12+History

Websites, links to documentaries, worksheets & powerpoints from class and discussion questions...all here on your 12 History wiki...Enjoy, and happy learning! Ms Greensides media type="custom" key="10237915" align="right" Highlights of the year so far: * completing your first assessment successfully! *our trip with 13 History to the Anne Frank exhibit at Papakura Museum

Term 1 - Vietnam War & the Conflict in Indo-China

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__Websites & Documentaries __

media type="youtube" key="-lqdFBKGZzQ?fs=1" height="357" width="520" align="right" 1. Did you know that New Zealand fought alongside the Americans in the Vietnam War? [|NZ & the Vietnam War]

2. But.....as in the U.S., there were many people who were strongly against New Zealand's involvement in Vietnam, and protested it very loudly. [|NZers Protest the Vietnam War]

3. A timeline to most of the events of the war, with a focus on the American experience there. [|Timeline of Events]

4. A 'Who's Who' of the conflict in Indo-China. Can't remember who Bao Dai or Lyndon B Johnson was? Find out here. [|Who's Who] 5. Like learning about weapons in war? Here's your site. [|Weapons in the Vietnam War]

media type="youtube" key="VT90Qu55O4U" height="312" width="512" align="right" 6. Interested in the atrocities that were committed by the Americans in Vietnam? There's a War Remnants Museum in Ho Chi Minh City (Saigon) that displays atrocities such as photographs from the My Lai massacre, unborn deformed children because of Agent Orange, even torture displays that were in use. [|Wikipedia - War Remnants Museum] Here are pictures from the museum itself. WARNING: these pictures are graphic, and may upset you. [|Ho Chi Minh War Remnants Museum Photos]

7. Pics from Tim Page, a famous photographer. He took pictures mainly of the American soldiers in the war; these photos are primary sources of the American experience. [] 8. Documentary about the battle of Dien Bien Phu [|The Legacy of Dien Bien Phu] 9. Raw footage (a primary source) of people mourning Ho Chi Minh shortly after his death [] 10. A page of links that are excellent for learning more about the Vietnam War, and specific events and people. [] media type="youtube" key="erf52WGnM4g" height="312" width="512" align="right" <span style="display: block; font-family: 'comic sans ms',cursive;"> 11. 19 MILLION gallons of Agent Orange were dropped on Vietnam between 1967-1971. What is it, you ask? [|Agent Orange]

12. Men weren't the only ones involved in the war. American women served in numerous roles, too. [|US Women Served in the War]

13. Ever wonder about the average American soldier? In pop culture we hear a lot of stuff about how young they were, veterans, drug use, the draft....but what's myth and what's reality? [|American Soldiers] 14. The Ho Chi Minh Trail: the life-blood of the Viet Cong? <span style="font-family: 'Comic Sans MS',cursive;">[|Ho Chi Minh Trail Facts]

15. Here's some footage of tourists taking their motorcyles down part of the Ho Chi Minh Trail in Laos. Gives you a sense of the jungle that the Vietnamese would have to go through by foot - no cool motorbikes back then! <span style="font-family: 'Comic Sans MS',cursive;">[|Motorcyling Down the HCM Trail in Laos]

16. America enters the war....here's a documentary with American //bias// and from an American //perspective.// <span style="font-family: 'Comic Sans MS',cursive;">[|America Enters the War documentary] <span style="display: block; font-family: 'comic sans ms',cursive;">17. A brilliant documentary - or at least part of it that is on youtube - on Americans in the Vietnam war. The opening scene is primary source footage of 4 US Presidents talking about the Domino Theory!! A must watch!! <span style="font-family: 'Comic Sans MS',cursive;">[|Vietnam: A Television History Part 1, The Roots of War] <span style="display: block; font-family: 'comic sans ms',cursive;">

<span style="display: block; font-family: 'Comic Sans MS',cursive;">__**Cambodia & the Khmer Rouge**__ Stories from the Cambodian Holocaust: [|From Sideshow to Genocide: Cambodia] Video on how Cambodia and the United Nations are bringing Khmer Rouge to justice in court trials. Cambodian survivors think this is very important to healing the country's wounds. [] Video of images of S21: the high school that the Khmer Rouge turned into a deadly torture centre in Phnom Penh. In only 4 years, 12,000 people were taken here to be tortured and almost all of them died. Warning: this is very disturbing to watch. While it's all true history and important to realise that it happened, some of the images may upset you - if that's the case, don't watch. []

<span style="display: block; font-family: 'comic sans ms',cursive;">**__ANZAC Day 2011__** What is ANZAC Day? Why do we commemorate it every year? [] <span style="display: block; font-family: 'comic sans ms',cursive;"> ANZAC Day - Ceremony, Poppies, and ANZAC biscuits [] <span style="display: block; font-family: 'comic sans ms',cursive;"> Pictures of ANZACs, Gallipoli, and World War I [] <span style="display: block; font-family: 'comic sans ms',cursive;"> What is happening this 25 April for ANZAC Day? [] <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Auckland Museum is also a war memorial, remembering and honouring those who fought and died in combat throughout NZ's history. Here is the link for the Museum's Cenotaph Database, where you can search for soldiers who died. Cenotaph Database <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Auckland Museum's Galleries: Scars of the Heart, WWI, WWII, and the Holocaust. <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">War Memorial Galleries

<span style="background-color: #ffff00; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Term 2 Gandhi & Indian Independence

<span style="font-family: 'Comic Sans MS',cursive;">1. Want to start with the big picture? Here's a basic introduction to Indian Independence: India, 1900-1947 <span style="font-family: 'Comic Sans MS',cursive;">2. Who was Gandhi? A basic introduction: [|Mahatma Gandhi] <span style="font-family: 'Comic Sans MS',cursive;">3. Excellent BBC page on British history: from Empire to Independence: [|British history]

<span style="font-family: 'Comic Sans MS',cursive;">4. The speech Jawaharlal Nehru gave on the day India gained its independence: The day of Independence

<span style="font-family: 'Comic Sans MS',cursive;">5. Life in India under the British: some British perspectives/bias: Primary & Secondary sources from the British

<span style="font-family: 'Comic Sans MS',cursive;">6. Rudyard Kipling's poem in full: The White Man's Burden

<span style="font-family: 'Comic Sans MS',cursive;">7. A list of primary sources from writers and activists on Indian Nationalism: Interesting primary sources

<span style="font-family: 'Comic Sans MS',cursive;">8. The partition of India after Independence: An interactive guide, with annotated primary source photos: Partition of India

<span style="font-family: 'Comic Sans MS',cursive;">9. An online discussion about the tactics used in the independence movement: Tactics of the movement

<span style="font-family: 'Comic Sans MS',cursive;">10. Some primary source video archives: Critical Past Audio/Video Sources media type="youtube" key="P-BzMayiGCw" height="273" width="448"

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<span style="background-color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Term 3 Revolution(s) in Russia <span style="background-color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">media type="youtube" key="kvDMlk3kSYg?fs=1" height="307" width="384" align="right"



<span style="color: #800000; display: block; font-family: 'comic sans ms',cursive;"><span style="color: #000000; font-family: 'Comic Sans MS',cursive;"> <span style="display: block; font-family: 'comic sans ms',cursive; text-align: center;">**__ Websites to check out: __**

<span style="display: block; font-family: 'comic sans ms',cursive;">__** Revolution in Russia **__ 1. Here's a great site found by Ella. Good for information on pre-revolutionary Russia. Russian Revolution 2. Here are the answers for the 2009 Examine Evidence in Historical Sources (the same one you did for your practice exam). Look at the examples of Excellence answers to see what they're looking for: detail, explanation, and perception.2009 Examine Evidence in Historical Sources Judgement Statements3. 12 October lesson: The Bolshevik Revolution & the Bolsheviks in Power - Activity Grid. <span style="font-family: 'Comic Sans MS',cursive;">4. 2007 Examine Evidence in historical sources (Princess Diana) Answers: 2007 Princess Diana Answers

<span style="font-family: 'Comic Sans MS',cursive;">5. 2008 Examine Evidence in historical sources (Coffee Plantations & Child Labour) Answers: 2008 Coffee Answers

<span style="font-family: 'Comic Sans MS',cursive;">6. The Russian Revolution video - up to the October (1917) Revolution.

<span style="font-family: 'Comic Sans MS',cursive;">Part 1:

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Part 2:

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Part 3:

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<span style="font-family: 'Comic Sans MS',cursive;">7. Friday 22 October lesson: Pub Quiz: recall important facts about the revolutions in Russia and the force of Communism. Find 2 documents on the Class Worksheets & Powerpoints section. Named "Pub Quiz" so scroll down to last documents.

<span style="font-family: 'Comic Sans MS',cursive;">8. Exemplars for the 2009 essay (Achieved, Merit and Excellence) Example Essays

<span style="display: block; font-family: 'comic sans ms',cursive; text-align: left;"><span style="background-color: #00ffff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Term 4 - External Exam Preparation

<span style="font-family: 'Comic Sans MS',cursive;">__<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">AS 90467 - Examine evidence in historical sources - 4 credits __

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%;">This achievement standard requires identifying historical facts, ideas and points of view, describing historical relationships indicated by evidence, and considering the usefulness and/or reliability of evidence, in historical sources. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: center;">Achievement Criteria <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">﻿ <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Explanatory Notes: <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">1 This achievement standard is related to the major aims and objectives identified by History, Forms 5 to 7: Syllabus for Schools, Learning Media, Ministry of Education, 1989. <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">2 Historical sources could be a document, picture, graph, article, speech, cartoon. <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">3 Historical relationships could be: <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· cause and effect
 * <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">Achievement || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">Achievement with Merit || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">Achievement with Excellence ||
 * <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Identify historical facts, ideas and points of view in historical sources. || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Identify a range of historical facts, ideas and points of view in historical sources. || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Identify a comprehensive range of historical facts, ideas and points of view in historical sources. ||
 * <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Describe historical relationships indicated by evidence in historical sources. || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Explain historical relationships indicated by evidence in historical sources. || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Perceptively explain historical relationships indicated by evidence in historical sources. ||
 * <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Describe the usefulness and/or reliability of evidence in historical sources. || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Explain the usefulness and/or reliability of evidence in historical sources. || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">· Perceptively explain the usefulness and/or reliability of evidence in historical sources. ||

<span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· past and present <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· the specific and general <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· continuity and change. <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">4 Usefulness and/or reliability of evidence could be: <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· distinguishing fact from opinion <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· recognising specific points of view, bias and propaganda <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· being aware of the limitations of a single piece of evidence. <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">5 Assessment against this achievement standard will require examining information from a variety of historical sources. The historical sources will not be related to specific topics. <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">

<span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">There will be two sets of questions, each requiring paragraph-length answers of 100-150 words. The first set of questions will assess the historical relationships of, cause and effect, past and present, and continuity and change. The second set will assess the usefulness and or reliability of evidence. Historical facts, ideas, and points of view will be assessed within all of these questions. Candidates should answer all questions.

<span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Candidates will receive a question and answer booklet with a pull-out resource booklet enclosed.

<span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Here's how to attain Achieve/Merit/Excellence:

<span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">__ACHIEVEMENT__ <span style="color: #a93d3d; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Candidates who were awarded Achievement for this standard demonstrated the required skills and knowledge. They commonly:


 * provided clear and accurate responses
 * followed requirements such as explaining a historical relationship, or usefulness/reliability, but did not demonstrate a full understanding of the scope of the question

<span style="color: #a93d3d; display: block; font-family: 'comic sans ms',cursive; font-size: 90%; text-align: left;">__NOT ACHIEVED__
 * selected relevant evidence from the sources when required and clearly linked the evidence to their response
 * provided some detail and supporting evidence
 * displayed an understanding, even if not full, of key concepts.

<span style="display: block; font-family: 'comic sans ms',cursive; text-align: left;">Candidates who were assessed as Not Achieved for this standard lacked some or all of the skills and knowledge required for the award of Achievement. They commonly: * <span style="font-family: 'Comic Sans MS',cursive;"> misinterpreted the intent of the questions, or did not understand the skills examined by this standard
 * did not provide enough evidence to support their answers
 * did not answer all the questions in the paper
 * wrote very brief answers
 * used quotes only, rather than specifically answering the question
 * referred to the wrong sources.

__<span style="font-family: 'Comic Sans MS',cursive;">ACHIEVEMENT WITH MERIT __ In addition to the skills and knowledge required for the award of Achievement, candidates who were awarded Achievement with Merit commonly:
 * provided clear and accurate responses
 * followed requirements such as explaining a relationship, or usefulness/reliability
 * selected relevant evidence from the sources when required and linked the evidence to their explanation clearly
 * explained answers in detail with a range of supporting evidence
 * displayed an understanding of key concepts.

__<span style="font-family: 'Comic Sans MS',cursive;">ACHIEVEMENT WITH EXCELLENCE __ In addition to the skills and knowledge required for the award of Achievement with Merit, candidates who were awarded Achievement with Excellence commonly:
 * consistently wrote substantial and clear answers to the questions
 * demonstrated a good understanding of the reliability and usefulness of sources to historians
 * explicitly stated historical relationships and clearly demonstrated an understanding through the evidence
 * demonstrated a perceptive understanding of the reliability and usefulness of the sources to historians
 * provided balanced answers with sufficient evidence, drawing conclusions beyond the basic
 * explained limitations of sources of evidence to provide a balanced and comprehensive discussion.

__<span style="font-family: 'Comic Sans MS',cursive;">OTHER COMMENTS __ Despite having signalled the change to the new format in the 2009 Assessment Specifications, many candidates did not demonstrate adequate understanding of the skills this standard assesses. For example, in Question Two evidence was provided from Sources A1 and A2 rather than B1 and B2, as required. Some candidates did not spend enough time arguing the case for the reliability of the sources, as specifically required in the question, and some candidates misinterpreted the message in Source C1, and/or the concept of continuity over time, precluding a higher grade for this question. Similarly, in Question Four some candidates discussed the issue of reliability, rather than usefulness. Many could not draw conclusions as to why a man’s point of view could be useful, or explained why the source was not useful, contrary to the requirements of the question. In Question Five some candidates could not demonstrate an adequate understanding of the historical relationship of past and present. In addition, some candidates allowed their personal reaction to the views expressed in some of the sources to colour their responses, to their detriment.

__<span style="color: #a24444; font-family: 'Comic Sans MS',cursive; font-size: 110%;">AS90469 - Examine how a force or movement in an historical setting influenced people's lives, in an essay - 4 credits __

<span style="color: #000000; display: block; font-family: 'comic sans ms',cursive; font-size: 110%;">This achievement standard requires writing an essay examining cause(s) and/or consequence(s) and/or event(s) related to a force or movement in history, and the influence on people’s lives of the force or movement. <span style="color: #800000; display: block; font-family: 'comic sans ms',cursive; font-size: 90%;">Achievement Criteria <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 70%; margin: 0cm 0cm 0pt;">Explanatory Notes: <span style="color: #800000; display: block; font-family: 'comic sans ms',cursive; font-size: 70%;">1 This achievement standard is related to the major aims and objectives identified by History, Forms 5 to 7: Syllabus for Schools, Learning Media, Ministry of Education, 1989. 2 Examples of historical movements include: suffrage, temperance, Mau in Western Samoa, Muslim League, Viet Minh, Gandhi’s Satyagraha, Sons of Liberty, Kīngitanga, Kōhanganui, Kotahitanga, McCarthyism, pan-Slav movement, Young Italy. 3 Examples of historical forces include: nationalism, imperialism, liberalism, colonisation, conservatism, religion, socialism, communism, feminism, totalitarianism, fascism, democracy, racism, industrialisation, revolution, war, authoritarianism, colonialism, sovereignty, tino rangatiratanga, enfranchisement. 4 The historical setting establishes the people(s), place(s) and period. 5 Essay format requires: · introduction, body, conclusion · the use of structured paragraphs (paragraphs contain a generalisation and supporting evidence) <span style="color: #800000; display: block; font-family: 'comic sans ms',cursive; font-size: 70%; margin: 0cm 0cm 0pt 2cm; tabstops: 1.0cm 2.0cm; text-indent: -1cm;">· a logical sequence of paragraphs, eg chronological, thematic, order of importance, developing argument, etc <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">A list of historical forces or movements will be provided. Candidates may choose a force or movement from this list, or from those they have studied during the year. <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Candidates should respond to the question as posed. <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">The answer is to be written in conventional essay format. <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Candidates will receive a question and answer booklet. || __<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">ACHIEVEMENT __ <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Candidates who were awarded Achievement for this standard demonstrated the required skills and knowledge. They commonly: <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• identified a force/movement (whether stated or implied) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• identified a specific individual or group <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• described or attempted to describe how the force/movement influenced a specific individual or group to try and improve lives of fellow countrymen and <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">women within an historical context (e.g. described the ‘attempts’ in very general rather than specific terms, but offered some amplification of the basic idea in their description) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• described or attempted to describe how successful the attempts to improve lives of fellow countrymen and women were (e.g. described the ‘success/failure of the attempts’ in very general rather then specific terms, but still offered some amplification of the basic idea in their description) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• used a basic but recognisable essay structure including an introduction, main body paragraphs that were mostly in a logical order, and a conclusion or concluding statement • <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">answered both parts of the essay topic, even if unevenly <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made few factual errors, and these were not too obtrusive. __<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">NOT ACHIEVED __ <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Candidates who were assessed as Not Achieved for this standard lacked some or all of the skills and knowledge required for the award of Achievement. They commonly: <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• did not identify a valid force or movement at all, anywhere (e.g. some identified an event such as ‘Bloody Sunday’ as the force/movement) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• did not identify a specific individual or group (e.g. some chose groups that were far too broad like ‘Serbians’, ‘ordinary Russians’, & ‘Indians’) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• did not describe or attempt to describe how the force/movement influenced a specific individual or group to try and improve lives of fellow countrymen and women <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• did not describe or attempt to describe how successful these attempts to improve lives of fellow countrymen and women were <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• did not structure their essay well (e.g. no paragraphs, no conclusion or concluding statement, obtrusively illogical ordering of paragraphs) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• wrote a narrative of events that was largely irrelevant to the essay topic ||
 * <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Achievement || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Achievement with Merit || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Achievement with Excellence ||
 * <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Describe cause(s) and/or consequence(s) of action(s) and/or event(s) related to a force or movement in an historical setting. || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Explain cause(s) and/or consequence(s) of action(s) and/or event(s) related to a force or movement in an historical setting. || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Comprehensively and accurately explain cause(s) and/or consequence(s) of action(s) and/or event(s) related to a force or movement in an historical setting. ||
 * <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Describe the influence on people’s lives of the force or movement in the historical setting. || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Explain the influence on people’s lives of the force or movement in the historical setting. || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Comprehensively explain the influence on people’s lives of the force or movement in the historical setting. ||
 * <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Structure and organise information and ideas in an appropriate essay format. || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Structure and organise information and ideas in an appropriate essay format. || <span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 90%; margin: 6pt 0cm 6pt 14.2pt; tabstops: list 14.2pt; text-indent: -14.2pt;">· Structure and organise information and ideas in an appropriate and effective essay format. ||
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">One general essay topic will be provided. Using an historical context drawn from a list of topics, or from those they have studied during the year, candidates will describe and explain how a force or movement influenced a specific group of people to take an action, and the consequences of this.
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Here's how to gain Achieved, Not Achieved, Merit, Excellence:

<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• did not address both parts of the essay topic <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• showed poor knowledge of the topic they were writing about <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made large and obtrusive errors of historical fact <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• misinterpreted the wording of the essay question (e.g. interpreted ‘countrymen and women’ to mean people who lived in rural areas).

__<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">ACHIEVEMENT WITH MERIT __ <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">In addition to the skills and knowledge required for the award of Achievement, candidates <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">who were awarded Achievement with Merit commonly: <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• explained how the force/movement influenced a specific individual or group to try and improve lives of fellow countrymen and women <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made links by giving valid reasons why the force/movement influenced the specific group to improve lives <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• explained how successful these attempts to improve lives of fellow countrymen and women were <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made links by giving valid reasons why the attempts were a success or failure <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• related the two parts of the essay topic <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• offered some relevant and specific detail to support their explanations <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• showed a good subject knowledge <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made few errors of historical fact, and these were <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• correctly observed the difference between describing and explaining <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• showed they had planned their essays carefully (although this planning was not marked).

__<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">ACHIEVEMENT WITH EXCELLENCE __ <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">In addition to the skills and knowledge required for the award of Achievement with Merit, candidates who were awarded Achievement with Excellence commonly: <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• comprehensively explained how the force/movement influenced a specific individual or group to try and improve lives of fellow countrymen and women <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made links by giving valid reasons why the force/movement was influential <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• demonstrated a strong understanding of the force/movement that they had chosen

<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• comprehensively explained how successful these attempts to improve lives of fellow countrymen and women were <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made links by giving valid reasons why the attempts were a success or failure and related both parts of the essay topic <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• structured their essays well: a clear introduction that identified the force/movement and specific group, and referred to both parts of the essay topic; main body paragraphs in a logical order; a conclusion that summed up both parts of the essay <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• offered considerable relevant and specific detail to support their explanations <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">• made very few errors of historical fact, and these were unobtrusive.

__<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">OTHER COMMENTS __ <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Some candidates wrote on unsuitable topics, or did not adapt their content knowledge to the question, suggesting that they used pre-prepared essays.