Albany Senior High School/Coursebook/3HIS

History Level 3 2014
History examines the past to understand the present. It involves looking at the complex and contested nature of the past through examining causes, consequences, trends, forces, and explanations. The essence of history is the judgement of worldly affairs and history will help you develop a range of essential skills: the ability to interpret and critically analyse a wide range of evidence; to communicate your thoughts with clarity and purpose; to research and synthesize information; and to engage in debate and discussion on the significance of the past and present.

Please note that the 'significance to New Zealanders' component of some standards does not mean we have to focus on New Zealand contexts. It relates to the relevance of the past to the present (a continued world-wide interest in the topic in the 21st century).

History is a University Entrance Approved Subject

All level 3 History standards count towards university literacy requirements for reading. All level 3 External History standards count towards university literacy requirements for writing.

15 Internal Credits are Available 10 External Credits are Available

What will I learn about?


This course is split into two. In the first half of the year we will explore historical writing and sources that have shaped Western and New Zealand culture. You will have the opportunity to engage in a guided historical research project on a place or event that you are interested in. The second half of the year is based on examining the causes and consequences of the French Revolution.

Topic 1: The Historian's Craft (Term 1 and 2) The first half of the year is built around learning to work with historical sources and undertaking your own historical investigation. There is not set topic and you are able to investigate a significant place or event in history that interests you. This could be based on New Zealand history or it could be a dramatic world-changing event like the Holocaust, the Industrial Revolution or the World Wars. It could also involve looking at key movements or trends like eugenics and social Darwinism or Imperialism. You will work with your teacher to develop an appropriate area to investigate related to your interests. In addition to this, we will be working with a diverse range of topics to practice historical skills, particularly using primary sources. Initially we will look at major world events and sources from the 19th and 20th century. As your skills develop, we will look at the background to our other topic (The French Revolution): this includes medieval feudalism; the Renaissance; the Reformation; the English Civil War; and others.





Topic 2: The French Revolution (2nd half of Term 2 onwards) The second half of the year examines one of the key founding events of modern society: The French Revolution. We examine the origins of the revolution from the peak of French monarchy under Louis XIV (the Old Regime) to the eventual beheading by guillotine of Louis XVI. We will also examine the legacy of the Revolution including the key ideas of political liberty and human rights, as well as political terror and the rise and fall of Napoleon Bonaparte.



Internal Assessments (15 Credits)
AS91434 3.1 Research an historical event or place of significance to New Zealanders, using primary and secondary sources.

5 credits

Independent Topic Choice

This achievement standard requires you to plan, carry out, and evaluate an historical investigation. You will focus on the legacy of the publication of Charles Darwin’s The Origin of Species in 1859 through social Darwinism and eugenics. You may either focus on one particular place or event in relation to this (like the Holocaust) or you can take a broader case study approach (using several contexts).

An event of significance to New Zealanders is an historic international event influencing New Zealanders.

AS91435 3.2 Analyse an historical event, or place, of significance to New Zealanders.

5 credits

'''Independent Topic Choice. '''

This achievement standard requires you to analyse, synthesize, and present your historical research. You will use historical evidence to communicate key historical ideas with supporting evidence, establish the significance of the historical event or place to New Zealanders, and present well-considered judgements, comments, and conclusions about the evidence that are from an historian’s perspective.

AS91437 3.4 Analyse different perspectives of a contested event of significance to New Zealanders.

5 credits

The Causes of the French Revolution

This achievement standard requires you to analyze, as an historian, the historiography (the writing of history or perspectives of historians) on the causes of the French Revolution. You will present this in either an article or lecture format (note, no research is required).

Students will sign authenticy statements that the work submitted is their own.

Plagiarism is detected and will be reported to the school's NZQA Principal's Nominee.

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External Assessments (10 Credits)
AS91438 3.5 6 Credits

Analyse the causes and consequences of a significant historical event.

The French Revolution

This achievement standard requires you to respond to a historical question on the causes and consequences of a significant historical event using a traditional essay format. It is expected that you have knowledge of a number of different elements of the historical event and an awareness of how different people's lives were affected by them.

-Analyse involves explaining the causes and consequences of a significant historical event. This may involve establishing underlying and immediate causes and short term and long term consequences.

-Analyse, in depth, involves evaluating the causes and consequences of a significant historical event. Evaluating includes the prioritisation of causes and consequences by justifying their relative significance.

-Comprehensively analyse means to evaluate the causes and consequences of an historical event to support well-considered judgements that demonstrate understanding of the complexity of the causes and consequences. -Significance may be determined by: -the impact and importance of the event on people over a period of time -how deeply people’s lives were affected over a period of 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.

AS91436  3.3 4 Credits

Analyse evidence relating to an historical event of significance to New Zealanders

No specific context

This achievement standard requires you to respond to a series of questions based upon primary and secondary evidence in a resource booklet. The response to the questions is expected to be in paragraph-length responses. The context of the historical sources is generic and no content knowledge is expected.

-Analyse involves using historians’ skills to interpret evidence in order to demonstrate understanding of historical concepts.

Analyse, in depth, involves using historians’ skills to interpret evidence in order to demonstrate thorough understanding of historical concepts.

Comprehensively analyse involves using historians’ skills to interpret evidence in order to demonstrate understanding of historical concepts, showing insight. Insight includes ‘reading between the lines’ to draw conclusions that go beyond the immediately obvious and demonstrate a high degree of engagement with the evidence.

Evidence is derived from sources. Sources may include: documents, pictures, graphs, maps, articles, speeches, cartoons, text books.

Historians’ skills involve: • close reading • comprehension • extracting meaning.

Historians’ skills are used to identify historical concepts such as: • perspectives • past and present • reliability and usefulness • bias or propaganda • continuity and change • intent and motivation • cause and effect • specific and generalised • influence and significance • contingency.

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Summary of standards
'''Internal Re-assessment/Re-submission Policy: Our department provides you with the opportunity to be assessed when you are ready. Therefore, there are no re-assessments or re-submissions.'''

. Literacy
 * NCEA LEVEL
 * Standard number
 * Name of Standard 
 * Version Number 
 * Credits
 * Assessment
 * Assessment



3.3
 * 3
 * 3

and/or

AS91436 3.3 Analyse evidence relating to an historical event of significance to New Zealanders

4 credits Blind source interpretation

External
 * 1
 * 4

Term 4



B

AS91438 3.5 Analyse the causes and consequences of a significant historical event.
 * 3
 * 3.5
 * 3.5

6 credits The French Revolution

 External
 * 1
 * 6

Term 4

AS91437 3.4 Analyse different perspectives of a contested event of significance to New Zealanders.
 * B
 *  4, 6, or 10
 * 3
 * 3.4
 *  4, 6, or 10
 * 3
 * 3.4
 *  4, 6, or 10
 * 3
 * 3.4
 * 3
 * 3.4
 * 3
 * 3.4

5 credits The Causes of the French Revolution

Internal
 * 1
 * 5

work for this internal takes place in the 2nd half of Term 2 and the assessment at the end of Term 3

R

AS91434 3.1 Research an historical event or place of significance to New Zealanders, using primary and secondary sources.
 * 3
 * 3.1
 * 3.1

5 credits Internal

Independent Topic Choice

Internal
 * 1
 * 5

work for this internal takes place in Term 1 and is due at the end of Term 1

R



AS91435 3.2 Analyse an historical event, or place, of significance to New Zealanders.
 * 3
 * 3.2
 * 3.2

5 credits

Independent Topic Choice


 * 1

5

Internal

work for this internal takes place in the 1st half of Term 2 and is due at the end of Term 2

R



19 or 21 or 25
 * 15
 * Total
 * 15
 * Total
 * 15
 * Total
 * Total
 * Total
 * Total
 * Total
 * Total
 * Total


 * }
 * }
 * }

Scholarship History 2014
The context for 2014 is war as a force for change.

In scholarship history students use knowledge of history to establish valid judgements about the nature of evidence and communicate a substantiated argument that critically evaluates historical narratives, establishes historical relationships, synthesises relevant ideas and demonstrates an understanding of the scope of historical contexts.

Performance at a scholarship level includes a high level of:

•	analysis and critical thinking

•	integration, synthesis, and application of highly developed knowledge, skills, and understanding to complex situations

•	logical development, precision and clarity of ideas.

Outstanding performance at scholarship level requires a sustained level of:

•	perception and insight

•	sophisticated integration and abstraction

•	independent reflection and extrapolation

•	convincing communication.

The scholarship examinations include a resource booklet of 10-15 primary and secondary sources on one specific historical context. There will be a question and answer booklet with two questions. Candidates choose one of these questions to answer and they are expected to use the sources in the resource booklet and also draw on their own knowledge. You will be required to evaluate the evidence of the sources and produce a single piece of writing.

You must demonstrate your ability to:

•	analyse and think critically about key ideas relevant to the historical context and setting

•	evaluate historical relationships such as cause and effect, continuity and change, past and present, specific and general, patterns and trends

•	judge the reliability and usefulness of historical evidence and evaluate the strengths and limitations of historians’ narratives

•	use highly developed knowledge, historical ideas and skills to develop an argument which demonstrates an understanding of a complex  historical context(s) and setting(s)

•	communicate a substantiated and balanced argument within an effective written format including an introduction, conclusion, and structured paragraphs that are organised around a focused argument, a detailed knowledge of chronology and accurate supporting evidence to the context(s) and setting(s).

Student Expectations and this course
This is a university approved subject course and a professional standard of student participation, attendance, milestone completion, internal and external Achievement Standard completion is required. Students are required to keep up with course readings and home learning set to support topic lesson progression. Practice in essay writing is compulsory. Continued review of class learning and course content is an expectation. Students will be expected to sign a declaration of their commitment to support the above expectations at the beginning of the course when school commences.

Frequently Asked Questions/ NZQA
Where does History fit into Albany Senior High School and what are the aims and philosophy for teaching History at the school? History is managed through the History and Classical Studies Department at ASHS.

Our department philosophy is to provide learning opportunities about history and classical studies that:


 * Engage student curiosity.
 * create opportunities for deep understanding about groups, movements, conflicts and ideologies in history.
 * create links of understanding for students to political, social, economic and religious environments and/or institutions operating in today's world.

What to do if .. (NZQA) I have an assessment today, but I am too sick. Phone your tutor straight away to tell them. Leave a message if you have to. You must go to your doctor to have the medical form filled in. Bring the completed form to your tutor when you return to school. You will also need to fill in a missed assessment form (reception) and return it to the school within 3 school days of the missed assessment.

I have an assessment today, but there's been an accident or some family emergency or trauma. Phone your tutor as soon as you are able. When you return to school you must bring a note from your parent/guardian or your school counsellor and you will also need to fill in a missed assessment form and return to the school within 3 school days of the missed assessment.

I did the test/assessment, but I think I didn't do my best because I was sick or really upset. Straight away, ask your teacher about further assessment opportunities or other evidence they may have collected. Your doctor will have to fill out the medical form if you were sick or you will need to bring a note from your parent/guardian or your school counsellor.

I have to hand in this assessment today, but I am too sick to come, or there's been some family emergency or trauma. Send the assessment to the school office, or if you can't, phone your tutor who can talk to the Specialist Subject leader about what can be done. You will also need to fill in a missed assessment form and return to the school within 3 school days of the missed assessment.

I'm going on a school trip. You will be notifying the teachers affected at least one week before the trip. They will decide about your assessment in consultation with the Specialist Subject leader.

I'm going on a family holiday. You must ask permission by writing to the Principal, Ms Cavannagh. Tell your teachers, but be aware that you are very likely to forfeit the credits for assessments you miss.

I have tutoring, a music lesson, cultural or sports practice, rehearsal. Do the assessment at the correct time. The other things are not as high a priority. Don't forget to let other people know you are attending the assessment in advance to show respect for their time!

Handing in my work. In most cases your work will have a due date set for the whole class. However, it is the policy of this department to work with students as individuals to ensure that they are ready to be assessed. You will have to talk to your teacher who will consult with the SSL over whether your work can be assessed at a prearranged time. To ensure authenticity is maintained between students who have handed in their work and those that are still completing the assessment, there will be a "hand back" date set for your class. Further, you are required to sign an authenticity cover sheet.

My computer or printer breaks down. You need to be aware that technology can fail at the crucial moment. Please back up your work as this is unlikely to be acceptable as a reason for late work. It is your responsibility to guard against losing your work through technological failure by printing out your work at regular intervals and saving your work on a back-up disk. If your printer breaks down, print at school or email the work to your teacher.

I chose not to come to that test or hand in that assessment.

You will get no marks or credit for that assessment.

It is important that you understand what you need to do to achieve success this year. Your teachers will give you clear information about what is expected. You need to make sure that you check with your teacher if you are unsure about anything.

''Welcome to our Department! If you have any questions, contact Nic Taewa at ntaewa@ashs.school.nz ''