level 1, 2004 - nzqa · 2017. 5. 31. · • hmnzs black prince fired a royal salute • formal...

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Level 1, 2004

History Interpret historical sources (90211) Examine the perspectives of people

in an historical setting (90212) Describe an historical

development, in an essay (90213) Describe experiences that led to the shaping

of the identity of New Zealanders (90214)

National Statistics

Assessment Report

Assessment Schedule

NCEA Level 1 (History) 2004 — page 2

History, Level 1, 2004 General Comments For each standard, candidates gaining Achievement had the knowledge, skills and answering strategies to meet the requirements of the specific questions asked. They carefully read the question and did not use pre-prepared answers. Candidates should be aware that the use of slang sometimes detracted from answers. In 90214 there is some scope to use informal language when answering in role, but too often this licence was over-used. Similarly word limits and space in answer booklets are given as a guide – some candidates appeared to be more concerned with quantity rather than quality. For standards 90212 and 90214 in particular, a large number of candidates (over 20%) did not make an attempt at any of the questions. They should be encouraged to do so, as it is not necessary to get all of the questions right to achieve the standard. Of those that attempted these standards, relevant historical understanding was invariably rewarded. Teachers should think carefully about the relationship between particular topics and standards. It is evident that some topics suit some standards more than others. Also, many candidates appeared to be attempting some of the new topics introduced in 2002 without having properly studied them in a history course. Answers to these were often over-generalised and lacked sufficient evidence, although there were clearly welcome exceptions to this. History: Interpret historical sources (90211) National Statistics

Number of Percentage

Results Not Achieved Achieved Merit Excellence

10,116 3.1% 29.0% 53.7% 14.2% Assessment Report The statistics for this standard indicate that candidates generally have well developed historical source interpretation skills. There is greater evidence than in previous years of the particular skills of identifying historical relationships and making judgements on the usefulness and reliability of the historical evidence provided in sources. A common mistake candidates made was in misreading the question. For example, in Question 15, some candidates continued to describe the writer’s attitude rather than provide a reason for it. Similarly, when one response is required, only one should be given, as sometimes a correct response was negated by additional contradictory responses. Candidates who gained Achievement with Merit or Achievement with Excellence were able to identify relationships between sources and also within them. They also showed particular strengths in assessing evidence from an historian’s point of view as demanded in the third criterion.


Assessment Schedule History: Interpret historical sources (90211) Evidence Statement

Question Evidence

1 23 December (year not necessary)

2 6

3 (a) Rail / train

3 (b) Feilding

4 (a) • It describes how someone / the crowds in Auckland were feeling at the moment the Queen arrived.

• It is very descriptive / emotive.

4 (b) • It is only one person’s point of view / interpretation. • It does not describe things occurring that the person giving the commentary cannot see. • It is only describing a short part of the welcome.

5 (1) 5 (2)

• “they are lining the street six deep” • “they’re leaning out of windows” • “they’re on window ledges” • “Auckland seems to be alive with excitement” • accept ‘waving’ and ‘cheering’ • the Queen is waving

6 (a) • “the Queen comes to New Zealand” • “12,000 miles from the Motherland” • “it is the first time in history a reigning monarch has visited these shores”

6 (b) • “she is not among strangers” • “her New Zealand home”

7 That she feels New Zealanders are part of her wider family / that she feels very welcome in New Zealand despite the distance from Britain (general idea).

8 • “we rejoice in the presence in New Zealand … of Her Majesty the Queen and His Royal Highness the Duke of Edinburgh to whom we extend our loyal greetings”

• “God Save the Queen”

ANSWER MUST MENTION ROYALTY.

9 • To demonstrate their loyalty or support to the Queen / the British Empire. • To take advantage of the high public interest surrounding the tour.

10 • That it was very enthusiastic / joyous (general idea). • There were more Mäori than Europeans at Waitangi.

11 Resource H says Mäori “outnumbered Europeans five to one”, while Resource I says “almost equal numbers of Mäori and Europeans”.

12 (a) • the Queen stepped onto a kiwi-feather cloak • moved through a pathway of Mäori women, dressed in black, greenery on their heads and

waving small branches in a powhiri taua • warrior stepped forward and threw down three carved sticks as challenges – they were picked

up • poi dances and action songs • feather cloaks • formal speeches of welcome


Question Evidence

12 (b) • met by the Päkehä Minister of Mäori Affairs • the naval officer in charge escorted the Queen to the royal guard for inspection • the royal standard (flag) was unfurled • band played the national anthem [“God Save the Queen”] • HMNZS Black Prince fired a royal salute • formal speeches of welcome • afternoon tea poured from a silver service • naval uniforms

13 • “the crudity of the ceremony and symbolism” • “lack of organisation” • the “cloud of controversy” • the hakas and songs “were scarcely of the quality that might have been expected of the

occasion”

14 racist / negative / condescending / critical (or any other comment that suggests a negative tone)

15 • The writer is from England and has never experienced Mäori customs. • The writer did not understand the customs, etc. • The writer is racist / does not like welcomes of this nature.

16 It shows the attitudes / perspectives of some people at the time (general idea).

17 By allowing the Queen to speak on their marae. / Women were normally prohibited from speaking on the marae.

18 (a)

(b)

Relationship: • very loyal / strongly supportive

Evidence: MUST ONLY BE FROM ONE LINE • “bring with you the glory of your ancestors” • “welcome, O noble lady” • “swear loyalty to your sovereign” • “exalted lady” • “walk among your Mäori people”

19 • “left us a little starry-eyed” • “she and her gallant husband” • “have restored faith in fairy stories” • “beautiful graceful princess” • “happily married to a Prince Charming” • “on a people’s love and goodwill”

Judgement Statement

Criteria Questions A M E

Identify historical facts, ideas and points of view. 1, 2, 3(a), 3(b), 10, 11, 12(a), 12(b), 13, 14 5 7 8

Describe historical relationships. 5(1), 5(2), 7, 8, 9, 17, 18(a), 18(b) 1 4 6

Make valid judgements about the usefulness / reliability of evidence. 4(a), 4(b), 6(a), 6(b), 15, 16, 19 1 4 6


History: Examine the perspectives of people in an historical setting (90212) National Statistics



9,853 48.0% 10.9% 18.6% 22.5% Assessment Report Candidates who gained Achievement were able to take on the role of their chosen person and give them authentic perspectives and actions. They were able to keep within the time parameters recommended for the question. They also recognised that the decision to do nothing in a particular context could also be considered an action. They recognised that a particular action meant something specific and not a generalised supposition. For example, an answer such as ‘I protested about this’ was not specific enough as an action. A better answer would involve describing how the person protested. Candidates who gained Not Achieved, lacked understanding of the historical context, tended to write on actions outside the time frame set by the question, or wrote on actions that were purely speculative rather than based on actual historical events. Often they would get carried away in the role of their chosen person and fail to demonstrate their historical knowledge. This standard does not require candidates to guess what a particular person might have done; nor does it assess creative expression at the expense of historical understanding. Candidates who gained Achievement with Merit or Achievement with Excellence were able to give valid and convincing reasons, based on historical evidence, to support actual perspectives and authentic actions. Overall, candidates tended to be much stronger at describing perspectives of people than their related actions. To meet this standard, candidates need to describe both the perspectives and the related actions of two people. Candidates should be aware, that when two people are asked for and three possibilities are given, they should focus on the two they know best, or who are most obvious. Candidates should be aware that occasionally, when a government, or group, holds a perspective and acts accordingly, that the leader of that government or group will be assumed to support that (unless there is evidence to the contrary). For example, in the South African topic, Prime Minister Vorster was the person used to demonstrate understanding of the perspective of the pro-apartheid South African regime during the 1970s.


Assessment Schedule History: Examine the perspectives of people in an historical setting (90212) Evidence Statement Topic 1: Social Welfare in the Mäori World 1918–1998 • What is your opinion about state sector reform and the privatisation of the state forests? • What is ONE particular action you took as a result of the privatisation of the forestry industry in the 1980s and

1990s? • Why did you take this particular action?

Achievement Merit Excellence

• Two correct perspectives on state sector reform and the privatisation of state forests are correctly described.

AND • Two appropriate actions (one

for each of the two people chosen) are correctly described.




AND • One reason for an action is

correctly described.


AND • Two appropriate actions (one for

each of the two people chosen) are correctly described.

AND • Two reasons for the actions are

correctly described. (One for each person linked to the action.)

The answer reflects some applicable features of a response given by the individuals to a reporter in 1998.

The answer reflects consistent features of responses given by the individuals to a reporter in 1998.

The answer is consistent and authentic to responses given by the individuals to a reporter in 1998.

Features that make the responses authentic could include: • use of the first person • use of te reo • some informal language • repetition for emphasis • convincing, certain language • present tense.

CONTENT COULD INCLUDE: A Mäori forestry worker from Murupara, a town that had its forest, Kaingaroa, privatised in 1985.  Opinions: Upset by the change in his / her lifestyle. Actions and reasons: • Some rural Mäori moved to urban areas to live and seek employment. • Some stayed in the area and became dependent on social welfare benefits because maintaining their

connection to the area was more important than the risks an urban or distant lifestyle would bring. • Some retrained to pursue other employment opportunities. • Some formed their own private contracting companies to tender for forestry contracts with the new forestry

owners.


Politician who supported the policy of privatisation. Opinions: Positive and pleased about state reforms. Frustrated by Mäori responses, especially the flood of Treaty claims against the Crown for the return of the land that had been forested. Actions and reasons: • Government took a step away from the intimate implementation and delivery of government programmes and

focused on policy that state-owned enterprises would implement (although, in the forestry case, the bulk of the forestry [trees] were sold to private companies that leased the land from the Crown).

• Supported the use of the money gained by government through asset sales such as forestry to pay debt and promote other government programmes such as health and education reforms.

• Encouraged Mäori to retrain through rural community education programmes such as REAP. • Developed the government’s policy arm in forestry to advise the government on forestry and act as an interface

between the government and the now predominantly private forestry industry. Established the Crown Forestry Rental Trust (CFRT) with Crown and Mäori trustees in response to the Mäori lobby against the policy. • This was seen as a fair and just response to the groundswell of opposition by Mäori to the policy. • The government compromised with Mäori, explaining to the New Zealand public that the Waitangi Tribunal

would determine whether or not the Crown had breached the treaty and that forestry lands would be a way that the government could compensate for any breaches.

• The CFRT kept rent money paid by the private forestry companies to support Waitangi Tribunal claimants in carrying out research and developing their claims to the Waitangi Tribunal. By 1998 this had amassed to nearly $195 million.

• Supported the establishment of the Royal Commission on Social Policy that worked from 1986–1988, at the same time that the privatisation policy for state reform was implemented. Expected the Royal Commission to capture evidence of the effect state reform would have on communities and advise / make recommendations to the government accordingly.

A leader of the local iwi. Opinions: Disturbed by the devastating effect the privatisation of the New Zealand forestry industry had on his / her local community. Actions and reasons: Mäori leaders became active in pursuing solutions to the negative impact privatisation had on their communities. • When the policy was introduced Mäori leaders urged / supported their Rünanga, established under the Iwi Transition Authority and Ka Awatea policies of the late 1980s and early 1990s, to lobby government against the privatisation, but failed. These actions led to a greater involvement by Rünanga in the monitoring of the forestry industry. 

• Joined local Rünanga to make submissions to the Royal Commission on Social Policy to describe the effect privatisation of the forestry had on their community. 

• Mäori leaders lodged claims to the Waitangi Tribunal claiming grievances against the Crown, who had acquired enormous tracts of land through unfair and unjust legislation in the nineteenth century. They were concerned that the government’s original intention to privatise both the trees and the land of the huge forest estate would sever the tribe’s connection to their ancestral domain. 

• They supported the New Zealand Mäori Council and the New Zealand Federation of Mäori Authorities in challenging the government and supported the establishment of the CFRT. They became active in progressing the development of their Waitangi Tribunal claims, engaging with CFRT to receive funding. 

• They lobbied for greater social welfare support for families from the Crown to ensure that rural areas would not be excluded, and that the unemployed would be able to receive social welfare benefits. 

• They continued to support social welfare policies such as Matua Whängai. • They continued to support Te Köhanga Reo and Kura Kaupapa Mäori and other Mäori Education programmes. 


Topic 2: Race Relations: Mäori and Päkehä 1912–1980  • What is your opinion about government policies towards Mäori land during the 1960s and 1970s? • What is ONE particular action you took in relation to a Mäori land issue during the 1960s and 1970s? • Why did you take this particular action?


• Two correct perspectives about government policies towards Mäori land during the 1960s and 1970s are correctly described.













The answer reflects some applicable features of a response given by the individuals to a journalist in 1980.

The answer reflects consistent features of responses given by the individuals to a journalist in 1980.

The answer is consistent and authentic to responses given by the individuals to journalists in 1980.


CONTENT COULD INCLUDE: A National Party MP. Opinions: • Supports government policies towards Mäori Land. Actions and reasons: • Supported the passing of the Mäori Affairs Amendment Act in 1967:

– to make Mäori land more productive – to improve land titles – to encourage economic development.

• Ignored Mäori protest – such as the Land March, Bastion Point and the Raglan Golf Course, because: – protestors were not representative of all Mäori – opponents of government policy were stuck in the past.


Whina Cooper Opinions: • Opposes government policies Actions and reasons: • Organised Mäori Land March in 1975.

– to draw public attention to the issue of falling Mäori land ownership – formal representations to the government through the Mäori Women’s Welfare League and the NZ Mäori

Council had effect on the government – to unite Mäori on the cause through a dramatic protest – to present government with a ‘Memorial of Rights’ – to put pressure on the government to prevent the continuing alienation of Mäori land.

Eva Rickard Opinions: Opposes government policies. Actions and reasons: • Led a land occupation at the Raglan Golf Course in 1978:

– Tainui were upset that land taken by the government for a temporary airfield during WWII had since been given to the Raglan council, which had turned it into a golf course

– to draw public attention to the issue – Raglan council / central government had not listened to formal requests and petitions to return the land.

(NB: although Rickard and Cooper had similar perspectives, candidates who choose both of these individuals for their answer must not use the same reason for each.)


Topic 3: Race Relations: South Africa 1938–1976 • What is your opinion about government policies towards non-white South Africans during the 1970s? • What is ONE particular action you took in relation to government policies towards non-white South Africans

between 1970 and 1976? • Why did you take this particular action?


• Two correct perspectives on government policies towards non-white South Africans during the 1970s are correctly described.
















Features that make the responses authentic could include: • use of the first person • some informal language • repetition for emphasis • convincing, certain language • present tense.

CONTENT COULD INCLUDE: A member of the Black Sash organisation. Opinions: • Opposed the government’s policies in the 1970s. Actions and reasons: • Held silent vigils / protests against apartheid policies outside parliament, government departments, embassies.

– to show not all white South Africans support apartheid – to raise public awareness and / or to generate support for the anti-apartheid cause at home and abroad – to embarrass the government

• Made representations to MPs: – to force changes in the policies.

• Publicised cases of the negative effects of apartheid: – to raise awareness of the impact of the policies at home and abroad.


A black school student from Soweto. Opinions: • Opposed the government’s policies in the 1970s. Actions and reasons: • Joined the protests of school students in Soweto in 1976.

– opposed Afrikaans being the method of instruction at school – overwhelming frustration that there was nothing else you could do – seemed no future for her / him in South African society.

• Did not join the protests of school students in Soweto in 1976. – was afraid of being killed, injured or arrested by the authorities – was afraid of the consequences for his / her family.

B J Vorster Opinions: • Supports the government’s policies in the 1970s. Actions and reasons: • Continued to support / promote various apartheid policies/refused to change apartheid policies.

– apartheid was working – opponents in South Africa were only a small group of subversive troublemakers; opponents overseas did not

know the true situation – non-whites in South Africa are much better off than anywhere else in Africa – voters continue to show their strong support for our government and its policies.

• Banned individuals and protest organisations. – they were undermining the government’s policies – they were troublemakers, communists – they threatened white privilege – they were funded/supported by outsiders.

• Supported/ordered the harsh response against the Soweto protestors. – law and order was breaking down – the students were led by a small group of communist/treasonous leaders.


Topic 4: International Relations: Origins of World War II 1919–1941 • What is your opinion about the crisis over Czechoslovakia and the Sudetenland? • What is ONE particular action you took in relation to the crisis by the end of October 1938? • Why did you take this particular action?


• Two correct perspectives on the crisis over Czechoslovakia and the Sudetenland are correctly described.

















CONTENT COULD INCLUDE: Adolf Hitler Opinions: • Feels pleased Germany has gained the Sudetenland. Actions and reasons: • Demanded Sudetenland. • Ordered Henlein and his 5th columnists to create riots:

– gave Hitler an excuse to demand the return of Sudetenland. • Sent troops into the Sudetenland after the Munich Agreement:

– to uphold the rights of the German people there – the other powers at Munich agreed to it – Lebensraum; unification of German-speaking people’s resources (particularly Skoda arms factory) – avenge the Treaty of Versailles – Sudetenlanders not treated well.

• Met three times in September with Chamberlain, Mussolini, and Daladier to avoid a full-scale invasion: – did not want to go to war with the Western European powers just yet.

• Signed Munich Agreement in late September: – to avoid war with Western Europe – to test the resolve of Britain and France.


Neville Chamberlain Opinions: • Supports the Munich Agreement Actions and reasons: • Met three times in September with Hitler, Mussolini and Daladier in an attempt to resolve the crisis:

– Britain was not ready for war – did not want to commit Britain to a war over a people they knew little about – some of Hitler’s claims were valid.

• Signed Munich Agreement handing the Sudetenland to Germany: – Britain was not ready for war – and that was the alternative – did not want to commit Britain to war over a people they knew little about – Hitler’s claims on the Sudetenland were valid – this was Hitler’s last territorial claim on Europe – the Munich Agreement represents ‘peace in our time’.

Edvard Benes Opinions: • Opposes the Munich Agreement / supports Sudetenland remaining part of Czechoslovakia Actions and reasons: • Offered Sudetenland autonomy:

– satisfy their demands without involving Germany – under pressure from France and Britain to appease Germany.

• Did not attend the conference: – was not invited.

• Sought the support of Britain and France: – Hitler was clearly in breach of the Treaty of Versailles – Czech forces were not strong enough to resist the German army on their own.

• Agreed to cession of German-speaking parts of Sudetenland on 15 September at Berchtesgaden: – because Britain and France indicated they would not support us, we had no choice but to agree.

• Resigned after Munich Conference: – the British and French Governments totally betrayed us – we are defenceless against German invasion.


Topic 5: Social Change: Women’s Impact on New Zealand Society: Health 1915–1985 • What is your opinion about an important women’s health issue you have been involved with? • What is ONE particular action you took between 1915 and 1930 to support your views? • Why did you take this particular action?


• Two correct perspectives about an important women’s health issue each person has been involved with are correctly described.











AND • Two reasons for actions are






CONTENT COULD INCLUDE: Sybilla Maude Opinions: • Supported charitable provision of nursing care to the poor. Actions and reasons: • Established the Nurse Maude District Nursing Association:

– poor people were not getting access to health / nursing care because of the cost (there was no state provision of health or hospital care)

– to provide health care to the poor in their homes – said the role of the association was “sometimes to relieve, sometimes to heal, and always to console” – to educate the poor about hygiene, childcare, diet, etc.

• Sold clothing and food to poor at low cost: – important that the self-respect of the poor was not taken away.

• Organised the Christchurch relief effort during the influenza epidemic 1918–1919: – she had a good reputation with the authorities because of her work with the Nurse Maude District Nursing

Association – the epidemic was not able to be contained or managed effectively by existing means.


Doris Gordon Opinions: • Supported hospital births over homebirths. • Supported greater role of doctors over midwives / obstetric nurses at childbirth. • Supported wider administration of pain relief (‘twilight sleep’) to women during childbirth. • Supported wider use of Caesarean operations. • Opposes abortion. Actions and reasons: • Spoke out against abortion:

– believed it was a woman’s job to have children – her Christian principles involved reverence for life.

• Promoted the use of twilight sleep: – reduced the trauma of childbirth.

• Formed Obstetrical Society in 1927 and became its secretary: – to represent doctors’ interests in childbirth – to support doctors (mainly) in understanding midwifery practices and principles – wanted doctors rather than the Health Department to control maternity care.

Ettie Rout

Opinions: • Supported giving soldiers advice on avoiding venereal disease. • Believed information on fertility and sexual matters should be freely available. Actions and reasons:

• Ettie Rout established the Volunteer Sisterhood to go to Trentham army camp first of all, and then to Egypt to look after sick and wounded New Zealand troops, and to run a canteen supplying fresh fruit to troops: – meningitis outbreak at Trentham army camp – medical help and supplies very limited in Egypt – wanted to show her support for the New Zealand men in the war, especially after the disastrous Gallipoli

campaign. • Ettie campaigned vigorously, and against considerable opposition (army hierarchy, government, Woman’s

Christian Temperance Union) for preventative strategies to stop New Zealand soldiers contracting sexually-transmitted (venereal) diseases, including giving away prophylactic kits and advice to soldiers on leave. She visited French brothels and recommended to soldiers those that were ‘safe’. Made many representations to government and the army hierarchy to change their approach (which they eventually did): – to lower the rate of infection among soldiers – she was aware that it was a major problem – knew the army strategy of moral warnings was ineffective – as well as concern for soldiers, she was concerned about the impact of these diseases spreading when the

soldiers returned home. • Published a book, Safe Marriage, in 1922 advising women how to avoid sexually-transmitted diseases and

unwanted pregnancy: – information on controlling fertility and sexual matters was extremely hard to get, especially written from a

woman’s perspective – doctors would not give this information for moral reasons.


Topic 6: Social Change: Black Civil Rights in the USA 1954 –1970 • What is your opinion about the 1963 Birmingham civil rights campaign? • What is ONE particular action you took during the 1963 Birmingham civil rights campaign? • Why did you take this particular action?


• Two correct perspectives on the Birmingham civil rights campaign are correctly described.











AND • Two reasons for actions are






CONTENT COULD INCLUDE: Martin Luther King Opinions: • Supported the actions of the civil rights protestors. Opposed the police action because: • it was excessive • the restraints imposed on civil rights leaders by the city authorities were unreasonable. Actions and reasons: • Decided to personally lead the Birmingham demonstrations against segregation (this included planning,

fundraising, issuing demands known as the ‘Birmingham Manifesto’ and training): – to use his high public profile to generate national publicity – to provoke the Birmingham city authorities to over-react – to force confrontation with the authorities – Birmingham had a reputation for racial violence – ‘was the most segregated city in the South’ – to mobilise the whole black community in Birmingham – to make up for the perceived failure of the Albany campaign.

• Ignored injunction not to lead or organise demonstrations in Birmingham, resulting in his arrest: – to encourage / inspire other demonstrators – to generate publicity.


• Wrote ‘Letter from a Birmingham Jail’ while in solitary confinement: – to clearly explain what the protestors hoped to achieve / why they were morally right / to justify use of non-

violence – to respond to criticism from some blacks and churchmen that they were going too far.

• Decided to use high school students in demonstrations: – to generate publicity – would be a dramatic action – to provoke city authorities – needed something extra to re-ignite dwindling protests after his time in jail – to fill the city’s jails.

• Negotiated settlement with city authorities resulting in the desegregation of Birmingham: – the city authorities were prepared to negotiate following the bad publicity resulting from the protests and the

reaction of President Kennedy – the protests had achieved their aims – desegregation, national publicity, etc – to show non-violence as a political strategy could be effective.

Bull Connor Opinions: • Opposed the actions of the civil rights protestors / supported the actions of the Birmingham police. Actions and reasons:

• Large scale arrests of demonstrators: – they were breaking the law – thought it would intimidate them into calling off the campaign – personally strongly opposed to desegregation.

• Arrested King and other leaders: – they were breaking the law – thought it would intimidate them into calling off the campaign – thought it would result in the protests petering out – personally strongly opposed to desegregation – despised King and the other leaders – especially those from outside of Birmingham.

• Ordered police to use dogs and firehoses on demonstrators (including high school students): – they needed a strong response to force them to stop protesting – had had enough of the campaign and now it was time to ‘get tough’.

President Kennedy Opinions: • Supports the actions of the civil rights protestors / opposes the actions of the Birmingham police. Actions and reasons:

• Declared that the response of the Birmingham police to the protestors ‘made him sick’: – he was taken aback at the severity of the police actions – he recognised that most Americans would support him.

• Led him to prepare a civil rights bill to be presented to Congress: – realised that the federal government needed to take a greater role in promoting justice for blacks – was more aware of the depth and effects of southern bigotry.


Topic 7: Conflict: Ireland 1909–1922 • What is your opinion about Irish involvement in the war? • What is ONE particular action you took up until December 1914 in relation to Irish involvement in the war? • Why did you take this particular action?


• Two correct perspectives on Irish involvement in the war are correctly described.













The answer reflects some applicable features of a response given by the individuals to a journalist in December 1914.

The answer reflects consistent features of responses given by the individuals to a journalist in December 1914.

The answer is consistent and authentic to responses given by the individuals to journalists in December 1914.


CONTENT COULD INCLUDE: John Redmond Opinions: • Supported the war effort. Agreed to British Prime Minister Asquith’s plan to resolve the deadlock over Home Rule, which was for the British Parliament to pass the Third Home Rule Bill, but suspend its implementation until after the war ended, because: • he was afraid that the British government would back away completely from the Home Rule question once it

became more entrenched in the war, so this was seen as the best compromise. Actions and reasons:

• Formed the National Volunteers out of the original Irish Volunteers. • Suggested to British government that Irish and Ulster Volunteers would defend Ireland to enable British troops

in Ireland to be released to fight in Europe. • Urged Irish Volunteers to join the British Army to fight against Germany:

– to prove Irish loyalty to Britain and support the British war effort.


Eion MacNeill Opinions: Opposed the war effort. Opposed to Redmond’s agreement with British Prime Minister Asquith’s plan for the British Parliament to pass the Third Home Rule Bill, but suspend its implementation until after the war ended, because: • he was afraid that the British would not honour the commitment • the Home Rule Bill did not go far enough to meet the nationalists’ demands for independence. Actions and reasons:

• Led a breakaway from the original Irish Volunteers (now called the National Volunteers) led by Redmond – used the name Irish Volunteers: – believed Redmond had sold out to the British – wanted to retain a degree of Irish armed capability to confront the British if Home Rule was not forthcoming

after the war (organised military drills and exercises). Patrick Pearse Opinions: • Opposed the war effort. • Opposed to Redmond’s agreement with British Prime Minister Asquith’s plan for the British Parliament to pass

the Third Home Rule Bill, but suspend its implementation until after the war ended: Actions and reasons:

• Along with other members of the Irish Republican Brotherhood, he infiltrated the leadership of the Irish Volunteers, and began actively planning an armed uprising: – wanted to take advantage of Britain’s preoccupation with the war in Europe – believed it would lead to a widespread Irish uprising that would undermine British authority and force them out

of Ireland.


Topic 8: Conflict: Palestine–Israel 1935–1967 • What is your opinion about the conflict involving Israel between 1960 and 1967? • What is ONE particular action you took in relation to the conflict involving Israel between 1960 and 1967? • Why did you take this particular action?


• Two correct perspectives on the conflict involving Israel between 1960 and 1967 are correctly described.













The answer reflects some applicable features of a response given by the individuals to a journalist in late June, 1967.

The answer reflects consistent features of responses given by the individuals to a journalist in late June, 1967.

The answer is consistent and authentic to responses given by the individuals to journalists in late June, 1967.


CONTENT COULD INCLUDE: Levi Eshkol, Prime Minister of Israel Opinions:

• Supported Israel’s right to exist and defend herself from Arab attacks. Supported the Israeli attacks on Egypt, Syria and Jordan that led to the Six Day War because: • those states were preparing to attack and destroy Israel themselves • they were Soviet-armed • of continuing fedayeen attacks on Israeli settlements. Actions and reasons: • Launched simultaneous attack on Egypt, Jordan and Syria (Six Day War):

– provocative statements from Nasser (eg “Israel must be destroyed”) and the continuing hostile propaganda campaign directed against Israel in the Arab press

– in retaliation for continued Arab government support and encouragement of fedayeen attacks on Israel – the closing of the Straits of Tiran and Gulf of Aqaba to Israeli shipping by Egypt was an act of war – needed major attack to put Arab nations on back foot and avoid battles in Israeli territory (too vulnerable) – to neutralise Soviet arms in those countries – to regain Jerusalem, which was always claimed to be Israel’s – Israel needed strategic positions (especially the West Bank and Golan Heights) for security from fedayeen

or armed attack – the signing of the Egypt–Syria–Jordan defence pact on 30 May 1967, along with the Palestine Libertion

Organisation (PLO) – the US had assured Israel that it would not let the Soviet Union become involved in a war involving Israel.

• Set up a National Unity government on 30 May 1967: – increasing threat of Arab attack – if Israel was to launch another war, national unity was vital.


Gamal Nasser, President of Egypt Opinions: • Opposed Israel’s right to exist. Actions and reasons: • Closed the Straits of Tiran and Gulf of Aqaba to Israeli shipping:

– to put pressure on Israel to stop retaliatory attacks on border positions. • Requested the withdrawal of the United Nations Emergency Force from the Sinai Peninsula:

– to enable placement of 100 000 Egyptian troops close to Israeli border, possibly in preparation for an attack.

• Signed a defensive pact with Syria in 1966: – to enable Egyptian troops to be placed in Syria enabling a two-front war on Israel – to prevent Syria competing with him for leadership of the Arab world.

• Intensified propaganda campaign against Israel: – to engender support for his leadership in the Arab world – to prepare for an attack on Israel.

Yasser Arafat, a leading member of the Palestine Liberation Organisation Opinions: • Opposed Israel’s right to exist / supported a national state for the Palestinians in Palestine. Actions and reasons:

• Directed fedayeen attacks on Israel: – to weaken morale in Israel – to maintain the issue of Palestinian refugees on the world stage.

• Took his El Fatah movement into the newly formed Palestinian Liberation Organisation in 1964: – to co-ordinate Palestinian resistance to Israel – strength in unity – to prevent other Arab states ignoring Palestinian concerns in the battle with Israel.


Topic 9: Tangata and Whenua: Effect of Population Movement on Mäori Society 1946–1998  • What is your opinion about the effects of urban spread on the tangata whenua (local tribe) of the urban area? • What is ONE particular action you took in relation to the effects of urban spread on the tangata whenua

between 1990 and 1998? • Why did you take this particular action?


• Two correct perspectives about the effect of urban spread on tangata whenua are correctly described



• Two correct perspectives about the effect of urban spread on tangata whenua are correctly described.





• Two correct perspectives about the effect of urban spread on tangata whenua are correctly described.





The answer reflects some applicable features of a response given by the individuals to a reporter in 1998.

The answer reflects consistent features of responses given by the individuals to a reporter in 1998.

The answer is consistent and authentic to responses given by the individuals to a reporter in 1998.


CONTENT COULD INCLUDE: Leader of the tangata whenua (local tribe) of an urban area Opinions:

• Is concerned about the effects of urban spread on the tangata whenua. Actions and Reasons: • A shift in focus for representation to the government from the New Zealand Mäori Council structure to the Rünanga-ä-Iwi structure that the New Zealand Mäori Council began to promote in the late 1970s and early 1980s. 

• Active support of the Iwi Transition Agency, which sought the devolution of policy development and servicing from the Mäori Affairs Department to Iwi Authorities. 

• Organising the tangata whenua to establish an Iwi Authority. • Tacit support for Winston Peter’s Ka Awatea Policy of the early 1990s because ‘outer iwi’ or urban Mäori were seen to gain equal status with tangata whenua (local tribes) of urban areas. 

• Lodged a claim to the Waitangi Tribunal in order to register the grievances the tribe has against the Crown. • Protested against the government in relation to state-owned enterprises and broadcasting. • Became active in the machinery of government, local and central, through the Resource Management Act, to ensure tangata whenua of urban areas are appropriately recognised and supported as Kaitiaki. 

• These actions are driven by the leader’s desire to assert the mana and authority of the tangata whenua, to restore a critical aspect of being Mäori to the local tribe. 

• Other activities: Participation as a consultant or advisor to köhanga reo and kura kaupapa Mäori; the establishment of an iwi radio station; the establishment of an iwi health centre; the launch of a programme for the refurbishment of the local marae or the erection of urban tangata whenua marae; the development of iwi registers. 


A leader of a group representing urban Mäori from other iwi  Opinions: • Wants to ensure that the interests of urban Mäori from other iwi are not ignored. Actions and reasons: • Supported the move to Iwi Authorities and sought to develop systems to link urban Mäori to their Iwi Authority through the development of Taura Here or other urban-based tribal groups. 

• Sought better justice systems and promoted a Mäori justice system. • Protested against the government in relation to state-owned enterprises and broadcasting. • Is active in köhanga reo, kura kaupapa Mäori and other Mäori education initiatives. • Establishes or maintains an urban marae for all Mäori, including tangata whenua, and runs programmes such as training schemes for employment, Mäori language and cultural activities on the marae. 

• Is in regular communication with the local urban authority or council as well as government departments to ensure urban Mäori are embraced in the government’s policies. 

A young urban Mäori parent who does not know their tribal background or how to speak the Mäori language  Opinions COULD include either: • Feelings that are positive. • Feelings that are negative. Actions and reasons: Where there is a positive self-image about being Mäori: • Enrols their children in köhanga reo or kura kaupapa Mäori because they believe that a good education is important for their child and that these educational options will give their child what they do not have. 

• Their own enrolment in Te Ataarangi or other Mäori language course because they want to learn about the Mäori language and culture. 

• Gets involved at local Iwi Authority or Urban Mäori base for training and health provision because they feel this is the better place to receive support. 

• Listens to iwi radio station because it is easily accessible and supports them in developing their understanding of the Mäori culture. 

• Seeks their tribal background through relatives or other Mäori networks. • Visits their own marae for the first time. • Registers on the Mäori roll because he/she wishes to identify with Mäori, or is not registered because he/she is alienated from the political process.  

Where there is a negative self-image of being Mäori: • General non-participation in things Mäori because the parent has rejected any Mäori identity. • Children educated in Päkehä educational options.   


History: Describe an historical development, in an essay (90213) National Statistics



9,980 25.2% 41.4% 21.9% 11.5% Assessment Report Candidates who achieved this standard answered in a clear essay structure as indicated by the guidelines given beneath each question. Sentence structure and paragraphing was sound. They addressed the questions specifically and did not simply write all they knew about the topic in their answer. They demonstrated a clear understanding of the keywords in the questions and would often use these throughout the body of their essay as well as in their introduction and conclusion. They would use the stimulus material given, even if their knowledge of a particular example was limited. Candidates who did not achieve this standard often confused a question asking for a description of features (such as ‘What methods did black civil rights organisations use to seek change in the United States 1954–1964?’) with a narrative of events. They did not keep within the time frame or context given by the questions, or else only answered one of the two questions. Stimulus material was not used, or was simply listed. Historical description and argument was often sacrificed, as an answer was used to give expression to personal opinions and values. Candidates who gained Achievement with Merit or Achievement with Excellence could identify the relationship between both questions. Often they would introduce evidence that went beyond the stimulus material given. Information was presented in a logical (usually chronological) manner, and generalisations were supported with evidence. Irrelevancies were few. Clear relationships were presented between causes and effects. There was balanced coverage of both questions, and a clear sense that the material presented was specific to the question. All of this indicated clear planning of the answer.


Assessment Schedule History: Describe an historical development, in an essay (90213) Evidence Statement

Topic 1: Social Welfare: New Zealand 1891–1980 • How did the Great Depression of the 1930s affect the lives of New Zealanders? • How did the government respond to these challenges up until 1934?


Content: Description of a way the Great Depression affected the lives of New Zealanders, and one way a government responded to it.

Content: A clear description of some ways the Great Depression affected the lives of New Zealanders, and ways governments responded to it.

Content: A comprehensive description of ways the Great Depression affected the lives of New Zealanders, and ways governments responded to it.

Structure: The historical information is organised in a satisfactory essay format that includes: • an opening or ending

statement • paragraphing.

Structure: The historical information is organised in an acceptable essay format that includes: • an introduction • sequenced and structured

paragraphs containing generalisations supported by evidence

• a conclusion.

Structure: The historical information is organised in an effective essay format that includes: • an introduction that states the

focus of the essay • sequenced and structured

paragraphs containing a range of generalisations that are supported by evidence

• a conclusion. EVIDENCE MAY INCLUDE: How the Great Depression of the 1930s affected the lives of New Zealanders: • Incomes and spending fell:

- prices for NZ exports (mostly wool, butter, cheese and meat) fell, leading to declining farm incomes, which had an effect in declining purchasing power through the rest of the NZ economy

- mortgages were foreclosed by banks, as people could not keep up with repayments. People lost their homes and farms as a result. Increased homelessness.

• Increased unemployment: - increased from about 10 000 in 1929, to about 81 000 in 1933; declined steadily after that (women not

eligible to register, and Mäori numbers unknown) - due to falling production and cutbacks in government expenditure.

• Savings were lost. • Hunger and extreme poverty:

- the standard of living of most New Zealanders fell dramatically, but reduced incomes meant many people already on low incomes went hungry

- soup kitchens were set up in the cities; many people used sugar bags for clothing - people evicted for non-payment of rent.

• People were demoralised, despairing, without hope: - many marches protesting at lack of government help - frustration resulted in riots breaking out in Auckland, Wellington and Dunedin in 1932 - 2000 police and volunteers needed to restore order in a three-hour riot in Queen Street, Auckland - marriage and birth rates decreased; male suicide and (illegal) abortion rates increased - higher incidence of domestic violence and marital breakdown.

• Social stigma attached to unemployment and to receiving any form of charity or handout. • Women encouraged to give up their jobs to unemployed men. • People learnt to ‘make do’ – and used inventive ways to make things last longer, or avoid more spending. • Effects on Mäori, still mainly rural dwellers, were even more severe. Often their hardships were not recorded. Mäori workers on relief paid less than non- Mäori.

• Emigration increased.


How the Government responded to these challenges up until 1934: • The Coalition government embarked on a policy of retrenchment, believing that it must continue to ‘balance the

budget’: - declining incomes meant declining tax revenue, so government spending had to be reduced - government spending was slashed:

- wages of all government workers were cut by 10% - ‘sinking lid’ policy in public service – workers who retired or resigned were not replaced where possible - public works spending reduced, including work on railways schemes - teachers’ colleges were closed - kindergartens were closed - pensions (old age, widows, war, etc) were reduced - school starting age raised to six - class sizes increased.

• The government, particularly George Coates (Deputy Prime Minister 1931–35) recognised the importance of farm incomes to the whole economy: - interest payments on farm mortgages were reduced - freight charges were reduced for livestock and farm products - government work schemes enabled farm labour to be used but at subsidised rates - fertiliser subsidy introduced hoping to increase production - NZ currency was devalued, which increased receipts for exports (mainly agricultural).

• The government introduced work schemes for the unemployed: - an Unemployment Board was created by the government to set up work schemes (Schemes 1 to 5) for the

unemployed (‘relief workers’) – the government was adamant that there should be ‘no pay without work’ - those on work schemes initially received 21/- per week if they were single, supplemented by 17/6 if they

were married, and 4/- for each child; these rates were reduced in 1932 - unemployment payments were paid for by a new tax on incomes - work camps were established in rural areas for single men – and later, married men also, who were forced

to live apart from their families - work was often meaningless and humiliating because there were so many unemployed and it was difficult

for local councils to find sufficient work - later subsidised work was rationed: two days a week for single men, up to four days for married men with

more than two children - some major projects were undertaken through these schemes: eg planting of radiata at Kaingaroa Forest,

new roads (Lewis Pass, road to Milford Sound), drainage schemes. • In late 1933, the government was forced into providing a subsistence benefit – the ‘dole’ – to unemployed. • Through the Industrial Conciliation and Arbitration Act 1931:

- the Arbitration Court was suspended - employers were able to fix wages themselves rather than negotiate with unions - some workers were sacked and then rehired on reduced wages.

• Public Safety Conservation Act 1932: - a response to the riots in Auckland, Wellington and Dunedin - gave the government emergency powers to establish public order.

• The Minister of Native Affairs, Apirana Ngata, introduced land schemes on the East Coast for Mäori – these were later extended elsewhere.


Topic 2: International Relations: New Zealand’s Search for Security 1945–1985 • In what ways did New Zealand governments show their commitment to the United Nations (UN) and the

Commonwealth between 1945 and 1985? • For what reasons has New Zealand supported these international organisations?


Content: Description of a way NZ governments showed their commitment to the UN and Commonwealth between 1945 and 1985, and a reason NZ supported these international organisations.

Content: A clear description of some ways NZ governments showed their commitment to the UN and Commonwealth between 1945 and 1985, and reasons NZ supported these international organisations.

Content: A comprehensive description of ways NZ governments showed their commitment to the UN and Commonwealth between 1945 and 1985, and reasons NZ supported these international organisations.

Structure: The historical information is organised in a satisfactory essay format that includes: • an opening or ending statement • paragraphing.



• a conclusion.




• a conclusion. EVIDENCE MAY INCLUDE: Ways New Zealand governments showed their commitment to the United Nations and the Commonwealth between 1945 and 1986: • United Nations:

- Prime Minister Peter Fraser (1940–49) played a significant role in the establishment of the United Nations. NZ was a founding signatory of the UN Charter in 1945. Fraser opposed the power of veto granted to the five permanent members of the Security Council. He also believed that the UN should have a major role in promoting social and economic development in developing countries, and human rights worldwide. Many recognised Fraser as a spokesperson for the small nations involved with setting up the UN.

- Fraser chaired the UN Trusteeship Committee, and committed to assisting trusteeships work toward independence.

- NZ administered Western Samoa as a United Nations trusteeship 1945–62, and actively worked towards it gaining self-government.

- NZ supported the UN forces defending South Korea from North Korean invasion 1950–53. Sent naval support (two frigates) and almost 4000 troops. The troops were known as K-Force and served in the Commonwealth Brigade alongside British and Australian troops. 37 killed. NZ showed it was prepared to give practical backing to its commitment to collective security.

- NZ has supported other UN military operations in Palestine / Israel, Kashmir, Cyprus, the Congo, Lebanon, Somalia, Namibia and Cambodia.

- Contributed aid to various United Nations multi-lateral aid organisations such as UNESCO, UNICEF, etc. - New Zealand served on the Security Council 1954–55 and 1966.

• Commonwealth:

- Attendance at, and hosting of, Commonwealth Heads of Government Meetings (CHOGMs) and Finance Ministers’ meetings.

- Sporting contacts, especially through Commonwealth Games participation – including hosting the Games in 1950, 1974, and 1990.

- Established the Commonwealth Strategic Reserve in Malaya / Malaysia with Britain and Australia as part of ANZAM arrangement (renegotiated as Five-Power Defensive Arrangement with Singapore in 1971). Through this they: - sent an SAS squadron to fight Malayan communist rebels during the ‘emergency’ in 1955 - sent troops (1964–66) to join Commonwealth forces in Malaysia resisting aggression from Indonesia

during the ‘confrontation’; 66 killed.


- By sending troops to South Korea as part of the Commonwealth Brigade, it was operating within a Commonwealth framework.

- Contributed aid through the Commonwealth to developing Commonwealth countries. For example, the Colombo Plan was established at a conference of Commonwealth Foreign Ministers in 1950.

- Kirk emerged as a champion of the new Commonwealth, 1973–74 by promoting their concerns and was seen as a bridge to the old Commonwealth.

- Signing of Gleneagles Agreement by Prime Minister Robert Muldoon at the 1977 CHOGM when the issue of sporting contacts with South Africa was dividing the Commonwealth.

Reasons New Zealand supported these organisations: United Nations: • Belief and commitment to the principle of collective security:

- NZ was a small country unable to defend itself without the support of others. Kirk had hopes that the UN would help protect the interests of smaller nations.

- Believed collective security was the best weapon to prevent aggression by other countries. - Any attack on a member of the UN would be regarded by the others as an attack on them all. - Behind the establishment of the new UN was a desire to avoid the mistakes made by its predecessor, the

League of Nations. This gave grounds for greater hope in the effectiveness of the UN. • In the late 1940s, NZ was reassured by the involvement in the UN of the US and Britain. • Immediately after World War II, reliance on Britain for NZ security interests was no longer an option. Events of

the war, symbolised by the fall of the Singapore naval base, showed that it was unable to guarantee New Zealand’s defence.

• It provided a forum for New Zealand to raise issues it considered of international significance (eg the Rowling–Labour government co-sponsored the UN resolution establishing a nuclear-free zone in the South Pacific in 1975).

The Commonwealth: • Historical attachment to Britain and her empire. New Zealanders were strong supporters of the monarchy, and

welcomed royal visits. • Most New Zealanders identified emotionally, culturally, historically and ethnically with Britain. • As a small nation, New Zealand governments valued the opportunity of involvement in an international forum

that provided diplomatic links with countries that otherwise it would have had little contact with. • It was hoped that relationships developed with Commonwealth countries would be useful in the United Nations

and other international forums NZ was involved with. • It was thought that relationships developed with Commonwealth countries would be useful in developing new

trade links. • Kirk had a sense of moral obligation to support new members of the Commonwealth, recently independent and

often economically poor, in relation to the ‘old’ Commonwealth (Britain, Canada, Australia). • Belief that the Commonwealth contributed towards international peace and cooperation. • The Commonwealth was a useful forum in raising and gathering support for issues that New Zealand

considered of international significance (eg Kirk raised the issue of French nuclear testing in the South Pacific in 1973, leading to a Commonwealth resolution condemning the tests).

• Involvement in Commonwealth forces in Malaysia reflected its concern about the growth of communism in South-East Asia, the domino theory, and forward defence.


Topic 3: International Relations: Origins of World War II 1919–1941 • What actions by aggressive powers increased tension in Europe and Asia between 1931 and 1937? • How did the League of Nations and other countries respond to these actions?


Content: Description of an action by aggressive powers in Europe and Asia between 1931 and 1937 that increased tension, and a way the League and other countries responded to these actions.

Content: A clear description of some actions by aggressive powers in Europe and Asia between 1931 and 1937 that increased tension, and ways the League and other countries responded to these actions.

Content: A comprehensive description of actions by aggressive powers in Europe and Asia between 1931 and 1937 that increased tension, and ways the League and other countries responded to these actions.



Structure: The historical information is organised in an acceptable essay format that includes: • an introduction (may only cover

one question) • sequenced and structured


• a conclusion.



paragraphs containing a range of generalisations supported by evidence

• a conclusion. EVIDENCE MAY INCLUDE: Actions by aggressive powers that increased tension in Europe and Asia between 1931 and 1937: • The Japanese invasion of Manchuria:

- Japanese troops occupied Mukden in the Chinese province of Manchuria in September 1931. The Japanese claimed this was in response to a Chinese attack on their railway.

- Japanese troops then occupied all of Manchuria. - Manchuria was annexed by Japan in 1932 and renamed Manchukuo. - A puppet state was created with a descendant of the Manchu emperors as Emperor. - After being condemned by the League of Nations, Japan left the League in 1933. - In 1937, after incrementally extending the borders of Manchukuo, Japan launched a full-scale invasion of

China, leading to war between the two countries. • The Italian invasion of Abyssinia:

- Dreaming of a grand recreation of the Roman Empire, Mussolini, Duce of Italy, ordered an invasion of Abyssinia in October 1935.

- The Italian army easily overwhelmed the spirited defence of the Abyssinian forces. All of Abyssinia was in Italian control by May 1936.

• German rearmament: - The Nazis always had a policy of non-recognition of the Treaty of Versailles. This included the restrictions

on the size and extent of the German armed forces. - In March 1935, Hitler revealed that Germany had been rearming in defiance of the Treaty of Versailles, and

that conscription was being introduced. - Goering announced the development of the Luftwaffe, the German air force. - The Wehrmacht, the German army, grew to 500 000 men. - The navy was also expanded, and the battleship, Admiral Graf Spee, was launched in 1936.

• German remilitarisation of the Rhineland: - In March 1936, Hitler announced that Germany no longer recognised the Locarno Treaty, which had settled

Germany’s western frontiers in 1925. - In March 1936, 40 000 German troops marched into the Rhineland, which had been demilitarised by the

Treaty of Versailles. • German withdrawal from the Disarmament Conference and the League of Nations in 1933:

- Countries would not agree on disarmament nor a reconsideration of German claims for equal treatment. • Active involvement in Spanish Civil War:

- Germany and Italy sent troops and equipment to the Spanish army rebels, led by General Franco, attempting to overthrow the elected republican government.


- The German Condor Air Legion tested Luftwaffe capability, dramatically shown in the destruction of Guernica.

• Attempted German Anschluss with Austria 1934: - The Treaty of Versailles forbade Germany to unite with Austria (Anschluss). - In 1934, the Austrian premier, Dollfuss, was assassinated by members of the Austrian Nazi Party who had

been campaigning for Anschluss. The Nazis appealed for Hitler to take over. • Aggressive powers make alliances:

- In 1936, Hitler and Mussolini formed the Axis. - In November 1936, Germany and Japan signed the Anti-Comintern pact. - Italy joined the Anti-Comintern pact in 1937, and it became known as the Rome-Tokyo-Berlin Axis.

How the League and other countries responded to these actions: • The Japanese invasion of Manchuria:

- Lytton Commission established by League of Nations to investigate. - In October 1932 (over one year after the invasion) the Commission reported and condemned Japan as

having invaded illegally. - No further action was taken: no troops were sent, and no economic sanctions were applied. - The Western European powers and the League did nothing when full-scale war broke out in 1937.

• The invasion of Abyssinia: - The League of Nations immediately condemned Italy as the aggressor following the appeal of Abyssinian

emperor Haile Selassie. - Economic sanctions were applied by the League, but, significantly, it exempted oil from the sanctions and

did not close the Suez Canal, enabling Italy to maintain supply lines to its forces. - The British and French foreign ministers drew up a draft plan – the Hoare-Laval Plan – that provided for a

partition of Abyssinia between Italy and the legitimate government: - when this plan was leaked to the press it was dropped - but it revealed Britain and France’s weak commitment to collective security and the League - it also marked the end of the Stresa Front.

• Germany’s remilitarisation of the Rhineland: - Both Britain and France condemned the action but did nothing beyond diplomatic protest.

• Spanish Civil War: - Britain, France, and the League of Nations adopted a policy of non-intervention in the civil war, despite

pleas for assistance from the Spanish government. - The USSR sent advisors. - A volunteer International Brigade was set up, but was poorly equipped and was not backed by other

governments. • Attempted Anschluss in 1934:

- Italy mobilised troops and amassed them on the border between Italy and Austria, sending a clear message that it would not tolerate an extension of German control into Austria.

- Hitler backed down. - The ‘Stresa Front’ was formed by the leaders of Britain, France, and Italy in April 1935, as a result of joint

concern about the threat of Anschluss the previous year and German rearmament. • German rearmament:

- As a result of the Stresa Front, the leaders sent a note of protest to Hitler expressing serious concern about German rearmament.

- Britain effectively agreed to German naval rearmament. - Both Britain and France increased their own rearmament programmes.

• Throughout this period the United States was isolationist and officially followed a policy of neutrality.


Topic 4: Revolutionary Leadership: China 1921–1949 • What factors contributed towards the weakness of China in the early 1920s? • How did Chiang Kai-Shek become leader of China by the late 1920s?


Content: Description of a factor that contributed towards the weakness of China in the early 1920s, and a reason why Chiang was able to become leader of China by the late 1920s.

Content: A clear description of some factors that contributed towards the weakness of China in the early 1920s, and reasons why Chiang was able to become leader of China by the late 1920s.

Content: A comprehensive description of factors that contributed towards the weakness of China in the early 1920s, and reasons why Chiang was able to become leader of China by the late 1920s.





• a conclusion.




• a conclusion. EVIDENCE MAY INCLUDE: Factors that contributed towards the weakness of China in the early 1920s:

• Strength of warlords: - China was divided into areas controlled by powerful men with private armies known as warlords. - Tended to rule the population brutally, and used force to get what they wanted. They were a law unto

themselves. - Consequently no strong central government. Politically disunited.

• Economic inequality: - Most of China’s population were peasants who lived in poverty. - There was intense pressure on the land which, with basic technology, was not able to provide for China’s

growing population. - Landowners charged high rents, often leaving peasants trapped in poverty cycle unable to break free of

debt. Moneylenders charged high rates of interest. - Local authorities and warlords demanded high levels of taxation from the poor. - Peasants consequently in poor health, often malnourished, and indebted. Some sought refuge in the cities;

others in warlord armies or as landless labourers. - Famine was common. - Because of a lack of strong central government, no attempts made to improve plight of peasants or

increase production. • Foreign interests in China:

- Foreign nations had trading and commercial concessions in key cities in China, and exploited these for their own economic benefit.

- These concessions included the right to exploit resources, to deploy troops, to control the infrastructure – such as railway networks.

How Chiang Kai-Shek became leader of China by the late 1920s:

• Military training and skill: - Had military training and experience in Japan and Moscow. - Was commander of Whampoa Military Academy, supported by the USSR. - The death of Sun Yat Sen enabled Chiang to become Commander of the Guomindang (GMD) army. - Led and organised the Northern Expedition in 1926–28:

- in a series of military campaigns, the GMD, with Chinese Communist Party (CCP) assistance, defeated the warlords

- the National Revolutionary Army, under Chiang, was well disciplined and well led compared with the warlord armies

- China was reunified under GMD


- as a consequence of Chiang’s successful military leadership he was well placed to seize overall control of the GMD and China.

• Outlawing of communist party from 1927: - Initially supported the First United Front with the CCP formed under Sun Yat Sen and Comintern in 1924. - Chiang felt threatened by communists, and thought they may alienate some of his powerful supporters and

the foreign interests who he wanted to back him. He was concerned at the support they were receiving in some cities and that they were trying to take over local administrations. As his own position consolidated, he decided the First United Front was no longer necessary so he could now move to destroy the CCP.

- Massacres of communists in Shanghai and Guangzhou in 1927 forced the CCP to retreat into remote Jiangxi and Hunan provinces. Over 80% of the CCP were slaughtered.

• Support of wealthy businessmen: - GMD mainly supported by wealthy groups such as bankers, traders and industrialists – each of these had

an interest in a strong and united central government. • Had personal advantages:

- Son of a wealthy merchant family – this gave him credibility with Chinese capitalist class. - Spent time in the business world himself (1917–21), which provided him with valuable support. - Sun Yat Sen, the widely respected GMD leader, had confidence in him. - He married the sister of Sun – she also had extensive links within the Shanghai business community.

• His government was recognised by foreign countries in 1928.


Topic 5: Revolutionary Leadership: USSR 1924–1957 • What methods did Stalin use in the 1920s to gain the leadership of the Soviet Union? • What effect did his leadership policies have on the Soviet Union up until 1933?


Content: Description of a method Stalin used in the 1920s to gain leadership of the Soviet Union, and a way his leadership policies had an effect on the Soviet Union up until 1933.

Content: A clear description of some methods Stalin used in the 1920s to gain leadership of the Soviet Union, and ways his leadership policies had an effect on the Soviet Union up until 1933.

Content: A comprehensive description of methods Stalin used in the 1920s to gain leadership of the Soviet Union, and ways his leadership policies had an effect on the Soviet Union up until 1933.





• a conclusion.

Structure: The historical information is organised in an effective essay format that includes: • an introduction which states the



• a conclusion. EVIDENCE MAY INCLUDE: Methods Stalin used in the 1920s to gain the leadership of the Soviet Union:

• Used his position as General Secretary: - Lenin appointed Stalin to position of General Secretary of the Communist Party in 1922. - Became known as ‘Comrade Card-Index’. - Stalin used his position to choose local officials who controlled the small party branches, who then sent

representatives to the Party Congress, which ultimately elected the all-powerful Politburo. This meant that there were many people who supported Stalin – and owed him a favour – in the party system.

level 1, 2004 - nzqa · 2017. 5. 31. · • hmnzs black prince fired a royal salute • formal...

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