Level 1 History (91003) 2011 Assessment Schedule

NCEA Level 1 History (91003) 2011 — page 1 of 6

Assessment Schedule – 2011 History: Interpret sources of an historical event of significance to New Zealanders (91003) Judgement Statement Achievement Achievement with Merit Achievement with Excellence Interpret sources of an historical event of significance to New Interpret in depth sources of an historical event of Comprehensively interpret sources of an historical event of Zealanders. significance to New Zealanders. significance to New Zealanders.

N1 N2 A3 A4 M5 M6 E7 E8

Extracts some material Extracts some material Interprets material from Interprets material from Interprets material from Interprets material from Comprehensively Comprehensively from the sources about from the sources and the sources relating to the sources and the sources accurately the sources and interprets the sources interprets the sources Conscription connects it to the the government’s describes the and explains the explains in-depth the and explains the by showing perceptive question decision to introduce government’s decision government’s decision government’s decision government’s decision understanding of the Conscription in New to introduce to introduce to introduce to introduce government’s decision Zealand Conscription in New Conscription in New Conscription in New Conscription in New to introduce Zealand Zealand Zealand Zealand Conscription in New Zealand

 Supporting evidence  Uses supporting  Uses appropriate and  Uses appropriate and  Uses detailed  Uses detailed relevant may be limited or evidence, this could relevant supporting relevant supporting relevant supporting supporting evidence partially irrelevant include irrelevant evidence. Some evidence, selected evidence with discrimination to information aspects of evidence and assessed in appropriately and with produce a sophisticated are discussed in detail discrimination response detail

Extracts some material Extracts some material Interprets material from Interprets material from Interprets material from Interprets material from Comprehensively Comprehensively from the sources about from the sources and the sources to show the sources to show an the sources accurately the sources accurately interprets the sources interprets the sources people’s responses to connects it to the some understanding of understanding of the to show an to show an in-depth to show a thorough to show a perceptive Conscription question the response of ONE responses of TWO understanding of the understanding of the understanding of the understanding of the group of New different groups of New responses of TWO responses of TWO different responses of different responses of Zealanders to Zealanders to different groups of New different groups of New TWO groups of New TWO groups of New Conscription Conscription Zealanders to Zealanders to Zealanders to Zealanders to Conscription Conscription Conscription Conscription

 Supporting evidence  Uses supporting  Uses appropriate and  Uses appropriate and  Responses include  Responses include may be limited and / evidence, this could relevant supporting relevant supporting detailed reference to specific detailed or lacking depth of include irrelevant evidence evidence. Some the sources reference to the evidence from information aspects of evidence sources specific sources are discussed in detail

N0= No response; no relevant evidence. NCEA Level 1 History (91003) 2011 — page 2 of 6

N1 N2 A3 A4 M5 M6 E7 E8

Extracts some material Extracts some material Interprets material from Interprets material from Interprets material from Interprets material Comprehensively Comprehensively from the sources about from the sources and the sources to show the sources to show an the sources accurately from the sources interprets the sources interprets the sources people’s responses to connects it to the some understanding of understanding of the to show an accurately to show an to show a thorough to show a perceptive Conscription question the response of ONE responses of TWO understanding of the in-depth understanding of the understanding of the Extracts some material Extracts material from group of New different groups of New responses of TWO understanding of the different responses of different responses of from the sources and the sources and Zealanders to Zealanders to different groups of New responses of TWO TWO groups of New TWO groups of New attempts to establish attempts to establish Conscription Conscription Zealanders to different groups of Zealanders to Zealanders to how an historian could how an historian could  Supporting evidence  Uses supporting Conscription New Zealanders to Conscription Conscription check the reliability check the reliability may be limited evidence, this could  Uses appropriate and Conscription  Responses include  Responses include and / or lacking depth include irrelevant relevant supporting  Uses appropriate and detailed reference specific detailed of evidence from information evidence. relevant supporting to the sources reference to the Responses include: Responses include: specific sources Interprets material from Interprets material from evidence. Some Comprehensively sources  Reference to the  Reference to the Interprets material from the sources to show an the sources accurately aspects of evidence interprets the sources Comprehensively source but irrelevant source but the the sources to show understanding of how to show an are discussed in to show a thorough interprets the sources analysis analysis is without some understanding an historian could understanding of how detail understanding of how to show a perceptive  Limited idea of where depth and could be the how an historian check the reliability an historian could Interprets material from an historian could understanding of how to find information to mainly irrelevant could check the Responses include: check the reliability the sources accurately check the reliability. an historian could confirm or contradict  Limited idea of where reliability. to show an in depth check the reliability reliability eg to find information to  Reference to some Responses include: Responses include: Responses include: understanding of how Responses include: interviews, statistics, confirm or contradict appropriate and  Reference to an historian could  Reasonably detailed war diaries, reliability eg  Some reference to relevant supporting appropriate and check the reliability reference to the  Specific detailed newspapers, war interviews, statistics, relevant supporting evidence, could relevant supporting sources reference to the Responses include: records etc war diaries, evidence, this could include irrelevant evidence  Evidence of historical sources  May not give other newspapers, war be mainly irrelevant information  Some elements of  Reference to thinking in the  Evidence of historical sources to check records etc - no with little depth  An idea of where to historical thinking in appropriate and organisation and thinking in the  Little understanding of analysis  Limited idea of where find information to the organisation and relevant supporting explanation of organisation and how an historian  Limited understanding to find information to confirm or contradict explanation of evidence of which material explanation of checks reliability of how an historian confirm or contradict reliability eg material some is detailed  An idea of where to material checks reliability reliability eg interviews, statistics,  An idea of where to  Elements of historical find information to  Where to find interviews, statistics, war diaries, find information to thinking in the confirm or contradict information to war diaries, newspapers, war confirm or contradict organisation and reliability eg confirm or contradict newspapers, war records etc – could be reliability eg explanation of interviews, statistics, reliability eg records etc – little or undeveloped interviews, statistics, material war diaries, interviews, statistics, no analysis  Limited understanding war diaries,  An idea of where to newspapers, war war diaries,  Limited understanding of the methodology of newspapers, war find information to records etc newspapers, war of the methodology of how an historian records etc confirm or contradict  An understanding of records etc how an historian checks reliability  Some understanding reliability eg the methodology of  An understanding of checks reliability of the methodology of interviews, statistics, how an historian the methodology of how an historian war diaries, checks reliability how an historian checks reliability, may newspapers, war checks reliability be limited records etc  An understanding of the methodology of how an historian checks reliability

N0= No response; no relevant evidence. NCEA Level 1 History (91003) 2011 — page 3 of 6

Possible content

Not Achieved Achieved Merit Excellence

(a) Extracts some material from the sources about ONE or more of: ONE or more of: ONE or more of: Conscription – may be irrelevant and not answer  Men not prepared to join the army Men not prepared to join the army Men not prepared to join the army the questions  New Zealand government realised there  Source A states only 58% of men between 19  Source A states only 58% of men between weren’t enough men volunteering when – 45 are prepared to serve overseas 19 – 45 are prepared to serve overseas OR the British government announced that  23% are prepared to serve in New Zealand the war will last until 1919  23% are prepared to serve in New Zealand  18% neither Extracts some information from the sources about  Increasing number of casualties  18% neither Conscription, and connects it to the question, but  1/3 of men had no dependants  Needed bigger military force New Zealand government realised there this is limited and vague weren’t enough men volunteering when New Zealand government realised there Follow in Britain’s footsteps  the British government announced that weren’t enough men volunteering when the British government announced that the Might simply cite sources with no linking back to  Minister of Defence James Allen agreed to the war will last until 1919 war will last until 1919 the question, and no attempt to answer the form New Zealand division  New Zealand war planners had allowed for question  New Zealand war planners had allowed for  Under pressure from Britain 25% wastage 25% wastage Low Achieved: Increasing number of casualties  Realised that with the high casualties and Supporting evidence may be limited or partially  Source B – attempt to compare figures from death rate that more men were needed irrelevant this source  Not enough men to support a larger force High Achieved: Formation of New Zealand division Increasing number of casualties Uses supporting evidence, this could include  Source B – attempt to compare figures from  Source A – Allen agrees to it, but unable to irrelevant information here, eg June 1915, provide the guns 3 200 men were killed out of 19 290 men at Under pressure from Britain Gallipoli. By September 1915, this had risen to 6,970 killed or wounded, out of 22 380 sent  Intro – from 1915 volunteers dropping off and  Example of UK: Military Service Act which pressure mounting for more men came into force in August 1916 Low Merit: Low Excellence:  Uses appropriate and relevant supporting  Users detailed relevant supporting evidence evidence. appropriately, and with discrimination High Excellence:  Some aspects of evidence are discussed in  Uses detailed relevant supporting evidence detail with discrimination, to produce a sophisticated High Merit: response  Uses appropriate and relevant supporting evidence, selected and assessed in detail NCEA Level 1 History (91003) 2011 — page 4 of 6

Candidates may opt to do Iwi in both sections of (b), as there were different groups involved and they had different ideas – some supported, some did not.

Not Achieved Achieved Merit Excellence

(b) Extracts some material from the sources about Women Women Women people’s perspectives – may be irrelevant and not  Unhappy about Conscription  Source C women unhappy with Conscription  Source C women unhappy with Conscription answer the questions  Did not want it to happen  Formed Women’s Anti-Conscription League and opposed it Iwi  Did not believe there was any need to force  Formed Women’s Anti-Conscription League  Many happy to participate men to go to war  Did not believe there was any need to force OR men to go to war  Waikato though not happy to participate in the Iwi war  Difference between Iwi  Believed it to be unnecessary and a removal of men’s freedom of choice Extracts some information from the sources about Government Ministers  Many happy to participate in the war  Belief that enough men were enlisting people’s perspectives and connects it to the  Felt it was necessary to do what we said we  Source F states Arawa enthusiastic voluntarily question, but this is limited and vague would for the empire supporters  Attempt to control working people Political opponents  Waikato though not happy to participate in the  Opposed to Conscription war Iwi Trade Unionists  Passively resisted serving outside of New  Differences between Iwi  Didn’t affect them, as they were free from Zealand  Many happy to participate in the war Conscription  Source G states that Tainui were only tribe to  Source F states Arawa enthusiastic supporters have Conscription imposed on them Low Achieved  Waikato though not happy to participate in the Government Ministers  Identifies ONE perspective and attempts to war. Their land had been confiscated by the explain it.  Felt it was necessary to do what we said we crown, and they wanted it back. They were not going to volunteer to serve a monarch that took High Achieved would for the Empire – evidence from Source I their land. Passively resisted serving outside of  Identify two perspectives and provides limited New Zealand explanation based on the sources Political opponents Tainui were only tribe to have Conscription  Opposed to Conscription – Evidence from   May simply cite relevant extracts from Source J imposed on them, “Other Iwi they felt had done sources if only identifies with no explanation their bit” – Source G Trade Unionists  If only identifies with no explanation then High Government Ministers Achieved is as high as it can go  Opposed Conscription on political grounds. “Strategic unions” exempt from Conscription –  Felt it was necessary to do what we said we Evidence from Source J would for the Empire – evidence from Source I and Source E Low Merit:  Dependent on Britain  Identifies two perspectives and explains them. Evidence might be irrelevant or not Political opponents used  Opposed to Conscription. Attacked it as High Merit: militarism and “Prussian” – Evidence from  Clearly identifies two perspectives and Source I and Source J explains them using evidence form the sources NCEA Level 1 History (91003) 2011 — page 5 of 6

Trade Unionists  Opposed Conscription on political grounds. “Strategic unions” exempt from Conscription – Evidence from Source J. Militant unions took industrial action in opposition Low Excellence:  Explanations of two different perspectives extracted from the sources High Excellence:  Detailed explanation of two different perspectives drawn from a sophisticated reading of the sources

(c) Extracts some material from the sources about There are a number of ways that an historian There are a number of ways that an historian There are a number of ways that an historian how the sources could be checked for reliability – researching Māori reaction to Conscription could researching Māori reaction to Conscription could researching Māori reaction to Conscription could may be irrelevant and not answer the questions check the reliability of this source check the reliability of this source check the reliability of this source An examination and comparison of the records An examination and comparison of the records An examination and comparison of the records OR showing the numbers of Tainui men, those from showing the numbers of Tainui men, those from showing the numbers of Tainui men, those from other Iwi and non-Māori called, sent or imprisoned other Iwi and non-Māori called, sent or imprisoned other Iwi and non-Māori called, sent or imprisoned could also give some idea if there was a reluctance could also give some idea if there was a reluctance could also give some idea if there was a reluctance Extracts some information from the sources about to serve or be conscripted in the war to serve or be conscripted in the war to serve or be conscripted in the war how the sources could be checked for reliability Use of other sources in order to check the An investigation into the author would also be Discussions with elders from Tainui could be and connects it to the question, but this is limited warranted with this source, along with the period in held, along with those who may have knowledge of reliability of this source, eg diaries and vague which it was written. Culture, gender and social this information due to it being handed down to them Low Achieved values, and the prevailing mood of the times all orally as an historical record influence a person’s interpretation of the facts  Uses mostly relevant supporting evidence An investigation into the author would also be Historian could use diaries, statistics of men warranted with this source, along with the period in  Has limited critical understanding of the enlisting and being conscripted, photos, other which it was written. Culture, gender and social sources book sources and newspapers in order to check values, and the prevailing mood of the times all the reliability of this source influence a person’s interpretation of the facts High Achieved Low Merit The title implies an official, commissioned history  Responses address the question and show and this is likely to affect the tone and approach some critical insight into the source  Responses demonstrate elements of critical taken on contentious issues thinking and analysis Uses appropriate and relevant supporting There is some subjective language used in the evidence source, such as “their perpetual grievance against the Government was made their excuse”, and “the High Merit old diehards” which indicates this author has an  Responses demonstrate elements of critical unfavourable view of the Waikato position on thinking and analysis and illustrates and/or Conscription, and so caution must be used supports discussion with evidence Historian could use diaries, statistics of men  Uses appropriate and relevant supporting enlisting and being conscripted, photos, other book evidence. Some aspects of evidence are sources and newspapers in order to cross check the discussed in detail reliability of this source and ensure its authenticity NCEA Level 1 History (91003) 2011 — page 6 of 6

Low Excellence:  The response is literate, clear and demonstrates some critical thinking and analysis of the source, supporting the discussion with relevant evidence  Response includes detailed reference to the source High Excellence:  The response is literate, clear and demonstrates critical thinking and analysis of the source, supporting the discussion with relevant and specific evidence  Response includes specific detailed reference to the source  Sense of methodology in this one