LEVEL 3 NCEA HISTORY A GUIDE TO ESSAYS

1. LEVEL 3 NCEA HISTORY A GUIDE TO ESSAYS

2. ADVICE • AS 3.4 DECISIONS • AS 3.5 SITUATIONS

3. AS 3.4 A SIGNIFICANT DECISIONEXCELLENCE ONLY • Accurately and perceptively explain factors that contributed to the decision. • Comprehensively evaluate consequences of the decision. • Structure and organise the information and develop a convincing argument using an appropriate and effective essay format..

4. EXPLANATORY NOTES • Significantrefers to having an impact on the lives of individuals and/or groups, and/or cultures. • Comprehensivelymeans depth, breadth or range. • Evaluateis the weighing up of consequences of decisions and may include reference to historical narrativeeg how people record or recount past experiences or interpretations by historians or oral traditions or eyewitness accounts. • A convincing argumentrefers to a clearly stated view, articulated and supported with sound reasoning, and relevant, accurate and significant examples/evidence. This may include reference to historical argument(s)/debate(s).

5. ASSESSMENT SPECIFICATIONS

6. AS 3.4 DECISIONS 2006 • Explain the factors that led many Māori to convert to Christianity before 1840. Evaluate the consequences of Christian conversion on Māori in the nineteenth century. • Explain the factors that led to Hone Heke’s decision to cut down the flagpole flying the Union Jack above Kororareka (Russell) in 1845. Evaluate the consequences of this decision on race relations in the north until 1850.

7. MORE DECISIONS 2006 • Explain the factors that led to Edward Gibbon Wakefield’s decision to organise the planned settlement of New Zealand. Evaluate the consequences of this decision on New Zealand society until 1870. • Explain the factors that led to the decision to grant constitutional independent government to New Zealand in 1852. Evaluate the consequences of this decision on New Zealand politics until 1876. • Explain the factors that led to the decision by the New Zealand parliament to implement the Vogel Plan from 1870. Evaluate the political, social and economic consequences of the plan until 1890. • Explain the factors that led to many New Zealand voters deciding to elect a Liberal Government in 1890.Evaluate the consequences of this decision on New Zealand politics and society until 1900.

8. ACTIVITY 1 • Look through the theme overview of NZ in the 19th century (separate word document) • Identify all of the significant decisions and write the letter ‘D’ on the left side of the pages next to the decision. • Discuss with a classmate and share your decision about your decisions. • This is an activity that you are best to complete your self first.

9. ACTIVITY 2 • Download the essay that is shrunk to 8pt Arial. I call this an essay blob.It has no question attached to it and no paragraphing. • Write the double-barrelled QUESTION that would fit with this answer • Indicate where you would place the paragraph breaks including the end of the introduction and the beginning of the conclusion. • Remember: One paragraph = one idea

10. MAORI-PAKEHA DECISIONS • The decision by some Maori to engage with Pakeha in the contact period eg Ruatara/Hongi Hika • The decision by different groups of Pakeha to come to New Zealand in the contact period. • The decision to establish mission stations in NZ eg CMS/Samuel Marsden • The decision by Maori to embrace Christianity • The decision by some Maori to establish the Kingitanga (Maori King Movement) • Using the words Explain and Evaluate write double-barrelled questions for these decisions

11. ACTIVITY 3 • Use the exemplar student essays provided and the AS 3.4 analysis sheet (on revision section) to critique what the student has written • Write your comments in the appropriate boxes • Make a decision as to the final grade and be prepared to justify your decision • Note that these exemplars are from students that sat in the 2006 exam year.

12. AS 3.5 SITUATIONEXCELLENCE ONLY Comprehensively describe a significant situation in an historical context. Comprehensively evaluate the ways the situation changed over time and influenced people. Structure and organise the information and develop a convincing argument using an appropriate and effective essay format.

13. EXPLANATORY NOTES • Thedegree of change in any situation may be significant, minimal or temporary over a given period of time. • Comprehensively means depth, breadth or range. • Evaluateis the weighing up of consequences of decisions and may include reference to historical narrativeeg how people record or recount past experiences or interpretations by historians or oral traditions or eyewitness accounts. • A convincing argumentrefers to a clearly stated view, articulated and supported with sound reasoning, and relevant, accurate and significant examples/evidence.

14. ASSESSMENT SPECIFICATIONS

15. 19TH CENTURY NZ PRESCRIPTION • Competition in nineteenth century New Zealand was between Maori and Maori as well as between Maori and Pakeha. Some benefits were brought in by Pakeha as well as problems. Different areas also had very different experiences, ie the process of colonisation was not uniform throughout the country. The high degree of intermarriage and the long apprenticeship in race relations (compared with Australia) might also be considered. • A1. Maori-Pakeha contact and interaction before 1840 – social, economic, religious, political. • A2. The treaty of Waitangi and its impact – competing Maori and Pakeha perspectives of the Treaty 1840-1900 • A3. Maori and Pakeha race relations 1845-1900 – wars, land, law, sovereignty and rangatiratanga: political and religious movements What would be the stem words that we should use for double-barrelled questions that use the words of the Achievement Standard?

16. SOME MAORI-PAKEHA SITUATIONS • The impact of European settlers on Maori society (eg ‘fatal impact’ versus ‘acculturation’) • Increasing official British involvement in NZ (up to 1850?) • The exchange of values and ideas during the contact period. What would be the stem words that you should use for double-barrelled questions that use the instructional words of the Achievement Standard?

17. Example from 2006 L3 exam • Describe developments that took place in the relationship between Māori and Pākehā between 1800 and 1840.Evaluate the influence that contact with Pākehā had on Māori between 1800 and 1840. • Describe the events in New Zealand and elsewhere in the 1830s that changed New Zealand’s race relations and led to the signing of the Treaty of Waitangi. Evaluate the influence that the signing of the Treaty of Waitangi had on New Zealand’s race relations in the 1840s and 1850s.

18. Other examples from L3 2006 • Describe developments in New Zealand’s pastoralism industry in the nineteenth century. Evaluate the economic and political influence that pastoralism had on New Zealanders during this time. • Describe the major changes that took place in New Zealand’s demographics and settlement patterns in the nineteenth century. Evaluate the influence of these changes on the lives of nineteenth-century New Zealanders. • Describe the changes that took place in the rights and roles of women in New Zealand society between 1850 and 1900. Evaluate the influence of these changes on the lives of New Zealand women by 1900. • Describe the developments that took place in New Zealand’s transport and communications between 1860 and 1900. Evaluate the influence of these developments on the lives of nineteenth-century New Zealanders.

19. 2002 Bursary 19th CENTURY NEW ZEALAND

20. These materials have been prepared by John Pipe 2007

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