📚 Unit Plans → 🌍 HIS 2.3: Perspectives → 📄 Peer Feedback Form — HIS 2.3 Lessons 8 & 9
Year 12 Tikanga-ā-Iwi / Social Sciences
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Peer Feedback Form — Aromatawai ā-Hoa

Level 2 History · HIS 2.3 · Lessons 8 & 9 · Complete for essay plan (L8) and full draft (L9)
 
 
Introduction · Kuputaki
Three distinct groups are named (not "protesters" or "they" — actual group names).
There is a thesis statement — a claim about why perspectives were irreconcilable.
The event, dates, and historical context are briefly established.
One suggestion to strengthen the introduction:
Perspective Paragraph 1
Group is named specifically in the opening sentence.
Evidence includes: author/source + date + what it said.
Explanation uses "because" (or "which reflects" / "this demonstrates") to explain WHY.
Current grade level:
A — Describes M — Explains WHY E — Analyses framework/identity Not yet at A
Most important improvement for P1:
Perspective Paragraph 2
Group is named specifically. Perspective is distinct from Paragraph 1.
Evidence includes: author/source + date + what it said.
Explanation uses "because" to explain WHY.
Current grade level:
A — Describes M — Explains WHY E — Analyses framework/identity Not yet at A
Most important improvement for P2:
Perspective Paragraph 3
Group is named. Perspective is distinct from P1 and P2.
Evidence — is this a Māori or community voice speaking for themselves? (Not just a Pākehā description of Māori.)
Explanation connects to identity, cultural context, or lived experience.
Current grade level:
A — Describes M — Explains WHY E — Analyses framework/identity Not yet at A
Most important improvement for P3:
Conclusion · Whakahōhonu
The conclusion analyses — it explains WHY perspectives were irreconcilable (not just "they disagreed").
It names a core value clash or framework difference — the deeper reason agreement was impossible.
There is a significance claim — the conclusion states why this event still matters for Aotearoa.
The conclusion does NOT summarise paragraphs — it adds new analytical insight.
The conclusion currently:
Analyses (E) Partly analyses (M) Summarises only (A) Missing / incomplete
One suggestion to strengthen the conclusion:
The single best sentence in this essay (copy it exactly):
Why this sentence is strong:
Single most important improvement for Lesson 10 (be specific):
Not "make it better" — e.g. "Add an author name and date to the source in P2" or "Rewrite the conclusion to name the specific value clash."

📋 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