NCEA LEVEL 1 HISTORY

1. NCEA LEVEL 1 HISTORY SOME ADVICE By John Pipe MT ALBERT GRAMMAR SCHOOL

2. HISTORY Chemists were responsible for the worst excesses of WWI Physicists were responsible forthe worst excesses of WWII Only historians have prevented WWIII

3. Achievement Standard

4. Investigation of an historical event, or place is a process. • Carry out an investigation involves: • identifying a topic • identifying possible sources and how they may be useful • selecting relevant historical evidence from a variety of sources in accordance with focussing questions that are provided in the task instructions • organising this evidence appropriately • recording the details of the sources of selected evidence. BUT LET’S USE THIS

5. AS 1.1 Excellence only criteria Investigation of an historical event, or place is a process. Carry out an investigation involves: • identifying a topic identifying possible sources and how they may be useful • selecting relevant historical evidence from a variety of sources in accordance with focussing questions that are provided in the task instructions • organising this evidence appropriately • recording the details of the sources of selected evidence.

6. Therefore FOUR jobs that you need to know about and be taught before you do your research: 1. How to identify possible sources and what various sources might contain 2. How to select relevant historical evidence from a range of sources and to suggest waysto organise the information effectively. 3. How to correctly record the details of the sources accurately. 4. Practise making appropriate and worthwhile evaluative comments.

7. Forewarned is forearmed (or not, as the case may be). Don’t just jump in to the water!

8. Formative Task 1: an example from the topic: Origins WWII How to identify possible sources and what various sources might contain. We are studying: The Treaty of Versailles and want to be able to answer THREE broad questions: What was the background to the Treaty of Versailles? What are the main terms of the Treaty of Versailles? What were the differing responses to the terms of the Treaty? 1. In pairs, identify possible sources that would help you to find out the answers to these three questions. 2. List at least 6 possible sources you could gain information from. Include both secondary and primary. 3. Indicate what type of information you would be likely to find in each source. 4. Be prepared to share what you find with the rest of the class

9. Gathering information • Gather information to answer the three FOCUS QUESTIONS using the 11History site on My Classes or by a web search. • You will be sharing what you find with other members of your group of three or four. • Use the FOCUS QUESTIONS to direct the search and create your search strings. • You can use: • photocopying from textbooks in the library • Access electronic sources in the library (meta-search engines are better – www.dogpile.com or www.clusty.com

10. Research protocols • Use the following rules (These are called protocols) for electronic information: • Create a word document and put your name on it by using View-header/footer • Select, copy and paste all material that you find that seems relevant, on to your word document. • With a second copy and paste, also grab the url of the reference and paste on to the header (as above) • If you get any information from a photocopy of a book, write the source accurately on to each piece of paper.

11. Sorting and organising • In groups of FOUR, you have in front of you a selection of resources that relate to the Treaty of Versailles • Add your own material to this. • NOW, read through the material and using a highlighter and/or a red pen, indicate which part relates to which Focus Question • Write comments in the margin and show evidence that you are thinking about what you have in relation to the Focus Questions I have given you a selection of resources on the Treaty of Versailles

12. Evaluating the process • Evaluative comments could include: • successes and difficulties in completing the • investigation, and reasons why • assessing the validity and sufficiency of evidence • selected in respect to the focusing questions • Usefulness and reliability of resources in answering • your research questions • how the research process could have been improved • and consideration of how they might complete the • task next time • evidence of enjoyment and satisfaction.

13. Is a shark useful?

14. Look at Sources A and B very carefully. Source A This is a photograph taken in 1938. It shows Joseph Stalin standing by the Moscow-Volga Canal. On the left is Vyacheslav Molotov, the Soviet Prime Minister. On the right is Yezhov the head of the NKVD, the Soviet secret police.

15. Source B This is a photograph published in 1939. In what ways do the sources differ?

16. Exemplars taken from: http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/annotated-exemplars/level-1-as91001-a/ And http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/annotated-exemplars/level-1-as91001-b/

19. Evaluative comments could include: • successes and difficulties in completing the investigation, and reasons why

20. assessing the validity and sufficiency of evidence • selected in respect to the focusing questions

21. Usefulness and reliability of resources in answering • your research questions

22. how the research process could have been improved • and consideration of how they might complete the • task next time

23. evidence of enjoyment and satisfaction.