1Local Iwi Or Hapū Curriculum Aims and Objectives Take Precedence with This Unit Standard

Explanatory notes

1Local iwi or hapū curriculum aims and objectives take precedence with this unit standard.

2Resource support includes but is not limited to the following:

Belich, J, The New Zealand Wars: The Victorian Interpretation of Racial Conflict, (Auckland, NZ: Auckland University Press, 1986).

Binney, J, and Chaplin, G, Ngā Mōrehu: The Life Histories of Eight Māori Women, (Auckland, Oxford University Press, 1986).

Sissons, J, Te Waimana: The Spring of Mana, (Dunedin, NZ: University of Otago Press, 1991).

Spoonley, P, and Hirsh, W, (eds), Between the Lines, Racism and the New Zealand Media, (Auckland, NZ: Heinemann Reid, 1990).

3Definitions relevant to the use of this unit standard include:

Minority perspective

Historical events, particularly those which involve conflict between two different groups in society, are seen from different perspectives. Where there are minority groups in society, their perspective is usually subsumed by the dominant majority perspective. In New Zealand, Māori have differing views of history from Pākehā. However, as a result of their being a minority, their view is often not represented in the media or publications.

Outcomes and evidence requirements

Outcome 1

Explain the majority perspectives of an historical event, personality or group.

Evidence requirements

1.1The explanation identifies sources.

Rangeevidence of at least two sources required.

1.2The explanation identifies the perspectives and the reasons for the perspectives.

1.3The explanation examines the validity of the perspectives.

Outcome 2

Explain the minority perspective of the same historical event, personality or group.

Evidence requirements

2.1The explanation identifies the sources.

Rangeevidence of at least two sources required.

2.2The explanation identifies the perspectives and the reasons for the perspectives.

2.3The explanation examines the validity of the perspectives.

Outcome 3

Analyse the societal effects of differing minority and majority perspectives of the same historical event, personality or group.

Evidence requirements

3.1The analysis compares the ways in which the event was reported, or recorded.

3.2The analysis discusses the impact of the different ways in which the event was reported, or recorded.

3.3The analysis compares and contrasts the reasons for the minority and majority perspectives at the time the event occurred.

3.4The analysis details the long-term implications of perspectives of the historical event on majority and minority groups.

This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.

Status information and last date for assessment for superseded versions

This CMR can be accessed at

Please note

Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.

Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.

Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.

Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.