history - Te Aho o Te Kura Pounamu

Transcription

kōrero nehe
history
hs1001
introduction to the course
today will be yesterday tomorrow
ncea level 1
2011/2
history
ncea level 1
Expected time to complete work
Work in this booklet will take you about ten hours to complete.
In this booklet you will:
•• find out about the nature of history
•• look at different forms of historical information
•• carry out a small local research activity
•• explore introductory ideas relating to each topic in the course
•• practise a range of historical skills.
Your teacher will look at how well you:
•• present your research on a local building
•• construct a history road
•• write a role play.
For further information see the Course and assessment guide.
Contact your history teacher if you need advice on the order in which to complete the booklets.
Copyright © 2011 Board of Trustees of Te Aho o Te Kura Pounamu, Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045,
New Zealand. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without
the written permission of Te Aho o Te Kura Pounamu.
© te ah o o te k u ra p ou n am u
contents
1
History: what’s it all about?
2
History comes in many forms
3
History behind the news: Barack Obama
4
History in your backyard
5
War to war
6
War shifts the focus
7
Slaughter at Sharpeville
8
Whose Holy Land?
9
Dame Whina Cooper: Māori leader
10 Taking good notes: The Cuban missile Crisis
11 Answer guide
12Glossary
© te aho o t e k ur a p o un a m u
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how to do the work
When you see:
1A
Complete the activity.
Check your answers.
Your teacher will assess this work.
Contact your teacher.
You will need:
•• pens and a ruler
•• A4 pad paper.
Resource overview
•• Each lesson should take about one hour.
•• Use your own paper unless you’re told otherwise.
•• Check your answers in the answer guide at the back as you go.
•• Specialist words are in bold the first time they are used. They are listed and defined in the
glossary at the back of the booklet. You’ll find a list of terms in the Course and assessment guide.
Attach your written answers to the cover sheet at the back of this booklet and return them along with
your completed assessment activities.
At the end of each lesson, mark your practice work ( /x) from the Answer guide. Add any
corrections/amendments in a different colour.
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© te ah o o te k u ra p ou n amu
history: what’s it all about?
Today will be yesterday tomorrow.
T S Eliot
learning outcome
Find out about the nature of history.
learning intentions
In this lesson you will:
•• explain how features change over time in a chart
•• list the changes
•• examine different types of sources and draw conclusions in question/answer format.
introduction
Eliot’s quote at the top of this page makes the point that the present and the future slip inevitably
into the past and become history.
For you, in the ever-changing present, the studies in this course are of very recent history: the
20th century. The hundred years from 1901 to 2000 were just a blip in the million or so years
that humans have been around, but they cover the time span of history you will be studying.
ATL
1
Look at the quotation and photo on the following page about life in the year 1901. Then have
a go at the activities that follow.
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the francis frith collection/corbis
life in 1901
Most young people left school to start work at fourteen. And once out at work there
was little time for leisure. If you worked in a shop you could well work for 11–12
hours per day for six days a week. Some transport still relied on the horse – some
towns had horse-drawn buses. The motorcar had only just been invented and was
a luxury that could only be afforded by the very rich. When you returned home there
would be no radio or television for entertainment. In some homes music would be
played, people would chat and maybe play card or board games.
Historian Derek Heater
1A
1. Head up three columns labelled Feature, Early 20th century, Early 21st century. Use the
Derek Heater extract above and your own knowledge to show how each of the following
features has changed: school leaving age, working week, transport, use of cars, home
entertainment.
2. Name four things that have been invented since you were born. For each, write a sentence
about how the invention has changed people’s lives.
Check your answers.
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why study history?
nz historical association
The sheep in the illustration below sums up one good reason: studying the past will hopefully
avoid repeating mistakes in the future. That’s if the lessons are learnt!
Historian Lawrence Stone has said that history better helps us understand ourselves and our
society. Certainly our present situation on earth has largely been shaped by what has gone before.
History also gives us an understanding of how people coped in the past. For thousands of years,
in different times and places, men and women have had to face the same problems that people
confront today:
•• getting food, drink and shelter
•• bringing up children
•• keeping the peace
•• getting on with other people
•• dealing with sickness and disease
•• coping with hazards.
public domain
Their experiences have helped to shape our present-day beliefs, traditions, attitudes, policies and
pleasures.
The Guadeloupe earthquake of 1843.
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what do historians do with history?
As a history student, you are on a search for the truth about the past.
To do this you need to:
•• find evidence about what happened
•• work out if you can trust it
•• build up a picture of what happened
•• explain the events.
That’s not easy! Much of the evidence of past happenings has been lost, but in some cases the
amount of evidence is overwhelming and contradictory. Here’s an example.
In 1963 American President John Kennedy was assassinated in Dallas, Texas. Lee Harvey
Oswald was arrested but never stood trial because he was also shot dead. The investigation of
the assassination produced tonnes of written evidence and concluded that Oswald was the sole
killer. Not everyone agrees.
library of congress/wikipedia
moorman/wikipedia (public domain)
Who killed John Kennedy? Regular polls of Americans show that most Americans don’t accept
the view that Oswald was the lone assassin. There were many bullets found in the area and an
amateur film showed smoke coming from a grassy slope near where the presidential car was
passing. Various theories blame the Russians, the Cubans, the Mafia, the Central Intelligence
Agency (CIA). What is the truth?
John F. Kennedy motorcade Dallas, Texas, Nov 22, 1963.
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Assassination of President J. F. Kennedy.
Historians basically try to do three things, to get the truth of what happened in the past.
1. Find out how things happened. How did war break out in Europe in 1939? How did the
Sharpeville Massacre occur? How did Rua increase his influence in the Urewera?
2. Decide why things happened the way they did. Why did New Zealand take part in the
Vietnam War? Why did Israel declare its independence in 1948? Why did the world sink into
depression in the early 1930s?
3. Uncover what it was like to live in the past. What was it like for Māori in the King Country
in the 1920s, for Palestinians in the Gaza Strip in the 1960s, for black South Africans in
shantytowns in the 1940s?
But to get to the truth, you need to be able to sort the facts from the opinions.
•• A fact is something which can be proven to be true. The 2000 Olympics were held in Sydney.
That was the place, and no-one disputes it.
roger childs
•• An opinion is something that someone believes is true, but not everyone agrees. The Sydney
Olympics were the most successful of all time. This is a very bold claim, that other cities
which have run the Games would challenge, therefore it is an opinion.
Sydney, Australia – definitely the Olympic city in 2000, but did it have the best games ever?
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In the next lesson you will look at:
•• more aspects of finding out about the truth in the past
•• the range of historical sources that can help you.
1B
1. What message about history is given by the cartoon on page 5?
2. F rom the material on the assassination of John Kennedy on page 6, select two facts and two
opinions.
3. Refer to the visual of the Guadeloupe earthquake. Could you trust this as evidence of what
the earthquake was actually like? Give a reason for your answer.
Check your answers.
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history comes in many forms
In the Galactic Museum of the distant future … the last thousand years will be seen
by visitors as evidence of the same quaint remote culture: totem poles and clocks,
ivories and pots, credit cards and bronzes.
Felipe Fernandez Armesto
learning outcome
Recognise different forms of historical information.
learning intentions
•• evaluate evidence in question/answer format
•• evaluate evidence in a paragraph
•• explain how historians use evidence.
introduction
At the top of this page, Felipe Armesto listed some of the things that survive as history. Actual
remains of past civilisations provide clues as to how people lived. But the further you go back,
the less you have to go on.
Relics of the distant past usually survive by accident, so how reliable is this evidence?
Historians may be:
… putting together a huge jigsaw puzzle where most of the pieces have been eaten
by the dog, and many of the remaining ones have been scrawled on by the children.
Geoffrey Wheatcroft
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So history involves patient detective work and a careful sifting of the evidence. The result is that
every year:
•• historians come up with new ideas about the past
•• scientists and other experts help
•• old ideas about history get thrown out.
japan settled by indonesians?
No way! There was some trade between Japan and Indonesian merchants in the late 1500s, but
no settlement. Around 2000 years ago Japan was influenced by nearby China and Korea, but not
by a culture more than 4000 km to the south. Or so all the experts said.
N
korea
japan
china
0
indonesia
Java
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1000
2000km
Scale
Ann Kumar, an Australian historian, wasn’t satisfied. She started researching in 1986 and in late
2000 published her findings. See what you think of her evidence.
the japan–java connection
Java is the most important of Indonesia’s 3000 islands, as more than half the population
lives there. How does Kumar link Java to faraway Japan?
•• O
ne answer lies in the soil: Javanese bulu rice is the closest foreign relative to
the sticky short-grained variety grown in Japan. Migrants from Indonesia took bulu rice
to Madagascar off the African coast. This is further away from Indonesia than Japan is.
•• S
imilar swords: Kumar found striking resemblances in the patterning of Javanese and
Japanese swords from the Yayoi period (about 300BC to 300AD). The way the weapons
are described in both cultures is also similar.
•• A
t the head: Indonesian teeth and skulls are similar to those of the Japanese.
Any scientific proof for this? Medical researcher Simon Easteal found that Japanese and
Indonesians share certain mitochondrial DNA not present in any other Asian populations.
Because this particular DNA is only passed on by women, it seems likely that Indonesians
did settle in Japan and intermarry with locals.
•• N
ew rulers: Written evidence shows similarities in the way the Japanese and Javanese
held ceremonies to institute new kings.
•• W
ord connections: Kumar approached an Australian National University linguistics
expert, Phil Rose. Their data shows that parallels between Japanese and Indonesian
vocabularies are almost certainly not due to chance.
•• A
Japanese record: An old diary described customs in Japan that were similar to those
in Java.
The text in italics and the visual are from New Scientist, 28 April, 2001.
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2A
1. Sum up in your own words Geoffrey Wheatcroft’s view of the problems faced by historians
investigating the distant past.
2. Why do historians need to be careful in sifting through the evidence?
3. Refer to ‘The Japan–Java connection’ on the previous page and answer these questions:
a. What is Ann Kumar’s new idea?
b. Give an example of how she has been helped by experts.
c. What old idea about history may be thrown out as a result of Kumar’s research?
d. List five different types of historical material Kumar has used.
e. In a paragraph, outline whether you think Kumar has a good case for her new idea.
Refer to at least three pieces of evidence.
Check your answers.
history’s raw materials
Ann Kumar’s history detective work shows that there are many types of historical evidence.
Some are actual remains you can touch, like swords, skulls, bullets and castles. For your studies,
however, most of the historical resources you use will be ones you can see, read or hear, like
those shown in the diagram below.
You will need to develop the skills to interpret different resources so that you can:
•• pick different viewpoints
•• sort the facts from the opinions
•• decide which are primary and secondary resources
•• see connections and make deductions
•• recognise bias and propaganda.
This booklet covers a lot of these skills and later studies will increase your expertise. Right now,
try some resource interpretation relating to a late 20th century wall.
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a scar through the heart
of berlin
in August 1962 Peter Fechter bled to death
beside the Berlin Wall. He wanted to go from East
Berlin to West Berlin and was shot climbing the
wall. It took an hour for him to die and then the
Communist East German guards took him away.
The wall had been built in 1961 to stop East
Germans moving to West Germany.
Twenty-eight years later, the wall came down.
bettmann/corbis
… thousands on both sides let out a roar
and started going through and up and
over it … they tooted trumpets and danced
on top. They brought out hammers and
whacked away at the hated symbol of
imprisonment.
Journalist Michael Duffy
Guards remove the body of Peter Fechter.
The Berlin Wall divided the city of Berlin, but there were also fortifications along the entire border
between East and West Germany. This was part of an Iron Curtain that separated communist
countries in the east from the rest of Europe after World War II.
c campbell & r childs
Have a look at the following resources about the Iron Curtain and the Berlin Wall, and answer
the questions in Activity 2B.
The Iron Curtain – a scar across Central Europe.
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Berlin
British
Soviet
Poland
French
Soviet
British
American
Fre
nc
h
American
german zones
r joiner – r childs
berlin zones
key
Iron Curtain
Airlift
Divided Germany and divided Berlin.
‘See how many are staying on our side.’
14
1949
129,000
1950
197,000
1951
165,000
1952
182,000
1953
331,000
1954
184,000
1955
252,000
1956
279,000
1957
261,000
1958
204,000
1959
143,000
1960
199,000
1961
207,000
1962
21,000
1963
42,000
1964
41,000
1965
29,000
1966
24,000
1967
19,000
1968
16,000
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bettmann/corbis
Refugees from
East Germany to
West Germany 1949–68
‘ich bin ein berliner …’
There are many people in the world who really don’t
understand, or say they don’t, what is the great issue
between the free world and the communist world. Let
them come to Berlin. There are some who say that
communism is the wave of the future. Let them come to
Berlin. All free men, wherever they live, are citizens of
Berlin, and therefore, as a free man, I take pride in the
words ‘Ich bin ein Berliner’ (I am a Berliner).
American President Kennedy
speaking in Berlin, June 1963.
interpreting resources
History resources have many uses.
They:
•• provide variety in the way topics are presented
•• give valuable information
•• put data into an appropriate form
•• allow you to draw conclusions and make comparisons.
The activity below gives a taste of what resources can tell you. You’ll look in more detail at
particular types of resources in later lessons.
2B
Refer to the Berlin Wall/Iron Curtain resources on the two previous pages to answer these questions.
1. List six types of resources which are used.
2. Which German zone on the map became East Germany?
3. List four problems facing a person trying to get through the Iron Curtain.
4. The East Germans said they built the wall to stop spies getting in. Suggest what the real
reason was.
5. What was the peak year for refugees moving out of East Germany?
6. In the cartoon, what is the nationality of the man speaking from the top of the wall?
7. How does the cartoonist show the many who stayed on the speaker’s side?
8. Quote the phrase used by Michael Duffy to describe the wall.
9. What were President Kennedy’s grounds for calling himself a Berliner?
Check your answers.
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history behind the news: barack obama
Rosa sat so Obama could walk;
Martin walked so Obama could run;
Obama is running so our children can fly
Election Chant from the Obama campaign 2008
learning outcome
Recognise different forms of historical information.
learning intentions
•• examine sources
•• examine and interpret sources in a question/answer format.
introduction
Barack Obama was elected the first ever black president of the
United States of America in late 2008. The struggle for black
civil rights has a long history, and the election of Obama is the
latest chapter. Only a few decades before Barack Obama ran
for president, blacks in America weren’t even allowed to vote.
So what historical events paved the way for Obama’s
election? You could say that the seeds of the black civil
rights movement were sown in the late 1700s.
annie leibovitz/white house/handout/
cnp/corbis
3
FIRST FAMILY: Barack Obama with wife
Michelle and daughters Sasha and Malia.
slavery
Slaves were brought to America from West Africa to work on the sugar, tobacco and cotton
plantations or as domestic servants. They were ‘owned’ by the white men who bought them. It
wasn’t until 1807 that it was made illegal to bring slaves into America, although in many parts of
the South the law was ignored.
The Northern and Southern states became divided over the slavery issue, and the country was
soon at war. The North had the strongest opposition to slavery, while the South was full of
wealthy landowners who relied on slave labour to make their money. The American Civil War
lasted from 1861 to 1865.
a century later
Though some progress had occurred in the pursuit of civil rights for blacks, there were still huge
inequalities. Some blacks weren’t allowed to vote – therefore they couldn’t change the way the
government treated them.
Segregation of blacks and whites occurred in many parts of America, especially in the South.
World War I and II had come and gone but still the race problem festered beneath the surface of
American society.
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upskilling in history: timelines
A timeline puts events in the order in which they have happened. The events can be set out in
various ways, as a list, a history road, a snake. The one below is a list:
1929 Jan 15 Born to a preacher father and school
teacher mother
1953 Entered the ministry to become a preacher
1955 Helped organise boycott of Montgomery
bus system
1963 Led 300,000 protestors on the ‘March on
Washington for Jobs and Freedom’
1963 Aug Delivered ‘I have a dream speech’
1964
Received Nobel Peace Prize for his work
against discrimination
1965
Led a campaign to register blacks to vote
1968 April Assassinated in Memphis, Tennessee.
benjamin e. “gene” forte/cnp/corbis
the life of martin luther king jr.
newspapers as a resource for the historian
Newspapers are great sources of information and viewpoints. These days newspapers have their
own websites e.g. www.stuff.co.nz. A lot of newspapers from back in time can be found in the
Papers Past database in the National Library of New Zealand website.
They have the advantages of:
•• being up to date
•• covering a range of topics
•• having local, national and international stories
•• using a variety of ways to present material.
However, there are disadvantages too, because:
•• the stories are often unfolding or breaking, so the information may be incomplete and
possibly inaccurate
•• the news may be biased
•• facts and opinions may be mixed.
Some of the most useful articles for the historian are those like the one on the next page. This
article on Barack Obama looks at both past and ongoing events. Read it and then answer the
questions that follow.
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new era as america elects obama
Reuters, November 2008
Democrat Barack Obama has ridden a wave of voter discontent to a historic White House victory, promising
change as the first black US president but constrained by a deep economic crisis and two lingering wars.
Obama led Democrats to a sweeping victory that expanded their majorities in both houses of Congress as voters
emphatically rejected President George Bush’s eight years of leadership. Obama is the son of a black father from
Kenya and white mother from Kansas, and his election triumph marks a milestone in US history. It came 45 years
after the height of the civil rights movement led by Martin Luther King.
‘It’s been a long time coming, but tonight, because of what we did on this day, at this defining moment, change
has come to America,’ Obama, 47, told more than 200,000 ecstatic supporters gathered in Chicago’s Grant Park
to celebrate.
Obama was born at a time when African Americans were still battling segregationist policies in the South and his
dramatic rise could help the United States bury its long history of racial tensions. Raucous street celebrations
erupted across the country.
Obama won at least 338 Electoral College votes, far more than the 270 he needed. With results in from more
than three-quarters of US precincts, he led John McCain, the Republican candidate, by 52 per cent to
47 per cent in the popular vote. A first-term Illinois senator who will now be sworn in as the 44th US president on
Jan. 20, 2009, Obama said he would work to ease the country’s sharp political divisions and listen to those who
voted against him.
‘The road ahead will be long. Our climb will be steep. We may not get there in one year or even one term, but
America - I have never been more hopeful than I am tonight that we will get there,’ he said.
Republican rival John McCain’s hopes for a surprise win evaporated with losses in a string of key battleground
states led by the big prizes of Ohio and Florida, the states that sent Democrats to defeat in the last two elections.
McCain, a 72-year-old Arizona senator and former Vietnam War prisoner, called Obama to congratulate him and
praised his rival’s inspirational and precedent-shattering campaign.
‘We have come to the end of a long journey,’ McCain told supporters. ‘I urge all Americans who supported me to
join me in not just congratulating him but offering our next president our goodwill.’
Blacks and whites celebrated together in front of the White House to mark Obama’s win and Bush’s imminent
departure. Cars jammed the downtown Washington streets, with drivers honking their horns and leaning out their
windows to cheer. Thousands more joined street celebrations in New York’s Times Square and in cities and towns
across the United States.
… Rev. Jesse Jackson, a prominent civil rights leader and former presidential candidate, joined the celebrations
in Chicago on Tuesday night, tears streaming down his cheeks. – Reuters
3A
1. How many Electoral College votes did Obama need?
2. Who was he running against in the election?
3. What evidence is there that Obama was supported by former civil rights activists?
4. What do you think John McCain meant by ‘precedent-shattering campaign?
Check your answers.
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background and opinions
Newspaper articles can be great for telling you about:
•• places in the news
•• what has gone on before the news event
•• peoples’ opinions about an event.
The article on Obama’s election gives some background about the Civil Rights Movement but it
does not tell you about other people involved in the struggle.
Here is a brief summary:
benjamin e. “gene” forte/cnp/corbis
martin luther king, jr.
•• One of the most important leaders of the movement
•• Believed in non-violent protest (for which he won a Nobel
Peace Prize)
•• Civil rights activist and minister
•• Famous for his ‘I have a dream speech’
•• Assassinated April 4 1968
malcolm x
•• Was a gambler and drug addict before joining Black Muslims
bettmann/corbis
•• Believed in direct action - including violence, riots etc
•• Wanted to empower blacks to make changes for themselves
•• His ideas appealled to youth and poor blacks
rosa parks
•• Refused to give her seat to a white man on a segregated bus
•• This sparked the Civil Rights movement in 1955
bettmann/corbis
•• This led to a boycott of the bus system in the South by
40,000 people for 385 days
•• She was a symbol for non-violent, assertive action
stokely carmichael
•• Activist who believed in militant action to bring change
flip schulke/corbis
•• Participated in the freedom rides
•• Started the ‘Black Power’ movement, which transformed the
later years of the civil rights movement
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Use the article below to answer these questions:
1. What law had Rosa Parks broken?
2. What process or movement did she set in motion?
3. Quote a phrase that indicates the importance of Rosa Park’s actions for black civil rights
4. Name two ways in which mourners said goodbye to Rosa.
Check your answers.
us bids farewell to civil rights icon rosa parks
nzherald.co.nz
DETROIT – Thousands of mourners, some waiting for hours in the cold, paid a final tribute on Wednesday to
Rosa Parks, who galvanized the United States (US) civil rights movement by refusing to give up her seat on a
bus to a white man in the segregated South a half a century ago.
Former President Bill Clinton said her refusal to yield her seat on the bus ‘ignited the most significant social
movement in American history.’
Parks, who died on October 24 at age 92, was to be entombed later in a cemetery in Detroit, the city she
adopted as her home town not long after her 1955 arrest in Montgomery, Alabama.
… ‘She did help to set us all free,’ he said. After her arrest, Parks was convicted of breaking the law and fined
US$10, ($14.60) along with US$4 in court costs. That same day, black residents began a boycott of the bus
system that lasted for 381 days, led by a then-unknown Reverend Martin Luther King.
Legal challenges led to a Supreme Court decision that forced Montgomery to desegregate its bus system
and ultimately helped put an end to laws separating blacks and whites at public facilities across the South.
… Bishop Charles Ellis, pastor of the Greater Grace Temple where Wednesday’s funeral was held, called
the diminutive Parks ‘a gentle giant of a woman.’ Her funeral, he said, was a ‘national victory celebration …
because she humbled herself in life God has highly exalted her in eternity.’
… Her body was placed in the United States (US) Capitol Rotunda last Sunday, the first such honour ever
accorded a woman. There was also a service in Alabama.
The Reverend Bernice King, daughter of the civil rights leader, told the service she came on behalf of her
mother, Coretta Scott King, who recently suffered a stroke. Parks, she said, ‘was the catalyst of one of the
most important freedom movements not only in American history but in world history … indeed she became
the symbol and personification of our nonviolent struggle for liberation and human dignity.’
- REUTERS
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apn holdings nz limited
3B
history in your backyard
Your local area, neighbourhood or community, and your own family, are all rich
in history.
Historian Debra Francis
learning outcome
Carry out a small local research activity.
learning intentions
•• complete a small local area research activity
•• identify and gather information
•• select evidence
•• draw conclusions and present evidence in poster format.
introduction
We are all touched in some way by national and international events even if we are only
spectators hearing, reading or watching what is happening on the news. However, all of us have
our own history and so do the places where we live.
This will be a small-scale preparation for two of the achievement standards later in the course:
•• 1.1 Carry out an historical investigation:
do some historical research
•• 1.2 Communicate historical ideas:
present your research findings.
trevor cobeldick
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4A
sources of local history
Refer to the visual above and the photo on the previous page. In a star diagram, identify six
sources of local history.
Check your answers.
getting results from research
In the late 17th century John Comenius said, People must …
be taught to become wise by studying the heavens, the earth,
oaks and beeches: not by studying books alone … they must
learn to investigate the things themselves …
Good advice. Doing your own thing as an historian will not only increase your wisdom, but also
help you develop useful skills.
When you do some historical research and present your findings, you will be showing how
you can:
•• identify and gather sources of information
•• select evidence from these sources and use it
•• demonstrate how this evidence links to the focusing questions of your topic
•• reach conclusions from the evidence you gathered
•• present your ideas in an appropriate way.
You’ve already identified some useful sources of information in the first activity. In Activity 4B
you’ll select some evidence and present it. We’ll provide the focusing questions.
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detective work in your local area
roger childs
Your investigation is on a building. Buildings, especially the old ones, have a lot of memories.
They are an important part of our history.
Sometimes communities rebuild settlements from the past to remind them of their history. This is Sovereign Hill, an old gold-mining
town near Ballarat in Victoria, Australia.
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4B
Your tasks are to:
1. find out information about an old building in your area
2. produce a full-page poster encouraging people to visit the building.
the investigation: gathering evidence
•• When was the building erected?
•• What is it made of?
•• What was it first used for?
•• Has its use changed since then? If so, how is it used now?
•• Ask at least one older person about their memories of the building – for example, how they
used it.
the communication: presenting historical ideas
Produce an appealing full-page poster advertising the building as an attraction.
Include:
•• a photo or sketch of the building
•• information on its age, building materials and use
•• details on why it is important and worth visiting
•• one quotation from an old person about their memories of it.
Send the poster in with your work.
Enjoy your researching!
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war to war
I can predict with absolute certainty that within another
generation there will be another world war unless the nations
of the world come up with the methods by which to prevent it.
United States President Woodrow Wilson, 1919
We have ended the war to end all war with the peace to end
all peace.
Kaiser Wilhelm II, Germany 1919
bettmann/corbis
5
learning outcome
Explore introductory ideas relating to the origins of World War II.
learning intentions
•• apply knowledge to interpret a map
•• examine sources and draw conclusions in question/answer format.
introduction
In 1918 one world war ended and 21 years later another began. Were the two events linked?
The quotes above which suggest a connection are from one of the winners and one of the losers
in World War I.
The Origins of World War II 1919–1941 is the first topic you will study in the course. In this
lesson you will:
•• get an introduction to the topic
•• look at the importance of World War I in shaping the 1920s and 1930s
•• develop your skills in map interpretation.
HS1001
25
war to war
the war to end war
The European countries which went to war in August 1914 thought the fighting would be over by
Christmas. Four years later the ‘guns of August’ were still killing soldiers at the rate of more than
5500 a day. When the Great War finally ended on 11 November 1918, more than 20 million
people had died, billions of dollars had been wasted and vast areas had been devastated. France
had been particularly hard hit.
the terrible toll in france
•• 1.3 million soldiers killed
• 1000 factories ruined
•• 20,720 sq km of farmland ruined
• 1200 churches devastated
•• 4856 sq km of forest destroyed
• 1500 schools destroyed
•• 249,700 other buildings destroyed
the thirst for revenge
Revenge is a terrible thing, but the desire for it can be understood when one nation suffers huge
losses at the hands of another.
The French wanted revenge (la revanche) against the Germans after World War I for these
reasons.
•• The Germans had beaten the French in a war in 1870 and taken over the French provinces
of Alsace and Lorraine.
•• Germany had invaded France in 1914 without any justification.
•• Germany had surrendered in November 1918, so the French could dictate the terms.
26
HS1001
war to war
In the Treaty of Versailles, the Germans were made to suffer in a big way. You’ll learn the full
details in HS1002. All historians agree that the terms of this Treaty were a factor in causing
World War II. One of the terms required Germany to pay for war damage. This meant paying
an indemnity, also known as reparations. It wasn’t going to be easy, as the cartoon at the
bottom shows.
Lorraine iron ore field
(most important in Europe)
Sedan
Saar coal field
lo
r
ra
One of Europe’s
strongest fortresses
in
e
Ri
ve
r
Strassburg
ine
Metz
Rh
Verdun
alsace and lorraine
alsa
ce
Vos
ges
lle
ose
R.M
france
germany
R.Rhine
david low
The control of Alsace and Lorraine was a major cause of ill feeling between the French and the Germans.
HS1001
27
war to war
As it turned out, Germany had to borrow money in the 1920s to help its war recovery and to pay
the reparations. The United States (US) lent the money that enabled Germany to pay reparations
to Britain and France. These two nations could then afford to pay their war debts to the US.
(Britian and France had borrowed millions of dollars from the US during World War 1.)
GERMANY
US
loans
war debt
payment
reparations
payments
BRITAIN
FRANCE
The money-go-round.
5A
1. Of the two men quoted on page 25, who was:
a. the winner?
b. the loser?
2. Refer to Wilson’s quotation. In a sentence, outline what he thought would be needed to
prevent another world war.
3. As a French person in mid-November 1919:
a. Explain in a short paragraph why Germany must be made to pay for the war.
b. Suggest why the loans and payments system involving major countries in the 1920s was called the money-go-round.
c. What would happen if the US stopped lending money to Germany?
Check your answers.
28
HS1001
war to war
upskilling in history: map interpretation
Maps are important tools in studying history because they show names and the location of
places, the boundaries of countries, regions, and other features.
However, they can also:
•• provide information about events, for example when and how the action occurred
•• show details about places, for example why an area was important
•• explain links between groups, for example how groups cooperated or came to blows
•• summarise particular features such as the movement of people or boundary changes.
It’s important for you to understand historical maps and get information from them. Have a
look at the map of Alsace and Lorraine on page 27.
Note how it:
•• shows the vital location of the area on the French–German border
•• names important rivers and cities
•• indicates the size of major mineral fields.
The map shows the importance of Alsace-Lorraine. It also tells you more effectively than
using words why both France and Germany valued it.
HS1001
29
war to war
getting the big picture
The Alsace and Lorraine map shows the importance of a small area. But often we need to see the
bigger setting to understand historical events. The map below shows all the territorial changes
that were made in the Treaty of Versailles and other peace agreements after World War I.
This map has three important features to help you with your interpretation:
•• colours which are used to show important areas affected by the peace treaties
•• a key which explains what the colours mean
•• a scale to allow you to work out distances.
Lost by Germany 1919
finland
Saar: League of Nations
control 1919–35
Demilitarized Rhineland
1919–36
Austria–Hungary until
1918
Plebiscite Areas
Former territory of
Imperial Russia
estonia
belorussia
latvia
denmark
belgium
luxembourg
netherlands
Danzig
(Free City)
schleswig
lithuania
russia
east prussia
poland
germany
selesia
ukraine
czechoslovakia
france
be
alsace-lorraine
switzerland
ss
transylvania
austria
hungary
trentino
italy
ar
ab
ia
romania
Triessie
Fiume
Istria
yugoslavia
bosnia
da
lm
at
ia
bulgaria
albania
greece
turkey
The new map of Europe in 1919.
30
HS1001
war to war
Use the map on the previous page to answer the following questions.
1. Which areas did France get from Germany?
2. Name three other countries that gained land from Germany.
3. Which country gained a corridor of land that separated East Prussia from the rest of Germany?
4. How are the boundaries of the old Europe shown? (Clue: the new boundaries are shown as
solid lines.)
5. Name a new country created completely from the old Austria-Hungary.
6. What common, helpful mapping feature is not provided on this map?
Check your answers.
the seeds of a new war
The 1914–18 conflict was called the ‘war to end all war’. The politicians who drafted the Treaty
of Versailles did not want to start another war. So the Treaty set up a League of Nations, which
was a world government designed to:
•• settle disputes between countries
•• keep the world at peace.
Unfortunately, the Treaty was very hard on the Germans and Germany was not invited to join the
League until later in the 1920s. In the 1930s the Germans rejected the Treaty of Versailles and
built up their armed forces. The League did nothing about this and the world was soon on the road
to war again.
You will study this scary but fascinating topic in detail in HS1002 and 1003.
david low
5B
This is part of a 1935 cartoon drawn by New Zealand cartoonist David Low. Note how the Treaty
of Versailles is shown and the reference to ‘lost opportunity’. Who do you think the marching
figures are saluting?
HS1001
31
6
war shifts the focus
The fall of Singapore was a turning point in New Zealand history.
Historian W H Oliver
learning outcome
Explore introductory ideas relating to New Zealand’s Search for Security after 1945.
learning intentions
•• link causes and effects in a diagram
•• interpret a cartoon
•• construct a History Road.
introduction
In December 1941 the Japanese devastated the American military base at Pearl Harbor in Hawaii.
Two years after breaking out in Europe, World War II had spread to the Pacific.
The conflict was now close to home for New Zealand. In the early years of the 20th century
New Zealanders had looked for protection to the British navy based in Singapore. In February
1942 the Japanese overran Singapore. This event caused a major change in New Zealand’s future
links with the rest of the world.
Japan
China
Pearl Harbour
Hawaii
pacific ocean
Singapore
Australia
New Zealand
32
HS1001
imperial war museum
Winners and losers: British generals trudge up a hill in Singapore to surrender the colony to Japan in February 1942.
war changes everything
You learned in lesson 5 that after World War 1
many countries wanted to make sure such a
conflict didn’t happen again. The League of
Nations was set up to keep the peace, but
failed because it:
•• didn’t include all the world’s big countries
from the start
•• didn’t have an army to call on if force
needed to be used
•• didn’t stop aggressive (warlike) countries
taking over other countries.
bcp publishing
The cartoon on the right shows just how
ineffective the League of Nations had been
when Japan took over part of China in 1931.
League of Nations and Manchuria.
HS1001
33
After World War II, the United Nations (UN) was set up. It included all the world’s major countries
and had the power to form an army. This was needed in 1950 when North Korea invaded South
Korea and the UN went into battle against the attackers. New Zealand had joined the United
Nations in 1945 when it realised it could no longer rely on Britain for its security (safety). It also
joined the UN army in Korea because it supported the idea of joint action to deal with aggressors
(warlike countries).
upskilling in history: cause and effect
This skill is about making connections: being able to see a link between one event and
another. For example, the attack by Japan on the American naval base at Pearl Harbor
(the cause/reason) led to America declaring war on Japan (the result/outcome).
In the cartoon at the end of lesson 5, David Low uses the caption ‘Cause precedes effect’,
meaning that the cause always comes first.
6A
1. Refer to the cartoon and text on page 31. This shows the countries of Europe accepting
Germany as the most powerful military nation. That’s the effect. What was the cause?
2. Match the causes in column A with the effects in Column B.
ACauses
BEffects
Japan bombs Pearl Harbor
The UN Army goes into action
Singapore falls to Japan
New Zealand joins the UN
North Korea invades South Korea
The US declares war on Japan
New Zealand wants security in 1945
Britain loses a colony
3. Refer to the cartoon on the previous page and answer these questions. (Tinte means ink
in German.)
a. Which country is shown by the man with the rifle?
b. How does the cartoonist show the weakness of the League of Nations in trying to stop Japanese aggression?
c. What does the final sketch show?
Check your answers.
34
HS1001
a new foreign policy
The events of World War II made New Zealand change its foreign policy – the way it dealt with the
rest of the world. Foreign policy includes a lot of things like:
•• defence
•• trade
•• having representatives overseas
•• accepting refugees from war-torn regions
•• giving aid to needy countries.
After World War II, New Zealand focused its foreign policy on having closer contacts with
countries in its own ‘backyard’: the Asia-Pacific region. It:
•• formed a military alliance with Australia and the US in 1951
•• developed closer relations with Pacific and Asian nations
•• made Australia, the US and Japan its main trading partners.
You will study these and other aspects of New Zealand’s role in the world later in the course.
HS1001
35
upskilling in history: building a history road
A history road is a type of timeline. You put events in the order they happened, but you don’t
have to show the even passing of time. As the example below shows, a history road:
•• takes the form of a widening road coming towards you
•• has the oldest event at the beginning of the road
•• may have symbols or sketches to go with the events.
1914–18
1919
World War I
Treaty of Versailles.
1929–30
1933
1934
1939
6B
Closed
The great depression
sets in.
Hitler comes to
power on Germany.
Germany builds up
its armed forces.
Germany invades
Poland. World
War II begins.
Construct a history road showing the events below. You will need to find the dates and include
them with the events on your road. Add little sketches or symbols if you wish.
•• The start of World War II in Europe
•• New Zealand forms a military alliance with Australia and the United States
•• Britain loses Singapore to the Japanese
•• Japan bombs Pearl Harbour
•• North Korea invades South Korea
•• The United Nations is set up.
36
HS1001
slaughter at sharpeville
… police opened fire in a volley of shots that were to echo around the world.
South African journalist Donald Woods
learning outcome
Explore introductory ideas relating to race relations in South Africa during the era of apartheid.
learning intentions
•• discover why racial discrimination (apartheid) was government policy in South Africa
•• examine facts and opinions about what happened at Sharpeville and show your skill in
understanding different viewpoints
•• write a personal account in a paragraph.
introduction
The date was 21 March 1960. The place was Sharpeville, a black township near Johannesburg,
South Africa. The event was a massacre. White police fired on an unarmed black crowd, killing
more than 60 people and wounding at least 140. Doctors carrying out the post-mortems
reported that 70 per cent of the dead had been shot in the back.
bettmann/corbis
7
The slaughter at Sharpeville.
South Africa
HS1001
37
r joiner – r childs
racism as government policy
During the 20th century, blacks outnumbered whites in South Africa by at least three to one. The
whites controlled the government and the economy until the 1990s and would not share power
with the majority. To keep their control they passed more and more laws which favoured white
people and discriminated against non-whites.
In 1948 the Nationalist Party came to power and tried to separate whites from the other races:
blacks, Asians and Coloureds. They tightened up all the existing laws in a system called
apartheid (apartness).
The result was:
•• whites kept the power and the wealth
•• non-whites had no power and most lived in poverty.
the road to sharpeville
Not surprisingly, there was a lot of protest about these
racist policies. One of the things that most angered blacks
was having to carry passbooks. These contained all sorts
of personal information and employment details. The
passbooks were used to restrict the movement of nonwhites within South Africa and were frequently checked
by police.
bettmann/corbis
Almost one million Africans [blacks] a year are
arrested and jailed or fined for breaches of pass laws
which do not apply to whites.
Black leader Albert Luthuli, 1961
African holding Passbook.
38
HS1001
In 1960 black organisations called for a protest against the pass laws. On 21 March, which was
to be Anti-Pass Day, blacks were encouraged to:
•• stay away from work
•• leave their passbooks at home
•• go to their local police station to be arrested.
hulton-deutsch collection/corbis
Thousands of blacks did just that. The photos below show the aftermath of the protest outside
the Sharpeville police station.
bettmann/corbis
Aftermath of Sharpeville Massacre, 1960.
Policemen walk amid bodies of South Africans.
HS1001
39
upskilling in history: assessing viewpoints
People have different viewpoints on almost every topic under the sun, whether it’s sports
team selections, the best music, movies worth seeing, who caused an accident, how political
leaders are doing, or what the economy will do. Here are a couple of views on women as
leaders:
•• Women don’t make good leaders because they are too moody and inconsistent.
•• Women make better leaders than men because they care more about people.
When it comes to history, differing views on why, how and what happened are common. The
Sharpeville Massacre is a good example. Differences may depend on the background, beliefs,
nationality, experience and prejudices of the writer. To be completely impartial (objective or
unbiased) in looking at history is not easy, but it’s worth trying!
When you are assessing points of view, take into account:
•• who the writers/speakers represent
•• what the differences are in the detail of their viewpoints
•• why these people might have a particular bias
•• what evidence the writers/speakers give to support their position
•• what facts everyone agrees on – for example, the date.
In trying to decide who is right, you need to be able to weigh up the evidence and give
reasons for your choice.
40
HS1001
different viewpoints on the sharpeville massacre
There are a number of viewpoints on exactly what happened at Sharpeville and why it happened.
A According to information now available
the disturbances at Sharpeville resulted
from a planned demonstration of about
20,000 natives in which demonstrators
shot first, and the police were forced to
fire in self-defence and avoid even more
tragic results.
South African ambassador
in London, 1960
C The Prime Minister read the official
report on Sharpeville to the House of
Assembly [South Africa’s parliament] …
the allegation was made that there were
20,000 people around the police station.
Photographs show that it is unlikely that
there were more than 5000 people at any
one time.
Ambrose Reeves,
the white Archbishop of Johannesburg
B Police claim that they were in desperate
danger because the crowd was stoning
them. The police have also said that the
crowd was armed with ‘ferocious weapons’
which littered the area after they fled.
I saw no weapons, although I looked
carefully and afterwards studied the
photographs of the death scene.
Writer in the black magazine Drum
D On 21 March 1960 a large crowd of
militant Bantu advanced on a police
station in the township of Sharpeville.
Fearing for their lives, a few young
policemen at the beseiged station fired
into the crowd before a command was
given … They killed 69 Bantu and wounded
more before the crowd dispersed.
White historian W J De Kock
E By 10 am when some government aeroplanes flew over to have a look, the large crowd
was causing the officials no great concern. Word spread that there would be speeches at
2.00 pm … Half an hour earlier, the local police chief had walked through the crowd, chatting
with them. He had been greeted in a friendly manner, consistent with the idle, holiday
atmosphere and the large number of women and children in the crowd.
Lieutenant Colonel Pienaar arrived at 1.30 with 300 reinforcements to take charge. He spent
30 minutes lining up his men with their rifles and Sten guns ready. What happened next is
confused. Pienaar says he didn’t give an order to fire but many of the police claim to have
heard the word ‘shoot’. Most of the crowd heard shots and ran.
British journalist Roger Clark
F After shooting in the morning … a crowd
of several hundred Africans this afternoon
began stoning the police armoured cars.
Quite suddenly there was a burst of firing,
chiefly from Sten guns.
(The Times, London)
G I was standing at the door, when two white
policemen called me. They asked me to
give them water. I took a jug and took
water to them … They said, ‘You know, at
two o’clock, we are going to start shooting.’
(Modiehi Mahabane, a resident of Sharpeville)
H A Court of Enquiry looked at events at Sharpeville. The white judge said the shootings were
‘deliberate and unnecessary’
HS1001
41
Use the extracts on the previous page and other information in this lesson to answer these
questions:
1. Give the letters of two extracts which claim the police at Sharpeville acted in self-defence.
2. What evidence does Roger Clark give to challenge the self-defence claim?
3. Roger Clark refers to 300 police reinforcements arriving. Quote a statement from W J De
Kock that seems to challenge this figure.
4. What evidence does Bishop Reeves use to challenge the claim that there were 20,000
people in the crowd?
5. Why would government sources want the world to think that the crowd was a large one?
6. How do the South African ambassador and The Times differ on what led to the firing by the
white police?
7. In a paragraph of about 8–10 lines, write an account of what you think happened.
Check your answers.
the world reacts
The United Nations and countries around the
world condemned the South Africa government
over Sharpeville. There were demands for the
racist policies to end. But it took another 30
years before apartheid was dismantled in
South Africa.
You will study South Africa 1938–1976 in
detail later in the course.
A key figure in this topic is Black leader Nelson
Mandela who became president of South Africa
in the first democratic elections, held in 1994.
david turnley/corbis
7
Nelson Mandela.
42
HS1001
whose holy land?
After 30 years of bitterness and violence, Britain departed, leaving Israel to come
to birth in a welter of blood.
Historian Christopher Sykes
learning outcome
Explore introductory ideas relating to the existence of conflict in Palestine-Israel.
learning intentions
•• discover why there has been conflict within Palestine-Israel
•• do a timeline to place events in date (chronological) order
vivien cryer
•• interpret a cartoon in question/answer format.
Jerusalem, the largest city in Palestine. This is a holy place for three
religious groups: Muslims, Jews and Christians.
introduction
The Jewish state of Israel was formed in 1948 in a region known as Palestine. This area has been
a battlefield for thousands of years and many groups have controlled it, including Britain.
However, two peoples have always regarded Palestine as their homeland: Jews and Palestinians.
You will study the Palestine/Israel topic later in the course.
Gr
ee
ce
Turkey
Lebanon
Mediterranean Sea
Israel/
Palestine
Syria
Iraq
Iran
a
rsi
Pe
Jor
da
n
8
ulf
nG
Libya
d
Re
Egypt
Saudi Arabia
a
Se
Palestine/Israel
Israel/Palestine and their neighbours.
HS1001
43
whose holy land?
disputed territory
Today Palestine/Israel is mainly controlled by the Israeli government, but parts are governed by
Palestinians. The two governments representing Jews and Palestinians do not get on. The reasons
for this go far back into history.
Israelis
Palestinians
•• Most are Jews who trace their origins back
to Hebrew people who came to the area
over 3500 years ago.
•• Most are Arabs who trace their origins
back to tribes who lived in the area before
the Hebrews arrived.
•• J ews around the world see Israel as the
Holy Land promised by God.
•• P alestinians are Moslems who see
Palestine/Israel as their rightful home.
The two groups have different cultures, religions and languages, and have been prepared to
fight to gain control of the land each says is theirs. You will see below how events in 1948 made
ongoing Jewish–Palestinian conflict a certainty.
a problem without a solution?
In 1946 neither the Jews nor the Palestinians controlled Palestine. Britain did on behalf of the
United Nations. But this situation would not last. In 1947 Britain asked the UN to solve the
Palestinian problem. Look at the resources on this page and the following page and use them to
answer the questions in 8A.
PALESTINE POPULATION & LAND OWNERSHIP 1895–1947
Arabs
(thousands)
Jews
(thousands)
Total
% Jewish Land
% Arab Land
1895
453
47
500
0.5
99.5
1919
642
58
700
2.5
97.5
1939
978
445
1423
5.6
94.4
1944
1211
529
1740
6.5
93.5
1947
1327
608
1935
10.6
89.4
Palestinian Arabs in Palestine were furious at the increasing Jewish population of the area.
44
HS1001
whose holy land?
Jews sailed from Europe after World War II hoping to settle in their
‘homeland’ in Palestine.
bettmann/corbis
hulton-deutsch collection/corbis
In July 1946, Jewish terrorists blew up a section of the King David Hotel in Jerusalem, killing 91
people. The Jews were determined to get control of Palestine. This and other terrorist acts led
Britain to hand over the area to the United Nations.
Part of King David Hotel in Jerusalem demolished
by terrorists.
Proposed
Jewish State
Proposed
Arab State
bettmann/corbis
Jerusalem
David Ben–Gurion announces the formation of the state of Israel in
May 1948.
0
50km
The United Nations decided to split Palestine in
November 1947. The partition strongly favoured
the Israelis.
HS1001
45
whose holy land?
massacre and counter–massacre
On the night of 9 April 1948 Jewish guerrillas captured the Arab village of Deir Yassin and killed
254 men, women and children. The attackers claimed that the village was a base for anti-Jewish
troops. Five days later Arabs attacked an ambulance convoy and killed 77 people, mainly doctors
and nurses.
8A
1. Put the following events in chronological (date) order.
–– An independent Israel is proclaimed.
–– King David Hotel is blown up.
–– Deir Yassin Massacre.
–– The United Nations accepts the Partition Plan.
2. The 1947 partition stated that the Jews would get 61 per cent of Palestine and the Arabs
would get 39 per cent. Give evidence from the population figures that this seemed to be
unfair.
3. Following the Deir Yassin Massacre Palestinians from all over Palestine fled to nearby Arab
countries. Suggest:
a. why this flight (diaspora) happened
b. why many Israelis were pleased.
4. Refer in the partition map. Suggest a problem the Palestinians would have had in ruling and
developing their areas.
Check your answers.
After the state of Israel was proclaimed in 1948, Arab countries attacked the new state and vast
numbers of Palestinian refugees fled from Israeli-occupied land. The scene was set for ongoing
Arab–Israeli conflict lasting into the 21st century.
46
HS1001
whose holy land?
upskilling in history: cartoon interpretation
tom scott
Cartoons are good for a laugh. This is usually their purpose, but cartoonists often use a
combination of sketching and words to make a point about events. Sometimes the humour is
black – designed to shock. See New Zealand cartoonist Tom Scott’s grim view below on the
end of the Iran–Iraq War in 1988.
To understand cartoons, you need to note:
•• the date, if there is one
•• who and what is shown
•• the meaning of the caption and other words used
•• h
ow people, countries and groups are represented (this may be done as a symbol, like a kiwi
to show New Zealand or a kangaroo for Australia). In the cartoon above Iraq is symbolised by
a military figure and Iran by a Muslim religious leader.
HS1001
47
whose holy land?
a cartoonist looks at palestine-israel
Have a look at this 2007 cartoon and note the following:
•• the cartoonist uses the setting of a conference to discuss the Palestine-Israel conflict
•• the actual leaders of Israel, the United States and Palestine are shown
•• their countries’ flags are also drawn
tom scott
•• the speaker refers to ‘Uncle Sam’, who is a symbolic figure for the United States.
8B
Refer to the cartoon above:
1. Name the speaker and his leadership position.
2. What are the clues that the cartoonist gives you to help identify the speaker?
3. What do the other two leaders think about the speaker’s comments?
4. In one or more sentences, explain the point the cartoonist is making.
Refer to the Tom Scott cartoon on the previous page.
5. Who do the men about to shake hands represent?
6. How does the cartoonist show that there has been a destructive war going on?
Check your answers.
48
HS1001
dame whina cooper: māori leader
I’d been waiting for years for men to put the world to rights. And they hadn’t.
Dame Whina Cooper
learning outcome
Explore introductory ideas relating to problems Māori faced from 1912–1980 and the part one
Māori leader played in resolving them.
learning intentions
•• summarise Dame Whina’s achievements in a chart
•• explain Māori housing problems in a speech.
introduction
Land is very important to Māori because it is the source of food and other resources, where
people settle and have their homes and where they bury their ancestors
After the signing of the Treaty of Waitangi in 1840 things changed for Māori. They gave up
governorship of their lands to the British. They were guaranteed control of their land and
resources, but over the next 100 years increasing numbers of European settlers, and their
desire for land, ultimately led to conflicts, the loss of large areas of Māori land and a falling
Māori population.
atl
9
Dame Whina Cooper (front) with Mira Szaszy – president and
secretary of the Māori Women’s Welfare League in the 1950s.
HS1001
49
dame whina cooper (1895–1994)
1957MBE
1976CBE
1981 Dame Commander of the British Empire
problems after the signing of the
treaty
•• The Young Māori Party worked with Government and
the churches to improve conditions for their people.
They did not always gain support in the villages,
though, as the people did not identify with them and
what they saw as their European ways.
ATL
•• Māori leaders tried to address problems and during
the period between the two world wars (1918–1939)
they made significant progress.
Whina Cooper in the 1950s.
new pressures after wwii (1945 onwards)
•• New Māori leaders arose; Whina Cooper was one of them
•• 81 per cent of Māori lived in rural communities in 1945, but increasingly they moved to
cities and towns
•• Improvements were made by the Labour Government, with Prime Minister Peter Fraser taking
a special interest as Minister of Native (Māori) Affairs in 1946.
land development schemes
These were the brainchild of Sir Apirana Ngata
(Minister of Māori Affairs).
Whina Cooper worked closely with him.
•• Blocks of land were consolidated into farm-sized
units.
•• Government loans were made available to clear, drain
and fence the properties.
•• 20,000 acres were developed in the Hokianga, with
5000 head of cattle.
ATL
•• Roads, houses and dairy factories were built.
Sir Apirana Ngata.
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the māori women’s welfare
league
Whina Cooper moved to Auckland in 1949 after
the sudden death of her second husband.
The Māori Women’s Welfare League was
formed in 1951 and Whina Cooper was elected
as its first President.
It set up meetings where Māori women
discussed matters such as hygiene, education
and budgeting.
ATL
The League was interested in improving health,
welfare, child care and education for women
and children.
Delegates attending a meeting of the League.
survey of māori housing in
auckland
The League did the survey and sent the results
to Government. As a result:
•• slums were demolished
•• 400 state houses built each year for Māori
families
•• Auckland City Council built more council
houses for Māori families
Whina Cooper retired from the League in
1957. The League grew to 300 branches with
4000 members and continues its work today.
auckland star
•• Whina Cooper was awarded an MBE in
1954 for her work.
Whina Cooper working on the Auckland housing survey.
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the land march 1975
In 1975, when she was 79 years old, Whina Cooper led the Land March from Te Hapua in
Northland to Parliament in Wellington.
She wanted to draw attention to the need to restore Māori lands.
With her three year old granddaughter she travelled 700 miles in 30 days and stopped at 20
marae on the way explain the purpose of the March and gain support.
At the end of the Land March nearly 5000 people arrived in Wellington where they presented a
petition and the Memorial of Rights.
Whina Cooper on the Land March 1975.
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nz herald
michael tuberty – nz herald
There was much media attention and the Land March captured the public imagination.
The marchers crossing the Auckland Harbour Bridge.
the waitangi tribunal
Protests about Māori Treaty grievances were growing at this time.
Parliament set up The Waitangi Tribunal in 1975. It provided a legal process to investigate
Treaty claims and a way to reconcile outstanding issues between Māori and Pākehā.
9A
In this activity you should describe how Whina Cooper was involved in achieving justice or
human rights. Draw up a chart like the one below for your answers.
Activity
Outcomes – justice/human rights
Example:
Building her own marae
Doing this enabled Whina and other women to hold meetings
and speak their minds. Women were bound by local tradition and
were not able to speak on marae.
Land development
Land march
Health
Housing
Check your answers.
9B
Imagine you are Whina Cooper addressing a meeting of the Māori Women’s Welfare League in
1955.
In a paragraph explain what you have found in the Auckland Housing Survey and what you think
needs to be done.
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53
10
taking good notes: the cuban missile crisis
Being able to look at detailed resources and sort out the important points is the
mark of a top history student.
Teacher and historian Colin Campbell
learning outcome
Practise a range of historical skills.
learning intentions
•• practise ways of summarising information
•• make some notes about the Cuban Missile Crisis of 1962.
introduction
During the year, all students will face the problem of working out the best way to revise. How do
you reduce the detail of a topic into manageable chunks that are easy to swot?
If you want to gain externally assessed achievement standards, you will sit an examination at the
end of the year. Having the right material conveniently summarised and explained helps you to
be well prepared.
the cold war
In the early 1960s the world was in the middle of the Cold War between the West and the East.
The leaders of the two sides, the United States (US) and the Soviet Union (USSR), were called
superpowers.
The ‘war’ was mainly one of words and viewpoints. The building of the Berlin Wall was one result
of this clash of ideas. But occasionally things hotted up into open conflict. This happened in
Korea, 1950–53, and Vietnam, 1965–75.
Fortunately, the two superpowers never fought a war against each other. If they had and used
nuclear weapons, we probably wouldn’t be here today.
However, in 1962 a battle of the giants nearly took place. The setting was the small island nation
of Cuba, 140 km off the south coast of the USA.
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features of the cold war
The East
The West
•• led by the Soviet Union
•• democratic governments
– choice of parties
•• Communist governments
– no choice
•• private ownership of farms,
industries and businesses
•• state ownership of farms,
industries and businesses
richard childs
•• led by the United States
when the world held its breath
In October 1962 the world stood on the brink of a nuclear war. The Soviet Union had placed
missiles on the island of Cuba and the US wanted them to be removed. The Americans mobilised
military forces for an invasion of Cuba. The Russians were prepared to use the nuclear missiles
if the invasion occurred. How had things got to such a state?
castro’s communist cuba
Castro changed all this and the new
communist government took over the
economy. American businesses were
sent packing and thousands of Cubans
fled to the US. The Americans stopped
trading with Cuba, which meant the
Cubans lost the biggest market for their
sugar exports. Fidel Castro changed the
face of Cuba.
bettmann/corbis
In 1959 Fidel Castro overthrew the
brutal and corrupt government led by
Fulgencio Batista. This government
had been supported by the Americans
and the pay-off was that American
companies made huge profits from the
Cuban economy.
Cuban leader Fidel Castro. He resigned from the presidency in 2008.
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55
enter the soviet union
The Russians were very happy to have a communist ally so close to the US. From 1960 they
willingly bought Cuban sugar in return for selling oil and machinery to Cuba.
USA
flo
a
r id
Gulf
of
Mexico
Atlantic Ocean
Havana
cub
a
Bay of Pigs
key
Missile sites
American Blockade
USA
Cuba
the bay of pigs disaster
In 1961 the US government supported a plan for Cubans in the US to invade their homeland and
overthrow Castro. It failed dismally and Castro became more popular. But Castro was worried the
Americans might try again. In early 1962 US forces staged a mock invasion on an island nearby.
Castro called on his Soviet allies to defend Cuba against a possible American attack.
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upskilling in history: summarising
A first step in sorting out summary notes is to highlight key points. Feel free to do this in the
booklets throughout the course. In the section When the world held its breath which you’ve
just read, highlight or underline the:
•• key sentence which sums up why there was a crisis
•• key events in 1959, 1960, 1961 and 1962.
(Don’t send in this work.)
Because there is a sequence of events, you could summarise the points in a timeline or
flow diagram. For example:
1959 Castro overthrows corrupt Batista govt in Cuba
1960 Castro throws out US business: US stops trade with Cuba.
Notice that in this timeline:
•• the dates are in bold. However, you could underline them or use another colour
•• the word government is abbreviated to govt
•• the word the is not used.
These are some ways you can save time in summarising information but still get all the
important points you need.
Another useful way of summarising is to use a star diagram. Here you put your heading in
the middle and list the points around it. This can be useful if you want to make notes on a
number of aspects of one development or definition. You could also do this in a list with
bullet points like the ones above.
10A
1. Write a summary in less than 10 words of the second sentence in the first paragraph on
page 55.
2. a. Copy the timeline above which starts with 1959.
b. Add one other 1960 development, as well as events for 1961 and 1962.
3. Do a star diagram to sum up features of the Cold War from pages 54–55. Have four points to
your star.
Check your answers.
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to the brink of war and back
Back to the crisis. The Russian–Cuban alliance was bad news for the Americans. Soviet leader
Nikita Krushchev sent nuclear missiles and 40,000 troops to Cuba and so gained a major
advantage in the Cold War. But he claimed that only weapons for Cuba’s defence had been
delivered.
US President Kennedy was worried. The Russians were winning the Cold War. The US had already
suffered three recent setbacks.
1960 an American spy plane had been shot down over the Soviet Union and the pilot had been captured
1961 the Berlin Wall had divided the western and eastern parts of the city, against American wishes.
1961 the Bay of Pigs invasion of Cuba had ended in disaster.
what should kennedy do?
corbis
It was a big worry. The Russian missiles in Cuba were a major threat, but using force to get rid
of them could unleash a nuclear war. Both sides had enough nuclear weapons to wipe out all
human life on the planet. The situation was very serious.
John F. Kennedy and Nikita Krushchev.
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But Kennedy and his advisers wanted the Russian missiles out of Cuba. They considered
these possibilities:
•• get the Russians to remove the missiles by using world opinion in the United Nations
•• approach Castro secretly and get him to end his links with Russia
•• put a blockade of ships around Cuba and stop Russian vessels with missiles going through
•• bomb the missile sites and invade Cuba.
This is the week I had better earn my salary.
President John Kennedy, 18 October 1962
american action, russian retreat
bettmann/corbis
For 12 days in October 1962, war remained a possibility. It was avoided because the Americans
proved Krushchev had lied when he said no missiles had been sent to Cuba. Kennedy revealed
to the world photographic evidence of missile sites on Cuban soil. An American naval blockade
had also been placed around Cuba to stop Russian ships, and as a result some vessels carrying
missiles turned around.
An American photo shows Russian missiles headed for Cuba.
World opinion supported the Americans. The Russians backed down and removed the missiles.
The Americans ended the blockade and promised not to invade Cuba. In 1963 America
dismantled its missiles close to the Russian border. The same year a direct phonelink (hotline)
allowed the American and Russian leaders to talk directly to one another. The threat of a nuclear
war had eased.
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making some notes
In Activity 10B you’ll make some notes on the end of the Cuban missile crisis. You’ve
seen earlier that abbreviating, listing, highlighting and underlining are useful ways of
summarising material. You don’t need to write full sentences either, and can leave out the
words ‘and’ and ‘the’.
10B
Make notes summarising the main points of the American action, Russian retreat section.
Give your notes a heading and cover these aspects:
•• what the Americans did to make the Russians back down
•• what happened to end the crisis
•• how the governments could quickly deal with a future crisis.
Check your answers.
10C
We hope you have enjoyed this introduction to the course and we’re interested in your
views. Write a short letter to your teacher saying what you think of this booklet, why you
are interested in history, why you are doing the course and something about your interests
and background. We’ll be delighted to hear from you.
what to do now
Check that you have:
•• answered all activities
•• self-marked all activities for which answers are given
•• filled in the Assessment page on the inside back cover
•• signed and attached the back cover sheet to the front of your written work.
Send in the work for this booklet.
Keep the printed booklet to use again.
Well done! You’ve finished this booklet.
Start work on the next history booklet when you’re ready.
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11
answer guide
Mark your answers using a pen of a different colour and add corrections if you need to. This is not
an exhaustive list of all possible answers. You may well have correct answers which are worded
differently or have other quite correct alternatives. If you are in doubt, put a question mark
beside your answer and your teacher will comment. 1. history: what’s it all about?
1A
1. Here is a possible summary. You will differ on the detail.
Feature
Early 20th century
Early 21st century
school leaving age
13 (most young people
worked from age 14)
16–18
working week
66–72 hours
35–45 hours
transport
horse-drawn vehicles,
trains, a few cars
cars, trains, planes, ferries, buses,
bicycles
use of cars
a luxury for the rich
widely used
home entertainment
music, chatting, cards,
board games
radio, television, home theatre, play
stations, CDs and DVDs, Internet,
cards, games, chatting, iPods
2. This will depend on when you were born. Your teacher may comment on your answer.
1B
1. The message from the cartoon is to learn the lessons of the past and avoid the mistakes
made.
2. Facts: Kennedy was assassinated in 1963 / It took place in Dallas / Oswald was arrested for
the crime / Oswald was shot / The investigation produced tonnes of written evidence.
Opinions: Oswald didn’t kill Kennedy / The assassin was on the grassy bank / The Russians
or Cubans or Mafia or Russians were behind the killing.
3. Y ou probably couldn’t trust the evidence because you don’t know if the artist was there.
It may just be a sketch of what probably happened, based on eyewitness accounts.
Although Niepce made the first known photograph in 1826 and Daguerre announced the
invention of the daguerrotype in 1839, photography was still in its infancy in 1843.
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answer guide
2. history comes in many forms
2A
1. If you’ve got the idea that a lot of evidence of what happened in the past is either missing or
hard to distinguish, that’s correct.
2. Historians need to sift evidence carefully to make sure they get as close to the truth as
possible.
3. a. Ann Kumar’s new idea is that Japanese culture has been heavily influenced by Javanese culture.
b. A medical researcher made DNA connections between the Japanese and the Indonesians. Also, a linguistics expert showed links between Japanese and Indonesian words.
c. The old idea that may be thrown out is that 2000 years ago Japanese culture was only influenced by nearby China and Korea.
d. Rice, swords, teeth, skulls, DNA, a diary, other written sources or language.
e. You will have written your paragraph in sentence form. Ann Kumar does have a good case. She has discovered a wide range of valid evidence.
You may have mentioned:
• the similar types of rice
• the common patterns and descriptions of weapons
• the scientific evidence related to DNA similarities
• the similarities in customs and rituals
• the parallels in vocabulary.
2B
1. Cross section, maps, statistics, photos, text, cartoon, quotations.
2. The Soviet (Russian) zone.
3. Alarm fence, dogs, trip wires, watchtower, searchlights, flares, lamps, ditch, steel spikes,
concrete wall with a round pipe on top.
4. The real reason for the wall was to stop people escaping to West Germany. (It did make it
more difficult for spies too!)
5. 1953.
6. East German.
7. The many on the speaker’s side are the bodies on top of the wall.
8. The hated symbol of imprisonment.
9. Kennedy felt he could call himself a Berliner because he was a free man. (A Berliner is also a
doughnut, and some locals thought this was a better summing up of Kennedy, as he had done
little to prevent the wall being built).
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answer guide
3. history behind the news: barack obama
3A
1. 270
2. John McCain
3. The Rev Jesse Jackson joined the celebrations. He and other civil rights leaders had given
strong support to the Obama campaign.
4. That this was the first time a non-white person was elected president of the US.
3B
1. She would not give up her seat to a white man on a segregated bus.
2. The boycott of the racist bus system; a type of non-violent protest.
3. Rosa Parks ‘was the catalyst of one of the most important freedom movements not only in
American history but in world history … indeed she became the symbol and personification
of our nonviolent struggle for liberation and human dignity.’
4. The body was placed in the US Capitol Rotunda and a service was held in Alabama. People
such as Bill Clinton and the Reverend Bernice King made speeches.
4. history in your backyard
4A
Your sources of local history would have included older people, the library, the cemetery, the war
memorial, church records, school records, diaries.
5. war to war
5A
1. a. Woodrow Wilson
b. Kaiser Wilhelm II
2. You probably wrote something like Another world war can be avoided if the world’s countries
sort out ways of keeping the peace.
3. a. This was a little role play where you had to be a French person. You would have written
in sentence form and included ideas like these.
I feel the Germans must pay for the war because:
• they invaded our country without any reason
• the war they started has killed well over a million French soldiers
• they have caused massive damage to towns, factories and farmland
• we have won and they deserve to pay for what they have done to us over the last
four years.
b. It was called the money-go-round because the money started and ended with the US.
c. If the US stopped lending money to Germany, Britain, France and Germany would be in serious economic trouble.
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answer guide
5B
1. Alsace and Lorraine.
2. Three of these: Belgium, Denmark, Poland, Lithuania.
3. Poland.
4. With a dash/dot broken line pattern.
5. One of these: Czechoslovakia, Austria, Hungary.
6. A compass for showing directions is missing.
6. war shifts the focus
6A
1. The cause was that Hitler had rejected the Treaty of Versailles and its harsh terms, and built
up Germany’s forces.
2.
Japan bombs Pearl Harbor
The US declares war on Japan
Singapore falls to Japan
Britain loses a colony
North Korea invades South Korea
The UN Army goes into action
New Zealand wants security in 1945
New Zealand joins the UN
3. a.Japan
b. The League of Nations is shown firing a note at the Japanese. The cartoonist in this way symbolises the weakness of the League in not having an army to use against aggressors.
c. The victorious Japanese. They have cleaned up the Chinese and ignored the League.
7. slaughter at sharpeville
7
1. A and D.
2. Clark states that Pienaar spent 30 minutes organising his troops and that many police
claim to have heard the word ‘shoot’. This suggests that the police were all ready to fire
if necessary and some did so because they thought they heard the order.
3. De Kock gives the impression that there were only a few young policemen at the police
station.
4. Bishop Reeves’s evidence is photographs.
5. If the crowd was large and threatening, the shootings could possibly be justified by
government.
6. The ambassador said the police fired because the demonstrators shot first. The Times states
that Africans stoning the armoured cars led to the shooting.
7. Your teacher will comment on your paragraph. The indisputable facts are that a lot of blacks
were killed by white police at Sharpeville on 21 March, 1960 and that most people were shot
in the back. The finding of the Court of Enquiry supports the conclusion that the shootings
were not justified.
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answer guide
8. whose holy land?
8A
1. July 1946 King David Hotel is blown up
The United Nations accepts the Partition Plan
November 1947
April 1948Deir Yassin Massacre
May 1948
An independent Israel is proclaimed
2. The Arabs were to get 39 per cent of Palestine under the Partition Plan, but in 1947 had
about 70 per cent of the population and owned 89 per cent of the land.
3. a. Palestinians fled because they feared that there could be more Jewish attacks on
their settlements.
b. This reduced the size of the Arab population and most Israelis were pleased about that.
4. The lands suggested for the Palestinians were three separate sections bordered by proposed
Israeli land.
8B
1. George W. Bush, President of the United States.
2. The flag, the reference to ‘Uncle Sam’, Bush’s face.
3. They disagree with the comments; they don’t want to get along together and agree to a peace
settlement of their conflict over Palestine-Israel.
4. Despite the large amounts of aid money that the United States has given both sides, it has not
been able so far to get Israel and Palestine to change their attitude to each other and reach a
peace settlement.
5. Iraq and Iran.
6. The men are standing on piles of bodies.
9. dame whina cooper: māori leader
9A
Activity
Outcomes – justice/human rights
Example:
Building her own marae
Doing this enabled Whina and other women to hold meetings
and speak their minds. Women were bound by local tradition and
were not able to speak on marae.
Land development
Whina worked with Sir Apirana Ngata to make better use of Māori
land. Māori got government loans to develop land and increased
outputs brought benefits to them and their communities.
Land march
Whina organised a march from Northland to Wellington to draw
attention to land problems. The government later set up the
Waitangi Tribunal to hear and address Māori land problems.
Health
Whina worked with members of the Māori Women’s Welfare
league to improve Māori health, particularly for women and
children.
Housing
The League did a survey of Māori housing in Auckland which led
to slums being demolished and more houses being built.
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65
answer guide
10. taking good notes: the cuban missile crisis
10A
1. The US wanted Russian missiles in Cuba removed.
2.
1959
Castro overthrows corrupt Batista govt in Cuba
1960
Castro chucks out US business US stops trade with Cuba.
Russians sell oil & machinery and buy Cuba’s sugar.
1961
Bay of Pigs: US backs attempt to overthrow Castro which fails.
1962
Castro asks USSR to defend Cuba after US mock invasion nearby.
Notice that & has been used here instead of and. Abbreviations can save time. However, and
should be used in full in essay work. The timeline above could also be done as a flow diagram.
3.
West (led by US) v
East (led by Soviet Union)
Sometimes open conflict:
Korea/Vietnam
the cold war
War of words and policies
Superpowers never
fought each other
You may have added the dates of the wars in Korea and Vietnam. You may also have included
the fact that the superpowers almost started a nuclear war over Cuba in 1962.
10B
Here’s how you might have done your notes:
Cuban missile crisis: october 1962
America:
•• showed that Krushchev had lied over missiles
•• revealed photos of missile sites in Cuba
•• used naval blockade to turn back missile-carrying ships.
Crisis ends:
•• USSR removes Cuban missiles
•• US ends its blockade & dismantles missiles close to USSR borders.
In 1963 US–USSR hotline allowed direct contacts in future.
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12
glossary
aggressors
People, groups, countries that are prepared to use violence/war to
achieve their aims.
apartheid
Means apartness in the Afrikaans language. The official name for the
South African government’s racial segregation policies after 1948.
assimilation
When the strongest culture absorbs other cultures and the others,
in time, lose their cultural identity.
blockade
Stopping trade and other contact between nations. At sea, ships are
used.
Cold War
The distrust which developed between the two superpowers, the US
and USSR, after 1945. There was no fighting but a lot of tension.
confiscated
Something taken, like land, without payment or compensation.
hotline
The direct phone link set up between the US and USSR in 1963 to
allow for quick contact between the governments.
indemnity
See reparations.
indigenous people
The native people or original inhabitants.
Iron Curtain
The term for the heavily fortified frontiers that the communist
countries of Eastern Europe built to separate themselves from the
democratic countries of Western Europe after World War II.
la revanche
French term for revenge and specifically the desire of France to gain
revenge over Germany after World War I.
partition
Division. The United Nations came up with plans to divide Palestine
into two countries in 1947.
passbooks
Documents which non-whites had to carry during the apartheid era
in South Africa.
plebiscite
A vote on an issue. For example, an area deciding which country
they wish to belong to. Also called a referendum.
reparations
Payments for war damage, also know as an indemnity.
referendum
See plebiscite.
security
Safety. Often people, groups, countries will work together to be
secure.
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67
glossary
separatism
Where a group tries to develop and retain its culture while having
little contact with other groups.
superpowers
The two strongest countries in the world after World War II: the US
and the Soviet Union.
tangata whenua
People or person of the land. The Māori people.
tohunga
A skilled person, expert, priest or wizard.
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acknowledgements
Every effort has been made to acknowledge and contact copyright holders. Te Aho o Te Kura Pounamu apologises for any omissions
and welcomes more accurate information.
Illustration: Tremblement de terre de la Guadeloupe, 1843, from ‘Geography Review’, Vol.14 No.3 January 2001, Oxford, UK: Philip
Allan Updates. Public domain
Photo: CDB Sydney from harbour, © Roger Childs, Wellington, NZ: The Correspondence School, 2001. Used by permission
Diagrams: Cross section of the Iron Curtain; A clash of ideas (The Cold War); by Richard Childs; Maps: Divided Germany and
divided Berlin, by Pam Childs; from ‘Moving Experiences: The Mobility of People and Ideas’, © C Campbell & R Childs, Auckland, NZ:
Macmillan, 1993. Used by permission
Diagram: The wall of apartheid, by Dick Joiner - © Roger Childs, from ‘Divide and Rule: Race Relations in South Africa 1938–1977’,
by Roger Childs, Auckland, NZ: Macmillan, 1990. Used by permission
Photo: Sovereign Hill, © Roger Childs, Wellington, NZ: The Correspondence School, 2001. Used by permission.
Cartoon: ‘You’d think he’d remember …’, © NZ Historical Association. Used in any medium for education and its promotion by
permission.
Cartoon: ‘Perhaps it would gee-up better if we let it touch earth?’, by David Low - Atlantic Syndication, from ‘London Evening
Standard’ Jan. 1921;
Cartoon: ‘Cause precedes effect’, by David Low - Atlantic Syndication, from ‘London Evening Standard’ 20 March 1935. Used by
permission.
Cartoon: Iran and Iraq agree on a cease fire, 20 July 1988, © Tom Scott, from ‘Behind Enemy Lines’, by Tom Scott, Lower Hutt, NZ:
Inprint Limited, 1989. Used by permission.
Illustration: Evidence linking Java and Japan, from ‘New Scientist’ No.2288, 28 April 2001. Used in any medium for education and
its promotion by permission.
Photo: Drōmuller tombstones in the old Lutheran Church cemetery, Upper Moutere, © 2001 Trevor Cobeldick, Wellington, NZ: The
Correspondence School. Used in any medium for education and its promotion by permission.
Photo: Jerusalem with old wall and Dome of the Rock, © Vivien Cryer, Wellington, NZ: The Correspondence School, 2001. Print and
digital media by permission.
Alexander Turnbull Library
Photo: Election night crowd, Wellington, 1/2-066547-F.
Photo: Whina Cooper in the 1950s, PA7-15-18.
Photo: Sir Apirana Ngata, 1/1-014489-G.
Photo: Delegates attending a meeting of the League, 1/2-040544-F.
Cartoon: ‘Uncle Sam pours millions into …’, 2007, DCDL-0004488.
Imperial War Museum
Photo: British Surrender of Singapore to Japan, HU_02781.
New Zealand Herald
Photo: Whina Cooper and her grandaughter Irene leaving Te Hapua at start of Māori Land March, 14 Sept. 1975. by Michael Tuberty NZ Herald, 110804NZDAMEWHINA5. Used by permission.
Photo: Māori land marchers crossing the Auckland Harbour Bridge, 070708NZHLANDMARCH21. Used by permission.
Tranz International Image Library
Photo: London, Ludgate Hill and Circus, 1897, The Francis Frith Collection/CORBIS, 42-20495764.
Photo: East German Police Carry Youth’s Body, Bettmann/CORBIS, BE062756.
Photo: President Kennedy at the Berlin Wall, Bettmann/CORBIS, BE054873.
Photo: Barack Obama with wife Michelle and daughters Sasha and Malia, Annie Leibovitz/White House/Handout/CNP/CORBIS,
42-23615213.
Photo: Martin Luther King, Benjamin E. “Gene” Forte/CNP/CORBIS, DWF15-1086300.
Photo: Malcolm X, Bettmann/CORBIS, BE047455.
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acknowledgements
Photo: Rosa Parks, Bettmann/CORBIS, BE082071.
Photo: Stokely Carmichael, Flip Schulke/CORBIS, FP001204.
Photo: Kaiser Wilhelm II, Bettmann/CORBIS, U213685ACME.
Photo: Aftermath of Sharpeville Massacre, Bettmann/CORBIS, BE024516.
Photo: African Holding Pass-Book, Bettmann/CORBIS, U1667333.
Photo: Aftermath of Sharpeville Massacre, Hulton-Deutsch Collection/CORBIS, HU048929.
Photo: Police Walk Amid Bodies of South Africans, Bettmann/CORBIS, BE024489.
Photo: Nelson Mandela, David Turnley/CORBIS, TL007642.
Photo: Jews sailing to Palestine after WWII, Bettmann/CORBIS, HU059463.
Photo: Hotel Demolished in Jerusalem, Bettmann/CORBIS, BE030683.
Photo: David Ben-Gurion Declaring New Jewish State, Bettmann/CORBIS, BE028955.
Photo: Fidel Castro, Bettmann/CORBIS, U1914803-24.
Photo: John F. Kennedy and Nikita Krushchev, CORBIS, IH055149.
Photo: Aerial View of Ship with Two Missiles on Deck, Bettmann/CORBIS, U1355579.
Wikipedia
Photo: John F. Kennedy motorcade, 1963 (public domain).
Photo: Assassination of President John F. Kennedy (public domain).
Design layout and illustrations: Designtalk, Wellington, New Zealand, 2011.
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self-assessmenths1001
Fill in the rubric by ticking the boxes you think apply for your work. This is an opportunity for you to
reflect on your achievement in this topic and think about what you need to do next. It will also help
your teacher. Write a comment if you want to give your teacher more feedback about your work or to
ask any questions.
Fill in your name and ID Number.
Student Name:
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attempted
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Student ID:
Understood
some
I found out about the nature of
history.
I can recognise different forms
of historical information.
I carried out a small local
research activity.
I explored introductory ideas
relating to each topic in the
course.
I practised a range of historical
skills.
Student Comment
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Teacher Comment
© te ah o o te k u ra p ou n am u
Understood
most
Very confident
in my
understanding
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history - Te Aho o Te Kura Pounamu

Transcription

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