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
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Documents‘
 2010 Assessment Report
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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 nineteenthcentury 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
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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:
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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 nineteenthcentury 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 exemplars
Read 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
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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
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Write illegibly
Repeat yourself
Make stuff up
Count words
Obsess about individual words
Don’t answer the question
How to impress the marker
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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?