History - annotated exemplars level 1 AS91004

Demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders (1.4)

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Low Excellence

Commentary
Student response

Student 1 (PDF, 46KB)

For Excellence, the student needs to demonstrate comprehensive understanding of different perspectives of people in an historical event of significance to New Zealanders.

This involves including insightful and perceptive understandings of people’s perspectives (with reasons), and related actions (with relevant supporting evidence).

In this student’s evidence about the 1981 Springbok tour of New Zealand, comprehensive understanding of different perspectives is shown in the communication of perspectives, sometimes with reasons (2) (3) (4), examples of description of actions taken (7) (9), and examples of understanding that can be regarded as insightful and perceptive for this context (1) (5) (8) (10).

To reach Excellence more securely, the student could provide more specific historical detail to:

  • support explanations for perspectives. For example, the rugby player’s explanation that he only wanted to play rugby (2) (3) (4) might be supported with details of the importance of the rugby tradition to South Africans
  • describe actions taken by those whose perspectives are being communicated. For example, reference to police using ‘a lot of force’ (6) could be expanded by providing details about the ways in which the police used force and with what results.  

High Merit

Commentary
Student response

Student 2 (PDF, 58KB)

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

This involves including perspectives which show convincing understanding, with relevant supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand in-depth understanding is demonstrated by providing a wide number of perspectives that show convincing understanding (1) (2) (3) (5). 

An explanation of these perspectives is generally provided (4) (7) (8) (11). There is a description of some actions that have been taken as a result of the perspectives held (9) (10) (12). The student begins to provide insightful comment (6). 

To reach Excellence, the student could:

  • provide some more comments that are insightful and perceptive. For example, the student, role-playing as a policeman, might comment on the difficulty of maintaining a neutral stance when provoked by protesters who assume he is not neutral (1)
  • ensure that more detailed explanations for perspectives are provided, for example, further details about how and why black people in South Africa are forced to live separately (4), and how people’s freedom was denied in South Africa (7)
  • include some more detail in descriptions of actions taken by people as a result of their perspectives, for example, further description of the ground invasion in Hamilton (10).

Low Merit

Commentary
Student response

Student 3 (PDF, 44KB)

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

This involves including perspectives which show convincing understanding, with relevant supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand, some in-depth understanding is demonstrated through the variety of relevant perspectives which are raised, for example government actions (1) and Gleneagles Agreement (2). Using the names of the specific people involved, and detailing their actions, helps to provide evidence of in-depth understanding.

For a more secure Merit, the student could provide:

  • more in-depth explanation to support some of the matters that are raised, for example the politics of people like Talboys and Blazey, the Gleneagles Agreement and what happened to Steve Biko
  • more detail in supporting evidence in some places.

High Achieved

Commentary
Student response

Student 4 (PDF, 54KB)

For Achieved, the student needs to demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders.

This involves giving historically accurate accounts from the perspectives of different named people in an identified historical context, with relevant supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand, the student demonstrates understanding by covering a number of aspects of the tour from the perspectives of three people. Aspects covered include apartheid, racially selected teams, anti-tour organisations, anti-tour protests in Auckland, Hamilton and Wellington. The student provides breadth of coverage, clear communication of understanding and use of relevant supporting evidence (1) (2) (3) (4) (5) (6). There is some detail in places (4) (5) (6), which means that, holistically, the student is at a high Achieved standard.

To reach Merit the student could provide greater detail throughout the examples used. For example, an explanation of ‘honorary whites’ (1), who it was applied to, why and with what results would be useful in demonstrating more in-depth understanding. 

Low Achieved

Commentary
Student response

Student 5 (PDF, 52KB)

For Achieved, the student needs to demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders.

This involves giving historically accurate accounts from the perspectives of different named people in an identified historical context, with relevant supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand some demonstration of understanding of different perspectives is provided in descriptions and explanations of perspectives of three people. For example the evidence includes perspectives on issues for police when maintaining law and order (1), provocation of the police (2), apartheid in practice with regard to Biko and Soweto riots (3) and political aspects Olympic games (4), Gleneagles Agreement (5). 

For a more secure Achieved, the student could:

  • support each of the matters raised in more detail. For example, discussion of the wider context of the Lancaster Park clashes could be provided
  • avoid providing historical fiction (6) (7) (8) by communicating explanations and actions which relate to real people and actual events as one way of avoiding the problem.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 47KB)

For Achieved, the student needs to demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders.

This involves giving historically accurate accounts from the perspectives of different named people in an identified historical context, with relevant supporting evidence.

In this student’s evidence about the 1981 Springbok tour of New Zealand some demonstration of understanding of different perspectives is provided, for example through the identification of perspectives about protesters (1) (3) (4) (6), apartheid (5) (8) and social effects (7).

To reach Achieved, the student could provide:

  • more detail to demonstrate clear understanding. For example, explanations for perspectives about protesters (2) could include specific detail about flour bombing, petitions and the New Zealand-South Africa rugby tradition
  • explanations for the perspective about apartheid (9) by citing some specific laws and specific people’s experiences that resulted from the laws.
 
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