete only this project step today. Your saved work carries forward, so you do not need to finish the whole project at once.
A STRONG STEPSpecific · useful · achievable
Use evidence from this week's mission, name a real audience or purpose, and make the idea small enough to test and improve.
BEFORE YOU SAVE, CHECK:✓ I answered every field clearly✓ I used evidence or reasoning from this week✓ My next step is realistic
Complete each field with enough detail to carry this work into the next week. This step saves on this device as you type.
IDEA→RESEARCH→PLAN→BUILD→TEST→IMPROVE→PRESENT
Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.
CHECK-IN
What changed in your thinking?
12ICONIC GAMES
YOUR WEEKLY GAME · TERM 2 / WEEK 3
Zombie Freeze
Freeze approaching zombies, then shatter them with a second hit.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN