NZQA
Approved
Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Internal Assessment Resource
History Level 1
This resource supports assessment against:
Achievement Standard 91001 version 3
Carry out an investigation of an historical event, or place, of
significance to New Zealanders
Resource title: Facing Problems: An investigation into an
aspect of New Zealand History in the twentieth century
4 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
February 2015 Version 3
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2015
NZQA Approved number A-A-02-2015-91001-02-4445
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard History 91001: Carry out an investigation of an
historical event, or place, of significance to New Zealanders
Resource reference: History 1.1A v3
Resource title: Facing Problems: An investigation into an aspect of New
Zealand History in the twentieth century
Credits: 4
Teacher guidelines
The following guidelines are designed to ensure that teachers can carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard History 91001. The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the standard and
assessing students against it.
Context/setting
This activity requires students to research an historical event or movement or person in New
Zealand in the twentieth century.
The activity involves students:

choosing a topic and focus questions

identifying possible sources

selecting, organising and annotating relevant evidence

recording the details of their sources

evaluating the research process.
Conditions
This is an in and out-of-class activity. Students complete the tasks individually.
You can assist the students’ investigation by providing the focusing questions for those
students who need them, providing some or all of the sources, and by monitoring the early
direction of their research. Teacher Resources A and B are provided for use with students, if
required.
Prior to using this assessment, students will need to have developed their investigation
skills. These skills include how to use library catalogues and Internet search engines, how to
write annotations, how to record source details, and how to write a thorough evaluation of
the research process.
To help ensure authenticity of students’ work, you could require them to complete particular
aspects of the activity in class time.
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Resource requirements
Ensure students have access to as many primary and secondary sources as possible. You
could provide some or all of these by:

allowing the use of the History department’s resources

having the librarian put aside resources, such as books, articles, and DVDs, for class use

ordering relevant books or articles from the National Library

identifying suitable websites where information is available.
Additional information
You can alter the focus of this inquiry and/or create different focus questions. Together, the
focus questions require a depth of research and selection of relevant evidence that is
appropriate for Level 1.
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Teacher Resource A: Possible topics and focus questions
Māori Leadership

What steps did Apirana Ngata take to help develop Māori land?

What actions did Wiremu Ratana take in order to make gains for Māori?

What actions did Rua Kenana take to live outside Pakeha influence?

What actions did Te Puea Herangi take to develop a “home” for the Waikato people?
New Zealanders at War

What was the contribution of New Zealand aircrew and/or naval crew during World War II?

What were the key contributions of New Zealanders in battles in North Africa, Italy, or
Greece/Crete during World War II?

What was the contribution of the Māori Battalion during World War II?

What was New Zealand’s contribution to the war in the Pacific?

What was the contribution of New Zealand women overseas during World War II?

What efforts were made within New Zealand to protect it from possible invasion during World
War II?

What was the contribution of the Māori War Effort Organisation during World War II?
Taking a Stand – Nuclear Issues

What actions did New Zealand governments take in the 1970s to oppose French nuclear
testing in the Pacific?

What actions did some people and/or the government of New Zealand take in opposition to
visits by nuclear ships during the 1980s?
Māori Activism

What actions did some Māori take over the issue of land in the 1970s?

What actions were taken by Māori activists in the 1980s with regard to the Treaty of
Waitangi?
Migration to New Zealand

Choose a migrant or refugee group that came to New Zealand in the twentieth century (for
example, Polish, English, Samoan, Tongan, Cook Island, Chinese, Korean, Karin, Afghani).

What conditions in their home country caused the people to come to New Zealand?

What were the experiences (short and/or long term) of these migrants/refugees as they
settled into life in New Zealand?
The Changing Role of Women

What are the main changes that have occurred in education for girls from 1900 to 2000?

What are the main changes in maternity care from 1900 to 2000?

What are the main changes in how society has viewed the accepted roles of women from
1900 to 2000?

What are the main changes in the role of women in politics from 1893 to 2000?

What was the role of women doctors in the Schools Medical Service OR the Māori Nursing
Service?
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Teacher Resource B: Example layout (Imagine that this is an A4 sheet of
paper.)
Focusing Question 1: “Why did France not respond when Germany remilitarised
the Rhineland in 1936?”
This brief explanation
will be useful in
writing up your
Evaluation. Note that
it focuses on:
- how it is relevant to
the focusing
question
- how useful/reliable
the source is that
the evidence came
from.
RELEVANT EVIDENCE
“France was not ready to act, as it was in the middle of
turmoil once more. Its government was split between
the communists and the nationalists. Furthermore,
Britain was determined that it would not be dragged
into any French military action. Without Britain, France
would not act. Hitler gambled on this, but took the
precaution of ordering his military commanders to
withdraw immediately if French troops challenged his
own. While the French army was prepared to resist the
German advance, they could not act without direct
orders from the French government.”
Note that the
evidence could
be printed off,
photocopied,
handwritten
notes, or visual
images.
- This is a
good-sized
piece of
evidence.
- You may
choose to
highlight the
most relevant
parts.
Usefulness of evidence to focusing question:
This is part of the book written by Winston Churchill who was an important British politician
at the time. It is useful firstly because it is a primary source by someone who was heavily
involved in the events. Second, it shows us what was happening inside the French
government that caused it to do nothing.
Source reliability:
A problem with this source is that it could be biased towards the English view, as Winston
Churchill was a British prime minister.
Source: Churchill, W. History of the Second World War, London, 1954, page 646.
Source
Page #
Present each piece of evidence like this, even if it is from the same source as a
previous piece. You may, of course, choose to do your own style of layout.
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard History 91001: Carry out an investigation
of an historical event, or place, of significance to New Zealanders
Resource reference: History 1.1A v3
Resource title: Facing Problems: An investigation into an aspect
of New Zealand History in the twentieth century
Credits: 4
Achievement
Achievement with Merit
Achievement with
Excellence
Carry out an investigation
of an historical event, or
place, of significance to
New Zealanders.
Carry out an in-depth
investigation of an historical
event, or place, of significance
to New Zealanders.
Carry out a comprehensive
investigation of an historical
event, or place, of significance
to New Zealanders.
Student instructions
Introduction
This assessment task requires you to research an historical event, movement or
person in New Zealand in the twentieth century.
You will be given time in class to work on your investigation, but you will use out-ofclass time as well.
Teacher note: Provide students with a specific due date.
You will be assessed on how well you investigate the historical event or place.
Task
Complete all parts of this task. See Student Resource A for further guidance.
Identify a topic and develop two focus questions
Identify a topic that interests you and develop two focus questions to guide your
investigation.
Teacher Note: See Teacher Resource A for a list of topics and questions to
support students, if required.
Identify possible sources
Identify at least four specific sources that you think will be useful in your investigation.
These must include both primary and secondary sources. State how you think each
of these possible sources will be useful for your investigation
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR STUDENT USE
Select and organise relevant evidence
For each focus question, select at least one piece of relevant primary evidence and
several pieces of secondary evidence.
Select evidence for all of your focus questions from at least four different sources.
Indicate which evidence relates to which focusing question.
Annotate your selected evidence.
Teacher note: See Teacher Resource B for an example you might provide to
students.
Organise your selected evidence in a clear and logical way.
Record source details
On each piece of evidence, record the source details as you have been taught.
Give as much information as you can, in this order: author’s surname, author’s
initial(s), book title (underlined if you are handwriting, italics if you are typing),
publisher, place of publication, date of publication, page number.
Evaluate the research process
Write a thorough evaluation of the process you followed in your investigation.
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR STUDENT USE
Student Resource A: Further guidance
Sources
Sources could include, for example, books, articles, magazines, websites, and CDROMs. Try to use books wherever possible. Do not over-use electronic sources.
Selecting and organising relevant evidence
Selected evidence could include, for example: handwritten notes, printouts, or
photocopied pages from the sources.
Try to provide one piece of evidence that gives a broad answer to the question, and then
provide more detail with the other pieces.
Use different-coloured highlighters to indicate exactly which pieces of evidence are
relevant to each focus question.
To annotate your evidence, write a sentence (or notes) under or beside each piece of
evidence that:

summarises what the evidence tells you

explains why the evidence is relevant to the focus question

explains why the evidence may be reliable or unreliable for historians.
Recording source details

Evidence from a book:
Cowan, J. The New Zealand Wars and the Pioneering Period, Wellington, 1922, page 9

Evidence from a website:
Dictionary of New Zealand Biography – Online
www.dnzb.govt.nz/olop_content/OLOP_FLASH.htm
Date accessed: 16 October 2015
Ask your teacher how to record the details of other sources.
Evaluating the research process
In your evaluation, describe at least three of:

the successes and difficulties you had in carrying out the investigation

how the evidence you gathered helped to address the focus questions

which pieces of selected evidence you can most rely on to be reliable for historians,
and why

which pieces of selected evidence might not be reliable for historians and why

how your research process could be improved if you were to do further research on
this or another topic

what parts of the task you were most satisfied with, and why.
Make sure your evaluation is thorough:

cover at least three evaluative topics

explain clearly what you mean by sentences such as, “I should have used more
evidence”

provide examples to support your explanations.
This resource is copyright © Crown 2015
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Assessment schedule: History 91001 Facing Problems: An investigation into an aspect of New Zealand
History in the twentieth century
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement
with Merit
Evidence/Judgements for Achievement
with Excellence
An investigation of an historical event, or place, of
significance to New Zealanders is carried out.
The student identifies a relevant topic and
identifies at least four possible sources and their
likely uses.
For example:
Possible source: Gardiner, Wira (1995). Te Mua o
te Ahi: The Story of the Maori Battalion. Auckland:
Reed.
Likely use: In the index of the book it has headings
on where the Maori Battalion fought and who were
its commanding officers.
The student selects and organises evidence that is
relevant to each focus question.
For example:
Relevance is indicated by underlining or coloured
highlighting.
The evidence comes from at least four different
sources and is organised appropriately.
For example:
by use of a different highlighter colour for the
evidence that is relevant to each focusing
question, by source type, by focusing question.
The student records source details (a full
reference list/bibliography is not required).
For example:
Book: Author, title, publisher, city of publication,
date of publication
Website address: Full URL e.g.
http://en.wikipedia.org/wiki/New_Zealand_Wars
An in-depth investigation of an historical event, or
place, of significance to New Zealanders is carried
out.
The student identifies a relevant topic and
identifies at least four possible sources and their
likely uses.
For example:
Possible source: Gardiner, Wira (1995). Te Mua o
te Ahi: The Story of the Maori Battalion. Auckland:
Reed.
Likely use: In the index of the book it has headings
on where the Maori Battalion fought and who were
its commanding officers.
The student selects and organises evidence that is
relevant to each focus question.
For example:
Relevance is indicated by underlining or coloured
highlighting.
The evidence comes from at least four different
sources and is organised appropriately.
For example:
by use of a different highlighter colour for the
evidence that is relevant to each focusing
question, by source type, by focusing question.
The student records source details (a full
reference list/bibliography is not required).
For example:
Book: Author, title, publisher, city of publication,
date of publication
Website address: Full URL e.g.
A comprehensive investigation of an historical
event, or place, of significance to New Zealanders
is carried out.
The student identifies a relevant topic and
identifies at least four possible sources and their
likely uses.
For example:
Possible source: Gardiner, Wira (1995). Te Mua o
te Ahi: The Story of the Maori Battalion. Auckland:
Reed.
Likely use: In the index of the book it has headings
on where the Maori Battalion fought and who were
its commanding officers.
The student selects evidence that is relevant to
each focus question.
For example:
Relevance is indicated by underlining or coloured
highlighting.
The evidence comes from at least four different
sources and is organised appropriately.
For example:
by use of a different highlighter colour for the
evidence that is relevant to each focusing
question, by source type, by focusing question.
The evidence selected is from a variety of sources
and includes both primary and secondary
evidence.
The student records source details (a full
reference list/bibliography is not required).
For example:
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
PAGE FOR TEACHER USE
Interview: Mr A Smith, Auckland, interviewed
20/05/11
Movie: Gandhi, Columbia Pictures Corp, 1982.
This resource is copyright © Crown 2015
http://en.wikipedia.org/wiki/New_Zealand_Wars
Interview: Mr A Smith, Auckland, interviewed
20/05/11
Movie: Gandhi, Columbia Pictures Corp, 1982.
The student evaluates the research process. In the
evaluation, the student addresses aspects of the
process, such as: successes and difficulties in
conducting the investigation; how the evidence
gathered helped to address the focusing
questions; the reliability of the evidence used; how
the research process could be improved next time;
personal enjoyment experienced during the
research process.
Evaluation
Finding evidence for Focusing Question 2 was the
most difficult, as most sources seemed to give
only the New Zealand version of the attack on
Cassino. I needed to spend more time looking for
a better range of sources so that I could avoid
having biased evidence...
Book: Author, title, publisher, city of publication,
date of publication
Website address: Full URL e.g.
http://en.wikipedia.org/wiki/New_Zealand_Wars
Interview: Mr A Smith, Auckland, interviewed
20/05/11
Movie: Gandhi, Columbia Pictures Corp, 1982.
The student organises the evidence effectively so
that there is consistent clarity in the way the
evidence is presented, and it appears that the user
can easily distinguish and retrieve useful evidence
for each focus question.
For example:
Evidence, annotations, and source details are
legible; there is consistency with where to find
source details, annotations, etc.; highlighting
colours are used consistently in accordance with a
colour key; exactly which evidence is selected as
being relevant is very clear; evidence may be
organised into sections such as according to
focusing question or source type.
The student includes annotated comments with
most of the pieces of evidence that have been
selected, which establish links between the
evidence and the focus questions.
For example:
Focusing Question 3 – This gives an indication of
the Māori Battalion’s contribution during World war
II in terms of numbers of men in the field.
Focusing Question 3 – The Māori Battalion was a
frontline infantry unit of 700–750 men and made
up entirely of volunteers.
The student thoroughly evaluates the research
process by making appropriate and detailed
comments with specific evidence, and describing
the research in such a way as to show a higher
level of understanding about the investigation
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Internal assessment resource History 1.1A v3 for Achievement Standard 91001
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process.
In the evaluation, the student addresses at least
three different aspects of the process, such as:
successes and difficulties in conducting the
investigation; how the evidence gathered helped to
address the focusing questions; the reliability of
the evidence used; how the research process
could be improved next time; personal enjoyment
experienced during the research process.
For example:
Finding evidence for Focusing Question 2 was the
most difficult, as even sources such as
www.bbc.co.uk, which I thought sounded highly
reliable, seemed to give only the British version of
the attack on Cassino, meaning that I only got the
Allies’ side of the story. This is probably because
there is more material available to me that is from
that viewpoint because it is harder for Englishspeaking historians to research German sources.
Still, it could have been balanced by finding
sources that included the German side too. But
maybe, too, the Nazis destroyed many sources…
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
This resource is copyright © Crown 2015
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