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Assessment Schedule – 2009 History: Examine a Significant Decision Made by People in History, in an Essay (90657) Judgement Statement

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Assessment Schedule – 2009 History: Examine a Significant Decision Made by People in History, in an Essay (90657) Judgement Statement NCEA Level 3 History (90657) 2009 — page 1 of 26 Assessment Schedule – 2009 History: Examine a significant decision made by people in history, in an essay (90657) Judgement Statement Achievement Achievement with Merit Achievement with Excellence Through her / his response to the Through her / his response to the Through her / his response to first part of the essay question, the first part of the essay question, the the first part of the essay candidate has accurately candidate has accurately question, the candidate has described factors that contributed explained factors that contributed to accurately and perceptively to the decision. the decision. explained factors that contributed to the decision. (See content guidelines for (See content guidelines for (See content guidelines for examples of relevant historical examples of relevant historical examples of relevant historical information that could be included in information that could be included in information that could be the candidate’s answer.) the candidate’s answer.) included in the candidate’s answer.) Through her / his response to the Through her / his response to the Through the breadth, depth second part of the essay question, second part of the essay question, and / or range of ideas in her / the candidate has accurately the candidate has evaluated the his response to the second described the consequences of the consequences of the decision. part of the question the decision. candidate has comprehensively evaluated (See content guidelines for the consequences of the (See content guidelines for examples of relevant historical decision. examples of relevant historical information that could be included in information that could be included in the candidate’s answer.) the candidate’s answer.) This evaluation should involve the comprehensive weighing This evaluation should involve up of the consequences. Eg weighing up the consequences of positive consequences this decision. Eg positive weighed up against negative consequences weighed up against consequences or one theory negative consequences, or one about the consequences theory about the consequences contrasted with another. contrasted with another. (See content guidelines for (See content guidelines for examples of relevant historical examples of relevant historical information that could be information that could be included in included in the candidate’s the candidate’s answer.) answer.) The candidate has structured and The candidate has structured and The candidate has structured organised her / his information using organised her / his information using and organised her / his an appropriate essay format. an appropriate essay format. information using an appropriate and effective essay format. • Introductory paragraph • Introductory paragraph • Relevant, structured and logically • Relevant, structured and logically sequenced paragraphs sequenced paragraphs • Introductory paragraph • Conclusion • Conclusion • Relevant, structured and logically sequenced paragraphs The candidate has provided an • Conclusion argument, ie the candidate has stated a view and supported it with relevant and accurate evidence The candidate has provided a (probably most obvious in the convincing argument, ie the evaluative part of her / his essay). candidate has a clearly NCEA Level 3 History (90657) 2009 — page 2 of 26 articulated view and has supported it with sound reasoning and relevant, accurate, and significant evidence (probably most obvious in the evaluative part of her / his essay). NCEA Level 3 History (90657) 2009 — page 3 of 26 Content Guidelines Topic One: Early Modern England 1558-1667 Topic One: Essay One Explain the factors that contributed to the decision of governing authorities in early modern England to follow a policy of restricting or transforming popular beliefs. Evaluate the consequences of this policy on the practice of popular beliefs between 1558 and 1667. The candidate’s response to the first part of the essay question could include: • Popular beliefs in magic, fortune telling, astrology, prophecy, witchcraft and spirit beings rose from traditional oral culture based primarily on early pagan superstitions. Although by 1558 they did contain an amalgam of aspects of Christianity, they offered an alternative belief system that undermined the authority of the Church. The governing authorities wanted to restrict the error-filled pagan element and transfer the adherence of common traditional beliefs to the teachings of Protestantism. • Popular beliefs encompassed all sectors of the population and involved a range of changing beliefs and practice in different regions where each community had its own customs. The governing authorities wanted to instill a uniformity of belief in official doctrine and worship practices. • Churches wanted people to accept that a supernatural world existed alongside the natural everyday world and that there was a supernatural / spiritual explanation in almost everything, but wanted to replace fascination with pagan spiritual forces (goblins, fairies, witches, sorcerers, vampires and werewolves) with recognition of Christian spiritual forces (demons and angels). Churches wanted belief in the devil and the potential damnation or salvation of each soul to be a basic element of popular consciousness – something to dread (hell) and something to hope for (heaven). • The seasons and weather had a significant influence on an individual’s well-being and survival. People worried about such things as the length and intensity of winter, the failures of the harvest, and the success of hunting and fishing ventures. A series of traditional rites and ceremonies were important in allaying these concerns, eg New Year’s Day to encourage the return of spring, fasting before Easter helped conserve food for the latter part of winter. But the Church authorities wanted people to be less concerned with the daily affairs, dangers and misfortunes of their earthly life and more with eternal life – their salvation after death. The Church sought, therefore, to incorporate some of the rites and ceremonies into its own calendar and give them a more religious significance. • Popular beliefs and practice the governing authorities wanted to restrict or transform were trust in: o Magic and folklore (tokens, charms or flowers, divining rods, magic words, the power of healers and cunning men). Instead of using charms, spells, and herbal remedies to protect themselves from personal misfortune, people should, the Church preached, rely on ministers and prayer. o Black Witchcraft, which was believed to involve the surrender of one’s soul to the devil in return for certain powers. Women who were poor were the most common victims of charges of maleficium (the causing of harm using invisible powers). Witches were popularly believed to have familiars (animals who did their bidding) that they suckled. The authorities wanted people to abhor witches and expel them from their communities. o Taking part in festivals and ceremonies gave members of a community a sense of identity and were important times of release from the rigours of daily life (eg giving gifts on New Year’s Day reinforced status and obligation ties). The Church authorities recognised these positive factors and absorbed some of these practices into its own religious calendar as a means of attracting people to its services and exposing them to its teachings. On important holy days, work ceased or was reduced so that people could attend religious services, feasts and pageants. o Astrology and horoscope readings were commonly seen as compatible with Christianity because God ruled the heavens, so stars and planets were his agents. Popular reliance on consulting astrologers about important decisions because they were believed to be able to give some guidance about the future was, therefore, permitted by the governing authorities. Leading practitioners like John Dee were even used to advise the monarch. • The Church as an institution had a considerable hold over the everyday life of people: o The church building was the main meeting place, and the clergy were leaders in every community. o Rites of passage – birth, adolescence (confirmation), marriage and death – were celebrated there. o It was compulsory for heads of households to attend church regularly, and daily household prayers and grace before meals were said. NCEA Level 3 History (90657) 2009 — page 4 of 26 • However, the governing authorities were very concerned that the continuance of popular beliefs undermined the authority of the Church and government officials, encouraged immoral conduct, prevented understanding of the truth, and contributed to an erosion of church attendance among ordinary people. Irreverence during services, popular ignorance, and limited church attendance were frequently recorded by Anglican clergy. The candidate’s response to the second part of the essay question could include: • The pre-Reformation Church over a long period had accommodated seasonal festivals and pre-Christian ceremonies, so there was a blurring of the margins as to what was clearly of pagan origin and what was allowably Christian, eg Rogationtide and the beating of the parish bounds, which sought God’s protection for newly planted seeds, was also a pagan fertility rite. But after the 1559 Elizabethan Church Settlement, Protestants attempted to eliminate any Roman Catholic customs and ceremonies that had a stronghold on the common people. Symbols of traditional Catholicism (paintings, statues, altars, rood screens and
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