Level+Two+-+Term+One+Internals

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link location at TKI: http://www.tki.org.nz/r/ncea/hist2_1B6_26feb09.doc Subject Reference: History 2.1

The Nazis Take Control
=Supports internal assessment for: =

=Achievement Standard 90465 v2 = Plan and carry out an historical inquiry

**Credits: 4 **

Date version published: February 2009
**Ministry of Education** For use in internal assessment **quality assurance status** from 2009

**Teacher Guidelines:** The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment activity.

**Context/setting:** This activity requires students to carry out an historical inquiry of a specific event. The key event in this activity is the Nazis taking control of German government in 1933-34.

**Conditions:** This activity can be completed in class time and at home. Details of due dates, in-class / out of class time allowed and overall time allowed need to be indicated on the student information sheet.

Students should be given sufficient time to formulate relevant focusing questions, identify possible sources, plan the inquiry, select ,record and organise evidence, record details of sources and evaluate the effectiveness of the inquiry process.

**Resource requirements: ** <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Students will be expected to identify their own information and visuals for this assessment activity. These may come from their class studies or from other sources.

**<span style="font-family: Arial,sans-serif;">Additional information: ** <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Some pre-teaching of research technique is necessary in order for students to understand important processes such as constructing suitable focusing questions, recording sources of evidence, selecting relevant evidence and organising selected evidence in accordance with focusing questions.

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**The assessor may assist in the historical inquiry by:**
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Helping to formulate and refine focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Assisting in locating sources
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Conferring during the process.

<span style="font-family: Arial,sans-serif; margin-right: 0cm; page-break-before: always;">**2009**

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**Internal Assessment Resource**

<span style="font-family: Arial,sans-serif; margin-left: 7.5cm; text-indent: -7.5cm;">The Nazis Take Control
=<span style="font-family: Arial,sans-serif; font-weight: normal; margin-bottom: 0cm; margin-top: 0cm;">Supports internal assessment for: = =<span style="font-family: Arial,sans-serif; font-weight: normal; margin-bottom: 0cm; margin-top: 0cm;">Achievement Standard 90465 v2 = <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Plan and carry out an historical inquiry <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Credits: 4

<span style="display: block; font-family: Arial,sans-serif; font-style: normal; margin-right: 0cm; page-break-after: avoid; text-align: center;">**Student Instructions Sheet**

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**ASSESSMENT CONDITIONS**

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**In-class / out of class time allowed: _**

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**Due date for completion of the activity:**

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">In this activity you must: __


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Define an area of historical inquiry and formulate relevant focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Plan the inquiry, in comprehensive detail
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Select and record sufficient and relevant historical evidence from a range of sources and organise it in accordance with the focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Record details of the sources accurately
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Comprehensively and perceptively evaluate aspects of the effectiveness of the inquiry process.

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**SITUATION** __

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">The aim of this activity is to gather a range of evidence about how the Nazis took control of German government in 1933-34. You will be required to assemble a range of primary and secondary evidence related to how the Nazis took control of German government. __

__<span style="font-family: Arial,sans-serif; margin-right: 0cm; page-break-before: always;">**Task One: Define an area of historical inquiry, formulate relevant focusing questions and plan the inquiry, in comprehensive detail** __

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Complete the RESEARCH PROPOSAL sheet by: __


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Defining the aspect(s) of the take-over and consolidation of Nazi power to be researched
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Formulating at least THREE focusing questions about the Nazi take-over and consolidation of power in Germany in 1933-34 which would guide your inquiry
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Identifying at least FOUR possible sources which could be used to gather evidence about this take-over, and state what type of historical evidence you expect to find in these sources.
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Planning the inquiry including providing a comprehensively detailed and sequenced list of dates and tasks to be carried out to ensure the completion of the activity. This could include an outline of historical methods to be used.

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Hand in to your teacher by and keep a copy for your own reference. __

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**Task Two: Select and record sufficient and relevant historical evidence from a range of sources, organise it in accordance with focusing questions and record details of sources accurately** __

<span style="font-family: Arial,sans-serif;">Using the sources which you have identified in your Research Proposal, and others which you might find, select evidence about the Nazi takeover of Germany in 1933-34. This evidence may be in a variety of forms e.g.


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Hand-written notes taken from sources
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Photocopied information
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Printouts from electronic sources such as Internet sites
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Photographs

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">As you select this evidence you must: __


 * <span style="font-family: Arial,sans-serif;">use some method of indicating the focusing question(s) to which each piece of selected evidence is relevant, (for example, using different coloured highlighters to select relevant passages, or using margin notes that link the selected evidence to the focusing question(s) - e.g. ‘FQ1: effect on primary education’)
 * <span style="font-family: Arial,sans-serif;">select your relevant evidence from at least THREE different sources
 * <span style="font-family: Arial,sans-serif;">the evidence you select must be sufficient to allow you to provide a balanced coverage of the history of your selected building and allow the focusing questions to be answered comprehensively
 * <span style="font-family: Arial,sans-serif;">select a variety of relevant evidence e.g. visual, statistical, primary, secondary
 * <span style="font-family: Arial,sans-serif;">at the top of each page that contains relevant evidence, accurately record details of the source of the evidence. The details need to be sufficient to allow the later completion of a reference list (author, title, publisher, city of publication, date of publication or URL and date accessed for web material)
 * <span style="font-family: Arial,sans-serif;">devise a method to organise the selected evidence in accordance with the focusing questions.

__<span style="font-family: Arial,sans-serif;">Put all your selected evidence into a folder and hand to your teacher by __

_ __<span style="font-family: Arial,sans-serif;">Note: As a consequence of your research, it may be necessary during the inquiry process to modify or refine your focusing questions. This must be discussed with your history teacher. __

__<span style="font-family: Arial,sans-serif;">**Task Three: Comprehensively and perceptively evaluate aspects of the effectiveness of the inquiry process** __

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Write an evaluation of the research process by commenting on as many of the bulleted points below as you are able. You should write about 250-300 words for the whole evaluation.


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Identification of relevant links between the usefulness of the sources and the focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Identification of successes and difficulties in conducting the inquiry, and reasons why
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Evidence of refining and revision of the inquiry as the process unfolds
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Consideration of the sufficiency and validity of resources used
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Evidence of enjoyment, personal growth and satisfaction in carrying out the inquiry
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Identification of issues to consider for future inquiries
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">Prioritisation of evidence with suitable justification

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Place your Evaluation in the back of the folder and hand to your teacher by: __

<span style="font-family: Arial,sans-serif; page-break-before: always;">__STUDENT ASSESSMENT INFORMATION FOR ACHIEVEMENT STANDARD HISTORY 2.1__
__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">For **Achievement** you must: __


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">complete the Research Proposal sheet by correctly providing at least three relevant focusing questions, at least three possible sources of information and a plan of the inquiry including a sequenced list of dates and tasks for completion of the activity
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">select and record relevant historical evidence about the Nazi takeover from some sources and organise it in accordance with focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">record details of the sources accurately
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">evaluate aspects of the effectiveness of the inquiry process.

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">For **Achievement with** **Merit** you must: __


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">complete the Research Proposal sheet by correctly providing at least three relevant focusing questions, at least three possible sources of information and plan the inquiry in detail including a sequenced list of dates and tasks for completion of the activity
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">select and record relevant historical evidence about the Nazi takeover from a range of sources and organise it in accordance with focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">record details of the sources accurately
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">comprehensively evaluate aspects of the effectiveness of the inquiry process.

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">For **Achievement with Excellence** you must: __


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">complete the Research Proposal sheet by correctly providing at least three relevant focusing questions, at least three possible sources of information and a plan of the inquiry, in comprehensive detail including a sequenced list of dates and tasks for completion of the activity
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">select and record sufficient and relevant historical evidence about the Nazi takeover from a range of sources and organise it in accordance with focusing questions
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">record details of the sources accurately
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">comprehensively and perceptively evaluate aspects of the effectiveness of the inquiry process.

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">**THE NAZIS TAKE CONTROL** __

=<span style="font-family: Arial,sans-serif;">__INQUIRY PROPOSAL__ =

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">NAME: FORM: __

__<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Aspect(s) of the take-over and consolidation of Nazi power to be researched: __

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Possible focusing questions which may be asked to explain the Nazi take-over of the German government in 1933-34 are:










 * =<span style="font-family: Arial,sans-serif; font-size: 11pt; margin-top: 0.21cm;">POSSIBLE SOURCES OF INFORMATION = || <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; margin-top: 0.21cm; text-align: center;">**TYPE OF INFORMATION EXPECTED** ||

<span style="font-family: Arial,sans-serif; margin-left: 0.5cm; margin-right: 0cm; page-break-before: always;">**INQUIRY PLAN**


 * =====<span style="font-family: Arial,sans-serif; margin-top: 0.21cm;">DATE ===== || <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; margin-top: 0.21cm; text-align: center;">**PROPOSED ACTION** ||

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">Teacher Signature: Date:

<span style="font-family: Arial,sans-serif; margin-left: 0.5cm; margin-right: 0cm; page-break-before: always;">**Assessmen****t schedule: Hist/2/1_B6 - The Nazis Take Control**


 * <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; text-align: center;">**Task** || =====<span style="font-family: Arial,sans-serif;">Evidence towards Achievement ===== || <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; text-align: center;">**Evidence towards Achievement with Merit** || <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; text-align: center;">**Evidence towards Achievement with Excellence** ||
 * <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; text-align: center;">1 || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student completes the Research Proposal sheet by
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">defining the aspect(s) of the take-over and consolidation of Nazi power that is to be researched,
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">providing at least three relevant focusing questions,
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">identifying at least four possible sources of information ( sources may include books, CD-ROMS, people, libraries, museums, newspapers, artefacts, historical sites, videos, websites, graphs, cartoons, films, etc. Sources may be primary or secondary),
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">planning the inquiry including providing a list of dates and tasks for completion of the activity. || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student completes the Research Proposal sheet by
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">defining the aspect(s) of the take-over and consolidation of Nazi power that is to be researched,
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">providing at least three relevant focusing questions,
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">identifying at least four possible sources of information ( sources may include books, CD-ROMS, people, libraries, museums, newspapers, artefacts, historical sites, videos, websites, graphs, cartoons, films, etc. Sources may be primary or secondary),
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">planning the inquiry in detail (could be with clear explanation of the potential value of the identified sites, a detailed time and management plan, a clear understanding of methodologies etc.) || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student completes the Research Proposal sheet by
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">defining the aspect(s) of the take-over and consolidation of Nazi power that is to be researched,
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">providing at least three relevant focusing questions,
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">identifying at least four possible sources of information ( sources may include books, CD-ROMS, people, libraries, museums, newspapers, artefacts, historical sites, videos, websites, graphs, cartoons, films, etc. Sources may be primary or secondary),
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">planning the inquiry in comprehensive detail (could be with a full and clear explanation of the potential value of the identified sites, a comprehensive time and management plan, a full and clear understanding of methodologies etc.) ||
 * <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; text-align: center;">2 || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">selects and records historical evidence relevant to the focusing questions from some sources
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">evidence is selected from at least two different sources (e.g. evidence is indicated as selected by the use of different coloured highlighters or the use of margin comments)
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">details of the sources are recorded accurately (e.g. author, title, publisher, city of publication, date of publication or URL and date accessed for web material)


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">organises the historical evidence in accordance with the focusing questions (e.g. by separate sections for each focusing question or the use of different coloured highlighters for each focusing question) || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">selects and records historical evidence relevant to the focusing questions from a range of sources
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">evidence is selected from at least three different sources (e.g. evidence is indicated as selected by the use of different coloured highlighters or the use of margin comments)
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">details of the sources are recorded accurately (e.g. author, title, publisher, city of publication, date of publication or URL and date accessed for web material)


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">organises the historical evidence in accordance with the focusing questions ( e.g. by separate sections for each focusing question or the use of different coloured highlighters for each focusing question) || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">selects and records sufficient historical evidence relevant to the focusing questions from a range of sources
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">evidence is selected from at least three different sources (e.g. evidence is indicated as selected by the use of different coloured highlighters or the use of margin comments)
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">details of the sources are recorded accurately (e.g. author, title, publisher, city of publication, date of publication or URL and date accessed for web material)
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">sufficient evidence is selected (e.g. to provide a balanced coverage of the inquiry and enables the focusing questions to be answered comprehensively.)
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">organises the historical evidence in accordance with the focusing questions ( e.g. by separate sections for each focusing question or the use of different coloured highlighters for each focusing question) ||
 * <span style="display: block; font-family: Arial,sans-serif; margin-right: 0cm; text-align: center;">3 || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student:

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">e.g. ‘I did manage to find many different internet sites with relevant evidence about the origin of Nazi power, in fact there were so many that it got a bit confusing at times. I didn’t always know what the point of view of the writer was but when looking at British internet sites I knew that it would probably not be a view favourable to the Germans. || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student:
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">evaluates aspects of the effectiveness of the inquiry process (e.g. is able to comment on some of the following; making links between the usefulness of the sources and the focusing questions, discusses successes and difficulties in conducting the inquiry and explains the reasons why, outlines evidence of refining and revision of the inquiry as the process unfolded, comments on sufficiency and validity of resources used, comments on the enjoyment and satisfaction, or lack in carrying out the inquiry, identifies issues to consider for future inquiries, comments on prioritising evidence with justification).

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">e.g. ‘I did manage to find many different internet sites with relevant evidence about the origin of Nazi power, including the official British government war records and records from the NZ Army. These sources provided me with a range of different viewpoints. It was clear that the Germans got most of the blame for allowing Hitler to take control and The Rise and Fall of the Third Reich by Shirer provided by far the most detail for my topic, the SS. || <span style="font-family: Arial,sans-serif; margin-right: 0cm;">The student:
 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">comprehensively evaluates aspects of the effectiveness of the inquiry process (e.g. is able to make comprehensive comments on some of the following; making links between the usefulness of the sources and the focusing questions, discusses successes and difficulties in conducting the inquiry and explains the reasons why, outlines evidence of refining and revision of the inquiry as the process unfolded, comments on sufficiency and validity of resources used, comments on the enjoyment and satisfaction, or lack in carrying out the inquiry, identifies issues to consider for future inquiries, comments on prioritising evidence with justification).


 * <span style="font-family: Arial,sans-serif; margin-right: 0cm;">comprehensively and perceptively evaluates aspects of the effectiveness of the inquiry process (e.g. is able to make comprehensive and perceptive comments about some of the following; making links between the usefulness of the sources and the focusing questions, discusses successes and difficulties in conducting the inquiry and explains the reasons why, outlines evidence of refining and revision of the inquiry as the process unfolded, comments on sufficiency and validity of resources used, comments on the enjoyment and satisfaction, or lack in carrying out the inquiry, identifies issues to consider for future inquiries, comments on prioritising evidence with justification).

<span style="font-family: Arial,sans-serif; margin-right: 0cm;">e.g. ‘I realised that it was important to use a variety of different sources when researching the rise of the Nazis since there is such a broad range of evidence available. Some comes from German sources but most is from the point of view of the allied powers. German sources had a very different attitude to other sources (Germans were simply taken in by Nazi propaganda), and there was also a clear difference depending on when the sources were written. Sources such as the //Official History of World War II// written in 1949 were highly critical of virtually every aspect of German leadership and citizenry while those produced more recently (for example the allied services web site (www.alliedsources.com) tend to be clearly more objective when assigning blame and responsibility. ||

=Clarification Documents for History - level 2 AS90465=

Plan and carry out an historical inquiry
Please note that the following comments are mostly about the minimum acceptable evidence for Achievement level. In many cases it is not possible to be specific as to requirements at the national level. Very often the context will determine what is appropriate. In these cases assessors need to make a professional judgement that takes into account such aspects as the degree of difficulty of the history being studied and the range and nature of evidence available. Whether the assessor's judgements are accurate according to the national standard can be verified in the external moderation process and adjustments made by assessors, if necessary, next time the Standard is assessed. Please note that assessors may at any time submit up to ten additional pieces of student work so that they can ask specific questions about making assessor judgements. This document aims to clarity many of the points raised in various past National Moderator annual reports.
 * ~ Achievement ||~ Achievement with Merit ||~ Achievement with Excellence ||
 * Define an area of historical inquiry and formulate relevant focusing questions. || Define an area of historical inquiry and formulate relevant focusing questions. || Define an area of historical inquiry and formulate relevant focusing questions. ||
 * Plan the inquiry. || Plan the inquiry, in detail. || Plan the inquiry, in comprehensive detail. ||
 * Select and record relevant historical evidence from some sources and organise it in accordance with focusing questions. || Select and record relevant historical evidence from a range of sources and organise it in accordance with focusing questions. || Select and record sufficient and relevant historical evidence from a range of sources and organise it in accordance with focusing questions. ||
 * Record details of the sources accurately. || Record details of the sources accurately. || Record details of the sources accurately. ||
 * Evaluate aspects of the effectiveness of the inquiry process. || Comprehensively evaluate aspects of the effectiveness of the inquiry process. || Comprehensively and perceptively evaluate aspects of the effectiveness of the inquiry process. ||

Different from 90209
Note that the achievement criteria of this Achievement Standard, despite similarities of requirements are different from those sorts of criteria in AS90209. In this standard, for the first achievement criterion the only possible assessment judgements will be either Not Achieved or Achieved with Excellence; for the fourth achievement criterion the only possible assessment judgements will be either Not Achieved or Achieved with Excellence The assessment activity must contain instructions requiring students to 'define an area of historical inquiry' - as in the first achievement criterion. The minimum acceptable evidence here is an inquiry title, but students should be encouraged to provide a brief abstract of the inquiry direction, including a title. The abstract could include, for example, reasons for selecting the inquiry area, why it is significant and what the intended outcomes are. Teachers should ensure students have been taught how to formulate relevant focusing questions. This may help to ensure that appropriate questions are formulated at the outset and that students do not waste time later making major changes to their focusing questions. In addition, teachers should assist students with the inquiry, including how to formulate focusing questions (see Explanatory Note 11). However, care needs to be taken to ensure that not too much teacher direction is provided once assessment has begun - the work submitted needs to be the students' own. For that reason, prior teaching of skills such as formulating relevant focusing questions is important.

The Second Achievement Criterion
For the second achievement criterion, Explanatory Note 5 of the Achievement Standard states that planning '...includes identifying some possible sources, identifying activities to be carried out, setting a timeframe for completion of the inquiry...' The wording of the Explanatory Note allows no leeway on this. This means that, to be awarded the standard at any level of achievement, students need to have submitted both an identification of possible sources and a time and management plan that are sufficient for Achievement. 'Comprehensive detail', for Excellence, requires details in the identification of possible sources (at this level perhaps identification of specific possible sources to which students intend to return could be provided), and some elaboration on these sources (for example, consideration of expected evidence and possible problems with the evidence). For the time and management plan, students could identify, for example, which sources will be used, from where, in order to research which focusing question, on which day. The plan should show all steps needing completion through to the final submission of evidence.

The Third Achievement Criterion
For the third achievement criterion, students are required to select evidence from 'some sources' at Achievement level and 'a range of sources' for Merit and Excellence levels. Assessors should consider the degree of difficulty of finding relevant sources for the selected research context. For example, a student researching a grandparent may be expected to have access to a much narrower range of sources than one researching World War II. Generally speaking, however, 'some sources' may be taken to mean at least three, and 'a range of sources' more than three. Explanatory Note 6 of the Achievement Standard defines 'sources' very broadly. A 'range' of sources could include any of the following: The organisation requirement of the third achievement criterion of this standard is specifically related to the focusing questions. This requirement could be met by highlighting relevant evidence, using, for example, different colours for each focusing question. This means that the use of different coloured highlighters can meet the requirements for both selecting evidence and for organising it. At Excellence level, note that, for the first time, evidence selected needs to be 'sufficient' to 'provide a balanced coverage of the specific inquiry and enable the focusing questions to be answered comprehensively. It refers to both the breadth and depth of information selected' (Explanatory Note 9). This will require a professional judgement by the assessor which takes into account a breadth and depth of evidence that is appropriate to the context being researched.
 * book, internet, CD-Rom, TV documentary
 * book 1, book 2, book 3, book 4
 * school library, town library, interview, internet

The Fourth Achievement Criterion
For the fourth achievement criterion, assessors need to make a professional judgement that considers, holistically, all recording of source details. Since the standard is common to each achievement level some leeway is permissible. Note that a website address such as www.wikipedia.com or www.google.com is not sufficiently specific.

The Fifth Achievement Criterion
For the fifth achievement criterion, evaluation:
 * at Achievement level students should be expected to provide 3-4 comments that are clearly evaluative (not just descriptive of the research process used)
 * at Merit level more than 3-4 evaluative comments should be expected. 'Comprehensive' is taken to mean that many evaluative comments go beyond a simple generalisation, providing explanation and detail that supports a generalisation
 * at Excellence level the Merit standard is supported with at least one comment that is 'perceptive'. Examples of perceptiveness include recognition of a specific source's bias, realisation that the evidence available is constrained by the circumstances of the people at that time, or the realisation that different sources provide different views of the same events, each view having possible validity.

Teacher Support
Explanatory Note 11 still allows teacher support for students during completion of requirements for this Achievement Standard. To avoid a lot of later time-wasting by students, teachers may wish to give particular attention to ensuring that the focusing questions that are formulated are likely to provide a resourceful avenue of research. Every effort should also be made to ensure that a student is not about to conduct research that seems likely to lead to non-achievement of the standard due to lack of historical evidence. Note that at Level 2 teachers may assist students in the location of sources (Explanatory Note 11). Allowance can, of course, be made for a relative scarcity of sources when researching some contexts, for example a local building's history. If the final evidence submitted is too sparse then the standard should not be awarded. The real problem in this case may well go back to the definition of the topic and the focusing questions, hence the need for special care when assisting students in this area.

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%; margin-bottom: 0cm;">History 2.4 Radio Broadcast **__

<span style="font-family: Arial,sans-serif; font-size: 16pt; font-style: normal;">Internal assessment resource reference number: **Hist/2/4_A6**

 * Events or Possible moments in time for you to investigate and and base your radio broadcast perspectives on: **

Adolf Hitler becomes Chancellor The Reichstag Fire The Enabling Act gives Hitler dicatorial power The Nazi Boycott of Jewish-owned shops. The Burning of the Books The Nazi Party declared the only party in Germany The Night of the Long Knives Adolf Hitler becomes Fuhrer of Germany Hitler violates the Treaty of Versaille by introducing military conscription German Jews stripped of rights by Nuremberg Race Laws. The Wannsee Conference Aktion T 4 - 1939-41 The Kristallnacht

=<span style="font-family: Arial,sans-serif; margin-bottom: 0cm; margin-top: 0cm;">__Supports internal assessment for:__ =

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Achievement Standard 90468 v2 <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">**Examine perspectives and responses of, and demonstrate** <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">**empathy for, people in an historical setting** <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Credits: 4

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">**Teacher Guidelines:** <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">**Context/setting:** <span style="font-family: Arial,sans-serif; font-weight: normal; margin-bottom: 0cm;">This achievement standard relates to the syllabus objective that students will enter imaginatively into the events of the past. This activity is derived from a major event in one of the more popular topics in Year 12 History.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">**Conditions:** <span style="font-family: Arial,sans-serif; font-weight: normal; margin-bottom: 0cm;">This is intended to be an individual activity, where students would use class and study time to complete this activity.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">**Resource requirements:** <span style="font-family: Times New Roman,serif; margin-bottom: 0cm;"><span style="font-family: Arial,sans-serif; font-weight: normal;">As listed in **<span style="font-family: Arial,sans-serif;">//Student Instructions// **<span style="font-family: Arial,sans-serif; font-weight: normal;">section.

<span style="font-family: Times New Roman,serif; margin-bottom: 0cm;">**<span style="font-family: Arial,sans-serif;">Additional information: ** <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Teachers may keep the structure of the activity by retaining the tasks unchanged, and change the “Situation” details, references to the event or people within the task instructions and assessment schedule.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Teachers will need to teach about the event in general before expecting students to attempt such an activity.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Although this event has been set in the topic //“The Russian Revolution”//, this activity could be altered to fit events in other themes, e.g:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The 1913 Waterfront Strike in //New Zealand Economic Change and its Social Consequences// in the theme __**“Industrial and Social Change”,**__ or
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The Cuban Missile Crisis in //The Search for Security in the Nuclear Age// in the theme __**“Nationalism, International Relations and the Search for Security”**__ or
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The Amritsar massacre 1919 //in Gandhi and his Contribution to the Independence of India// in the theme __**“Imperialism, Indigenous Peoples and the Emergence of New Nations”**__.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The standard of work which might be expected may vary according to the complexity of the event selected. For example, in a complex event, an excellent student might correctly distinguish three or four perspectives, while a student at achievement level might only identify two. However, an excellent student may also examine two perspectives, but the depth of understanding and level of historical detail and authenticity distinguishes such a student from those achieving achievement or merit. Teachers are expected to use their professional judgement in deciding about standards of expectation. Changes in quantitative expectations would need to be included in the “Assessment Information’ section and the relevant parts of the Assessment Schedule.

<span style="font-family: Arial,sans-serif;">Internal Assessment Resource
<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Subject Reference: **History 2.4**

Radio Broadcast made during the establishment and/or Nazi Dictatorship in Germany,1933-1940<span style="font-family: Arial,sans-serif; font-size: 16pt; margin-left: 7.5cm; text-indent: -7.5cm;">.
<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Supports internal assessment for: =<span style="font-family: Arial,sans-serif; font-weight: normal; margin-bottom: 0cm; margin-top: 0cm;">Achievement Standard 90468 v2 = <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Examine perspectives and responses of, and demonstrate empathy for, people in an historical setting <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Credits: 4

<span style="display: block; font-family: Arial,sans-serif; font-style: normal; margin-bottom: 0cm; page-break-after: avoid; text-align: center;">**Student Instructions Sheet**

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">In this activity you must:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">//Comprehensively// and //convincingly// //**describe**// and //**explain**// **perspectives and responses of people in an historical setting**
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">//Consistently demonstrate empathy with people in the historical setting//, in an imaginative manner and //**with authenticity to the time period**//

<span style="font-family: Arial,sans-serif;">SITUATION
<span style="display: block; font-family: Arial,sans-serif; margin-bottom: 0cm; text-align: justify;">You are a radio journalist employed by the BBC. It is Germany during the time period between 1933-1940; the Nazi Regime is taking hold of German politics and German lives. You have been given an assignment to produce a radio documentary of about five minutes in length that will describe the perspectives and experiences of people who are living in Berlin in the period.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">You are required to produce two items for this exercise.


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">A written script for the radio broadcast
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">A tape of the broadcast which you and/or others will narrate based on the script.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Your broadcast must contain an examination of at least FOUR differing perspectives (or viewpoints) about //ONE// OF THE POSSIBLE MOMENTS IN TIME that are listed on the front page of this Assessment. Also, how people responded to this MOMENT IN TIME. (For example you may decide to interview historical figures involved in the event or in political life at the time of this event. Or fictional characters, such as members of the Jewish community, parents or partners of clinically insane or disabled family members, teachers, Nazis or struggling Germans). To achieve the depth of knowledge communicated about your event YOU SHOULD CHOOSE CHARACTERS/PERSONALITIES INVOLVED IN THE EVENT. Eg Nazi leaders.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">In the script and the radio broadcast, description and explanation of perspectives and responses needs to include references to actual historical events and people associated with historical setting of the event you have chosen.

<span style="font-family: Arial,sans-serif;">INSTRUCTIONS
<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">For **each** person you must:
 * 1) <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Identify him/her by name, position and other relevant details. You must comprehensively and convincingly describe his/her perspective about the event or moment in time. This description of the person and his/her perspective should be at least 5-8 sentences.
 * 2) <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Provide reason(s) for this perspective, which comprehensively and convincingly explain(s) why he/she has this perspective. The explanation of each reason should be at least 5-8 sentences.
 * 3) <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Describe an experience which shows how the person responded to or was involved in the circumstances of the event or moment in time. The description of this experience must explain links between the person’s perspective on the event or moment and what he/she did, thought or observed during the period in history. This should be at least 1-2 paragraphs in length. These experiences or observations may be imaginative but they **must be** __**historically realistic.**__

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">You could structure your broadcast in the following way:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Begin with an introduction by the journalist which establishes the historical setting of ONE OF THE MOMENTS IN TIME from the front page of this assessment.
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Interview individuals by asking questions which are designed to show the individuals’ perspectives and responses to the event.
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Provide answers to the journalist’s questions which describe and explain perspectives and responses.
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Give a conclusion by the journalist which summarises the perspectives of different people to this moment in time that you have selected.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">You can show historical imagination and authenticity by:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Using appropriate names, titles and language in the transcript and tape of the broadcast
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">Ensuring that your people describe and explain views and responses which would be the type of ideas/beliefs/actions and experiences which were appropriate to this period of history in Germany.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">You will be rewarded for efforts made to present this broadcast in an imaginative and interesting manner.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">You must hand in your written transcript and tape to your teacher by: <span style="font-family: Arial,sans-serif; margin-bottom: 0cm; text-indent: 1.27cm;">**Due Date:** **_**__ <span style="font-family: Arial,sans-serif; margin-bottom: 0cm; page-break-before: always;">**ASSESSMENT INFORMATION FOR ACHIEVEMENT STANDARD HISTORY 90468**

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">For **Achievement** you must:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describe three differing perspectives of people about the MOMENT IN TIME selected from the list on the front cover of the Assessment, and provide an explanation of a correct reason which relates to each perspective
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describe and explain response(s) by each person/group to the event in relation to their ideas, beliefs and actions
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">demonstrate empathy by ensuring your broadcast is presented in an imaginative manner.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">For **Achievement with Merit** you must:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describe in detail four differing perspectives of people about the MOMENT IN TIME selected from the front page of this Assessment. and provide a detailed explanation of a correct reason(s) which relates to each perspective.
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describe and explain in detail response(s) by each person to the event selected in relation to their ideas, beliefs and actions.
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">consistently demonstrate empathy by ensuring your broadcast is presented in an imaginative manner appropriate to the time period.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">For **Achievement with Excellence** you must:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describe comprehensively and convincingly four differing perspectives of people about the MOMENT IN TIME selected from the front page of this assessment, and provide a comprehensive and convincing explanation of a correct reason(s) which relates to each perspective.
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">provide a comprehensive and convincing description and explanation of response(s) by each person to the event you have selected in relation to their ideas, beliefs and actions
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">consistently demonstrate empathy by ensuring your broadcast is presented in an imaginative manner and with authenticity to the time period.

<span style="font-family: Arial,sans-serif; margin-bottom: 0cm; margin-left: 0.64cm; page-break-before: always;">**Assessment schedule: Hist/2/4_A6 - Radio Broadcast of the Russian Revolution**


 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">**Task** || <span style="display: block; font-family: Arial,sans-serif; text-align: center;">**Achievement** || <span style="display: block; font-family: Arial,sans-serif; text-align: center;">**Achievement with Merit** || <span style="display: block; font-family: Arial,sans-serif; text-align: center;">**Achievement with Excellence** ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">1 || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describes **three** **differing perspectives** on the MOMENT IN TIME selected from the list on the front cover of this assessment.(e.g. A Jew is upset about: The Nazi Boycott of Jewish-owned shops.) || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:


 * <span style="font-family: Arial,sans-serif;">correctly describes in detail four differing perspectives <span style="font-family: Arial,sans-serif;">on the MOMENT IN TIME selected from the list on the front cover of this assessment (e.g. The Night of the Long Knives<span style="font-family: Arial,sans-serif;"> A member of the Sturmabteilung or Brown Shirts, or Ernst Rohm). || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describes **comprehensively and convincingly four** **differing perspectives** on the MOMENT IN TIME selected from the list on the front cover of this assessment (e.g. The partner of a woman sufffering from a nervous breakdown, or the mother of a child with a deformity speaking out about Aktion T 4 – 1939-41.) ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">2 || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:

<span style="font-family: Arial,sans-serif; margin-left: 0.5cm;">(e.g. a Jew might say that he/she is upset about the The Nazi Boycott of Jewish-owned shops he fears for his safety and the safety of his family. He fears that he will no longer be able to provide financially for his family) || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:
 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly explains a reason which relates to each perspective


 * <span style="font-family: Arial,sans-serif;">correctly explains in detail a reason(s) which relates to each perspective (e.g. A Stormtrooper might say that they have been terrorised by the political executions that have taken place.) || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:


 * <span style="font-family: Arial,sans-serif;">provides a comprehensive and convincing explanation of a correct reason(s) which relates to each perspective (e.g. The parent is concerned that their child will be taken away and killed in line with Nazi policies to exterminate chronically ill, and mentally and physically disabled people from the German race.) ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">3 || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:


 * <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">correctly describes and explains an experience(s) that shows a response(s) by three of the people in relation to theThe Nazi Boycott of Jewish-owned shops . (e.g. the Jews may wish to try and leave the country or go into hiding). || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:


 * <span style="font-family: Arial,sans-serif;">correctly describes and explains in detail an experience(s) that shows a response(s) by each person to the Night of the Long Knives(e.g. The Stormtrooper might express a wish to challenge Hitler's leadership and try to rally other members to fight in the streets again or a businessman who had supported Hitler's rise to power and keen for Hitler to swiftly reassured businessmen that there would be no "second revolution” by storm troopers of working-class origins, expecting a socialist programme because they were now disappointed by the new Nazi regime's lack of socialist direction.) || <span style="font-family: Arial,sans-serif; margin-bottom: 0cm;">The student:

= = = = =Clarificaation Documents for level 2 AS90468 Radio Broadcast=
 * <span style="font-family: Arial,sans-serif;">provides a comprehensive and convincing explanation of an experiences that shows a response(s) by each person to Aktion T4 (e.g. Hilda has started to pack household possessions, make contact with foreign friends for future accommodation and arrange for their transport out of Germany. She has decided that it is too dangerous for all the family to stay in Germany if she wants her child stay alive. It would mean opposing the Nazi regime and the doctors who are acting under Nazi orders.) ||
 * || <span style="font-family: Arial,sans-serif;">The student’s broadcast demonstrates empathy by presenting perspectives and responses in an imaginative manner: e.g. Nazi Propaganda Minister Joseph Goebbels: “Berlin!. We must boycott Jewish-owned businesses. The Jews have been spreading their anti-German "atrocity propaganda" abroad. This has been echoed by "international Jewry." || <span style="font-family: Arial,sans-serif;">The student’s broadcast consistently demonstrates empathy by presenting perspectives and responses in an imaginative manner appropriate to the time period: (e.g. Stormtrooper leader Ernst Rohm “Goebbels, Himmler and Goring are out to see me perish. I know there is an Execution List!” || <span style="font-family: Arial,sans-serif;">The student’s broadcast consistently demonstrates empathy by presenting perspectives and responses in an imaginative manner and with authenticity to the time period: (e.g. statements like Hilda: “These are not Germans that want to murder our children. They are evil, uncaring scientists. What is Germany coming to if we watch our leaders murder the weakest among us.”; and in the broadcast, the possible use of sound effects, accents, tone, register, expression of emotion etc). ||

Examine perspectives and responses of, and demonstrate empathy for, people in an historical setting
Assessors are reminded that Achievement Standards must always be read in conjunction with the Explanatory Notes. Unless an Explanatory Note contains terms such as 'could include' or 'e.g.', the requirements of the Explanatory Notes are mandatory. In many cases it is not possible to be specific as to requirements at the national level. Very often the context will determine what is appropriate. In these cases assessors need to make a professional judgement that takes into account such aspects as the degree of difficulty of the history being studied and the range and nature of evidence available. Whether the assessor's judgements are accurate according to the national standard can be verified in the external moderation process and adjustments made by assessors, if necessary, next time the Standard is assessed. Please note that assessors may at any time submit up to ten additional pieces of student work so that they can ask specific questions about making assessor judgements. This document aims clarify many of the points raised in various past National Moderator annual reports.
 * ~ Achievement ||~ Achievement with Merit ||~ Achievement with Excellence ||
 * Describe and explain perspectives and responses of people in an historical setting. || Describe and explain in detail perspectives and responses of people in an historical setting. || Comprehensively and convincingly describe and explain perspectives and responses of people in an historical setting. ||
 * Demonstrate empathy with people in the historical setting, in an imaginative manner. || Consistently demonstrate empathy with people in the historical setting, in an imaginative manner and appropriately to the time period. || Consistently demonstrate empathy with people in the historical setting, in an imaginative manner and with authenticity to the time period. ||

The First Achievement Criterion
For the first achievement criterion, when students create personalities to communicate perspectives and responses there is sometimes a tendency for the evidence to become rather akin to historical fiction. Teachers need to ensure that when representative characters are created by students factual history is still communicated. If characters created (such as 'a peasant' or 'a factory worker') would be unlikely to have a knowledge of perspectives and responses that communicates in the depth and accuracy that is appropriate to a Level 2 knowledge of history, then the student should be encouraged to create more suitable characters. Experience shows that when students put themselves into the shoes of specific historical personalities the quality of evidence communicated tends to be more at a Level 2 depth and quality. Assessors could therefore consider restricting the number of representative characters that can be invented. Alternatively, when students use their imagination well and, for example, have their 'peasant' overhearing the gossip of people in an inn, which contains specific information concerning actual historical perspectives and responses, the evidence can be at a depth that is appropriate to Level 2. Such matters should be included in the teaching and learning programme.

The Second Achievement Criterion
For the second achievement criterion, students need to be discouraged from entering too thoroughly into a role play with respect to the language used - for example, the language that a GI might be using whilst serving in Vietnam. While authenticity is a requirement at Excellence level, students do not need to use slang/swear words to meet the Excellence requirements for the second achievement criterion. The standard is consistent with the standard expected for externally assessed Achievement Standards. Some assessment activities require both a tape recording and a transcript of the tape. When the quality of role play evidence contained on the tape is not as good as the quality that is in the transcript, the evidence from the transcript alone can be the basis of the assessor's judgement (the student having shown the ability to meet the standard required). If there is only taped evidence, or the quality of the taped evidence is superior to the written version alone, then the taped evidence can be the basis of the assessment judgement. Teachers should provide as much support as possible to ensure that the technical requirements do not interfere with a student's ability to communicate his/her history. The nature of a taped interview is also something that should be part of the teaching and learning programme prior to assessment taking place. When the evidence submitted for external moderation is taped or digital, please ensure that audio and/or video quality is sufficient to ensure that accurate moderation judgements can be made.