How to Pass

2011 Level 3 & Scholarship History Workshop

Alice Wards & Ricky Prebble

Read all the crucial information

Level 3 Assesssment Specifications 3.4 Standard 3.5 Standard Remember to click 'View all

Documents‘ 2010 Assessment Report

Know what you need to know

A good grasp of Level 3 C19th NZ content

Some understanding of how and why C19th NZ history is constructed

Good writing skills – clear and structured

Answering the question with a good range of evidence and ideas

Be familiar with skills and content

NZ in the 19th century - NZHistory.net.nz

Preparing for 3.3 Resource Analysis

Treat it like an essay – write clear, analytical answers, supported by both ideas and evidence

Practice writing Plan your answers Use your own knowledge Keep to the time limit

Understand past 3.4 questions:

Explain the factors that contributed to the decision by many Maori chiefs to sign the Treaty of Waitangi in 1840. Evaluate the consequences of their decision on race relations in New Zealand between 1840 and 1860.

Explain the factors that led to the decision by the Government to pass the Education Act in 1877. Evaluate the consequences of compulsory primary school education on society until 1900.

3.4 looks like: Explain the factors that led to the decision

by (individual or group) to (decision) in (date). Evaluate the consequences of that decision on (group or situation).

Analyse them – what groups / individuals / decisions / consequences / time periods are you prepared for? How could you prepare for a range of likely questions?

Creating a 3.4 argument

Consider: Identifying causes / consequences Prioritising causes / consequences Linking causes / consequences together –

show you know about historical relationships

Group causes / consequences Classify causes / consequences –

Economic? Social? Political? Cultural?…

Understand past 3.5 questions: Describe the evolving relationships

between Maori and various Pakeha groups between 1800 and 1840. Evaluate the extent to which some Maori societies were changed as a result of these relationships during this time.

Describe the discriminatory conditions experienced by many women in nineteenth-century New Zealand society that led to calls for and attempts at change. Evaluate the influence of these changes on the lives of New Zealand women by 1900.

3.5 looks like: Describe the (situation/group) between

(time period). Evaluate the (impact/extent of change) by 1900.

Analyse them – what situations / groups / issues / changes / continuities are you prepared for? How could you prepare for a range of likely questions? Do you know examples for the whole century?

Creating a 3.5 argument

Consider: Extent/degree of change Speed/pace of change Nature/type of change

Also: what aspects of continuity exist? What things didn’t change, or at least, what things retained some of their original qualities?

Useful ‘change’ words

Evolved into OR developed into

Emerged OR became more common

Structural change OR system change

cultural OR social OR political OR economic change

For Scholarship:Know what they’re looking for A firm grasp of Level 3 C19th NZ content A firm grasp of C19th NZ historiography Critical evaluation of historiography Synthesis (weaving together) in depth,

defended, ideas Lateral historical thinking Willingness and ability to create an

argument Excellent writing skills Source judgement (step up from analysis

and evaluation)

Brainstorm the hint for 2011

“Continuity and change in the relationship between the values, beliefs and fears of people and the nature of society.”

What could the question be?

Ensure you know how to think and write about… How key factors interact – economy,

society, race relations, politics, gender... What a catalyst for change is and how that

works How to write about change How to write about continuity How to incorporate historiography into your

argument Enough detailed content to form your own

arguments, as distinct from what you are given in the resources

Understand past Scholarship questions:

2010: Analyse and evaluate the extent of Julius Vogel’s significance as a leader in nineteenth century New Zealand.

2009:Analyse and evaluate the extent to which the formation of the Kingitanga was a catalyst for change in nineteenth-century New Zealand

2008: Analyse and evaluate the extent to which the enfranchisement of New Zealand women by the end of the century demonstrates that New Zealand was an exemplary paradise

2007: Analyse and evaluate the extent to which the Treaty of Waitangi played a pivotal role in the development of New Zealand’s sense of nationhood by 1900

2006: Analyse and evaluate the relationship between politics, race relations and the economy in New Zealand from 1840 to 1890

2005: Analyse and evaluate the impact of colonisation and Pakeha settlement on Maori, and Maori responses in the nineteenth century

Format of the assessment

A variety of primary and secondary sources will be provided that deal with a particular part of each history context. Candidates will be required to respond to a statement in the instructions. The key ideas of the statement will be explained in a paragraph that follows the instructions. Using most of the sources as well as their own knowledge, candidates will be required to evaluate evidence and produce a single piece of writing that has demonstrated the ability to:

Skills… Skill 1 Demonstrate an understanding of the critical

underpinnings and scope of an historical question/context through the effective communication of a sophisticated, substantiated argument.

Skill 2 Develop informed and perceptive judgements about the nature of historical evidence and/or historical research.

Skill 3 Critically evaluate historical narratives in a sustained manner.

Skill 4 Demonstrate a thorough and perceptive understanding of historical relationships in selected contexts and settings.

Skill 5 Synthesise, with perception and insight, ideas relevant to the historical context(s) and setting(s).

All skills are equally weighted.

Other important Scholarship details Candidates will receive a question booklet containing

sources and a separate answer booklet that contains two planning pages and lined pages for the response.

Sources or information supplied Two sets of approximately twelve sources that relate to

the two Level 3 historical contexts.

Content/Context details The context will be continuity and change in the

relationship between the values, beliefs and fears of people and the nature of society. Candidates should be prepared to respond to a statement that encompasses the broad survey course.

Further information about Scholarship History can be found here:

Scholarship History » NZQA

Read the exemplarsRead the markers’ comments

What Next –How to study for History Exams

Share your best ideas…

What Next –How to study for History…

- Some of our ideas

Follow all our previous instructions first – know what you have to know, so that you use your time well.

Plan your study time – Which part of the course? Which time period? Which key ideas?

Process your notes, don’t just read them – create something with them.

Processing your notes

Create Diagram, cartoon, song, poem,

flashcards

Condense Summarise, ‘cheat sheet’, priotise key

information, paragraphs

Write Essay plans, detailed essay plans,

introductions and conclusions

Use TEXAS paragraphs T – Topic Sentence E – Explanation X – Example A – Analysis S – Summary

Link everything back to the question and demonstrate its relevance.

Use sufficient evidence to support your ideas

How to annoy the marker

Write illegibly Repeat yourself Make stuff up Count words Obsess about individual words Don’t answer the question

How to impress the marker

Write confidently Plan your essay well Unpack the question Answer the question Structure your essay Include a good range of ideas and

evidence

When is it?

Scholarship History exam: Saturday 19 November, 2-5pm

Level 3 History exam: Tuesday 22 November, 2-5pm

Any questions?