St Patrick’s College Silverstream
NCEA Level 3 History
Course Booklet 2017
History examines the past to understand the present
Why study history?
History fires students’ curiosity and imagination.
It invites students to ask, and helps them answer, today’s questions by engaging with
the past and imagining and speculating on possible futures.
History presents students with the dilemmas, choices, and beliefs of people in the
past.
It connects students with the wider world as they develop their own identities and
sense of place. Students engage with history at personal, local, and international
levels. They investigate the histories of their communities, New Zealand, and the
wider world.
History is a research-led discipline.
History encourages an informed understanding of the origins of our diverse society
in Aotearoa New Zealand. Central to this understanding is an awareness of the
history of the Treaty of Waitangi and of the Treaty’s principles, values, and ongoing
relevance.
An awareness of history inspires students to become confident, questioning, and
empathetic individuals.
History is dynamic and exciting.
As students develop their understanding of the nature of historical inquiry, they
employ a robust methodology. They learn to ask and answer important questions,
evaluate evidence, identify and analyse different interpretations of the past, and
substantiate their arguments and judgments. Students can see why they are learning
and what they are learning, and they can debate the significance of the history they
learn.
History prepares students for the future.
It equips them with knowledge and skills that are valuable and useful throughout
life. These include research techniques, the skills needed to process and synthesise
varied and complex materials, the skills needed to give clear and effective oral and
written presentations, and the ability to articulate ideas and make them clear to
others.
With these skills, students enhance their employability and are able to participate
actively and critically in their societies.
The key concepts or big ideas in history
Key concepts are the big ideas and understandings that we hope will remain with our
students long after they have left school. Authentic understanding in history comes
from developing a grasp of the key concepts and underlying key historical events,
themes, and issues.
Significance
Historians weigh the importance, durability, and relevance of events, themes, and
issues in the past and the appropriateness of using the past to provide contemporary
lessons; historians debate what is historically significant and how and why the
decisions about what is significant change.
Continuity and change
History examines change over time and continuity in times of change. Historians use
chronology to place these developments in context. Historians debate what has
changed, what has remained the same, and the impact of these changes.
Cause and effect
Historians investigate the reasons for and the results of events in history; they
debate the causes of past events and how these events affect people’s lives and
communities. Historians study relationships between events to identify pervasive
themes, ideas, and movements, such as terrorism, revolution, and migration.
Perspective
There are multiple perspectives on the past (both at the time and subsequently).
Interpretations of the past are contested – historians base their arguments on
historical evidence and draw from a variety of perspectives.
Achievement Objectives
New Zealand curriculum
You will gain knowledge, skills, and experience to:
8.1 Understand that the causes, consequences, and explanations of
historical events are of significance to New Zealanders are complex and
how and why they are contested
Indicators:

Categorises, with justification, historical events to explain their causes.

Categorises, with justification, historical events to explain their consequences.

Explains how interpretations of historical events are different and explains how and
why these interpretations are contested by historians and other commentators.

Debates historical interpretations.
8.2 understand how trends over
time reflect social, economic, and
political forces
Indicators




Explains how social, cultural, economic, and political forces produce trends over
time.
Analyses social, cultural, economic, and political forces.
Identifies and explains the influence of trends over time.
Illustrates how trends have changed over time.
Level 3 History Matrix
Level 3
AS91434
3.1
Research an historical event or place of
significance to New Zealanders, using primary
and secondary sources
5 credits
AS91435
Internal
3.2
Analyse an historical event, or place, of
significance to New Zealanders
5 credits
AS91436
Internal
3.3
Analyse evidence relating to an historical event of
significance to New Zealanders
4 credits
AS91437
External
3.4
Analyse different perspectives of a contested
event of significance to New Zealanders
5 credits
AS91438
Internal
3.5
Analyse the causes and consequences of a
significant historical event
6 credits
AS91439
External
3.6
Analyse a significant historical trend and the
force(s) that influenced it
6 credits
External
NOTE – you will not attempt Achievement Standard 3.5 or 3.6.
Course of Study
You will attempt four of the six Level 3 History Achievement Standards (3.5 and 3.6
are not offered). Three standards are assessed internally during the year and one
externally at the end of the year - 19 Level 3 NCEA credits will be available to you.
You will study two themes through the year, as well as complete an independent
study of your choosing (focused around an event of significance to New Zealanders)
 ‘Religious Fanaticism’ – using ISIS as a starting point, this theme considers
movements driven by religious fanaticism through history. Possible case
studies – the Third Crusade (1189-1192/the Spanish Armada (1588)/the
Gunpowder Plot (1604)/
 ‘Oral History’ – you will select an event of significance to New Zealanders and

conduct research, with an oral history study, around the event. Two study days at
the National Library in Wellington will form the basis of your research.
We will decide a third theme as a class during T2.
Detailed information about the nature of each Internal Achievement Standard will be
given to you when you come to complete them.
You will need to be very careful of plagiarism with the Internal Assessments.
Plagiarism means using another's work without giving credit. You must put others'
words in quotation marks and cite your source(s), and must give citations when
using others' ideas, even if those ideas are paraphrased in your own words. Citing of
sources, and the inclusion of a bibliography, will be necessary requirements of the
research topic.
Specific outlines for each context studied will be distributed at the commencement
of that context.
Term 1/2
Theme No1: Religious Fanaticism/Oral History
Using Islamic State as a framework, this theme considers religious fanaticism through history,
so far as gaining an understanding of how to approach a contemporary global issue. Possible
comparative movements might include the Crusades (1189-1192), the French Wars of
Religion (1562-1598), Spanish Armada (1588), and the Gunpowder Plot in England (1603).
Student agency will be given to choosing case studies. You will select one of these case
studies, or come up with your own, and will research and present perspectives.
Historigraphy (Views of Historians) will be a focus.
Achievement Standard focus:
3.4 Analyse different perspectives of a contested event of significance to New
Zealanders 5 credits Internal
Achievement Standard 3.1 will be completed around an independent study of a New
Zealand based context, chosen by you at the start of Term One. This will be completed
through Term One. We will visit the National Library as an introduction for possible contexts
and how to use archives for original research.
3.1 Research an historical event or place of significance to New Zealanders, using
primary and secondary sources 5 credits Internal
Term 2/3
Theme No2: to be decided by the class during term 2
Achievement Standard focus:
3.2 Analyse an historical event, or place, of significance to New Zealanders
5 credits Internal – this links to the 3.1 Achievement Standard.
3.3 Analyse evidence relating to an historical event of significance to New Zealanders
4 credits External
Term 4
Preparation for External Achievement Standards
Total L3 credits – 19
A Columbus, January 2017
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