📚 Unit Plans → 🌍 HIS 2.3: Perspectives → 📄 Submission Checklist — HIS 2.3 Lesson 10
Year 12 Tikanga-ā-Iwi / Social Sciences
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Submission Checklist — Paearu Angitu Tuku

Level 2 History · HIS 2.3 · Lesson 10 · Tick every box before handing in
 
 
 
A
Achieved — I have described three perspectives with evidence
My essay is complete — introduction, three perspective paragraphs, and a conclusion.
All three groups are named specifically (no "protesters" / "they" / "people") in each paragraph.
Each perspective paragraph states what the group believed — their view is clear.
Each perspective paragraph contains at least one piece of evidence with a source (author/creator + date).
My name, class, and date are on the essay.
M
Merit — I have explained WHY each group held their perspective
Every perspective paragraph contains "because" (or "which reflects" / "this demonstrates") explaining WHY the group held their view.
My explanations connect to the group's specific context, values, identity, or historical experience — not just what they wanted.
My introduction contains a thesis sentence — a claim about why perspectives were irreconcilable.
My evidence is specific enough to be citable — not "a historian said" but a named source with a date.
I have varied my language — paragraphs do not all start with the same phrase.
E
Excellence — I have analysed why perspectives were irreconcilable
My conclusion analyses (does not summarise) — it names the core value clash or framework difference that made agreement impossible.
My conclusion explains WHY the clash was irreconcilable — not just that it was.
My conclusion makes a significance claim — why this event matters for Aotearoa's history.
My essay demonstrates historical empathy — I have explained each perspective from the inside, not judged it from the outside.
I can explain my irreconcilability argument verbally, without looking at my essay.
My self-assessment — this essay currently meets:
AAll five Achieved criteria ticked
MAll Achieved + all five Merit criteria ticked
EAll Achieved + Merit + all five Excellence criteria ticked
Circle your self-assessment grade above. Be honest — this helps your teacher give you useful feedback.

Before you hand in — five final checks:

1
Your name, class, and today's date are on the essay.
2
All three groups are named specifically — not "protesters" or "the government" without further detail.
3
Every perspective paragraph has at least one source with an author/creator and date.
4
Your conclusion goes beyond summary — it names the core clash and significance.
5
You have kept a copy (photograph, digital, or second printout) for your own records.

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Students will engage with this resource to develop NCEA Level 2 historical thinking skills — examining how and why different groups held distinct perspectives on significant events in Aotearoa New Zealand's past, and constructing analytical essays using the PEE (Point–Evidence–Explanation) framework.

Ngā Paearu Angitū — Success Criteria

Differentiation & Inclusion

Scaffold support: Provide PEE sentence frames and perspective analysis templates for entry-level access. Students new to historical essay writing benefit from annotated exemplars showing the difference between describing and explaining a perspective. Extend capable writers by asking them to explain the enduring significance of the perspective clash — why does it still shape Aotearoa today?

ELL / ESOL: Pre-teach key historical vocabulary (perspective, corroboration, reliability, significance, agency) with visual glossaries. Allow oral explanation of perspective analysis before written essay drafts. Sentence starters and argument frames lower the language barrier without reducing the historical thinking demand.

Inclusion: Essay writing is cognitively demanding — chunk the process across multiple sessions with formative checkpoints. Neurodiverse learners benefit from explicit essay structure guides and colour-coded paragraph planning. Oral history discussion forums are a valid alternative assessment pathway for students who need them.

Mātauranga Māori lens: This achievement standard centres events where Māori perspectives have historically been marginalised or misrepresented. Placing tangata whenua perspectives as the primary lens — not as "the other side" — is an act of historical justice. Whakapapa provides a framework for understanding why events like the NZ Wars, land confiscations, and the Dawn Raids were not isolated incidents but linked expressions of colonial power. Tino rangatiratanga and mana motuhake frame what was at stake. Students develop empathy and critical historical consciousness together.

Prior knowledge: Students should have foundational knowledge of the relevant historical events (NZ Wars, Treaty of Waitangi, Dawn Raids, or other case study). Familiarity with the PEE structure supports engagement with essay-focused resources.

Curriculum alignment