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Contents Preamble

Chapter 1 Introduction Rationale 1 Curriculum Aims 1 Curriculum Objectives 2

Chapter 2 Curriculum Framework Structure of the NSS History Curriculum 4 Time Allocation 12 Learning Outcomes 13

Chapter 3 Curriculum Planning Progression of Studies 14 Planning the NSS History Curriculum 14 Managing the NSS History Curriculum 15

Chapter 4 Learning and Teaching Guiding Principles 17

Chapter 5 Assessment Internal Assessment 19 Public Assessment 19

Chapter 6 Effective Use of Learning and Teaching Resources Source-based Learning and Reading to Learn 23 Using Information Technology as a Tool to Learn History 23 Reference 23

Chapter 7 Supporting Measures 26

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Preamble

The Curriculum Development Council (CDC)-Hong Kong Examinations and Assessment Authority (HKEAA) Committees (Senior Secondary) of various subjects have been set up jointly by the CDC and the HKEAA Council to develop the Curriculum and Assessment Guides (C&A Guides) for the new 3-year senior secondary academic structure in Hong Kong. During the first stage of consultation on the new academic structure between October 2004 and January 2005, the document Reforming the Academic Structure for Senior Secondary Education and Higher Education - Actions for Investing in the Future (Education and Manpower Bureau, 2004) was published to seek stakeholders’ views on the design blueprint of the structure, the timetable for implementation and financial arrangements. An accompanying document, Proposed Core and Elective Subject Frameworks for the New Senior Secondary Curriculum, was also produced to solicit views and feedback from schools on the initial curriculum and assessment design of individual subjects to inform the development of the C&A Guides.

The report New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (Education and Manpower Bureau, 2005), an outcome of the first stage of consultation, has just been published to chart the way forward for implementing the new academic structure and to set further directions for the second stage of consultation on curriculum and assessment as part of the interactive and multiple-stage process of developing the C&A Guides. In addition, taking into consideration the feedback collected through various means including the returned questionnaires from key learning area coordinators/panel heads during the first stage of consultation, the curriculum and assessment frameworks of subjects have been revised and elaborated. We would like to solicit further views on the frameworks from stakeholders, in particular the school sector.

To understand the position of each subject in the new academic structure, readers are encouraged to refer to the report. Comments and suggestions on the Proposed New Senior Secondary History Curriculum and Assessment Framework are welcome and could be sent to:

Chief Curriculum Development Officer (Personal, Social & Humanities Education) 13/F, Wu Chung House 213 Queen’s Road East, Hong Kong Fax: 2573 5299 E-mail: ccdopshe@emb.gov.hk

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Chapter 1 Introduction Rationale 1.1 The study of History at the senior secondary level is based upon knowledge of history that students should have acquired at the junior secondary level; it also builds on the skills of chronological thinking, historical comprehension, empathy, enquiry, critical thinking and communication that students should have developed at the junior secondary level. 1.2 Upon completion of this course, students should have mastered higher-order thinking skills, such as historical interpretation and analysis, that will enable them to understand where they stand in the long flow of human history. They should also have cultivated those values and attitudes that are the attributes of a responsible citizen.

1.3 The three-year History curriculum evolves from the S4-S5 History curriculum implemented in 2004. While the Compulsory Part of the three-year curriculum incorporates the two main themes of the existing S4-5 History curriculum, an Elective Part is added to provide flexibility with a view to preparing students for further education and for employment. 1.4 The new senior secondary History curriculum will arouse interest in the subject by enabling students to detect links between the past and their daily lives; it will also unleash their potentials for further studies in the humanities, in social sciences or even in business management. On the other hand, training in history is both useful and necessary for professions (such as the works of analysts and journalists) that require critical and independent thinking.

Curriculum Aims 1.5 The aims of the NSS History Curriculum are to enable students to: (a) find out where they stand in the contemporary world through understanding the origins

and development of modern events; (b) develop the skills of critical thinking, making sound judgments and effective

communication through exploring historical issues; (c) approach past and current events in an impartial and empathetic manner, using multiple

perspectives; (d) understand the characteristics and values of their own culture, and appreciate the shared

humanity and common problems of the world’s many peoples; (e) cultivate both national consciousness and the consciousness of being citizens of the

global community, and thus to become rational and sensible members of the local community, the nation, and the world; and

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(f) get themselves prepared to explore in greater depth an issue of study that may appeal to their personal interests, or one that may be of relevance to their future careers and professional studies.

Curriculum Objectives 1.6 Students are expected to acquire knowledge and to understand: (a) basic historical concepts, such as cause and effect, change and continuity, as well as

similarities and differences in time and space; (b) diverse standpoints and perspectives inherent in different ways of representing and

interpreting the past; (c) the beliefs, experiences and behaviours of their own nation as well as of other nations,

and the ways in which they shape the development of the contemporary world; (d) the interrelation of major events and movements that occurred in the local community,

the nation, Asia and the world in the 20th century; and (e) the major historical developments and trends that have shaped the contemporary world. 1.7 Students are expected to master the skills to: (a) distinguish facts from opinions, to detect biased viewpoints, ambiguous assumptions

and unsubstantiated arguments, and to build up proper historical perspectives; (b) compare and interpret historical data, to arrive at reasoned conclusions based on

available evidence, and to recognise the fact that history is subject to reassessment based on the interpretation of new evidence ;

(c) ascertain and explain the extent to which historical documents and archives reflect

contemporary attitudes, values and passions; (d) present logical and coherent arguments through the proper selection of historical data; (e) collect and analyse data, and to consider various feasible ways of arriving at

conclusions and making appraisals; and (f) apply historical knowledge and skills in everyday life.

1.8 Students are expected to cultivate positive values and attitudes that will enable them to: (a) appreciate the difficulties and challenges that humankind faced in the past, and to

understand the attitudes and values that influence human behaviour;

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(b) respect and tolerate different opinions, and to recognise the fact that although different races have different experiences and beliefs, there are values and ideals commonly shared by all humankind;

(c) develop and maintain an inquisitive spirit towards human culture; and (d) become responsible citizens with a sense of national identity and a global perspective.

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Chapter 2 Curriculum Framework Structure of the NSS History Curriculum 2.1 The three-year History curriculum comprises a Compulsory Part and an Elective Part. The Compulsory Part is adapted from the S4-S5 History curriculum implemented in 2004, which consists of two main themes. This part is meant to provide students with the opportunities to master certain historical skills and to achieve an understanding of 20th

century history in the broad political, social, economic and cultural context.

2.2 The Elective Part is composed of three electives, each representing an approach to the study of History. Students are required to choose any ONE elective. In selecting an elective, it is hoped that the students concerned will be able to explore in greater depth an issue of study that appeals to their personal interests or one that is relevant to the careers and professional studies that they have in mind. Students should therefore choose the elective according to their personal interests and aptitudes. Those who wish to acquire further knowledge and understanding of certain periods, events or aspects of 20th century history may opt for Comparative Studies or Issue–based Studies. On the other hand, by bringing in Local and Heritage Studies, students will have the opportunities to further study a subject of interest pertaining to our local community, and prepare themselves for employment in heritage related industries and organisations, or for further studies in the fields of culture, heritage and museum management.

Compulsory Part

Introduction: The Making of the Modern World

Key Points Explanatory Notes

i) Foundations of Western supremacy

ii) Western expansion and the formation of colonial empires

iii) Asia’s reactions to Western expansion

iv) Towards international cooperation

Students will demonstrate a general understanding of the ways in which scientific and technological advancement, intellectual development and political revolutions laid the foundations of Western supremacy. They will explain how such foundations had led to the geographical and economic expansion of Western countries since the 16th century, and to the formation of colonial empires in the 19th century. Students will then describe the impact of colonialism and the responses of Asian

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peoples to Western encroachment and domination, which provided the historical background to the modernisation and transformation of Asia in the 20th century. Furthermore, through examining the relationships among the major Western powers, especially through examining the sources of international rivalries and the attempts at negotiations and cooperation in the 19th century, students will be in a better position to understand the unfolding of conflicts and cooperation in the 20th century world.

Theme A Modernisation and Transformation in Twentieth-Century Asia

1) Modernisation and transformation of Hong Kong

Key Points Explanatory Notes

i) Political and institutional changes main trend of development characteristics of different stages

of development

Through enquiring into the major political and institutional changes that occurred in Hong Kong from the beginning of the 20th century to 1997, students will identify the main trend of political development, as well as different stages of development and their salient features.

ii) Development into an international city economic development,

urbanisation and population changes the coexistence and interaction of

Chinese and foreign cultures the roles played by local Chinese

leaders and associations, as well as by different segments of society relationship with the mainland

and its role in the Asia-Pacific Rim

Through investigating into the long-term process of economic and social changes in Hong Kong, students will trace and explain the development of Hong Kong into an international city. They will describe the salient features of different stages of economic development, as well as the phenomena of urbanisation and population changes. They will also cite examples to illustrate the coexistence and interaction of Chinese and foreign cultures, and develop an awareness of the characteristics of their own culture. After studying the roles played by local Chinese leaders and associations, and by different segments of society, students will explain the phenomena of social change and continuity. They will also analyse Hong

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Key Points Explanatory Notes

Kong’s links with the mainland and its role in the Asia-Pacific Rim in different periods of time.

2) Modernisation and transformation of China

Key Points Explanatory Notes

i) Early attempts at modernisation – reforms and revolutions Late Qing Reform the 1911 Revolution and its

repercussions the May Fourth / New Culture

Movement attempts at modernisation by the

Nanjing Government the communist revolution and the

establishment of the PRC

Students will demonstrate an understanding of the concept of “modernisation”, and acquire an overview of the ways in which China underwent the modernisation of material culture, institutions and thoughts in the 20th century.

Students will identify the major reforms launched by the Late Qing government and by the Nanjing Government, and assess their significance for the modernisation of China. Students will also assess the significance of the 1911 Revolution in the light of China’s transformation into a modern nation. Furthermore, the significance of the New Culture Movement and the rise of Marxism-Leninism in the transformation of Chinese consciousness will be evaluated. At the same time, students will demonstrate a general understanding of the major political developments in China leading to the formation of the PRC.

ii) Socialist modernisation in the Maoist period and the evolution of “socialism with Chinese characteristics” in the post-Mao period institutional setup and the

transition from New Democracy to socialism attempts at modernisation in the

Maoist period crisis of modernisation – the

“Cultural Revolution” reform and opening-up since

1978

Students will describe the institutional setup of the country and the relationships between the party, government and military. Students will also describe and assess the major attempts at modernisation in the Maoist period, namely the First Five-Year Plan, the Great Leap Forward and Readjustment. The “Cultural Revolution” will be evaluated in the light of its impact on China’s modernisation. As regards the period after 1978, students will trace the origins and development of “socialism with Chinese characteristics” and the rise of regional economies, and analyse the ways in which these developments have affected China’s

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Key Points Explanatory Notes

modernisation and its relations with other Asian countries.

3) Modernisation and transformation of Japan and Southeast Asia

Key Points Explanatory Notes

i) Japan - modernisation in the early 20th

century overview of political, social,

economic and cultural conditions in the early 20th century the rise of militarism and its

consequences

Students will assess the extent to which Japan was modernised in the early 20th century in the light of contemporary political, social, economic and cultural conditions. They will analyse the ways in which such conditions led to the rise of militarism, and assess its consequences for Japan and Asia at large.

- reconstruction, recovery and growth after WWII reasons for postwar economic

growth relations with other Asian

countries

Students will trace and explain Japan’s economic recovery and growth in the post- WWII period. They will also cite examples to illustrate both change and continuity in Japan’s political, economic and cultural relations with other Asian countries.

ii) Southeast Asia – from colonies to independent countries

legacy of Western colonialism

reasons for decolonisation and struggles for independence

towards regional cooperation – the development of ASEAN

Students will describe the general situation in Southeast Asia in the first half of the 20th century, focusing on the impact of Western colonisation of the region. They will analyse the reasons leading to the decolonisation of Southeast Asian countries, and delineate the major patterns of independence movements through examining the different methods employed to achieve independence. They will also cite the development of ASEAN to illustrate the trend towards regional cooperation, relating it to the broad trend of global cooperation.

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Theme B Conflicts and Cooperation in the Twentieth-Century World

4) Major conflicts and the quest for peace

Key Points Explanatory Notes

i) International relations from 1900 to 1914

Europe at the beginning of the 20th century – sources of rivalries and conflicts; attempts at making peace

Students will acquire a general understanding of the relationships among the major European powers at the beginning of the 20th century. They will analyse the sources of international rivalries and conflicts, and describe the early attempts at making peace. Students will also describe briefly how World War I broke out in 1914.

ii) The two world wars and the peace settlements

impact of the Paris Peace Conference on the international order

post- World War II settlements and their impact

social, economic and cultural significance of the two world wars

Through enquiring into the impact of the Paris Peace Conference, students will explain the cause-and-effect relationship between the two world wars. They will cite various attempts to establish collective security in the inter-war period and relate their results to the outbreak of World War II. Through examining the settlements that ended World War II, students will show the ways in which, and the extent to which, a new international order was established. The historical significance of the two world wars will be assessed from the social, economic and cultural perspectives. Students will develop an awareness of both the short-term and long-term consequences of these global conflicts.

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Key Points Explanatory Notes

iii) Major conflicts after WWII and attempts to make peace

- superpower rivalries and détente

origins, development and characteristics of the Cold War

détente between the USA and USSR

collapse of the USSR and Warsaw Pact

Through tracing the origins and development of the Cold War up to 1990, students will identify its salient features and explain the gradual relaxation of tensions between the USA and USSR. They will also identify the cause-and-effect relationships between the major events that led to the collapse of the USSR and the Warsaw Pact.

- other major conflicts and attempts at making peace

causes and development of conflicts between Israel and the Arabs; racial conflicts in the Balkans; apartheid in South Africa

the role of the United Nations in peace-making attempts

Students will explain the causes of conflicts between Israel and the Arabs, racial conflicts in the Balkans and apartheid in South Africa. They should be able to describe the development of these conflicts in the second half of the 20th century. They will also assess the role that the United Nations played in settling these conflicts.

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5) The quest for cooperation and prosperity

Key Points Explanatory Notes

i) International economic cooperation

- attempts at reconstruction, economic cooperation and integration in Europe after WWII

post-WWII economic problems and recovery

the roles played by the USA and USSR in Europe’s economic reconstruction and development

towards economic integration in Europe and its significance

Students will identify both the economic problems and the efforts made to achieve economic recovery in Europe after the end of WWII, and the roles played by the USA and USSR in the economic reconstruction and development of Europe. They will analyse the political and economic considerations behind the decisions made by the two superpowers, and assess the effectiveness and impact of their policies. Students will also trace the process of economic integration in Europe, and assess its significance for Europe and the world at large.

2. International social and cultural cooperation

- population and resources; environmental protection; medicine and science and technology

major developments

achievements and limitations

Students will cite examples to illustrate the major attempts made to achieve international cooperation in the areas of population and resources, environmental protection, as well as medicine and science and technology. In critically analyzing the achievements and limitations of these attempts, students will acquire an awareness of divergent and even conflicting interests underlying each main issue. They will also assess the extent to which the international community is capable of resolving recurring global dilemmas.

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Elective Part

This part of the curriculum allows students to specialise in an aspect of historical study that is more relevant to their needs, interests and ability levels. It consists of three electives, each of which represents an approach to the study of History and aims to develop one particular category of concepts and/or skills. Students are required to choose ONE of the following electives:

Explanatory Notes Examples of Topics

1. Comparative studies

This elective helps to draw attention to related historical phenomena in different places at particular points in time, or to change and continuity in the history of a particular place over the long run. While similarities between historical settings will be highlighted in order to promote better understanding of broad trends and patterns of development, students will also be encouraged to inquire into the uniqueness of specific historical settings.

- Impacts of the Cold War - Totalitarian states - Development of Hong Kong and

Shanghai into international cities - Theory and practice of communism

in the USSR and China - US policies towards the PRC in

different periods of time - China’s population problems and

population policies at different times in the 20th century

2. Issue-based studies

This elective enhances critical thinking and promotes an awareness of important communal and global issues. Students will explore an on-going issue, and are expected to investigate into its origins and development, analyse the controversies underlying the issue, and make reasoned judgments.

- “Terrorism” - “Cultural imperialism” - Popular culture - Japan’s political, economic and

cultural influence in Asia - Religious intolerance and world

politics - Nuclear proliferation - Global environmental challenges - Poverty in the developing world - Strife for gender equality

3. Local and heritage studies

This elective is catered to students who possess a special interest in the history of our local community and/or in heritage studies. It prepares them for employment in heritage related industries and organisations, or for further studies in the fields of culture, heritage and museum management.

- Traditional culture and conservation (e.g., Cantonese opera, traditional customs and festivals, monuments and historical buildings)

- Business and trade (e.g., local brand names and trade marks, history of one selected industry or trade)

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Time Allocation 2.3 The total time allocation for the NSS History Curriculum will be approximately 270 hours of lesson time. The Compulsory Part will take up approximately 210 hours, whereas the Elective Part will take up approximately 40 hours. There will be another 20 hours of lesson time to enable teachers to arrange suitable learning activities in support of learning and teaching both inside and outside the classrooms. Suggested time allocation for the Compulsory Part: approximately 210 hours

Introduction: The Making of the Modern World 10

Theme A: Modernisation and Transformation in Twentieth-Century Asia 100

1) Modernisation and transformation of Hong Kong 30

2) Modernisation and transformation of China 40

3) Modernisation and transformation of Japan and Southeast Asia 30

Theme B: Conflicts and Cooperation in the Twentieth-Century World 100

4) Major conflicts and the quest for peace 60

5) The quest for cooperation and prosperity 40

Suggested time allocation for the Elective Part: approximately 40 hours (Any ONE of the following electives)

401. Comparative Studies

2. Issue-based Studies

3. Local and Heritage Studies

Suggested time allocation for arranging learning activities: approximately 20 hours

20

270

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Learning Outcomes 2.4 Students should be able to understand the broad sweep of local, national, regional and world history in the 20th century. They should also be able to delineate the major trends and patterns of development in the period under study and to make vertical (i.e. temporal) and horizontal (i.e. spatial) links between the major events through employing such historical concepts as cause and effect, change and continuity, as well as similarities and differences in time and space. 2.5 Students should be able to reconstruct the chronology of major happenings with reference to the two designated themes of “Modernisation and Transformation in Twentieth-Century Asia” and “Conflicts and Cooperation in the Twentieth-Century World”. They should be able to narrate the development of a major event from beginning to end, or trace the origins of a current problem/issue and its development over time. 2.6 Students are expected to cite major happenings in the 20th century to demonstrate an understanding of change and continuity and of the interaction of forces that promotes or obstructs change. They are also expected to demonstrate an understanding of different kinds of change (e.g., planned versus spontaneous change, slow versus rapid change, violent versus peaceful change, etc.) and their outcomes. 2.7 Students are expected to see the past from the standpoint of the people under study rather than through the lens of present-day norms and values. 2.8 Students are expected to demonstrate an understanding of the cause-and-effect relationship between events that made up the history of the 20th century, taking into account the role played by individuals, the influence of ideas and beliefs, and the factor of chance. 2.9 Students should be able to identify, explain and evaluate different interpretations of major happenings in the 20th century. They should also be able to detect the biases underpinning different interpretations, and to distinguish interpretations from facts. 2.10 Students are expected to demonstrate independent judgment in following any lines of enquiry. They are also expected to show familiarity with basic research skills, such as making use of bibliographies and book reviews to identify useful sources of information, and cross checking information in order to determine its authenticity and credibility. 2.11 Students should be able to select, organise and present relevant information in a sensible and coherent manner. They should also be able to draw sound and substantiated conclusions. In short, students are expected to communicate their research findings to others effectively. 2.12 Students should be able to apply historical knowledge and skills in everyday life. 2.13 Students are expected to appreciate the efforts made by any individuals or groups to promote peace and cooperation, or to improve human conditions anywhere in the world. 2.14 Students are expected to demonstrate not only an appreciation of the virtues of their own culture, but also tolerance of and respect for other cultures.

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Chapter 3 Curriculum Planning Progression of Studies 3.1 The NSS History Curriculum is so designed as to embed all essential knowledge and concepts in the Compulsory Part, while the Elective Part provides students with the opportunity to apply these concepts to the study of an elected topic based more on their personal interests or needs. The curriculum is designed as a three-year programme, but in order to give students a chance to explore their interest in History at SS1, teachers should provide students with a “taster” of this course by introducing to them basic historical concepts such as chronology, cause and effect, as well as continuity and change in the “Introduction” of the curriculum, which will facilitate their understanding of the making of modern world. Students will then be further introduced to the use of a thematic approach in studying either Asian history or Western history, through which they learn the skills of detecting biases, analyzing and interpreting historical information, and formulating their own opinions on various historical issues under study. By the end of SS1, students should be able to present logical and coherent arguments, and to apply basic historical knowledge and skills in everyday life. They are then able to decide whether they have cultivated an interest in History and to continue their study in this curriculum. Planning the NSS History Curriculum 3.2 In planning the NSS History Curriculum, it is necessary to take into consideration the experience that students gained at the junior secondary level, as well as the interest of those students who would like to experience History as a “taster" course and will probably leave the course at the end of SS1. The following questions must therefore be resolved in the first place before the key principles for effective curriculum planning can be applied:

What was achieved at the junior secondary level and how would this earlier experience in doing History affect the pitch of each teaching unit at the senior secondary level?

How can teaching units be sequenced in such a way so that earlier work lays the foundation for later work?

Does the “taster” programme provide a coherent and useful experience in learning History for those who will probably leave the course at the end of SS1?

3.3 A well-planned programme of study in History should spread the History curriculum across the three years of senior secondary education in such a sequence as to promote curriculum continuity and progression in learning. The programme of study should also take account of potential links with other subjects as well as the broader aims of the curriculum that include the development of generic skills (such as communication, critical thinking and creativity) in the PSHE Key Learning Area. Following are the key principles for effective curriculum planning in History:

The programme should be well structured and organised to facilitate the acquisition of historical knowledge, understanding and skills;

The programme should provide a coherent experience for students, enabling them to detect links and connections between different facets of the past within a broad

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chronological framework; In lesson planning, key ideas and concepts should be revisited and reinforced in

different historical contexts at different stages of the learning process in order to cater for students with different ability levels;

Students’ preferences should be taken into consideration in selecting the electives at SS2 and SS3;

The curriculum plan should provide opportunities for a wide range of learning experiences, including visits to museums, galleries and historical sites; hence time management is essential throughout the three-year duration of the course;

The curriculum plan should also provide opportunities for the use of a wide and diverse range of historical sources as well as information technology to make learning more effective.

3.4 Teachers could arrange the programme of study in ways that match their students' abilities and which students may even find challenging. The purpose is to set challenging targets to raise expectations among students while recognising the fact that not all pupils will attain this standard. If there are students whose attainments are significantly above or below the expected levels, a much greater degree of differentiation is needed. In such a case, a learning culture should be developed within the school to provide opportunities to students with different ability levels to enhance and apply their knowledge and skills within a secure and flexible learning environment. In developing such a learning culture, teachers should:

value students' personal interests and individual learning styles; support students’ display of initiatives; encourage students to reflect on their own learning process and to understand those

factors that help make progress; encourage the use of a variety of resources, ideas, methods and tasks, and help

students to link learning to wider applications. Managing the NSS History Curriculum 3.5 While the planning of the NSS History Curriculum focuses on building up an operational framework, managing the NSS History Curriculum focuses on the actual delivery of the curriculum to students. In order to manage the curriculum effectively, schools should meet the following criteria:

The teaching staff should have a shared vision of History education and a clear understanding of the aims, objectives and learning outcomes of the History curriculum. They should know and put in place the arrangements that will best meet students’ needs and enhance progress and achievements in learning. Teachers involved in collaborative teaching should be committed and enthusiastic, and should possess the qualifications, experience and ability to work with others.

Schools should develop a collaborative teaching and learning culture to enhance the

effective delivery of the NSS curriculum. Different types of collaboration are possible on different scales of operation. Teachers may consider various possibilities: developing an intranet system so that they could share their work via e-mails; establishing a team-teaching culture in order to share teaching experience

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or to divide teaching responsibilities at the same level with a view to maximising individual expertise; or creating a learning environment within the school by inviting experts from other institutes, such as the Antiquities and Monument Office or the Hong Kong Museum of History, to deliver talks and conduct workshops. The last possibility mentioned is particularly important for the teaching of “Local and Heritage Studies’ in the Elective Part. Common timetable arrangements for the whole week, with one day or one option block per week to enable collaborative learning or professional development among teaching staff, are also important.

In view of the choices made available to students through the offering of the new

senior secondary curriculum, teachers should provide students with as much information as possible with regard to the rationale of the History curriculum, its framework and learning strategies in order to help students make the appropriate choices according to their interests, aptitudes and aspirations, and to make their learning process pleasurable.

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Chapter 4 Learning and Teaching

Guiding Principles Highlighting major trends of development and historical concepts

4.1 A thematic approach is adopted in the Compulsory Part of this curriculum. It aims to provide a macro perspective of 20th century history and to avoid focusing narrowly on individual topics. While it is important to provide students with basic factual knowledge for illustration purposes and to help them build up arguments, teachers should always avoid getting trapped in minor factual details. Instead, teachers should concentrate on highlighting general trends of development along the two major themes of “Modernisation and Transformation in Twentieth-Century Asia” and “Conflicts and Cooperation in the Twentieth-century World”. Teachers should also help students organise information meaningfully along such overarching historical concepts as cause and effect, chronology, continuity and change, similarities and differences in time and space, as well as along more specific historical concepts such as decolonisation, militarism, modernisation, totalitarianism and so forth. Special attention should be drawn to the introductory part of the curriculum, “The Making of the Modern World”, through which students are expected to acquire a general understanding of how scientific and technological advancement, intellectual development and political revolutions laid the foundations of Western supremacy. Teachers should not lead students into an in-depth study of pre-20th century history. Indeed, the introductory part is only meant to equip students with some necessary background knowledge to facilitate their understanding of the twentieth-century world.

Introducing different approaches to historical investigation

4.2 Each elective in the Elective Part of this curriculum represents one major approach to historical investigation, and serves the purpose of illustrating how content materials can be organised to develop one particular category of concepts and/or skills to facilitate enquiry. The choice of approaches would have to depend on the needs and ability levels of students. Teachers should closely monitor their students’ course assignments in order to cultivate better work habits and study skills, and to stimulate discussions and debates during the course of study. Following summarises the essence of the three electives:

The Comparative Approach helps to draw attention to related historical phenomena in different places at particular points in time, or to change and continuity in the history of a particular place over the long run. While similarities between historical settings will be highlighted in order to promote better understanding of broad trends and patterns of development, students will also be encouraged to inquire into the uniqueness of specific historical settings. In structuring a course based on this approach, teachers should engage their students in working out an outline of the general pattern of development for class presentation or discussion purposes; they should also encourage analysis of and enquiry into the uniqueness of specific historical contexts.

The Issue-based Approach helps to enhance the students’ critical thinking and

promotes their awareness of important communal and global issues. In structuring a

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course based on this approach, teachers should engage their students in doing problem-solving exercises; they should also encourage their students to suggest feasible policy alternatives with respect to the issues under study.

“Local and Heritage Studies” is catered to students who possess special interests in

Hong Kong history. In structuring this course, teachers may adopt a composite approach that could possibly comprise the thematic approach, regressive approach, comparative approach and issue-based approach, depending on the appropriateness of such approaches to the nature of the content materials under study. Teachers should also engage their students in using a variety of historical sources, including both primary and secondary written sources, statistical materials, artifacts, monuments and orally transmitted information.

Tackling contemporary topics

4.3 The study of History, especially Contemporary History, is different from the study of Political Science or of Current Affairs in the sense that it requires students to see the issues under study, including contemporary ones, from the historical perspective. The time-frame of this curriculum covers approximately 100 years, which reasonably allows students to study the major historical events in terms of their cause-and-effect relationships and with reference to the theme of change and continuity. In studying contemporary topics, such as the development of Hong Kong into an international city, the social and economic developments of China since 1978, or developments in international social and cultural cooperation, students should be led to “arrive at reasoned conclusions based on available evidence”, and “to recognise the fact that history is subject to reassessment based on the interpretation of new evidence”, which are stated objectives of this curriculum. Controversial and sensitive issues are bound to appear in teaching the contemporary period. In tackling these issues, teachers should always play the role of facilitators, helping their students to develop more critical thinking ability and better problem-solving skills such as distinguishing facts from opinions, detecting biases, drawing logical conclusions on the basis of adequate evidence and so forth. Developing positive values and attitudes

4.4 In dealing with value-laden topics or issues, this curriculum takes the position that there are fundamental values and attitudes commonly accepted by our society and by the world at large (such as appreciation of the virtues of one’s own culture and tolerance of and respect for other cultures; regard for human lives and dignity; as well as appreciation of human beings’ quest for peace, cooperation and prosperity). It thus provides students with ample learning experiences to cultivate these values and attitudes. Some terminology adopted by this curriculum, such as “militarism”, “totalitarianism” or “the quest for cooperation and prosperity”, also reflects its stand. In tackling any value-laden topic or issue, while encouraging students to enquire into its nature and to engage in debates using high-order thinking skills, teachers should simultaneously strive to guide students to adopt positive values and attitudes.

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Chapter 5 Assessment 5.1 Assessment is the practice of collecting evidence of student learning. The aims of assessment are to improve learning and teaching as well as to recognise the achievements of students. The assessment design will align with curriculum aims, objectives and design, as well as the learning processes of the subject concerned. Internal Assessment 5.2 Assessment is one of the most powerful educational tools for promoting effective learning. Successful learning occurs when students have the ownership of their learning. When students understand the goals that they are aiming for, they are better motivated and more likely to acquire the skills to achieve success. However, this entails overcoming several barriers to effective learning and making clear the distinction between assessment of learning for the purpose of grading and reporting, and assessment for learning – involving formative assessment. 5.3 Internal assessment, which focuses on the building up of a profile of students’ acquisition of concepts, skills and positive attitudes through various learning processes, is an essential component of assessment for learning. Many skills, especially those involving empathetic understanding of historical situations, or the process of collecting and analyzing evidence for a research project, are often more appropriately measured using this kind of assessment than wholly relying on an externally set examination. School-based formative assessment can accommodate a wide variety of bearing styles of students to facilitate a better demonstration of the achievement of learning outcomes. It can also enable teachers to respond more directly to the needs and aspirations of students by providing immediate feedback on their performances. It can also provide students with an indication of their progress to date and help them to determine the focus they must place in their future studies. To further put this into practice, the Hong Kong Examinations and Assessment Authority introduces the school-based assessment component into the public assessment of the subject at the HKCEE level in 2006. It is believed that the incorporation of a SBA component into the public assessment of the subject would make the assessment more comprehensive and would further enhance the accuracy of the grades awarded in the public assessment. 5.4 Formative assessment ought to be based on a combination of assignments, projects, oral presentations and class participation in addition to regular tests and examinations. A variety of purposeful activities can be arranged to stimulate students’ interests as well as for assessment purposes. These can be individual responses, class participation, discussions, debates, role-plays, simulations, field studies and visits. All these activities, if appropriately structured and well sequenced, can develop students’ mastery of historical concepts and skills and bring about effective informal channels in building up profiles of students’ attainment in the various sectors. Public Assessment 5.5 Public assessment of History leads to a qualification in the subject to be offered by the Hong Kong Examinations and Assessment Authority. In the public assessment of History, a standards-referenced approach will be adopted for grading and reporting student performance. The purpose of this approach is to recognise what each student can do in this subject at the

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end of the 3-year senior secondary education. Each student’s performance will be matched against a set of performance standards, rather than compared to the performance of other students. It makes the implicit standards explicit by providing specific indication of student performance. Descriptors will be provided for the set of standards at a later stage. 5.6 Public assessment of the Curriculum will consist of two components: a public examination and school-based assessment (SBA). Assessment Objectives Public Examination 5.7 The objectives of this component are to test candidates’: (a) knowledge and understanding of basic historical concepts, of how the past is represented

and interpreted, and of the major developments and trends of the twentieth-century world and their inter-relationships as well as the ways in which they were shaped by the beliefs, experiences and behaviours of different nations;

(b) ability to differentiate facts from opinions, and to detect biases, unstated assumptions

and unwarranted claims; and (c) ability to draw conclusions from historical sources through comparing and interpreting

available information, and to present such conclusions with the support of logical and coherent arguments.

School-based Assessment 5.8 In addition to the objectives of the public examination stipulated above, the objectives of this component also include assessing candidates’: (d) ability to formulate and evaluate decisions in the process of collecting and analyzing

information, listing and ranking alternatives; (e) ability to apply historical knowledge and skills in everyday life; (f) tolerance of and respect for difference of opinions; and (g) appreciation of challenges facing humankind and willingness to inquire into human

cultures and conditions. Assessment Rubrics Public Examination 5.9 The public examination will carry 70% of the total subject marks, and will comprise two papers. Questions in both papers will fall within the Compulsory Part of the Curriculum. 5.10 Paper 1 will carry 40% of subject marks, with a duration of 1.5 hours. It will consist of data-based questions, ALL of which are to be answered. Various types of historical sources will be used, which may include extracts from written sources, statistics, and visual

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materials such as maps, cartoons and photographs. 5.11 Paper 2 will carry 30% of subject marks, with a duration of 1 hour 15 minutes. It will consist of seven essay-type questions, of which candidates may attempt any TWO. School-based Assessment 5.12 The SBA component will carry 30% of subject marks and is to be carried out at school by candidates’ subject teacher, with the candidates’ marks reported to the HKEAA in the form of a standardised School Candidates’ SBA Marksheet provided by the HKEAA. Schools are to submit their students’ SBA scores in the following four areas: (a) a three-task course assignment related to the candidate-select Elective (at least two of the tasks are to be completed by the end of SS2); (b) Course performance in SS2; (c) Course performance in SS3; and (d) Internal tests/exams results. 5.13 The weightings of the four SBA areas are: (a) Course assignment: 15%; (b) Course performance in SS2: 5%; (c) Course performance in SS3: 5%; and (d) Internal tests/exams results: 5%. The following table outlines the assessment rubrics of the two components:

Assessment Component Description Weighting Duration

Paper 1

Paper 1 will consist of data-based questions, which will fall within the Compulsory Part. All questions will have to be answered. Various types of historical sources will be used, which may include extracts from written sources, statistics, and visual materials such as maps, cartoons and photographs.

40% 1.5 hours

Public examination

Paper 2

Paper 2 will consist of seven essay-type questions, of which candidates may attempt any TWO. The questions will fall within the Compulsory Part.

30% 1 hour 15 minutes

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Assessment Component Description Weighting Duration

School- based Assessment (SBA)

Schools are to submit, on a standardised School Candidates’ SBA Marksheet provided by the HKEAA, their students’ SBA scores in the following four areas: A three-task course assignment related

to the candidate-select Elective (at least two of the tasks are to be completed by the end of SS2);

Course performance in SS2, Course performance in SS3, and Internal tests/exams results.

The weightings of the four SBA areas are: Course assignment: 15% Course performance in SS2: 5% Course performance in SS3: 5% Internal tests/exams results: 5%

30% ThroughoutSS2 & SS3

years

Notes: 1. The SBA component will be compulsory for all school candidates. Private candidates may opt to use their previous SBA results, if available. If a private candidate opts to use his/her previous SBA result, the result must be obtained within the previous two years. If he/she does not opt to use his/her previous SBA result, or if he/she has no previous SBA results, his/her written paper result will have a subject weighting of 100%. Private candidates will be provided with details of the options at the time of registration.

2. The detailed work schedule and method of assessment on various SBA areas will be given in the ‘Guidelines on School-based Assessment for NSS History’ issued by the Hong Kong Examinations and Assessment Authority to schools. They will also be available on the SBA link of the HKEAA’s webpage.

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Chapter 6 Effective Use of Learning and Teaching Resources Source-based Learning and Reading to Learn

6.1 The use of source materials in learning history is instrumental, for it serves the purpose of stimulating students’ power of inquiry, imagination and empathetic thinking. Teachers should help their students to acquire the skills that will enable them to locate, comprehend and select information with which to build up an argument. In addition, teachers should train their students in the proper use of vocabulary, especially historical terminology, for the purpose of communicating ideas effectively. Students, on the other hand, should acquaint themselves with a wide range of literature on the topics under study, as this will facilitate their understanding of the topics concerned. For example, in studying the “Modernisation and Transformation of Hong Kong”, the reading list should preferably include: general works by historians and other Hong Kong specialists, official reports, photos, memoirs of people from all walks of life, including politicians, social leaders and factory workers, and so forth.

Using Information Technology as a Tool to Learn History 6.2 The Internet has become an important source in learning history. Outstanding examples of useful Internet resources include the websites of such organisations as the Government Records Service of Hong Kong, the Association of Southeast Asian Nations (ASEAN), the United Nations Organisation and so forth. However, a wide range of other Internet resources such as sourcebooks, collections of cartoons and illustrations, as well as commentary and papers are also available, and can be located by using search engines. Teachers should develop students’ skills not only to analyse, select and synthesise information from Internet resources, but also to detect biases and inaccuracies, and to arrive at reasoned judgments. The Internet and e-mails also enable students to share and exchange information among themselves and facilitate self-learning and self-assessment. Students’ empathetic thinking can also be enhanced through participating in simulation games and other interactive computer programmes. Reference

【美】斯塔夫里阿諾斯 (L.S. Stavrianos) 著。《全球通史－1500 年以後的世界》。上海：

上海社會科學院出版社，1999 年。（國際書號：7805156573） Hamer, John. History in the Making: The Twentieth Century. Glos: Nelson Thornas, 1989. Davies, Evan. Aspects of Modern World History. London: Hodder & Stoughton, 1990. 王賡武。《香港史新編上、下冊》。香港 : 三聯書店，1997。 Walsh, Ben. Learning Curve Teacher’s Booklet. Public Record Office, The National Archives Qualifications and Curriculum Authority (QCA), History A Scheme of Work for Key Stage 3,

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London, 2000. Edexcel GCSE in History A: Modern European & World History – Short Course, December 2000 International Baccalaureate Organisation, Switzerland, Diploma Programme (History)

Board of Studies, NSW, Australia, The Higher School Certificate Program of Study – HSC History Extension Stage 6 Syllabus National Council for the Social Studies, USA, Expectations of Excellence: Curriculum Standards for Social Studies

Journals on History Learning/Teaching 天津歷史教學社。《歷史教學》。（月刊）。 華南師範大學歷史系。《中學歷史教學》。（月刊）。 陝西師範大學。《中學歷史教學參考》。（月刊）。 華東師範大學。《歷史教學問題》。（雙月刊）。 歷史教學社。《歷史學習》。（月刊）。 香港中文大學 – 中國文化研究所。《二十一世紀》。（月刊）。 GCSE Modern History Review - Hindsight (3 issues per year). Philip Allan Updates, Market Place, Deddington, Oxfordshire OX15 OSE. (ISSN: 0958-3637) Modern History Review (quarterly). Philip Allan Updates, Market Place, Deddington, Oxfordshire OX15 OSE. (ISSN: 0956-0726) Teaching History (quarterly). History Teachers’ Assocation of NSW Inc. PO Box W122, Wareemba,2046. (ISSN: 0040-0602) History Today (monthly). History Today Ltd., 20 Old Compton Street, London WID 4TW. (ISSN: 0018-2753) Teaching History (quarterly). The Historical Association, 59a Kennington Park Road, London, SE11 4JH. (ISSN: 0040-0610) The Historian (quarterly). The Historical Association, 59a Kennington Park Road, London, SE11 4JH. (ISSN: 0265-1076)

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Internet resources The National Archives Learning Curve. [Online]. http://learningcurve.pro.gov.uk/ (an on-line teaching resource, structured to tie in with the UK History National Curriculum from Key Stages 2 to 5.) 中國社會科學院 (Chinese Academy of Social Sciences) [Online] http://www.cass.net.cn/webnew/index.asp History-Social Science Framework for California Public Schools. [Online]. http://www.cde.ca.gov/re/pn/fd/documents/hist-social-sci-frame.pdf A Curriculum Guide, Saskatchewan Education - History 20 World Issues September 1994. [Online]. http://www.sasked.gov.sk.ca/docs/history20/ History On-line (developed by the Institute of Historical Research (IHR) to provide information resources for the teaching and learning of history in the UK) . [Online]. http://www.history.ac.uk/search/welcome.html History/Social Studies for K-12 Teachers. [Online]. http://home.comcast.net/~dboals1/boals.html Learning, Teaching and Assessment Guide (Tasmania) . [Online]. http://www.ltag.education.tas.gov.au/default.htm National Curriculum online (UK) . [Online]. http://www.nc.uk.net/servlets/Subjects?Subject=Hi Social Studies in the New Zealand Curriculum. [Online]. http://www.tki.org.nz/r/socialscience/curriculum/index_e.php Canadian and World Studies: The Ontario Curriculum, Grades 9 and 10, 1999. [Online]. http://www.edu.gov.on.ca/eng/document/curricul/secondary/canadian/canaful.html#pg24 Canadian and World Studies: The Ontario Curriculum, Grades 11 and 12, 2000. [Online]. http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/canadian/canadian.html Internet History Sourcebooks Project http://www.fordham.edu/halsall/ Qualifications and Curriculum Authority (QCA) –History Matters http://www.qca.org.uk/history/innovating/history_matters/index.htm

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Chapter 7 Supporting Measures 7.1 To support the implementation of the New Senior Secondary History Curriculum, the

Curriculum Development Institute will organise the following support measures during September 2005 – August 2008:

(a) Development of curriculum support materials in the following areas :

(i) Provision of resource packages to help teachers handle new concepts and themes included in the new curriculum

(ii) Provision of work samples and guidelines with respect to the adoption of “Assessment for Learning” strategies in the learning of History.

(b) Professional Development Programmes

A series of in-service professional development programmes in the form of workshops and seminars / courses will be offered in the following areas:

(i) Understanding & Interpreting the Curriculum (9 hours)

- Seminars on curriculum planning

(3 x 3 hours)

(ii) Enriching Knowledge (75 hours)

- A 15-hour course on knowledge updating

(5 x 15hours)

(iii) Learning and Teaching Strategies (15 hours)

- Seminars on learning and teaching strategies of the Compulsory Part (2 x 3 hours)

- Workshops on learning and teaching strategies of the Elective Part (3 x 3 hours)

(iv) Assessment (15 hours)

- Seminars on assessment strategies

(5 x 3 hours)