Aims
Concepts |
Skills |
Attitudes |
|
Historical knowledge & understanding |
Historical skills & inquiry process |
Historical empathy & imagination |
Chinese culture & civic education |
- To have knowledge & understanding of some historical terminology and historical facts within a specific period of study. |
- Vocabulary (knowledge of & application of some historical terms & useful expressions) |
- To show awareness, respect & appreciation of historical events/ figures. |
- To show an awareness, respect & appreciation of Chinese culture. - To cultivate a civic mind enhancing personal growth. |
Teaching and learning
1 Knowledge and understanding of some historical terms / facts
2 Knowledge and understanding of core concepts in History
Core concepts |
Explanation |
Examples |
Time |
- An understanding of chronology in its conventional form and with an ability to demonstrate proper usage. |
- Try to understand the meaning of BC, AD, decade, century, prehistory, history, Ancient Times, Medieval Times, Modern Times. |
Cause & Effect |
- An understanding of simple causation and effects. Causation: Consequences/effects: |
- Explain why a local event: Sarajevo Assassination could develop into a global war and identify effects of wars on political, economic and social development of various great powers, and the world as a whole. |
Change & Development/Continuity |
- An understanding that changes take place within a defined period while development can span across a longer period of time. Continuity is a key feature in historical development. |
- Examine the changes & continuity in Greek and Roman civilization and its development through the ages. |
Similarities & Differences |
- An understanding that comparison can be made of historical events/figures/periods in gaining insights into similarities or differences they hold. |
- Make a comparison on: the modernization efforts of the Qing & Meiji government; the role of Cavour and Bismarck in the unification movements of Italy and Germany; Fascism & Nazism, etc. |
Evidence |
- An understanding that a satisfactory picture of the past is based on adequate and relevant evidence. |
- Realize the importance of archaeological sites (evidence) in the study of the history of Hong Kong, e.g. a Han Tomb at Lei Cheng Uk; a Beidu Statue in Castle Peak Monastery; Sung Wong Toi hill in Kowloon Bay; remains in Sham Wan, Shek Pik, etc. |
2.3 Mastery of historical skills
Key historical skills |
Explanation |
Examples |
Vocabulary |
The ability to apply concepts/terms/facts in their proper historical context |
- Identify Gautama, Jesus Christ and Muhammad with Buddhism, Christianity and Islam respectively. |
Sequencing |
The ability to arrange historical periods/events in proper chronological order
The ability to employ proper historical time |
- Ancient Times – Medieval Times – Modern Times - Using BC when referring to Stone Age; |
Comprehension |
The ability to make meaning out of/to extract simple information from sources/resources provided, such as maps, pictures, cartoons, short pieces of documents, etc. |
- Outline the life of the peasants in the Medieval Times. |
Analysis |
The ability to distinguish between fact, opinion and judgment |
- Identify different features of a church, a mosque and a temple. |
Synthesis |
The ability to build up/organize a piece of work (in either oral, written, graphical or pictorial form) from a selection of various sources |
- Write a piece of diary describing the life of a boy in the New Stone Age |
Inference |
The ability to make forecast about possible development of a situation |
- The outbreak of war between the Christians and Muslims as a result of rivalry over the Holy Land. |
Enquiry |
The ability to discuss and question about sources on the basis of reliability, bias and validity |
- Discuss whether Alexander the Great was deserved for his name with the evidence provided. |
2.4 Showing historical empathy and imagination
Historical empathy & imagination | Examples |
To show awareness, respect, sympathy and appreciation of historical events/figures in the past |
- Learn about the role of some historical figures in their respective countries e.g. Sun Yat-sin, Cavour, Bismarck, Napoleon, etc. |
To examine historical issues from perspectives of people in the past |
- Simulate the building of the pyramid. |
To be aware of mankind’s cultural heritage |
- Organize field-trips and visit museums. |
Teaching and learning approaches and strategies
1 Basic principles to be observed:
- Team work among subject teachers
- Since no recipe can be applied to all teaching and learning environment, PREPARATION, COMMITMENT & FLEXIBILITY are important ingredients in all teaching and learning processes.
- There should be strong collaboration among teachers in the design of teaching strategies, teaching materials (notes, worksheets, transparencies, etc.), assessment programs, etc.
- Student-centered & skill-based approach (with due attention to divergence in students’ abilities
- Direct instruction seems more appropriate for the teaching of basic knowledge and skills but it is not the same as mere lecturing. The structured learning environment with clear objectives should be accompanied with students’ active participation.
- A wide range of student activities should be employed to tie in with the needs and abilities of students. Teachers should consider students’ needs and individual learning styles.
- It is hoped that through the collaboration among teachers and the emphasis on student-centered approach, students are able to realize that any identical event and situation can be interpreted in different perspectives. Also, we should be reflective and critical in the understanding of all events.
Some suggested teaching & learning approaches and strategies for all forms
Some suggested activities |
Explanation |
Examples |
Concept mapping |
- Students are asked to write down anything related to a concept |
- A concept map about the term ‘history’: What? How? Why? |
Video /CD shows |
- A brief outline of the programs should be given to students before any audio-visual presentation. |
- Video shows on: the history of H.K.; the Battle of Waterloo; the Russian Revolution; the Opium War; Two World Wars, etc. |
Role play |
- Teachers should gather the necessary information beforehand. |
- Simulate the life of a knight in the Medieval Times |
Source-based discussion & presentation |
- A wide range of sources should be used to arouse the interests and engagement of students.
|
Students should be exposed to the following sources for discussion: |
Debate |
- Both sides are encouraged to gather relevant information and present their ideas systematically. |
- Debates on: the responsibility for causing the First World War, the role of Hitler in the Second World War: a hero or tyrant? The justification of using atomic bombs to end the Second World War, etc. |
Visits and fieldwork |
- For any visits and fieldwork, preparation is very important: pre-visit is a must and it is necessary to contact the museum to see whether there is any tour guide, pamphlets, worksheets and other information provided.
|
- Visit the Museum of History, historical sites and buildings or the Heritage Trail in H.K. |
Learning by reading |
- Students are encouraged to read books related to historical issues. A reading list is recommended for students. |
- To read ‘My struggle’, ‘anti-Semitism’ when studying the role of Hitler during WWII. |
Some suggested teaching & learning approaches and strategies for senior forms