Level 1 History Internal Assessment Resource

NZQA Internal assessment resource History 1.1A v3 for Achievement Standard 91001 Approved PAGE FOR TEACHER USE

Internal Assessment Resource History Level 1

This resource supports assessment against: Achievement Standard 91001 version 3 Carry out an investigation of an historical event, or place, of significance to New Zealanders

Resource title: Facing Problems: An investigation into an aspect of New Zealand History in the twentieth century

4 credits

This resource:  Clarifies the requirements of the standard  Supports good assessment practice  Should be subjected to the school’s usual assessment quality assurance process  Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by February 2015 Version 3 Ministry of Education To support internal assessment from 2015

Quality assurance status These materials have been quality assured by NZQA. NZQA Approved number A-A-02-2015-91001-02-4445

Authenticity of evidence Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource Achievement Standard History 91001: Carry out an investigation of an historical event, or place, of significance to New Zealanders Resource reference: History 1.1A v3 Resource title: Facing Problems: An investigation into an aspect of New Zealand History in the twentieth century Credits: 4

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard History 91001. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting This activity requires students to research an historical event or movement or person in New Zealand in the twentieth century. The activity involves students:  choosing a topic and focus questions  identifying possible sources  selecting, organising and annotating relevant evidence  recording the details of their sources  evaluating the research process.

Conditions This is an in and out-of-class activity. Students complete the tasks individually. You can assist the students’ investigation by providing the focusing questions for those students who need them, providing some or all of the sources, and by monitoring the early direction of their research. Teacher Resources A and B are provided for use with students, if required. Prior to using this assessment, students will need to have developed their investigation skills. These skills include how to use library catalogues and Internet search engines, how to write annotations, how to record source details, and how to write a thorough evaluation of the research process. To help ensure authenticity of students’ work, you could require them to complete particular aspects of the activity in class time.

Resource requirements Ensure students have access to as many primary and secondary sources as possible. You could provide some or all of these by:  allowing the use of the History department’s resources  having the librarian put aside resources, such as books, articles, and DVDs, for class use  ordering relevant books or articles from the National Library  identifying suitable websites where information is available.

Additional information You can alter the focus of this inquiry and/or create different focus questions. Together, the focus questions require a depth of research and selection of relevant evidence that is appropriate for Level 1.

Teacher Resource A: Possible topics and focus questions Māori Leadership  What steps did Apirana Ngata take to help develop Māori land?  What actions did Wiremu Ratana take in order to make gains for Māori?  What actions did Rua Kenana take to live outside Pakeha influence?  What actions did Te Puea Herangi take to develop a “home” for the Waikato people? New Zealanders at War  What was the contribution of New Zealand aircrew and/or naval crew during World War II?  What were the key contributions of New Zealanders in battles in North Africa, Italy, or Greece/Crete during World War II?  What was the contribution of the Māori Battalion during World War II?  What was New Zealand’s contribution to the war in the Pacific?  What was the contribution of New Zealand women overseas during World War II?  What efforts were made within New Zealand to protect it from possible invasion during World War II?  What was the contribution of the Māori War Effort Organisation during World War II? Taking a Stand – Nuclear Issues  What actions did New Zealand governments take in the 1970s to oppose French nuclear testing in the Pacific?  What actions did some people and/or the government of New Zealand take in opposition to visits by nuclear ships during the 1980s? Māori Activism  What actions did some Māori take over the issue of land in the 1970s?  What actions were taken by Māori activists in the 1980s with regard to the Treaty of Waitangi? Migration to New Zealand  Choose a migrant or refugee group that came to New Zealand in the twentieth century (for example, Polish, English, Samoan, Tongan, Cook Island, Chinese, Korean, Karin, Afghani).  What conditions in their home country caused the people to come to New Zealand?  What were the experiences (short and/or long term) of these migrants/refugees as they settled into life in New Zealand? The Changing Role of Women  What are the main changes that have occurred in education for girls from 1900 to 2000?  What are the main changes in maternity care from 1900 to 2000?  What are the main changes in how society has viewed the accepted roles of women from 1900 to 2000?  What are the main changes in the role of women in politics from 1893 to 2000?  What was the role of women doctors in the Schools Medical Service OR the Māori Nursing Service?

Teacher Resource B: Example layout (Imagine that this is an A4 sheet of paper.)

Focusing Question 1: “Why did France not respond when Germany remilitarised the Rhineland in 1936?” Note that the evidence could RELEVANT EVIDENCE be printed off, This brief explanation photocopied, will be useful in handwritten writing up your “France was not ready to act, as it was in the middle of notes, or visual Evaluation. Note that turmoil once more. Its government was split between images. it focuses on: the communists and the nationalists. Furthermore, - This is - how it is Britain was determined that it would not be dragged a good-sized relevant to the into any French military action. Without Britain, France piece of focusing question would not act. Hitler gambled on this, but took the evidence. - how precaution of ordering his military commanders to - You useful/reliable the withdraw immediately if French troops challenged his may choose source is that the own. While the French army was prepared to resist the to highlight evidence came German advance, they could not act without direct the most from. orders from the French government.” relevant parts.

Usefulness of evidence to focusing question: This is part of the book written by Winston Churchill who was an important British politician at the time. It is useful firstly because it is a primary source by someone who was heavily involved in the events. Second, it shows us what was happening inside the French government that caused it to do nothing.

Source reliability: A problem with this source is that it could be biased towards the English view, as Winston Churchill was a British prime minister.

Source: Churchill, W. History of the Second World War, London, 1954, page 646.

Page # Source

Present each piece of evidence like this, even if it is from the same source as a previous piece. You may, of course, choose to do your own style of layout.

Internal Assessment Resource Achievement Standard History 91001: Carry out an investigation of an historical event, or place, of significance to New Zealanders Resource reference: History 1.1A v3 Resource title: Facing Problems: An investigation into an aspect of New Zealand History in the twentieth century Credits: 4 Achievement Achievement with Merit Achievement with Excellence Carry out an investigation Carry out an in-depth Carry out a comprehensive of an historical event, or investigation of an historical investigation of an historical place, of significance to event, or place, of significance event, or place, of significance New Zealanders. to New Zealanders. to New Zealanders.

Student instructions

Introduction This assessment task requires you to research an historical event, movement or person in New Zealand in the twentieth century. You will be given time in class to work on your investigation, but you will use out-of- class time as well.

Teacher note: Provide students with a specific due date.

You will be assessed on how well you investigate the historical event or place.

Task Complete all parts of this task. See Student Resource A for further guidance.

Identify a topic and develop two focus questions Identify a topic that interests you and develop two focus questions to guide your investigation.

Teacher Note: See Teacher Resource A for a list of topics and questions to support students, if required.

Identify possible sources Identify at least four specific sources that you think will be useful in your investigation. These must include both primary and secondary sources. State how you think each of these possible sources will be useful for your investigation

Select and organise relevant evidence For each focus question, select at least one piece of relevant primary evidence and several pieces of secondary evidence. Select evidence for all of your focus questions from at least four different sources. Indicate which evidence relates to which focusing question. Annotate your selected evidence.

Teacher note: See Teacher Resource B for an example you might provide to students.

Organise your selected evidence in a clear and logical way.

Record source details On each piece of evidence, record the source details as you have been taught. Give as much information as you can, in this order: author’s surname, author’s initial(s), book title (underlined if you are handwriting, italics if you are typing), publisher, place of publication, date of publication, page number.

Evaluate the research process Write a thorough evaluation of the process you followed in your investigation.

Student Resource A: Further guidance

Sources

Sources could include, for example, books, articles, magazines, websites, and CD- ROMs. Try to use books wherever possible. Do not over-use electronic sources.

Selecting and organising relevant evidence

Selected evidence could include, for example: handwritten notes, printouts, or photocopied pages from the sources. Try to provide one piece of evidence that gives a broad answer to the question, and then provide more detail with the other pieces. Use different-coloured highlighters to indicate exactly which pieces of evidence are relevant to each focus question. To annotate your evidence, write a sentence (or notes) under or beside each piece of evidence that:  summarises what the evidence tells you  explains why the evidence is relevant to the focus question  explains why the evidence may be reliable or unreliable for historians.

Recording source details

 Evidence from a book: Cowan, J. The New Zealand Wars and the Pioneering Period, Wellington, 1922, page 9  Evidence from a website: Dictionary of New Zealand Biography – Online www.dnzb.govt.nz/olop_content/OLOP_FLASH.htm Date accessed: 16 October 2015 Ask your teacher how to record the details of other sources.

Evaluating the research process In your evaluation, describe at least three of:  the successes and difficulties you had in carrying out the investigation  how the evidence you gathered helped to address the focus questions  which pieces of selected evidence you can most rely on to be reliable for historians, and why  which pieces of selected evidence might not be reliable for historians and why  how your research process could be improved if you were to do further research on this or another topic  what parts of the task you were most satisfied with, and why. Make sure your evaluation is thorough:  cover at least three evaluative topics  explain clearly what you mean by sentences such as, “I should have used more evidence”

 provide examples to support your explanations.

Assessment schedule: History 91001 Facing Problems: An investigation into an aspect of New Zealand History in the twentieth century Evidence/Judgements for Achievement Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit with Excellence An investigation of an historical event, or place, of An in-depth investigation of an historical event, or A comprehensive investigation of an historical significance to New Zealanders is carried out. place, of significance to New Zealanders is carried event, or place, of significance to New Zealanders The student identifies a relevant topic and out. is carried out. identifies at least four possible sources and their The student identifies a relevant topic and The student identifies a relevant topic and likely uses. identifies at least four possible sources and their identifies at least four possible sources and their For example: likely uses. likely uses. Possible source: Gardiner, Wira (1995). Te Mua o For example: For example: te Ahi: The Story of the Maori Battalion. Auckland: Possible source: Gardiner, Wira (1995). Te Mua o Possible source: Gardiner, Wira (1995). Te Mua o Reed. te Ahi: The Story of the Maori Battalion. Auckland: te Ahi: The Story of the Maori Battalion. Auckland: Likely use: In the index of the book it has headings Reed. Reed. on where the Maori Battalion fought and who were Likely use: In the index of the book it has headings Likely use: In the index of the book it has headings its commanding officers. on where the Maori Battalion fought and who were on where the Maori Battalion fought and who were The student selects and organises evidence that is its commanding officers. its commanding officers. relevant to each focus question. The student selects and organises evidence that is The student selects evidence that is relevant to For example: relevant to each focus question. each focus question. Relevance is indicated by underlining or coloured For example: For example: highlighting. Relevance is indicated by underlining or coloured Relevance is indicated by underlining or coloured The evidence comes from at least four different highlighting. highlighting. sources and is organised appropriately. The evidence comes from at least four different The evidence comes from at least four different For example: sources and is organised appropriately. sources and is organised appropriately. by use of a different highlighter colour for the For example: For example: evidence that is relevant to each focusing by use of a different highlighter colour for the by use of a different highlighter colour for the question, by source type, by focusing question. evidence that is relevant to each focusing evidence that is relevant to each focusing The student records source details (a full question, by source type, by focusing question. question, by source type, by focusing question. reference list/bibliography is not required). The student records source details (a full The evidence selected is from a variety of sources For example: reference list/bibliography is not required). and includes both primary and secondary Book: Author, title, publisher, city of publication, For example: evidence. date of publication Book: Author, title, publisher, city of publication, The student records source details (a full reference Website address: Full URL e.g. date of publication list/bibliography is not required). http://en.wikipedia.org/wiki/New_Zealand_Wars Website address: Full URL e.g. For example:

Interview: Mr A Smith, Auckland, interviewed http://en.wikipedia.org/wiki/New_Zealand_Wars Book: Author, title, publisher, city of publication, 20/05/11 Interview: Mr A Smith, Auckland, interviewed date of publication Movie: Gandhi, Columbia Pictures Corp, 1982. 20/05/11 Website address: Full URL e.g. Movie: Gandhi, Columbia Pictures Corp, 1982. http://en.wikipedia.org/wiki/New_Zealand_Wars The student evaluates the research process. In the Interview: Mr A Smith, Auckland, interviewed evaluation, the student addresses aspects of the 20/05/11 process, such as: successes and difficulties in Movie: Gandhi, Columbia Pictures Corp, 1982. conducting the investigation; how the evidence The student organises the evidence effectively so gathered helped to address the focusing that there is consistent clarity in the way the questions; the reliability of the evidence used; how evidence is presented, and it appears that the user the research process could be improved next time; can easily distinguish and retrieve useful evidence personal enjoyment experienced during the for each focus question. research process. For example: Evaluation Evidence, annotations, and source details are Finding evidence for Focusing Question 2 was the legible; there is consistency with where to find most difficult, as most sources seemed to give source details, annotations, etc.; highlighting only the New Zealand version of the attack on colours are used consistently in accordance with a Cassino. I needed to spend more time looking for colour key; exactly which evidence is selected as a better range of sources so that I could avoid being relevant is very clear; evidence may be having biased evidence... organised into sections such as according to focusing question or source type. The student includes annotated comments with most of the pieces of evidence that have been selected, which establish links between the evidence and the focus questions. For example: Focusing Question 3 – This gives an indication of the Māori Battalion’s contribution during World war II in terms of numbers of men in the field. Focusing Question 3 – The Māori Battalion was a frontline infantry unit of 700–750 men and made up entirely of volunteers. The student thoroughly evaluates the research process by making appropriate and detailed comments with specific evidence, and describing the research in such a way as to show a higher level of understanding about the investigation

process. In the evaluation, the student addresses at least three different aspects of the process, such as: successes and difficulties in conducting the investigation; how the evidence gathered helped to address the focusing questions; the reliability of the evidence used; how the research process could be improved next time; personal enjoyment experienced during the research process. For example: Finding evidence for Focusing Question 2 was the most difficult, as even sources such as www.bbc.co.uk, which I thought sounded highly reliable, seemed to give only the British version of the attack on Cassino, meaning that I only got the Allies’ side of the story. This is probably because there is more material available to me that is from that viewpoint because it is harder for English- speaking historians to research German sources. Still, it could have been balanced by finding sources that included the German side too. But maybe, too, the Nazis destroyed many sources…

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.