Topic 12: The growth and transformation of Hong Kong in the twentieth century
15. Related learning and teaching resources and a series of professional training programmes for teachers including knowledge enrichment as well as learning
36
Supporting Measures
15. Related learning and teaching resources and a series of professional training
Appendix 1
The revised junior secondary History curriculum The expected learning contents of Topic 3:
The Rise of Islamic Civilisation and cultural interactions between Europe and Asia in medieval times
Topic 3 (10 periods)
Expected learning contents (focus on the achievement of Islamic civilisation, and the interactions between different races in the past)
The origins, teachings and development of Islam
(max 3 periods)
Foundation of Islam, including Prophet Muhammad’s life of preaching, teachings and the reasons for Mecca becoming Islam’s holy city. (1-2 periods)
Development of Islam (e.g. Establishment of Islamic empire and the emergence of Shia and Sunni.) (1-2 periods)
Focus on foundation and development of Islam.
Cultural contacts between Europe and Asia and spread of Islam in medieval times
(max 2 periods)
Cultural contacts between Europe and Asia in medieval times were carried out in different forms, such as wars (e.g. expansion of Islamic Empire and the Crusades), trade and commerce (e.g. Arabic merchants’ commercial activities and their role as middlemen, the Maritime Silk Road). (1-2 periods)
How various forms of contacts affected the spread of Islam. (1-2 periods)
Focus on different forms and purposes of contacts between Europe and Asia in medieval times and their relationship with the spread of Islam.
Results and impact of the cultural interactions between Europe and Asia (max 5 periods)
Achievements of the Islamic civilisation in the field of culture, art, science and technology (1-2 periods). For examples:
On writing system: Arabic alphabet became one of the most widespread writing systems;
On architectural designs: mosques, where Muslims worshiped, present unique architectural style and art (e.g. arabesque);
On medicine: surgery was improved;
On Mathematics: algebra and geometry developed under Islamic civilization laid solid foundation for later technology development.
The cultural interactions between Europe and Asia facilitated the spread of Greek and Roman civilisation to Asia.(1-2
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On religion: the spread of Christianity to the East, such as Nestorianism first entered into China during the 7th century;
On astronomy: geocentric model developed by ancient Greek astronomer Claudius Ptolemy inspired Arabic astronomers to observe planets, stars and galaxies, and they overcame the limitations inherent in geocentric model by finding new information and records through astronomical observation.
The spread of Arab civilisation in Europe widened European horizons in medieval times. (1-2 periods) For examples:
On geography: the lateen sails invented by the Arabians enhanced the flexibility of ships, and were widely adopted and developed by the Europeans in late medieval times; Maps of the world drew by Arabic geographers stimulated the Europeans think about whether the Earth was spherical;
On medicine: The Canon of Medicine, written by the Arabic physician Avicenna, was still the main textbook of European medicine until the seventeenth century.
Focus on the achievements of the Islamic civilisation and its cause-and effect relationship with cultural interactions between Europe and Asia.
Cultural interactions between Europe and Asia before medieval times*
Condition of cultural interactions in the ancient world, including how the Greco-Roman civilisation spread through military expansion (e.g. the conquest of Alexander the Great and territorial expansion of the Roman Empire) and trade and commerce (e.g. the ancient Silk Road).
Results of cultural interactions. For examples: by trading along the ancient Silk Road, China exported silk to the Roman Empire, and the Roman Empire exported glass vessels to China.
Focus on how different regional cultures contacted and interacted with one another through trades in the ancient world.
*The extended part
Appendix 2
The revised junior secondary History curriculum
The expected learning contents of Topic 5: The Rise of Modern Europe
Topic 5 (22 periods)
Expected learning contents (focus on how the following movements/revolutions led to the rise of modern Europe)
From God-centred to Human centred : Renaissance and Reformation ( max 5 periods)
The Renaissance emerged in Italy during the fourteenth and fifteenth centuries to revive the civilisation of ancient Greece and ancient Rome
(1 period)
Its emphasis on human values was reflected in painting, sculpture and architecture (1 period)
It led to the emergence of the Reformation, the Voyages of Discovery and the Enlightenment (1-2 periods)
Martin Luther’s protest of the Roman Catholic Church in the sixteenth century marked the beginning of the Reformation.
It led to the split of the Christian Church (1 period)
Introduce 1-2 famous persons only. Memorisation of people’s names and their works should be avoided.
Exploring beyond Europe:
Discovery of new sea routes
( max 4 periods)
The main motives of the Europeans in exploring new sea routes such as economic considerations(e.g. the demand of spices and tea, looking for the new sea routes to Asia, etc) and religious considerations (e.g. the need of the Roman Catholic Church to disseminate its influences to other places) (1-2 periods)
The Discovery of voyages promoted the spread of Christianity to other regions, increased the commercial and cultural interactions between the East and the West, and subsequently the Europeans extended their power to the world (1-2 periods)
Introduce the distribution of new sea routes. Memorisation of navigators, the routes and any other places not easily associated should be avoided.
The Age of Reason: The Scientific Revolution and the Enlightenment ( max 3 periods)
The Scientific Revolution started from the sixteenth to seventeenth centuries and its emphasis on reasons, using observations and experiments to understand the natural world (1 period)
The ideas of the Enlightenment in the eighteenth century (e.g. born human rights and ideas of born equality, etc) led to the subsequent outbreak of the American Revolution and the French Revolution (1-2 periods)
40
Technological advancement: The Industrial Revolution ( max 4 periods)
Industrial Revolution was also called the Age of Machines. It started in Britain in the mid-eighteenth century (1 period)
Change in sources of energy (use of steam power) brought about tremendous changes on textile production, transportations and communications (1 period)
Impact of the Industrial Revolution (1-2 periods):
(1) accelerating the development of economy and technology in Europe, and leading to the colonial expansion of European countries in the nineteenth century
(2) giving rise to various problems, including child labour, poor working environment, the abuse and exploitation of workers, etc
Focus on changes brought by new sources of energy. Memorisation of inventors, their inventions and operation should be avoided.
Pursuit of freedom and democracy: the French Revolution and its historical significance ( max 6 periods)
Major causes of the French Revolution including the corruption and incompetence of the ruling class, the unfair social system, the inspiration from the Enlightenment and the impact of the American Revolution (1-2periods)
Major course of events: the fall of the Bastille symbolising the start of French Revolution; the execution of Louis XVI; the republic in turbulence, the Napoleonic Empire and the subsequent Napoleonic Wars in Europe; defeat in the Battle of Waterloo and the end of the Napoleonic era (1-2 periods)
Impact: “the Declaration of the Rights of Man” and “Napoleonic Code” laid the foundation of equality and the concept of rule of law; and the Napoleonic Wars led to the rise of liberalism and nationalism in Europe (1-2 periods)
State the chronological sequence of events. Memorisation of detailed account of events should be avoided.
Appendix 3
The revised junior secondary History curriculum
The expected learning contents of Topic 7: The founding and development of the United States
Topic 7 (8 periods)
Expected learning contents (focus on how the United States was founded and the major developments after independence)
The internal and external factors and impact of the American Revolution ( max 3 periods)
External factors leading to the American Revolution, such as the impact of the Enlightenment in Europe, and internal factors such as the taxation policies of Britain leading to the objection of the British colonists in America.
(1-2 periods)
Significance of the success of the American Revolution, including the promulgation of the Declaration of Independence, the formation of a new government in the form of republic, and its impact on the French Revolution and the 19th century Latin American Independence Movement. (1-2 periods)
Focus on factors leading to the American Revolution and its impact on Europe and the world.
The territorial acquisition, Westward Movement, and the “Monroe Doctrine” in the nineteenth century ( max 2 periods)
Territorial acquisition of the US & the Westward Movement, including to acquiring land through different means (e.g.by force and money), government encouraging people to go west and explore, “Monroe Doctrine” and its significance on the development of the US. (1-2 periods)
Focus on the progress of territorial acquisition of the US in the nineteenth century.
The US before and after the American Civil War (max 3 periods)
Major factors leading to the outbreak of the American Civil War, such as the power struggle between the Federal Government and the states since American Independence, the difference of social and economic system between the Northern & Southern states, the dispute over the new territories after Westward Movement, and conflicts arose from different stances on the slavery system. (1-2 periods)
Impact of the American Civil War, such as the promulgation of the Emancipation Proclamation, reconstruction of the South, and the rapid industrialization of the US after the Civil War. (1-2 periods).
42
Formation of different social migrant communities in the nineteenth century*
The reasons for the Europeans and the Chinese to migrate to the US, such as their political, economic and religious concerns.
Life of early migrants in the US and how they were treated.
Focus on the differences of life and experience between different social migrant communities.
*The extended part
AA
The Revised History Curriculum (Secondary 1-3)
in Personal, Social and Humanities Education Key Learning Area First Draft For Consultation
Purpose
The purpose of this questionnaire is to collect views on the Revised History Curriculum (Secondary 1-3) in the Personal, Social and Humanities Education (PSHE) Key Learning Area (KLA). This stage of consultation aims to invite comments and suggestions on the reasons and rationale for revision, curriculum aims and objectives, curriculum framework, time allocation, supporting measures and curriculum implementation.
Background
The existing History curriculum (S1-3) has been implemented for many years since 1996. In view of this, an Ad Hoc Committee has been set up with the approval of the Curriculum Development Council in December 2013 to conduct a holistic review on the existing History curriculum (S1-3). The Ad Hoc Committee proposed the revised curriculum after discussions in a number of meetings since May 2014. It is expected that the proposed curriculum will be able to equip students to face the changing society and the world, and further arouse their learning interest.
Consultation Seminar
The Education Bureau (EDB) has conducted a seminar to introduce this revised curriculum on 28 September 2016.
Questionnaire and Consultation Document
This questionnaire and the enclosed consultation document “The Revised History Curriculum (S1-S3) – First Draft (For Consultation)” (the Document) can be downloaded from the following website of the EDB:
http://www.edb.gov.hk/en/curriculum-development/kla/pshe/whats-new.html Actions Required
Each school is cordially invited to complete ONE questionnaire.
The school head or his/her representative (History Panel Head, etc.) is invited to respond to the questions by referring to the Document.
Deadline
Schools shall return the completed questionnaire by hand or by post to the following address on or before 31 October 2016:
Senior Curriculum Development Officer (PSHE)5 Personal, Social and Humanities Education Section, Curriculum Development Institute,
The Education Bureau
1319, 13/F., Wu Chung House, 213 Queen’s Road East, Wanchai
Annex II
History (S1-S3)
Questionnaire
1
The Revised History Curriculum (Secondary 1-3)
in Personal, Social and Humanities Education Key Learning Area First Draft for Consultation
Before responding to the questions, please read the Consultation Document.
Please blacken the appropriate circles “” and / or provide information in the space given.
(SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree NC=No Comment)
Reasons and rationale for revising the History Curriculum (S1-3) (See the Document p.2)
The following are the reasons and rationale of the Revised History Curriculum (Secondary 1-3) (Revised curriculum).
Please indicate the degree to which you agree with each of the following statements by blackening the appropriate circle.
SA A D SD NC
1. It is necessary to review and revise the existing junior secondary History curriculum as it has been implemented for nearly twenty years.
2. It is necessary to provide junior secondary students with a comprehensive History curriculum which facilitates them to have a general understanding of the historical development of our world today.
3. The revised curriculum should aim at enhancing students’ interest in history learning.
4. The revised curriculum should be enriched with the history and development of major civilisations in order to broaden students’ global perspectives.
5. The revised curriculum should provide students with knowledge of world history and local history so as to equip them with solid knowledge foundation for Senior Secondary studies in the future.
6. The revised curriculum should adopt a flexible framework for schools to make adaptation in order to cater for students’ diversity in abilities and interests.
Please write down your comments on the reasons and rationale in the space below.
Aims and Objectives of the Revised Curriculum (See the Document pp.3-4)
SA A D SD NC
7. The proposed aims of the revised curriculum are appropriate. Please write down your comments/suggested aims in the space below.
SA A D SD NC
8. The proposed objectives of the revised curriculum are appropriate. Please write down your comments/suggested objectives in the space below.
Structure of the Revised Curriculum (See the Document pp. 4-34)
SA A D SD NC
9. The revised curriculum is designed in chronological order, offering a theme for each school year from S1 to S3. It helps students understand the
development and trend of world history and its impact on today.
(i) Secondary 1
The ancient world (From the pre-historic period to the fourteenth century): The birth and interactions of regional civilisations
(ii) Secondary 2
The modern world (From the fifteenth to nineteenth century) : The growth and expansion of the West
(iii) Secondary 3
The contemporary world (From the twentieth century to the present): Moving towards a multi-polar and interdependent world
Please write down your comment(s)/suggested historical period in the space below.
3
SA A D SD NC
10. The revised curriculum is composed of twelve topics covering the essential contents in world history and history of Hong Kong, i.e. four topics in each year.
Please write down your comment(s) in the space below.
SA A D SD NC
11. Each topic comprises foundation part and extended part to enhance the flexibility of the curriculum and cater for the needs of students’ diversities.
Please write down your comment(s) in the space below.
SA A D SD NC
12. For each topic, there is one inquiry question which gives the direction for study, while the Suggested Guiding Questions help teachers guide students to adopt inquiry learning approach.
Please write down your comment(s) in the space below.
SA A D SD NC
13. The following are the twelve topics which include foundation parts and extended parts ( * indicates extended parts):
Topic 1 Human Needs: Past and Present
Major Developments of the Stone Age: from Nomadism to Agriculture
Rise of ancient civilisations, and the distribution and characteristics of the major world civilisations
Case study: The Fertile Crescent / ancient Egyptian civilisation / the Indus Valley/ the Huanghe Valley( Choose 1 out of 4 , study one more case for the extended part*)
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 2 The Development of European Civilisation
Introduction of classical civilisation
Legacy of classical civilisation : their meaning for today
Characteristics of feudalism
The making of Christendom and churches in medieval times
Life under feudalism*
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 3 The Rise of Islamic Civilisation and cultural interactions between Europe and Asia in medieval times
The origins, teachings and development of Islam
Cultural contacts between Europe and Asia and spread of Islam in medieval times
Results and impact of the cultural interactions between Europe and Asia
Cultural interactions between Europe and Asia before medieval times*
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 4 From past to present- history, culture and heritage of early Hong Kong region
Studying the history of early Hong Kong region through local archaeological findings and monuments
Local clans and other ethnic groups
Case study: Getting to know the lives of local clans through intangible cultural heritage (Chiu Chow Hungry Ghost Festival / Cheung Chau Jiao Festival / Tai Hang Fire Dragon Dance / Tai O Traditional Dragon Boat Parade) (Choose 1 out of 4, study one more case for the extended part.*) Other comment(s) or suggestion(s):
5
SA A D SD NC
Topic 5 The Rise of modern Europe
From God-centred to human-centred: the Renaissance and the Reformation
Exploring beyond Europe: Discovery of new sea routes
The Age of Reason: The Scientific Revolution and the Enlightenment
Technological advancement: The Industrial Revolution
Pursuit of freedom and democracy: the French Revolution and its historical significance
The condition of Asian civilisations during the fifteenth to the nineteenth centuries (using the Mughal Empire in India and the Ottoman Empire in Turkey as examples)*
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 6 European colonial expansion
The Americas, Africa and Asia before European colonial expansion
Reasons for the European colonial expansion
European colonial expansion and its impact on the Americas, Africa and Asia
East Asia during the European expansion (using China and Japan as examples)*
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 7 The founding and development of the United States (US)
The internal and external factors and impact of the American Revolution
Territorial acquisition, Westward Movement and “Monroe Doctrine” in the nineteenth century
The US before and after the American Civil War
Formation of different social migrant communities in the nineteenth century*
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 8 Growth and development of Hong Kong up to the late nineteenth century
Establishment of British colonial rule
Economy, society and livelihood
Various local organisations and their contributions to Hong Kong
Contributions of Europeans, Americans and other ethnic minorities to Hong Kong*
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 9 International conflicts and crises in the twentieth century (I)-The two World Wars
Relations among countries in Europe, America and Asia and reasons for their conflicts before the two World Wars
Decolonisation of Asia and Africa, and the rise of the “Third World” in the post-war period
Case study(Choose 1 out of 2, study one more case for the extended part*):
- Wars and inventions: the Total War, new military warfare, and other inventions (e.g. medicine, daily necessities, etc)
- Genocide: using the Holocaust as an example
Other comment(s) or suggestion(s):
7
SA A D SD NC
Topic 10 International conflicts and crises in the twentieth century (II) – the Cold War and the Post-Cold War period
Causes of the Cold War
Forms, major developments and the end of the Cold War
The international situation in the Post-Cold War period
Case study*: Historical figures representing different stages in the Cold War (choose 1 out of 5)
- Churchill (Britain) - J.F. Kennedy (US) - Gorbachev(USSR) - Mao Zedong(China)
- Ho Chi Minh(Vietnam) Other comment(s) or suggestion(s):
SA A D SD NC
Topic 11 International cooperation since the twentieth century
Background of international cooperation: general challenges for humanity since the twentieth century
Establishment of the United Nations and its work
Other regional organisations & international non-governmental organisations and their work
Other comment(s) or suggestion(s):
SA A D SD NC
Topic 12 The growth and transformation of Hong Kong in the twentieth century
Hong Kong between the two World Wars
Hong Kong during the Japanese occupation
Transformation of Hong Kong in the post-war era and the return to China
Case study: Development of popular culture in post-war Hong Kong*
Other comment(s) or suggestion(s):
14. In order to facilitate teachers’ understanding of the depth of each topic, exemplars on the expected learning contents of Topics 3, 5 and 7 ( See the Appendices pp.37-42 ) have been drafted by the Ad Hoc Committee. These exemplars:
SA A D SD NC
(i) help teachers grasp the depth and focuses of the topics (ii) enable the topics be completed within the suggested periods
Other comment(s) or suggestion(s):
SA A D SD NC
15. The expected learning contents should be provided for the rest of the 9 topics in the revised curriculum.
Time Allocation (See the Document p.35)
16. It is proposed that the revised curriculum should account for 33 hours (i.e. about 50 forty-minute periods) each year.
About right More time should be allocated Less time should be allocated Other comment(s) or suggestion(s):
SA A D SD NC
17. In line with the flexible revised curriculum, schools may allocate lesson time to the foundation parts and extended parts according to their school contexts and the students’ learning needs.
Topics Time Allocation
Option 1 Option 2