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THE INTERNALS

LEVEL 3 HISTORY. THE INTERNALS. RESEARCH. In History we divide a research assignment into TWO achievement standards – AS 3.1 worth 4 credits and AS 3.2 worth 5 credits. The two assignments can be done as two parts of one assignment or as stand-alone assignments.

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THE INTERNALS

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  1. LEVEL 3 HISTORY THE INTERNALS

  2. RESEARCH • In History we divide a research assignment into TWO achievement standards – AS 3.1 worth 4 credits and AS 3.2 worth 5 credits. • The two assignments can be done as two parts of one assignment or as stand-alone assignments. • The assignment conditions require an authentication process.Our school has given guidance. You must do original work.

  3. Critera for AS 3.1 EXCELLENCE ONLY • Define an area for historical research and formulate significant and perceptive focusing questions. • Plan the research, in comprehensive detail. • Demonstrateinitiative to select and record relevant and important historical evidence from a range of sources and organise it in accordance with the focusing questions. • Record details of thesources accurately. • Evaluate the effectiveness of the research process from the historian’s perspective.

  4. EXPLANATORY NOTES • The historical research should be independent, however, the learner should confer with the assessor to establish the process and direction of the research. The assessor should provide feedback on the suitability of the research topic, the focusing questions, and guide the learner towards appropriate sources. • The area of historical research may include: identifying a problem, an historical context, an issue, an individual/group, an event from the past. • Significant focusing questionswould allow the potential for the learner to gather evidence for a comprehensive coverage of the area of historical research. • Perceptive focusing questionswould reveal an informed and sophisticated understanding of the foundations of the research topic.

  5. Examples of significant and discerning question stems • To what extent was there an imperative to use …? • To what extent was it leadership that was the critical factor in …? • To what extent was the evidence of the military peparations ….? • How have historians’ views contrasted over the … and the …?

  6. PLANNING • Planning the research may include: identifying possible sources of information, devising a management plan which identifies activities to be carried out, and establishing historical method(s). • Initiative in research may include: resourcefulness in accessing appropriate source, taking a fresh and innovative approach, willingness to access sources that are not readily available, perseverance in using difficult sources. • Source refers to where the evidence is found. Sources may include books, CD-ROMs, people, libraries, museums, newspapers, artefacts, historical sites, videos, websites, graphs, cartoons, films, etc. Sources may be primary or secondary sources. • Historical evidence is found in sources and is used to answer focusing questions.

  7. http://mags13history.wikispaces.com/DI.+THE+INTERNAL+ASSESSMENT++3.1http://mags13history.wikispaces.com/DI.+THE+INTERNAL+ASSESSMENT++3.1 This page is useful for getting you thinking about the context

  8. http://mags13history.wikispaces.com/E.+SEARCHING+THE+NET This page gives you guidance for searching the net for NZ sites

  9. These two pages help to give context to this study

  10. Planning: High merit exemplar

  11. Time and Management plan: Excellence

  12. Record details of the sourcesaccurately means recording details sufficiently to allow the later completion of a reference list (or bibliography). • Details required are author, title, publisher, city of publication, date of publication or URL and date accessed for web material. A full reference list is not required for this achievement standard. Perfection is not required for achievement with excellence. • Go to NCEA site for exemplars • http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/annotated-exemplars/annotated-exemplars-level-3-as90654/

  13. EVALUATING (in class) • Evaluating should include at least three of the following: • identifying the relevance and usefulness of evidence to the focusing questions • identifying successes and difficulties in conducting the inquiry, and reasons why • expressing enjoyment, personal growth and satisfaction of carrying out the inquiry • identifying issues to consider in future research • reference to refining and revision of their inquiry as the process unfolded. • Evaluationfrom thehistorian’s perspective includes: • weighing the value and reliability of evidence and sources • identifying weaknesses and strengths in completed research • establishing future directions for research on the selected topic.

  14. ACTIVITIES • If there are students new to the study of history in the class, they need scaffolding into the components of the achievement standard. It does not hurt the veterans to refresh their memory either • Activities can be done individually, in pairs or in groups.

  15. You need to practise : • WRITING SIGNIFICANT AND PERCEPTIVE QUESTIONS • TIME & MANAGEMENT PLANS • CITING AS YOU RESEARCH • SORTING AND ORGANISING • THE NATURE OF EVIDENCE • EVALUATING

  16. EXEMPLARS and SOURCES • Exemplars from previous years will be available for you to look at when in the Library • A model of each component will be available on the NZQA site: http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/annotated-exemplars/annotated-exemplars-level-3-as90654/ • A box of books will be left in the Library on desk copy. They are very important sources. The internet does not always have the answers

  17. REMEMBER • PRACTISE THESE CRITERIA • 1. perceptive and discerning research questions • 2. Copy URLs as you go • 3. Have a system to organise what you gather • 4. Be able to critically evaluate the sources

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