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3 .2 AS 91435 V1 Analyse an historical event or place of significance to New Zealanders 5 credits

3 .2 AS 91435 V1 Analyse an historical event or place of significance to New Zealanders 5 credits. The Russian Revolution. Remember…. You have to show that you: Understand how to analyse. This means you have to communicate key historical ideas and support them with evidence.

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3 .2 AS 91435 V1 Analyse an historical event or place of significance to New Zealanders 5 credits

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  1. 3.2 AS 91435 V1Analyse an historical event or place of significance to New Zealanders5 credits The Russian Revolution

  2. Remember… You have to show that you: Understand how to analyse. This means you have to communicate key historical ideas and support them with evidence. Use phrases such as: • “…on the other hand…” • “…this demonstrates/shows that…” • “…compares…” • “However…”

  3. The standard:

  4. Explanatory notes: • Analyse involves using historical evidence to communicate key historical ideas with supporting evidence and establishing the significance of the historical event or place to New Zealanders. Merely describing what happened in an historical event is not by itself an analysis

  5. For Achievement.: Analyse involves using historical evidence to communicate key historical ideas with supporting evidence and establishing the significance of the historical event or place to New Zealanders. Merely describing what happened in an historical event is not by itself an analysis

  6. For Merit: Analyse, in depth, involves explaining key historical ideas using in-depth supporting evidence.

  7. For Excellence: Comprehensively analyse involves presenting sound understanding, well-considered judgements of the evidence, and conclusions from an historian’s perspective. The analysis is presented through key historical ideas that are supported by comprehensive evidence drawn from primary and secondary sources.

  8. For Achievement, Merit and Excellence… You should include: Key historical ideas: It is easiest to put a key idea at the beginning of each paragraph (topic sentence) and then back it up with supporting evidence such as dates, quotes, statistics, names etc

  9. Key Ideas… • These are the statements that leave you needing proof and further explanation such as – • statistics • visuals • dates • quotes • graphs • maps etc

  10. For example-key idea… The First Moroccan Crisis: Germany’s naval programme of 1896-1900 spurred Britain to empower her own navy in response, in order to protect her trade routes.

  11. For example-key idea… Passchendaele: Passchendale has gone down in history as one of the most futile battles of World War One (1914-1918)

  12. For example-key idea… Stalin used totalitarianismto rule the Soviet Socialist Republics (USSR).

  13. For example-key idea… The Secret Police broke prisoners down by intense interrogation.

  14. For example-key idea… The invasion of Parihaka on the 5th November 1881 by 1500 military and armed members of the constabulary was the result of greed for the Maori owned land and the search for power by politicians and the settlers.

  15. For example-key idea… Jewish life and the place of Jews in Polish society was rather different from what it was in Western Europe.

  16. Another key idea… “Nationalism was an important motivating force for the North Vietnamese during the 1960s.”

  17. Another key idea… “The British were keen to find ways to break the Western Front deadlock.”

  18. And the rest of the paragraph… “The British were keen to find ways to break the Western Front deadlock. Superior sea power seemed to be the answer. The First Lord of the Admiralty, Winston Churchill, suggested several ways to use British naval resources. One of these was an assault on the Dardanelles.”

  19. Another key idea… “Social class was an important factor in Victorian England.”

  20. Students… Often write in narrative which has few key ideas. An example of narrative is Wikipedia which is all narrative. Fail, fail, fail…

  21. Narrative is not enough… “This happened and then that happened and then something else happened…” Blah, blah, blah… Fail, fail, fail…

  22. Moving your grade from Achieved to Excellence will depend upon the depth of the supporting evidence and how confident and convincing your explanation of the historical key idea is.

  23. Significance to New Zealanders: This must be specific for this standard. Requires 3-4 specific paragraphs at the end. They must be good. New Zealand content is not enough, students must indicate the significanceto New Zealanders

  24. Significance to New Zealanders… Required for 3.2 at all levels of achievement. • Significance may be determined by: • the importance of the event to people alive at the time • how deeply people’s lives were affected at the time • how many lives were affected • the length of time people’s lives were affected • the extent to which the event continues to affect society.

  25. Good luck!

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