πŸ“š Unit Plans β†’ 🌍 History 2.4: Perspectives β†’ πŸ“„ Submission Checklist β€” History 2.4 Lesson 10
Year 12 Tikanga-ā-Iwi / Social Sciences
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Submission Checklist β€” Paearu Angitu Tuku

Level 2 History Β· History 2.4 Β· Lesson 10 Β· Tick every box before handing in
 
 
 
A
Achieved β€” I have described three perspectives with evidence
My essay is complete β€” introduction, three perspective paragraphs, and a conclusion.
All three groups are named specifically (no "protesters" / "they" / "people") in each paragraph.
Each perspective paragraph states what the group believed β€” their view is clear.
Each perspective paragraph also states what the group did β€” the actions or responses that followed from the view. The standard requires the related actions/responses, not just the belief.
Each perspective paragraph contains at least one piece of evidence with a source (author/creator + date).
My name, class, and date are on the essay.
M
Merit β€” I have explained WHY each group held their perspective
Every perspective paragraph contains "because" (or "which reflects" / "this demonstrates") explaining WHY the group held their view.
My explanations connect to the group's specific context, values, identity, or historical experience β€” not just what they wanted.
My introduction contains a thesis sentence β€” a claim about why perspectives were irreconcilable.
My evidence is specific enough to be citable β€” not "a historian said" but a named source with a date.
I have varied my language β€” paragraphs do not all start with the same phrase.
E
Excellence β€” I have analysed why perspectives were irreconcilable
My conclusion analyses (does not summarise) β€” it names the core value clash or framework difference that made agreement impossible.
My conclusion explains WHY the clash was irreconcilable β€” not just that it was.
My conclusion makes a significance claim β€” why this event matters for Aotearoa's history.
My essay demonstrates historical empathy β€” I have explained each perspective from the inside, not judged it from the outside.
I can explain my irreconcilability argument verbally, without looking at my essay.
My self-assessment β€” this essay currently meets:
AAll five Achieved criteria ticked
MAll Achieved + all five Merit criteria ticked
EAll Achieved + Merit + all five Excellence criteria ticked
Circle your self-assessment grade above. Be honest β€” this helps your teacher give you useful feedback.

Before you hand in β€” five final checks:

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

πŸ“‹ Teacher Planning Snapshot

Ngā Whāinga Ako β€” Learning Intentions

The final hand-in checklist, written as plain yes/no statements across the Achieved, Merit and Excellence tiers.

Ngā Paearu AngitΕ« β€” Success Criteria

Differentiation & Inclusion

Scaffold support: Publish the five final checks before submission day so nothing on this sheet is a surprise. A student with an unticked Merit box should spend their remaining time there rather than on presentation.

ELL / ESOL: Written as statements about the essay rather than in marking language, so a student can self-assess without first decoding the standard.

Inclusion: A checklist converts submission anxiety into a finite list of actions. Allow submission in whatever format the student can produce, and let the checklist be completed with a kaiako alongside.

Mātauranga Māori: The Achieved tier separates “what the group believed” from “what the group did”. Keeping the action as its own tick is what stops a perspective expressed through occupation, petition or resistance from being scored as though only written statements count.

Prior knowledge: Use at the end of Lesson 10, immediately before hand-in.