History- annotated exemplars level 1 AS91002

Demonstrate understanding of an historical event, or place, of significance to New Zealanders

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TKI History Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 (PDF, 46KB)

For Excellence, the student needs to demonstrate comprehensive understanding of an historical event, or place, of significance to New Zealanders.

This involves including a depth and breadth of understanding using extensive supporting evidence, to show links between the event, the people concerned and its significance to New Zealanders.

In this student’s evidence about the Maori Land Hikoi of 1975, some comprehensive understanding is demonstrated in comments, such as why the wider Maori community became involved (3) and how and when the prime minister took action against the tent embassy (6).

Breadth of understanding is demonstrated in the wide range of matters that are considered (e.g. the social background to the march, the nature of the march, and the description of a good range of ways in which the march was significant to New Zealanders).

Extensive supporting evidence is provided regarding the march details (4) and the use of specific numbers (5) (7) (8).

To reach Excellence more securely, the student could ensure that:

  • the relevance of some evidence is better explained (1) (2), or omitted if it is not relevant
  • the story of the hikoi is covered in a more complete way. For example, the expansion of the land issues which brought about the hikoi would demonstrate more depth and breadth of understanding of the event overall (3).

High Merit

Commentary
Student response

Student 2 (PDF, 44KB)

For Merit, the student needs to demonstrate in-depth understanding of an historical event, or place, of significance to New Zealanders.

This involves including a thorough understanding and use of important supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand, in-depth understanding is demonstrated through an account that includes the main issues that need to be discussed, e.g. the background behind apartheid, divided national views about playing rugby against South Africa and an overview of what happened in New Zealand when the tour took place. 

The description is well-written and logical. The student’s use of broad supporting evidence becomes important supporting evidence in several places (2) (4) (6).

To reach Excellence the student could have provided:

  • more detail about apartheid in practice (1), since that was the root cause of the whole protest
  • more comprehensive supporting evidence in the description of what happened around the country during the tour (3)
  • further discussion of the government’s role, including the Gleneagles Agreement, and the involvement and roles of HART, CARE, NAAC (5).

Low Merit

Commentary
Student response

Student 3 (PDF, 40KB)

For Merit, the student needs to demonstrate in-depth understanding of an historical event, or place, of significance to New Zealanders.

This involves including a thorough understanding and use of important supporting evidence.

In this student’s evidence about the Maori Land Hikoi of 1975, in-depth understanding of long-term issues affecting Maori is demonstrated in the first section (1). The use of relevant details shows in-depth understanding of the people involved, legislation and politics.

Some understanding of the immediate background (2) to the Maori Land Hikoi of 1975 and the event itself is included (3).

To reach Merit more securely, more in-depth understanding needs to be demonstrated, for example, through discussion of the immediate background to the event and what happened during it. This discussion could include:

  • why Whina Cooper became leader
  • who joined the hikoi, from where and why
  • how the march proceeded
  • how the petition was received
  • the split in the movement by the tent embassy
  • how the hikoi made a difference to Maori long-term.  

More in-depth evidence, that directly identifies the significance of the event to New Zealanders, would also help to move the evidence towards Excellence.

High Achieved

Commentary
Student response

Student 4 (PDF, 43KB)

For Achieved, the student needs to demonstrate understanding of an historical event, or place, of significance to New Zealanders.

This involves describing an historical event or place, and communicating, in their own words, the findings that result from an investigation, using supporting evidence.

In this student’s evidence about the 1985 bombing of the Rainbow Warrior, understanding of the historical event is demonstrated by addressing the event’s background, course and consequences in a logical approach, and there is consistent use of accurate supporting evidence (1).

Throughout the student’s evidence, the names (of those involved), dates, place names and other such supporting evidence are provided. The student’s own words are used, and this is evident throughout in the style of expression (2). The most important parts of the story of what happened, and its consequences, are included.

To reach Merit, the student could provide greater depth of description (1). For example, in the first paragraph, the student could establish links between the use of nuclear weapons in Japan and Rainbow Warrior’s protests. In the last paragraph, deteriorating relations, the nature of the French government’s shame and the role of the United Nations could all be described.

Low Achieved

Commentary
Student response

Student 5 (PDF, 38KB)

For Achieved, the student needs to demonstrate understanding of an historical event, or place, of significance to New Zealanders.

This involves describing an historical event or place, and communicating, in their own words, the findings that result from an investigation, using supporting evidence.

In this student’s evidence about the 1985 bombing of the Rainbow Warrior, understanding of issues is demonstrated in the well-summarised first section about the causes of the bombing of the Rainbow Warrior (1). Various long-term and shorter-term world events, and New Zealand’s role in these, are successfully described (2) (3) (4) (5).

To reach Achieved more securely, the student could provide more description and greater depth of supporting evidence in the ‘Course’ and ‘Consequences of the Rainbow Warrior’ sections, so that there is a more balanced coverage of the event. 

For example, there could be discussion of:

  • the means by which French agents were able to attach limpet mines to the ship
  • details on how the two French agents came to be arrested.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 39KB)

For Achieved, the student needs to demonstrate understanding of an historical event, or place, of significance to New Zealanders.

This involves describing an historical event or place, and communicating, in their own words, the findings that result from an investigation, using supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand, the demonstration of understanding and the supporting evidence provided is mostly accurate, but very brief. Relevant aspects of the tour and its background are raised, for example there is reference to apartheid (1), past rugby tours (2), the Gleneagles Agreement and the circumstances in which the decision was made that the tour would proceed (3), and the protests that occurred (4).

To reach Achieved, the student would need to demonstrate greater understanding by providing more discussion of the matters raised, and support the discussion with greater depth of evidence.  For example, for the Hamilton game (5), greater depth of evidence might include:

  • description of the circumstances by which the protesters invaded the ground
  • the actions the protesters, the police and the rugby crowd took while the protesters were on the ground
  • more detailed reasons why the game had to be cancelled.
 
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