Download - NCEA 3.1 Guide

NCEA 3.1 Plan and carry out independent

historical research

STUDENT GUIDE

2011

HISTORY AND

HOLLYWOOD

MGC HISTORY DEPARTMENT

2

Task One: Identify and define an area for

historical research

ASSESSMENT CRITERIA

Not Achieved Minimum standards not met this time

Achieved (See excellence)

Merit (See excellence)

Excellence Identify and define an area for historical research

(e.g. “This investigation will examine Operation Barbarossa 1941.. It will aim to discover the strategic objectives of this campaign, and its impact on the respective war efforts of Germany and Russia.”) Exemplar 3/1- C Version 2

Identify = give title to the chapter in the children‟s book to

Define = explain the aims/focus of the inquiry.

EXPLANATION

The first step in any research is to identify an individual/group, problem, topic,

issue, situation, or event from the past that needs to be investigated (for example

Hitler, Gallipoli, Apartheid). In this case the WWII film you choose will direct your

research

Defining an area of inquiry could involve stating the overall aim of the inquiry

CHOOSING A FOCUS - IDENTIFY AN ISSUE OR PROBLEM

Choose a film and topic that is manageable and interesting enough to hold your

enthusiasm long enough to complete the project and the 3.2.

Consider something you have watched and enjoy, especially from Level Two. For

example, many of you would have watched Schindler‟s List last year. This might be a

good choice if you enjoyed it and remembered much of what you learnt about the

Holocaust. Familiarity with the topic will make formulating focussing questions and

gathering information much easier.

Watch the film closely. Take notes on what the main issue is. You must be able to

analyse the film's historical accuracy for 3.2 so make sure you plan a topic that

closely relates to the film.

Do some background reading in an area you are interested in to see if your topic is

feasible.

It is a good idea to start with general sources (e.g. text, encyclopaedia).


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Note down the main themes, differing interpretations or controversial issues you

find. This may help you design your question(s) and realise if your study is adding

anything new to the history on your topic. If the focus of your topic has been

extensively researched in the past you may wish to change the focus, or approach it

from a new angle, or test your own theory.

Usually you start with an idea, then narrow it down.

example: Theme : origins of WW2

Issue : cause

Then you narrow this down further

example: Hitler as a cause of WW2

YOU MIGHT DECIDE TO FORM A HYPOTHESIS (as a title for your chapter)

i.e. something you wish to test / answer / solve

example: Hypothesis: That Hitler was the main cause of WW2

TASK

See if you can identify the topic for the following Historical movies. Then use two to

three sentences to define a relevant area of research

Platoon

Michael Collins

Elizabeth

Heavenly Creatures


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Formulating Focus Questions

ASSESSMENT CRITERIA


Achieved Relevant focus questions

Two relevant focussing questions (more may be provided) (e.g. What did Hitler want to achieve by invading Russia in 1941? How did this campaign affect Germany and Russia?) Exemplar 3/1- C Version 2

(i.e. questions tend to be of the „descriptive type‟ - what)

Merit Relevant and significant focus questions

Two relevant and significant focussing questions (more may be provided) (e.g. What were Hitler‟s strategic objectives in invading Russia in 1941? How did the failure of this campaign affect Germany‟s war effort?) [ibid]

(i.e. questions tend to be of the „analytical type‟ – why/how etc. and

more focussed on information required)

Excellence Significant and perceptive focus questions

Two significant and perceptive focussing questions (more may be provided) (e.g. How would invading Russia advance Hitler‟s desire for European hegemony? To what extent did the failure of this campaign change the strategic balance of the war?) [ibid]

(i.e. questions tend to be more of the „evaluative type‟ – To what

extent / how significant / etc. and require higher level of argument to

answer.)

NOTES:

(i) Significant questions would scope the topic – i.e. allow you to gather enough

information for a balanced coverage of the different parts of topic. The questions as

a group should allow for depth (details) and cover the historical settings (time and

place).

(ii) Perceptive questions would demonstrate a sophisticated understanding of the nature

of the inquiry you are undertaking, permitting research in greater breadth and/or depth than most questions would allow. Such questions would show you understand the

critical „underpinnings‟ – the ability to establish the primary focus (main aim) of your

inquiry and its related issues/factors/questions/problems.

(i.e. in general these are more likely to be analytical and/or evaluative style questions)


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You should aim for 4 or 5 questions that include a variety of questions from these levels: (i)

describe, (ii) analyse, and (iii) evaluate; with at least one evaluative question – something to

do with the significance of your topic to history.

EXPLANATION

To write good focus questions you need to have some idea about the topic you are

going to do. It is important therefore to DO AT LEAST SOME LIGHT

BACKGROUND READING

Questions are formed to give focus to your investigation (called focus questions).

These should be 'open' questions (i.e. requiring more than a yes/no answer for

instance).

For example:

- How did Hitler come to power in Germany?

- Why did the Anzacs attack Gallipoli?

- In what ways did South Africa's policy of Apartheid effect relations with

New Zealand?

A good focus question will contain relevant name(s), date(s), event(s) and/or place(s)

as well as the focus (aim) of your enquiry.

The questions should dictate your approach not the resources you find.

Double and triple barrelled questions are NOT appropriate. i.e. do not use questions like:

“How and why did Hitler come to power?” should be separated into two questions: “How did

Hitler come to power?” and “Why did Hitler come to power?” Questions must be open in

order to direct you to sufficient (enough) information.

At Level One you were given between one and four focus questions to investigate and

research.

If the assignment was about an event/issue/crisis then the focus questions may have

been:

- What caused the crisis (or event) to develop?

- What happened during the crisis (or event)?

- What were differing perspectives/responses to the crisis (or event)?

i.e. CAUSES, EVENTS, RESULTS – very commonly used as the basis for focus questions

(NB!!!)

OR if the assignment is about a person:

- What actions did [INSERT] take which made him/her famous/infamous?

- Why did [INSERT] take these actions?

- What different views were, or are, held about [INSERT]‟s actions?


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In general questions are likely to be one of the following types:

(i) Describe/List/What/Outline - want you to provide factual details based on

evidence e.g. How something is supposed to work (e.g. means of finance)

(ii) Analyse /Discuss/How/Account for/ Explain why - want you to give reasons based

on evidence e.g. Explain problems OR Explain solutions attempted

(iii) Evaluate /To what extent/Why/How far/How significant - want you to make a

decision based on evidence. e.g. The significance of the problem OR The success in

dealing with the problems

NOTE: You may wish to MODIFY THE FOCUSSING QUESTIONS in the light of

subsequent research. This will be permitted, though by the given date, and the modified

questions must be discussed and confirmed with your teacher. Judgement of selection of

evidence should be based on the modified questions.

The following are some guidelines on how to construct focus questions.

Keep in mind the purpose of your Special Study. What do you (or the question) want to show?

Good Focus Questions

1. Will be about people, places, perspectives, events, issues

2. May use “What/Why/How” in the question (Contain levels of difficulty: Describe =>

analyse => evaluate)

3. Might consider views/reasons, actions/reasons, results of actions/impact

4. Might cover: causes, events/actions, results

5. Are able to be answered (i.e. not too hard)

6. Sources must be available for you to gather information from

7. Must generate historical ideas (for AS3.2)

8. Set parameters (country/era)

9. Use simple wording

10. Scope/cover the topic and the aims of the research (what do you want to know)

Some starter questions to help you could be:

What happened?

How did it happen?

Why did it happen?

What would happen if ... ?

What guess can we make about?

What are we likely to see when ...?

How can we explain ... ?

What is the main cause/reason/issue …

What similarities/differences did you

see?

What effect did this have?

What should/could have been done?

How important/significant was…?

What succeeded/failed?


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FRAMING SUPPLEMENTARY QUESTIONS TO GUIDE YOUR RESEARCH

Try to think of other questions which you would need to answer to complete the focus

question.

In our example, you may ask:

Who/or what else could be blamed?

Why do we blame Hitler?

Was he the main (i.e. most important) cause?

Do different historians have differing ideas on these issues?

Would WW2 have been likely without Hitler as leader of the Germans?

Was WW2 an inevitable consequence of WW1? etc.

These will help guide your research by making you think about what you are reading

later.

It is a good idea to divide your topic into sub topics. This would usually be based on

organising the questions you framed above.

Once you start reading you might need to modify your questions and drop, add,

amend, or split sub-topics into two etc. depending on the information you find.

Organise these by grouping similar ideas, and then ranking them in some logical

order.

HINTS 1. List what you want to find out => THEN design questions to get to that

information. 2. You are answering your own focus questions – so do not make them too hard! 3. It is a GOOD IDEA to write some supplementary questions for each of your

focus questions. These are used to direct you to the ideas needed to answer the „big‟ (and general) focus questions.

Example: FQ: Did Hitler cause WW2?


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Example Questions


Achieved Two relevant focussing questions (more may be provided)

1. What caused the fire? What effects did the fire have on

Ballantyne‟s?

2. What were the major categories of crime in Tudor-Stuart

England? What means of punishment were used by the

authorities?

3. What motivated Hadfield to work as a missionary in New

Zealand? How did local Maori accept Hadfield?”

Merit Two relevant and significant focussing questions (more may be provided)

1. What factors combined to cause the fire? What effects did

the fire have on Ballantyne‟s future as a business?

2. Why did some groups of people turn to crime in Tudor-Stuart

England? Why did the authorities use such harsh punishments

on these people?

3. Why did Hadfield establish his ministry in the Kapiti area?

What was the nature of the relationship between Hadfield

and local iwi/hapu?”

Excellence Two significant and perceptive focussing questions (more may be provided)

1. To what extent did the way Ballantyne‟s operate as a business

contribute to the fire? What consequences did the fire have

on Christchurch and on the issue of fire safety in New

Zealand?

2. What were the major differences in types of crimes that

concerned authorities in Tudor-Stuart England? To what

extent was punishment effective in managing or eliminating

these crimes?

3. What were the circumstances that brought Hadfield to the

Kapiti area? How significant was Hadfield‟s relationship with

Te Rauparaha in enabling him to establish his ministry in this

area”


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Planning your Research


Achieved Plan the inquiry in detail

Possible sources identified

A detailed time and management plan is completed

Merit Plan the inquiry in detail


A detailed time and management plan is completed

Excellence Plan the inquiry in comprehensive detail


A comprehensive time and management plan is completed

Identify possible sources.

A possible source is a place where information (evidence) can be found that could

help with your research.

Be careful with this task. You are identifying possible sources BEFORE you go and

look for them. Giving say the title a book and author (e.g. Attack on Gallipoli by J.

Smith) is not appropriate because you were not supposed to have been to the library

yet!

You should aim for a WIDE RANGE of possible sources (from the list of categories

below). e.g. of at least 3 types, primary and secondary and make clear statements

about what type of information that might be expected from each source (e.g.

"Textbook: to give factual information on the events concerning the Treaty")

It is desirable that you show an understanding of how a source might be helpful in conducting

your inquiry. e.g. People you could interview Vs Useful information they may have.

At level three a more detailed statement of potential usefulness should be expected, not

just one or two word comments. You need to carefully explain what areas in the source will

help with the focus question(s) and the particular type of information that can be found.

It is important to consider which sources will provide the evidence that will answer your

focus question(s). If the Treaty of Versailles was your topic being investigated then it would

not be likely that someone who was at the Conference would still be alive for you to contact,

but their views or opinions might be in a newspaper article produced at the time. EXERCISE ONE.


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Time Management Plan

i.e. Provide a sequenced list of dates and tasks to be carried out to ensure the completion of

this activity (Sometimes called a Research log)

Every stage of your Special Study should be planned in advance - a Time

Management Plan (if your keep to it!) will ensure the assignment is completed within

the set time.

This should be a diary of your research: what you did, how/where you found your

information; the problems or difficulties you had; and any breakthroughs you made.

It should list all the activities (the stated task etc.), and anything else you would

carry out and any steps that you will take during your research. For example, if you

wish to hold an interview how will you go about this? Will you consult books about

interview techniques, ask your teacher about it, how will you formulate your

questions to ask, and when? Will you transcribe the interview?

Keep in mind you will need to work around other commitments - other subjects,

sports, leisure etc.

To work within a time limit; requests for material from distant sources must be

dealt with first, and allowances should be made for the material not arriving on time.

Task

A focus question for an assignment was given as "Why did the Anzacs attack Gallipoli?"

The following four responses are from students explaining what information can be expected from

each source. Read each and comment on the effectiveness of the explanation indicating the type of

information expected from the source.

A. Book on Gallipoli This source will provide information on the Gallipoli attack

from the school library

B. Newspaper 1915 This source will provide first hand information on the attack. It may

be a little biased due to censorship of 1915 and so it is only portrays

a one sided view of the attack. May provide some visual evidence

C. Internet site on Provide details on who, what, when, where, why and how.

Gallipoli

D. Library This will provide me with access to a range of Gallipoli sources. I

need to go to the historical section to find encyclopaedias,

biographies, and general histories, while the vertical file may have

newspaper articles. Our library also has internet access. The library

also has a New Zealand section that may have some primary sources

such as diaries from men who fought in the battle.


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e.g. material sent away for from other libraries; government departments;

companies, individuals, etc.

Interviews or surveys should be arranged well in advance so that you have time to

prepare questions before hand.

Anticipate problems for example - not being able to find material, of finding too

much material. Be prepared to revise your plans along the way.

You may like to put the milestones (dates you want to finish certain task by) on a

calendar.

We do not expect you to stick to a rigid timetable. This is more about whether you

understand the various tasks required to be completed in order to meet the time

limit available.


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Task Two: Gather, select and record relevant

historical information


Achieved Gather, select and record relevant historical evidence from a range of sources A folder containing: Information gathered from a range of identified sources

Merit Gather, select and record relevant and important historical evidence from a range of sources A folder containing: Information gathered from a range of identified sources

Excellence Demonstrate initiative to gather, select and record relevant and

important historical evidence from a range of sources A folder containing: Information gathered from a wide range of identified sources, which demonstrates initiative in locating potentially useful sources beyond the obvious, or perseverance with difficult sources

Explanatory Notes

Initiative in research includes:

- Independence and resourcefulness in accessing appropriate sources. (e.g. in accessing

less obvious sources without specific direction form teacher)

- Taking a fresh and innovative approach.

- Willingness to access sources which are not readily available.

- Perseverance in using difficult sources (e.g. complex language, legibility of evidence,

reference to unfamiliar concepts, etc.)

Gather Information

Once you have identified possible sources then you will need to go and collect items

of information (evidence) that relate to your topic and focus question(s). You may

also think of other sources as your research progresses.

There is no quantity given for how many sources you should gather, but the

number should be SUFFICIENT: “enough” sources to answer the focus questions

well.

You are usually expected to gather a variety of different types of evidence from a

variety of sources.

It is important that you gather and USE information from a wide range of available


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sources - the range is more important than the number.

It is a good idea to be careful to pick a range of types, and some that were helpful,

some not so helpful – so it can be seen you understand the difference in AS2.1.5.

Items of evidence from a source that you could take notes from could include:

quotes, an interview extracts from books, photographs, statistics, pictures etc.

They can be in the form of photocopies, print-outs, hand-written notes/copies,

sketches, etc.

Strategies for using sources to gather information.

In general:

SKIM READ (i.e. read quickly): start with the brief/general accounts to get main

ideas quickly.

Then go to more detailed/sophisticated accounts e.g. from encyclopaedia entry on

WW1 and Gallipoli, to books on WW1 with a chapter on Gallipoli, to books just on

Gallipoli.

Use key words (words to do with your topic) to 'unlock' the information you are

looking for. You can use these as a starting point and look these up in the indexes

and catalogues, and then skim those pages for those key words.

The same approach can be used in Computer databases in their word searches etc.

Libraries

Start with the catalogue which is usually computerised. You need to enter either a

title, author, or subject/key word. Most of the time you would start with a key word

search and it will display sources available for the topic being researched.

Read the details about each source. It will explain where the source is held,

subjects covered in the source, and other details such as page number, date of

publication, ISBN number etc. Check that the source will have information relevant

to your research.

NOTE: The 2002 National Moderator‟s report (on Level One) stated: “Students gather historical information before they select the relevant historical evidence that relates to their focus questions. Student work for assessment … should include all the information that they have gathered, not just the selected evidence.” Gathering information is an important part of the research process so it would be a good idea to include everything you gathered, not just those sources you „select‟ information from. Of course, all the information you gathered should contain some relevant ideas to answer the focus question(s).


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Written sources

This should be you major source of information. You do not need to read whole books or even

chapters to get the information you want. Look at the contents page and index to find the

relevant areas of the book. When you have found an appropriate section skim read that

section paying attention to:

- titles and headings

- the first sentence of a paragraph usually outlines what key ideas are being covered

- key words you need to investigate (i.e. to 'unlock' where you should be looking

whether on a page or in the index

- conclusions

- visuals and captions

Internet

This is another important source of information and can be a good research tool.

You should use it AFTER written sources. Make sure you check the credentials of

the author - otherwise you may end up using a primary school students essay or

someone who is very biased.

Use search engines like Google, Alta Vista, Ask Jeeves etc. to locate sources using

key words and phrases

It is usually better to use engines that sort the sources into files e.g. Dogpile

Relevant sites will be indicated. Check the details and information contained in each

site to see if it is suitable.

When evaluating a site check the following: ease of access; ease to navigate around

the site; do you need special software to use it?; is the source reputable? accurate?

relevant?

Pick out the 'best' sites to use first.

Oral Sources

Sometimes you may be asked to carry out an interview as part of you research. If

you know of someone who would be a good source of information their is nothing

stopping you carrying out an interview even if you do not have to.

You should let the interviewee tell their story. To do this well you need to be

prepared, do this by:

- choosing an appropriate person to interview

- organise a date, time and place to carry out the interview

- have good knowledge about your subject before starting the interview (i.e.

interviews should be carried out after other sources such as books)

- make sure your tape recorder/video camera and other equipment is working

properly and take extra batteries to the interview.

- have questions ready that are 'open' - allowing the person to tell a story rather

than give one word/sentence answers. (Usually they will start with "What...",

"Why...", "How... " etc.)


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Select Information

You will need to decide how you are going to collect and then record your evidence. As you

gathered the information you should have been asking yourself “which bits are useful” i.e

relevant, that is what you would select.

Your information may be in the form of:

- hand written notes

- photocopied information

- Print-outs from CD-ROMs and internet sites

If you wrote notes you automatically SELECTED information. It is important you summarise

the information in your words. This will ensure the relevant information appropriate for the

topic is RECORDED. Try to be brief and to the point.

It is important to record the details of the source as you use them. This is a much better

idea than trying to go back and find the source again later on.

It has become traditional to gather information by printing pages from written sources.

To show that the selection of relevant evidence has taken place you must highlight the

SELECTED EVIDENCE in some way that shows which Focusing Question it relates to.

This could be done by:

a bar/line in margin beside the information (WITH links/notes about which FQ it

relates to etc.)

using different coloured highlighters for different focus questions

underlining the relevant ideas

You MUST make notes in the margin to indicate what the key idea is in the highlighted

passage and which focus question it refers to.

There is no one correct method for constructing notes. The best method will be the style

that suits you. It is not advisable to write essay-style notes from a source. When you are

taking notes from the sources it would helpful for Achievement Standard 3.2 to identify key

ideas (a generalization) with supporting details and evidence,. A suitable format would be

either one page (or pages) from each source or one page for each idea (the latter would allow

you to re-collate all your sheets on one idea/focus question together later).

In table format: Focus Question = …

SOURCE: Pugsley, C. Anzac: The New Zealanders at Gallipoli; Hodder Moa beckett, 1995,

p66

The 2002 National Moderator‟s report stated that students must clearly indicate the

selected information (in the above ways) to show how the information answers the focus

question(s). “Pages indiscriminately filled with coloured highlighter however, are not an

indication that the selection has been carefully carried out”


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Key ideas supporting evidence

e.g. survival

depended on a

soldiers

ingenuity

2 ...

• invention of periscope on rifles

• no ammunition so made tin bombs

etc.

Recording Information

HOW TO RECORD THE DETAILS OF A SOURCE OF INFORMATION

(i) Primary Sources.

• Newspapers:

e.g. New Zealand Herald, 29 November 1949

Or if you were using newspaper over a long period of time:

e.g. New Zealand Herald, 1960-1975.

• Government Papers – published:

e.g. New Zealand Parliamentary Debates, vol. 62 (1965)

• Government Papers – unpublished:

e.g.* Provincial Secretary, Inward Correspondence, 1854-1876, Canterbury

Provincial Archives, Canterbury Museum

• Pamphlets:

e.g.* [Torlesse, Henry], An Appeal to the Women of New Zealand, Christchurch,

1864

(The author's name is in square brackets because his name was not on the

pamphlet)

• Manuscript sources:

e.g.* Eliza Busby to Marianne Williams, 4 February 1837, Busby Papers, MS 24,

Auckland Institute and Museum Library

e.g.* Margaret Ann Magnell, 'Memoirs, Family History', MISC MS 205, Hocken

Library

• Oral interviews:

e.g.* Interview with Martha Harrison, Rangiora, 7 May 1993 (tape in author's

possession)

(ii) Secondary Sources

• It is necessary to give:

a) author's surname and initials


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b) title of the book (either underlined or in italics)

c) place of publication – the city, followed by a colon (:) then

d) the publisher – followed by a comma, then

e) the date (year) of publication – followed by a full stop.

• Books:

e.g. Graves, M.A.R. and Frood, J., Change, Conflict, and Crisis: England 1558 -

1660's. Auckland: Macmillan Publishers N.Z. Ltd, 1996.

e.g. Labrum, B Women's History - A Short Guide to Researching and Writing

Women's History in New Zealand, Bridget Williams Books and Historical

Branch of the Department of Internal Affairs: Wellington, 1993.

NOTE: Works used should be listed according to author's surname in alphabetical order.

A book that has an editor:

e.g. Ehrlich, A., ed. When I was Your Age: Original Stories About Growing Up.

Cambridge, Mass.: Candlewick Press, 1996.

A book without an author:

e.g. Mobile Travel Guide, Southeast. New York: Fodor‟s Travel Publication, 1997.

• Articles in Journals or magazines: (the title of the article is listed before the title

of the book)

e.g.* Labrum, Bronwyn, 'Looking Beyond the Asylum: Gender and the Process of

Committal in Auckland, 1870-1910', New Zealand Journal of History, Vol. 26,

No. 2, October 1992.

An article in a book without an author:

e.g. “Fiji.” The World Fact Book. Central Intelligence Agency: Washington, 1997.

• Encyclopedia and other reference books:

(An encyclopedia article may or may not have an author. The author‟s name can be

found at the end of the article. An article that does have an author is called a “signed

article”

e.g. Sutherland, Z., “Literature For Children.” World Book Encyclopedia. Volume 12.

Chicago: World Book, 1997.

• Chapters or entries in books:

e.g.* O'Donnell, Jean-Marie, "Electric Servants" and the Science of Housework:

Changing Patterns of Domestic Work, 1935-1956', in Barbara Brookes,

Charlotte Macdonald and Margaret Tennant (eds), Women In History 2,

Wellington, 1992

• Theses (unpublished):

e.g.* Dalley, Bronwyn, "Women's Imprisonment in New Zealand, 1880-1920",

PhD thesis, University of Otago, 1991.


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• Electronic sources:

Last name, first name of author or editor, Title of Print Version of Work, Edition (if

given), Place of publication, Date of publication, Medium (e.g. CD-ROM), Available protocol

(if applicable): Site/Path/File. Access date (if applicable).

By citing an author you are increasing the chances of the site being a good one. Better

still is to look for footnotes so that the author‟s sources can be checked.

e.g. Williams, Peter. England, A Narrative History.

http://www.britannia.com/history/narrefhist3.html, Friday 20 August 1999.

e.g. Monaco, J.E., “When the Diabetic Child is Hospitalized.” Pediatrics for Parents. Volume 17, Issue 1:6. HealthSource Version 5.0, CD-ROM. Ebsco. 1996.

• Videocassettes, films, filmstrips:

The title of the videocassette is listed first. The person who is credited on the box (the

director, host, or narrator) is listed second. The type of media (a videocassette, film, or

filmstrip) is listed next. The publisher and the year published are listed last.

e.g. Inside the Whitehouse. Hosted by President and Mrs. Bush. Videocasette. MPI Home

Video, 1990.


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Task Three: Evaluate the effectiveness of the

research process


Achieved Evaluate ASPECTS of the effectiveness of the research process An evaluation that makes thoughtful comments about some aspects of the research process. (e.g. Comments concerning personal organisation, problems with defining area of investigation, focussing questions too narrow

Merit Evaluate the effectiveness of the research process An evaluation that makes thoughtful comments about the overall research process, including some consideration of issues associated with the nature of evidence and/or sources. (e.g. Comments concerning personal organisation, problems with defining area of investigation, focussing questions too narrow, insufficient evidence for one or more focussing questions, evidence, evidence derived from one particular area or viewpoint).

Excellence Evaluate the effectiveness of the research process FROM THE HISTORIAN’S PERSPECTIVE that:

suggests issues associated with the nature the evidence selected (e.g. evidence about battle from perspective of mostly one combatant)

suggests issues associated with the sources of evidence (e.g. very little primary evidence available – mostly secondary evidence from older historical works)

makes perceptive comments about the research process (e.g. difficulty

in interpreting writers’ intentions due to complex military jargon,

challenges in synthesising evidence from different sources).

Evaluating could include:

- Identifying the relevance and usefulness of evidence to the focussing questions.

- Identifying successes and difficulties in conducting the inquiry, and reasons why.

- Expressing enjoyment, personal growth and satisfaction of carrying out the inquiry.

- Identifying issues to consider in future research.

- Reference to refining and revision of their inquiry as the process unfolded.

Evaluation from the historian‟s perspective includes:

- Weighing the value and reliability of evidence and sources.

- Identifying weaknesses and strengths in completed research.

- Establishing future directions for research on the selected topic.


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An evaluation COULD include:

(i) Identification of relevant links between the usefulness of the sources and the

focusing questions (including limitations of evidence or issues about reliability of

sources). Commenting on the most/least useful sources you have selected.

Show how some items that were useful and some that were not very useful

at all (to show you know the difference!)

Say which evidence was the most useful and why

(ii) Consideration of the sufficiency

i.e. as a whole, or individually, was there enough information to answer the focus

questions well? Ideas supported by evidence (i.e. proof of the historians

conclusions?)

(iii) Validity of resources used

„Valid‟ as in relevant (the item did contain ideas that answer the focus question(s),

and „valid‟ in terms of the historical information being biased or outdated etc.)

(iv) Availability (could you get the books etc. you wanted/needed; was there enough

information available about your person/topic) and adequacy of information (see

„sufficiency‟)

(v) Identification of successes and difficulties in conducting the inquiry, and

reasons why.

(vi) Evidence of refining and revision of the inquiry as the process unfolds (e.g.

making changes to the focus questions – explaining the suitability of your questions

and the process you went through to come up with them)

(vii) Evidence of enjoyment, personal growth and satisfaction in carrying out the

inquiry

(viii) Identification of issues to consider for future inquiries

- suggest way(s) in which your research process could be improved

- including advice offered to someone who might be undertaking such research in

the future

- What additional evidence that you did not have would have been helpful in doing

this assignment.

If the evaluation was to be done during class time (like a test) then you should at least plan

Or even do a model answer this prior to the „test‟.


21

Task

Analyse each of the following examples of student evaluation of the usefulness of

evidence. Comment on the strengths and weaknesses of the evaluation.

1. Student A.

It was not as useful as expected but it did have good detail on focus question one, but did not answer the

second focus question.

2. Student B.

This resource was extremely helpful in establishing the results of the Treaty of Versailles. (FQ3).

3. Student C.

This textbook provided some good information on the Treaty of Versailles. It was a secondary source, and had a

wide range of resources, both written and visual accompanying it. However the text itself was very shallow - not

going into much detail. But as a general outline of the Treaty (FQ2) and its effects (FQ3), this text was very

good as it outlined many of the key articles and the consequences and reaction to the Germans and French.

4. Student D.

It was extremely useful in the amount of information it gave me; it also has detailed maps of the battle and

helped show why the English won.

5. Student E.

It was an extended history of WW1 so it was very useful in giving the aims of the Allies at the Treaty (FQ1).

The book gave great detail of German opinion on the Treaty. The book finished after detailing the Treaty of

Versailles (FQ2), but provide no evidence of the results (FQ3). There was a large amount of factual evidence

from primary sources that backed up by the author's in-depth opinions. However, it was biased as there was not

a balance of the different views on the Treaty. Sympathy was given to the German view as the source was

written from the German point of view by a German author.

6. Student F.

This internet site was pretty useless. half the poem was just random.

7. Student G.

This book is a secondary source and gave a detailed overview of Hobson's life until he became Governor. It

especially went into detail about his early life in Ireland and his career in the British Navy (FQ1). Chapter 3

provided good primary quotes from Hobson on his experience while at sea. It also helped provide evidence for

the focus question on his background by explaining how and why he came to be appointed to New Zealand.

Download - NCEA 3.1 Guide

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