NCEA Level 2 Social Studies key terms

A structured process of asking questions, gathering and evaluating evidence, and forming conclusions about people and society. It usually moves from a question to research to a justified answer.

Information used to support or challenge a claim, such as statistics, documents, interviews, or observations. In social studies, evidence must be relevant, reliable, and interpreted rather than simply listed.

The extent to which a source can be trusted to give accurate information, judged by its author, purpose, date, and method of gathering. Reliable sources are consistent with other independent evidence.

A leaning toward one side or viewpoint that shapes how information is selected or presented. Bias is not always deliberate; it can come from the author's background, purpose, or audience.

A person's or group's point of view, shaped by their culture, experiences, values, and position in society. Social studies examines how different perspectives lead to different interpretations of the same event.

The particular standpoint from which someone sees an issue, often linked to their role or interest, such as an employer, worker, or government. Different viewpoints may be equally valid but draw on different priorities.

The beliefs and principles a person or group considers important, such as fairness, security, or freedom. Values influence decisions and can explain why people disagree about social issues.

Material created at the time of an event by someone directly involved, such as a letter, photograph, law, or interview. It offers direct evidence but still reflects the creator's purpose and viewpoint.

An account or analysis produced after an event by someone who was not directly involved, such as a textbook, documentary, or history book. It interprets primary sources and may reflect the author's perspective.

The habit of questioning assumptions, checking evidence, and weighing competing explanations before reaching a conclusion. It involves identifying bias, logic, and gaps in reasoning rather than accepting claims at face value.

The idea that all people should have fair access to rights, opportunities, and resources, and be treated with dignity. Social studies examines how inequality arises and how groups campaign for fairness.

Unequal distribution of resources, opportunities, or power among people or groups. It can be measured through income, health, education, or representation, and often overlaps with ethnicity, gender, and class.

Basic entitlements every person is said to hold simply by being human, such as freedom of expression, safety, and education. They are set out in international agreements and national law.

The status of belonging to a state and the rights, duties, and participation that come with it. It includes voting, obeying laws, and contributing to community life.

The ways people take part in public life to influence decisions, such as voting, petitioning, volunteering, protesting, or joining community groups. It can be formal or informal.

A system of government in which power comes from the people, usually through free and fair elections, and where rights and the rule of law protect citizens. It relies on participation and accountability.

The 1840 agreement between Māori chiefs and the British Crown, signed at Waitangi and elsewhere, which established British governance while guaranteeing Māori rangatiratanga. It remains central to New Zealand law and social debate.

Māori chiefly authority, leadership, and self-determination, guaranteed in the Treaty of Waitangi. It refers to the right of Māori to manage their own affairs and resources.

The process by which one country takes control of another territory and settles its people there, often imposing its laws, language, and institutions. It typically reshapes land ownership and power for Indigenous peoples.

The policy of extending a country's power and influence over other nations, often through conquest, trade control, or settlement. It can be economic, political, or cultural as well as military.

A policy or process in which a minority group is expected to adopt the language, customs, and identity of the dominant culture. It can erode cultural diversity and is often resisted by affected communities.

A person's or group's sense of belonging to a culture, shaped by language, ancestry, traditions, and shared experience. It can be strengthened or challenged by migration, media, and government policy.

The presence of a range of different groups, cultures, and viewpoints within a society. Diversity can bring innovation and richness but also requires managing tensions and ensuring inclusion.

The movement of people from one place to another to live, whether within a country or across borders. It is driven by factors such as work, family, safety, and opportunity, and it changes both migrants and host communities.

A person forced to leave their country because of war, persecution, or disaster, and who cannot safely return. Refugees are protected under international law, unlike voluntary migrants.

The growth in the proportion of a population living in towns and cities. It is driven by rural-to-urban migration and natural increase, and it creates demand for housing, transport, and services.

Meeting present needs without compromising the ability of future generations to meet theirs. It balances environmental, social, and economic concerns, such as resource use, equity, and long-term planning.

The growing interconnection of countries through trade, investment, communication, and migration. It spreads ideas and goods quickly but can increase inequality and pressure local cultures and environments.

Unequal treatment of people based on characteristics such as ethnicity, gender, age, religion, or disability. It can be direct, through rules or actions, or indirect, through systems that disadvantage groups.

A preconceived opinion about a person or group not based on reason or actual experience. It often relies on stereotypes and can lead to discriminatory behaviour.

An oversimplified, generalised belief about the characteristics of a group. Stereotypes can distort understanding and become harmful when used to justify unequal treatment.

A person's or family's position in society based on income, education, and occupation. It strongly influences access to health care, education, housing, and political influence.

A broad social grouping based on wealth, occupation, and status that shapes life chances and power. Class differences can affect education, health, and political voice.

Actions taken to influence decision-makers or public opinion on behalf of a cause or group. It can include lobbying, campaigning, petitions, media work, and community organising.

An organised, sustained effort by a group of people to promote or resist social change. Examples include campaigns for civil rights, environmental protection, and workers' rights.

A public expression of disagreement with a policy, decision, or situation, often through marches, strikes, petitions, or boycotts. Protest can pressure decision-makers and raise public awareness.

The deliberate, non-violent refusal to obey a law or order considered unjust, usually to highlight an issue and provoke change. Participants typically accept the legal consequences to show commitment to their cause.

Information, often biased or misleading, spread to promote a particular cause, leader, or viewpoint. It appeals to emotion and can distort public understanding, especially during conflict or elections.

The ability to access, analyse, evaluate, and create media messages critically. It includes spotting bias, checking sources, and understanding how media shapes public opinion.

The right of a people or nation to decide their own political status and manage their own affairs. It is linked to independence movements and to Indigenous rights such as rangatiratanga.