July 2007
Editorial

In February’s editorial I commented on a number of challenges or issues facing history teachers in 2007. I think it is important for me to update you on some of these issues. Such an update may ease some minds on these issues. The first major issue relates to the “disquiet” that I noted in relation to some of the external standards in 2007. I wrote two rather blunt “please explain” letters to the Chief Executive of NZQA about our concerns. The eventual response was a rather bland restatement of NZQA’s assessment policies in relation to external assessment that did not admit to any fault on their part. If NZQA is not prepared to admit any fault publicly, it is to be hoped that the sentiments expressed in my letters have been communicated to this year’s examiners, moderators and panel leaders. Some of you will have read the email sent earlier this term to history teachers in which the expectations the Association have in relation to this year’s external assessment were clearly articulated. I will content myself with the observation that all those history teachers employed in the delivery of external assessment for 2007 will bear these expectations in the front of their minds when discharging their duties.

 Another issue is curriculum review, and here I believe I can report on some progress. In the April holiday break, I was invited at short notice to join Giselle Byrnes from the New Zealand Historical Association in a meeting with the Minister of Education. This meeting was to seek his assistance in clarifying what the intentions of the Ministry of Education were in relation to the reform of the history curriculum. I believe we received a courteous and open-minded reception of our request from the Minister, and in an interesting demonstration of executive power, received a swift response to our request for clarification from the Ministry less than 24 hours of our meeting. In essence, this response was that the issue of re-examining the content of what was taught could be part of the “second tier” of the review of the curriculum.

 Although the curriculum is in draft form, it is expected to be signed off by Cabinet in October 2007, and development can begin on its introduction in 2009-2010. NZHTA has nominated three experienced teachers of history to help the Ministry develop support materials for the second tier of the introduction of the reviewed curriculum. You may have seen the results of this group’s deliberations elsewhere on this site, and you are invited to submit your views on what they have suggested by the beginning of August. Whatever level of history you teach, it is unlikely that after 2010 it will be identical to what you teach now. The extent of change you adopt into future history teaching programmes will be up to you. I urge you to remain informed about the changes that will occur over the next 2-3 years. Please support the efforts of your local region in assisting each other to prepare for this new curriculum.

 Finally, planning has begun for a three day national conference of history teachers in Christchurch in October 2008. An international speaker in history education has agreed to provide the opening address. Presentations from some of New Zealand’s prominent historians and workshops from experienced colleagues will be offered, in addition to a one day field trip and social activities. I encourage you make an effort to support the Association’s biennial attempt to offer quality professional development to support excellent teaching of history.

Warm regards,
Paul O'Connor
(Chairperson, NZHTA)

Year 11 History

A summary diagram about the effect of the 1930s depression on international relation, for the origins of World War II topic.

A source interpretation exercise based on a letter by Lenin

A Powerpoint activity analysing AS 90469 for students, and linking preparation for this standard to the topic “Russia in Revolution”.

A model essay about counter-revolution and the 1905 October Manifesto, with an analysis linking essay sections to structural requirements and achievement criteria for AS 90469.

A Powerpoint activity analysing AS 90470 for students, and linking preparation for this standard to the topic “Russia in Revolution”.

A model essay about Nicholas II with an analysis linking essay sections to structural requirements and achievement criteria for AS 90469.

A source interpretation exercise based on lyrics of popular soldiers’ songs from World War I.

A source interpretation exercise based on Ho Chi Minh’s declaration of independence for the Vietnam topic.

A source interpretation exercise based on two primary documents relating to the Elizabethan Privy Council

A Powerpoint activity contributed by Thomas Johnson of Onslow College.

Another Powerpoint presentation from Thomas Johnson.