As 90656 Resources

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NCEA 90656

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As 90656 Resources

  1. 1. AS 90656 Resource Interpretation
  2. 2. The Standard <ul><li>Analyse and evaluate evidence in historical sources. </li></ul><ul><li>There are generally 6 resources. </li></ul><ul><li>Sometimes there are 2 paired together. ie A1 and A2. </li></ul><ul><li>You must refer to BOTH in order to score. </li></ul><ul><li>Unlike Level 1 and 2 these resources are based on New Zealand 1800-1900. ie semi- familiar text </li></ul>
  3. 3. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence <ul><li>Demonstrate an understanding of historical ideas and/or differences in points of view indicated by the evidence. </li></ul><ul><li>Demonstrate an informed understanding of historical ideas and/or differences in points of view indicated by the evidence. </li></ul><ul><li>Demonstrate an informed and perceptive understanding of historical ideas and/or differences in points of view indicated by the evidence. </li></ul><ul><li>Analyse historical relationships indicated by the evidence provided. </li></ul><ul><li>Provide an informed analysis of historical relationships indicated by the evidence provided. </li></ul><ul><li>Provide an informed and perceptive analysis of historical relationships indicated by the evidence provided. </li></ul><ul><li>Make valid judgement(s) about the usefulness and/or reliability of the evidence. </li></ul><ul><li>Make valid and informed judgement(s) about the usefulness and/or reliability of the evidence. </li></ul><ul><li>Make valid, informed and perceptive judgement(s) about the usefulness and/or reliability of the evidence. </li></ul>
  4. 4. Explanatory Notes <ul><li>Historical ideas may include: social class, religion, power and leadership, authority and dissent, colonialism etc, in an historical context and derived from evidence within the sources.  </li></ul><ul><li>Students will be expected to establish historical relationships between cause and effect, past and present, the specific and general, and continuity and change. </li></ul><ul><li>Students will be required to make valid judgement(s ) about the quality of evidence by: </li></ul><ul><ul><li>distinguishing fact from opinion </li></ul></ul><ul><ul><li>recognising specific points of view, bias and propaganda </li></ul></ul><ul><ul><li>being aware of the limitations of a single piece of evidence </li></ul></ul><ul><ul><li>considering the reliability, validity and usefulness of evidence. </li></ul></ul><ul><li>Informed means that the learner is expected not only to interpret the materials correctly but also to use their own knowledge to support that interpretation. </li></ul><ul><li>Perceptive means insightful understanding of the nature of evidence in relation to the historical setting and/or the historical process.  </li></ul><ul><li>Assessment will be based on historical sources . Examples of sources are documents, pictures, graphs, articles, speeches, cartoons, etc. </li></ul>
  5. 5. Historical Ideas <ul><li>social class </li></ul><ul><ul><li>Distinctions between people based on birth or wealth, sometimes the struggle between classes (Suffage, Maritime Strike, Sweating) </li></ul></ul><ul><li>Religion </li></ul><ul><ul><li>Distinctions or conflict caused by differing religious beliefs (Baron de Theirry Pompallier) </li></ul></ul><ul><li>power and leadership </li></ul><ul><ul><li>The struggle for control or the ways that control is exercised (Governor Grey) </li></ul></ul><ul><li>authority and dissent </li></ul><ul><ul><li>How were people governed and how did people struggle to be heard (Governors Settler Government) </li></ul></ul><ul><li>colonialism etc </li></ul><ul><ul><li>How was power wrested from native people (The Treaty, Wars ,Land Court) </li></ul></ul><ul><li>in an historical context </li></ul><ul><ul><li>Means based in the place and time of the period studied. </li></ul></ul><ul><li>and derived from evidence within the sources.  </li></ul><ul><ul><li>Using the evidence in front of you. </li></ul></ul>
  6. 6. Historical Relationships <ul><li>A resource (or a pair) may present alternative views ideas about a topic, an idea, person or event, you will need to consider these relationships in your answer. </li></ul><ul><li>Cause and effect. </li></ul><ul><ul><li>What was the cause and the short/long term effects </li></ul></ul><ul><li>Past and present. </li></ul><ul><ul><li>How it was seen/viewed at the time and how it is seen/viewed in the present day. </li></ul></ul><ul><li>The specific and general. </li></ul><ul><ul><li>What could be considered specific to a particular person, idea or event as opposed to the general view. (at the time or in the present) </li></ul></ul><ul><li>Continuity and change. </li></ul><ul><ul><li>What has remained the same since then or changed over time (often a viewpoint) </li></ul></ul>
  7. 7. Valid Judgements <ul><ul><li>You will need to make judgements based on what is in front of you and what you already know . This may be based on the type of resource, personal views, historical or government reports. </li></ul></ul><ul><ul><li>distinguishing fact from opinion. </li></ul></ul><ul><ul><ul><li>Newspapers ie beware Editorials and letters </li></ul></ul></ul><ul><ul><ul><li>Letters home </li></ul></ul></ul><ul><ul><ul><li>Diarys or journals </li></ul></ul></ul><ul><ul><ul><li>Reports </li></ul></ul></ul><ul><ul><li>recognising specific points of view, bias and propaganda. </li></ul></ul><ul><ul><ul><li>Newspapers with an agenda </li></ul></ul></ul><ul><ul><ul><li>Letters </li></ul></ul></ul><ul><ul><ul><li>Diarys </li></ul></ul></ul><ul><ul><li>being aware of the limitations of a single piece of evidence. </li></ul></ul><ul><ul><ul><li>Point of view or agendas held </li></ul></ul></ul><ul><ul><ul><li>Limited information. </li></ul></ul></ul><ul><ul><li>considering the reliability, validity and usefulness of evidence. </li></ul></ul><ul><ul><ul><li>Compared to other possible sources </li></ul></ul></ul><ul><ul><ul><li>Viewpoint or agendas. </li></ul></ul></ul><ul><ul><ul><li>The actual source of the Information </li></ul></ul></ul>
  8. 8. Marking for Achieved, Merit or Excellence No grade in one of these pairs equals a NOT ACHIEVED even if there are 4 Excellences in the other two pairs. Achievement Achievement with Merit Achievement with Excellence Achievement for each of: (a) or (b) and (c) or (d) and (e) or (f) Merit for each of: (a) or (b) and (c) or (d) and (e) or (f) Excellence for each of: (a) or (b) and (c) or (d) and (e) or (f)
  9. 9. Examiners Report 2007 <ul><li>Candidates are well advised to make a substantial attempt at all the questions from their topic in 90656 rather than rushing through this standard with minimal responses or addressing only one of the questions from each section (eg a or b, c or d, e or f). </li></ul><ul><li>Candidates must be made more aware of the need to include some of their own knowledge regarding the historical context of the source to attain Merit or Excellence. </li></ul><ul><li>It is also important that candidates recognise that prepared generic responses to the usefulness and reliability of evidence questions are meaningless without relating them specifically to the given evidence from within each of the supplied resources. </li></ul>

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