Level 1 History Internal Assessment Resource

Internal assessment resource History 1.4B v3for Achievement Standard 91004

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Internal Assessment Resource

History Level 1

This resource supports assessment against:
Achievement Standard 91004 version 3
Demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders
Resource title: The Desegregation of Central High School, Little Rock
4 credits
This resource:

Clarifies the requirements of the standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / February 2015 Version 3
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-91004-02-4450
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal assessment resource History 1.4B v3for Achievement Standard 91004

PAGE FOR TEACHER USE

Internal Assessment Resource

Achievement Standard History 91004: Demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders

Resource reference: History 1.4B v3

Resource title: The Desegregation of Central High School, Little Rock

Credits: 4

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard History 91004. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to produce a written presentation or performance that demonstrates their understanding of the different perspectives of two people during the desegregation of Central High School, Little Rock. You can change this context to meet the needs of your students.

Conditions

Students can choose how they wish to demonstrate their understanding, e.g. through writing speeches, answering interview questions, writing diary entries, constructing pamphlets, or performing role plays.

If students are presenting their ideas as a performance, the quality of the performance is not assessed.

Students may work individually or in groups, depending on how they intend to present their work, but will be assessed individually. To ensure that individual assessment is as accurate as possible, best practice is to require students to submit a copy of their script if they are doing a live performance.

This activity will take place over two weeks of in- and out-of-class time.

You will need to teach the event and the key people involved before students undertake the assessment activity.

Resource requirements

Depending on the method of presentation, the students may need access to computers and audio and video recording equipment.

You might choose to provide students templates for the format of their written presentation or performance.

Examples of possible methods of presentation include:

diary or memoir entries
pamphlets
a written speech script
a written transcript of an interview
a written defence transcript
a sound or video recording of a performance, including a written script.

Additional information

Other events you might use for this activity could include, for example: Gallipoli; the Treaty of Versailles; the introduction of the Chinese poll tax; Parihaka; the suffragette movement; the waterfront strike of 1951; Bastion Point; the occupation of Moutoa Gardens; the Māori land march; the influenza epidemic of 1918; the Easter Rising; American GIs in New Zealand in WWII; the Boer War; the Cold War; the Cuban missile crisis; the march against fear in 1966; the introduction of the contraceptive pill; the bombing of the Rainbow Warrior, or the 1981 Springbok rugby tour.

You could link this assessment task to assessment of AS91001Carry out an investigation of an historical event, or place, of significance to New Zealanders, if the selected area of research is appropriate. You may need to adapt the focus question(s).

Internal assessment resource History 1.4B v3for Achievement Standard 91004

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Internal Assessment Resource

Achievement Standard History 91004: Demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders

Resource reference: History 1.4B v3

Resource title: The Desegregation of Central High School, Little Rock

Credits: 4

Achievement / Achievement with Merit / Achievement with Excellence
Demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders / Demonstrate in-depth understanding of different perspectives of people in an historical event of significance to New Zealanders / Demonstrate comprehensive understanding of different perspectives of people in an historical event of significance to New Zealanders

Student instructions

Introduction

This assessment activity requires you to demonstrate your understanding of the different historical perspectives of two people during the desegregation of Central High School, Little Rock, in 1957.

You will present your response as either a written presentation or a performance. Your teacher will give you guidance on this.

This activity will take place over two weeks of in- and out-of-class time.

You may work individually or in a group, but you will be assessed individually.

You will be assessed on how well you understand the different perspectives of the people involved in the historical event, not on the quality of your presentation or group performance.

Task

Choose the people

It is 1957 during desegregation at Central High School, Little Rock. Choose

EITHER:

Governor Orville Faubus and President Dwight Eisenhower

A NAACP Civil Rights worker and a spokesperson of the White Citizens’ Council.

Decide on the form of presentation or performance

Produce one of the following, for each of the two people:

a diary or memoir about the event
pamphlets published during the event for public distribution
speeches given in a public gathering or debate during the event
an interview for radio or television during or after the event
a defence given by someone on trial before the bar of history after the event.

If you present your evidence orally in speeches, an interview or a trial defence, you will need to provide a script or transcript as well.

Complete your presentation or performance

Complete your presentation or performance.

Make sure you demonstrate a historically accurate and comprehensive understanding of the perspective of each person by, for example:

identifying the person by name, position, and other relevant details
explaining their point of view, attitudes, and beliefs about the event
giving historically accurate reasons why they hold that point of view
explaining an action or response the person made to the event
giving historically accurate reasons why they acted in that way
including references to actual incidents and people associated with the event.

The actions or responses to the event may be imaginative, but they must be historically realistic.

Try to be as convincing as you can, using what you discover through research or are taught in class about the probable character and manner of each person.

You will be assessed on the quality of your ideas, not the length of your writing. However, you might write about 400 words communicating the perspective/s of each person.

Internal assessment resource History 1.4B v3for Achievement Standard 91004

PAGE FOR TEACHER USE

Assessment schedule: History 91004 The Desegregation of Central High School, Little Rock

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student demonstrates understanding of the different perspectives of two people during the desegregation of Central High School, Little Rock, in 1957, an historical event of significance to New Zealanders.
The student provides historically accurate accounts.
The student supports their work with relevant evidence.
For example:
Faubus: Desegregating schools in our State will bring trouble because people here are against it. For years black children have been educated perfectly well in black schools, whites in white schools. Where’s the harm in that? And by doing it this way we keep the two races apart and avoid trouble. Now we have this Brown case and we’re told we have to let the blacks into our white schools. Well I ain’t going to let that happen.
Eisenhower: I am angry that mob rule has taken over in Little Rock and Governor Faubus is doing little to stop it. He wants to win the coming elections by actively opposing desegregation and stopping nine black students from entering Central High School. He will not listen to reason. The Supreme Court decision has upset many in the South. It does appear that desegregation may be going ahead too far, too fast. However, as President, it is my duty to uphold the Constitution. I must take action to ensure law and order in Central High School. The authority of the federal government must be obeyed. / The student demonstrates in-depth understanding of the different perspectives of two people during the desegregation of Central High School, Little Rock, in 1957, an historical event of significance to New Zealanders.
The student provides historically accurate, convincing accounts.
The student supports their work with relevant supporting evidence.
For example:
Faubus: State governments are meant to be in control of education. And it’s my job to make sure that all children, black and white can go about getting their education peaceably. For too long there has been trouble here in the South, what with lynchings and beatings and burning of property which is what happens when black folk and white folk live in close proximity. One result of that is that the obvious thing has been done in the education sector – schools for white children, schools for black children. And now what do we have? A Supreme Court law that says that black children are not getting the same quality of education as white children and now we’re supposed to let those blacks in with our white kids. Let Oliver Brown and his supporters come down here and tell us how to keep the peace when those nine blacks enter Central High in Little Rock tomorrow. Well, I know what action I have to take to keep the peace in my state.
Eisenhower: I am appalled that it seems like mob rule has taken over in Little Rock. Governor Faubus wants to win over voters in the coming elections by actively opposing desegregation. The Supreme Court decision in the Brown versus Board of Education, Topeka, case has done little to change minds and hearts in the South. Desegregation is going ahead too far, too fast. No one is prepared to listen to reason. Nonetheless, as president, it is my duty to enforce the Constitutional rights of black citizens. This is a test of who’s in charge between the federal government and the Arkansas state government. We cannot afford to have this situation continue to blacken our good name in international circles. / The student demonstrates comprehensive understanding of the different perspectives of two people during the desegregation of Central High School, Little Rock, in 1957, an historical event of significance to New Zealanders.
The student provides historically accurate, convincing, perceptive accounts that include at least one detail that is perceptive and insightful for each of the two perspectives.
The student includes actions relating to the perspectives.
The student includes reasons for the people’s perspectives and related actions.
The student supports their work with relevant evidence.
For example:
Faubus: State governments have sole charge of education. Any attempt to enforce the desegregation of schools in our State will hurt the existing good relationship between negroes and whites here and bring violence and disorder. For years here in the South we have followed the ruling by Judge Ferguson that separating the races is sensible and legal. But now we have the Brown case, and we’re told we have to integrate. Well that’s just asking for trouble, so today, because of the feelings of my constituents, I took action and ordered the Arkansas National Guard to surround Central High School in Little Rock High School with rifles and bayonets and prevent nine negro students from entering. But then the president called me to a meeting and put pressure on me to use state police instead to uphold the Supreme Court decision and protect the negro students as they entered the school. The voters will support my action. Voters in the State of Arkansas are 90% in favour of segregation. As State Governor I have to do what the people in Arkansas want even if it means going against the wishes of the federal government. Integrationists are simply communists in disguise.
Eisenhower: I am appalled that mob rule has supplanted reason and the law in Arkansas. Governor Faubus is just trying to gain votes for the next elections. I am aware that you need to have gradual change in issues like desegregation which arouse strong emotions. Changing the legal situation as the Supreme Court has done in the Brown versus Board of Education, Topeka, decision does not immediately change minds and hearts. Nonetheless, as president, it is my duty to enforce the judgment of the Supreme Court. The Constitutional rights of black citizens must be upheld against mob rule even though I believe desegregation is going ahead too far, too fast. I have decided to take action and send a thousand soldiers from the 101st Airborne Division to ensure law and order are maintained. There will be no rioting in Little Rock. We cannot afford to have this situation continue to blacken our good name in international circles and give cause to our communist enemies to criticise us.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.