Chapter 6 Learning and Teaching Resources
6.4 Resources Management
87
6.3.6 Developing School-based Learning and Teaching Resources
Because of different school contexts, schools develop their own learning and teaching materials to cater for learner diversity. To ensure the materials are necessary and effective in supporting History learning, schools should take into account the following factors when developing school-based materials:
the materials should provide additional information to enrich and support the content of curriculum; and /or other alternative learning activities that enhance students’ learning interest; and
the materials should be able to address learner diversity such as different learning styles, aptitudes and abilities.
88
Teachers should be encouraged to make suggestions on the procurement of learning resources, and cost-effective ways of purchasing them, such as via a tendering process or bulk purchasing;
Resources should be organised and classified according to their nature – books, journals, magazines, encyclopaedias, CD-ROMs, interactive media and online resources, etc. It is important for teachers, with the help of school librarians, to categorise them properly and update them to meet the demands of the new revised curriculum. An inventory of existing resources, including teaching aids, should be available for teachers’ easy reference; and references/resources provided by the EDB – such as curriculum and assessment guides, curriculum packages and glossaries – should also be catalogued and circulated for use. All resource materials should be stored in places where panel members have easy access to them, for example in the staff common room or school library.
With the help of school librarians, learning resources, in particular books and journals, should also be easily accessible to students to promote reading. However, it is very important to nurture a sense of responsibility among students regarding intellectual property rights, and teachers need to develop their own codes of conduct when using these resources to comply with the copyright ordinance.
89
The expected learning contents of topic 1:
Human needs: past and present
Topic 1 (14 periods)
Division of periods and development of the Stone Age: from nomadism to agriculture
( max 4 periods)
Learn the concept of time and chronology, division of historical periods (pre-historic times/ historic times), and how to distinguish the types of sources in studying history (primary sources, secondary sources/ archaeological findings, non-written and non-written sources) through understanding the division of periods in the Stone Age and the survival of human beings in the past. (1-2 periods)
The evolution of ways in searching for food and in the modes of living in the New Stone Age as well as the emergence of agrarian societies (using recent major archaeological discoveries of different places including Hong Kong as examples). (1-2 periods)
Focus on the evolution of the early human livelihood and characteristics of the Old Stone Age and New Stone Age.
Rise of ancient civilisations, and the distribution of the major world civilisations ( max 3 periods)
Definition of civilisation and the background of the birth of early civilisations. (1 period)
Comparison of the common basic elements of ancient civilisations and ours today in the light of their distribution and characteristics. (1-2 periods)
Focus on the origins of civilisations and common characteristics of the four centres of early civilisations.
Characteristics of early major civilisations – Case study in the civilisation of the Fertile Crescent, the Nile Valley, the Indus Valley and the Huanghe Valley
Human civilisation originated from the basic needs of survival. After people had solved the basic needs including food, settlements and clothes, they began to engage in other different activities such as producing various tools, trading, practicing religions etc. Shaped by the difference in landscape, climate and ecology, ancient civilisations with distinctive characteristics were gradually developed.
From five aspects, including writing, government and governance, religion and belief, architecture and science, study the main characteristics of at least ONE of the early civilisations. For example: the Sumerians in the Fertile Crescent invented the earliest system of writing as a tool for record; the ancient Egyptians set up administration by scribes and officials for
90 (Choose one out of four
and study one more case for the extended part*) ( max 7 periods)
governance headed by the Pharaoh; Indus Valley civilisation had two well-planned cities – Harappa and Mohenjo-daro;
the Huanghe Valley civilisation in the Shang dynasty invented writing and used it for recording divination and other early religious activities. For architecture and science, pyramids built by the ancient Egyptians, the calendar created by the Babylonians, the art of architecture and city-planning of Indus Valley civilisation and also the art and technology of using bronze in ancient China were all the precious cultural heritage left by early civilisations for today. (7 periods)
Focus on how the cases reflect the connections between the achievements of early civilisations and today’s world, and the common human needs in the past and present.
*The extended part
91
The expected learning contents of topic 2:
The development of European civilisation
Topic 2 (18 periods)
Introduction of European classical civilisation
(max 4 periods)
Periodisation of European history ( the ancient times, the Medieval Times). (1 period)
Classical civilisation in Europe, which included the Greco-Roman civilisations, emerged around 800 B.C. and developed until early Middle Ages (6th century). (1 period)
The environment, geographical location and features of the Greek Peninsula shaped the unique political development in ancient Greece (e.g. the Greek city states) while external wars and civil wars led to the changes of
Roman political system (transformation from republic to empire). (1-2 periods)
Focus on understanding the origin and development of classical civilisation in Europe.
The legacy of classical European civilisation and its meaning for today
(max 6 periods)
Greco-Roman civilisation is an essential part of cultural legacy of humanity and its meaning for today includes the followings:
(i) Governance: democracy in Athens and timarchy in Sparta in ancient Greece, Roman Republic and Roman Empire have become cases for later reference and research. (2-3 periods)
(ii) Creation of culture: the attachment of importance to people’s rights and the laws by the ancient Greeks and Romans has laid the foundation for understanding the laws today, and shaped the concept of the rule of law;
achievements such as Mythology (e.g. Greek mythology) and thoughts (e.g. those of ancient Greek philosophers such as Socrates); art (e.g. sculpture art of the Greco-Romans) and architecture (e.g. stone columns of ancient Greece as well as forum and city planning of ancient Rome) have profound impact on and contributed to the later development of the world (2-3 periods).
Focus on legacy of Greco-Roman civilisation and its impact and contribution to the world today.
92
Characteristics of feudal society (max 5 periods)
Origin of feudalism in medieval Europe and characteristics of the feudal society: e.g. a distinctive social class system; system of allegiance and obligation that governed the relationship between lords and their vassals,
hereditary system and the Code of Chivalry. (2-3 periods)
Impact of medieval European civilisation on today’s world: e.g. the contractual spirit and constitution, the emergence of universities and the rise of cities. (1-2 periods)
Focus on the main features of feudalism in medieval Europe and their meanings for today.
The making of Christendom and the Church in the Medieval Times (max 3 periods)
The making of Christendom, including the origin of Christianity and its development in the Roman Empire (e.g.
Christianity as the official religion), etc. (1-2 periods)
The roles of the Church in Medieval Times, e.g. engaging in political affairs, keeping social order, disseminating knowledge and cultures. (1-2 periods)
Focus on understanding the linkage of Christianity with the development of European civilisation.
Civilisation and living: life in medieval Europe
Important symbols of the Medieval Times, e.g. manors (including castles and churches) and late medieval markets;
and the lives of different social classes there.
Focus on understanding medieval European civilisation from the daily lives of people.
*The extended part
93
The rise of Islamic civilisation and cultural interactions between Europe and Asia in Medieval Times
Topic 3 (10 periods)
The origins, teachings and development of Islam
(max 3 periods)
Founding of Islam, including Muhammad’s life of preaching, teachings and Mecca which became the Islamic holy city. (1-2 periods)
Development of Islam (e.g. Establishment of Islamic empire and the subsequent emergence of Shia and Sunni). (1-2 periods)
Focus on founding 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 business middlemen, the Maritime Silk Road). (1 period)
How various forms of contacts affected the spread of Islam. (1 period)
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 fields 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 art: mosques for Muslim worship present unique architectural style and art (e.g. arabesque);
On medicine: surgery was improved;
On Mathematics: algebra and geometry developed under Islamic civilisation which laid solid foundation for later development of science and technology.
The cultural interactions between Europe and Asia facilitated the spread of Greek and Roman civilisation to Asia.(1-2 periods) For examples:
On religion: the spread of Christianity to the East, such as Nestorianism first entered into Tang China during the 7th century;
On astronomy: geocentric model developed by ancient Greek astronomer Claudius Ptolemy inspired the Arabic astronomers
94 who found new records through astronomical observations and made up for the limitations of Ptolemy’s geocentric model.
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 Arabs enhanced the flexibility of ships, and were widely adopted and developed by the Europeans in late Medieval Times; world maps drawn by Arabic geographers stimulated the Europeans to 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 17th century.
Focus on the achievements of the Islamic civilisation and its relationship with cultural interactions between Europe and Asia.
Cultural interactions between Europe and Asia before
Medieval Times*
Condition of cultural interactions between Europe and Asia before Medieval Times, including how the Greco-Roman civilisation spread through military expansion (e.g. the conquest of Persia and Afghanistan by 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
95
History, culture and heritage of early Hong Kong region
Topic 4 (8 periods)
The major groups and the great clans
(max 4 periods)
Different lifestyles of the local clans and other major groups such as the Hakka, boat people (known as “Tanka” in the past) and the Fuklo (also known as “Hoklo”).
For example, the local clans settled on the fertile plains in the northern New Territories and they lived on farming etc; the Hakkas whose villages were located in relatively distant, barren and infertile regions also lived on farming;
the boat people using boats as their home lived on pearl hunting and fishing while the Fuklos came from Fujian and east of Guangdong (i.e. Chaoshan region, Hailufeng region and today’s Huizhou). They mainly lived on fishing whilst some of them worked on farms. (3-4 periods)
Focus on the different lifestyles of four major groups in Hong Kong and Southern China region.
Case study: Getting to know the lives of local residents in Hong Kong through intangible cultural heritage (local customs and festivals) (Choose one of the following and study one more case for the extended part*):
- Chiu Chow Hungry Ghost Festival
- Cheung Chau Jiao Festival - Tai Hang Fire Dragon
Dance
Definition of Intangible Cultural Heritage (ICH) and The Convention for the Safeguarding of the Intangible Cultural Heritage (“the Convention”) passed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2003 which manifested ICH in five domains: (1) oral traditions and expressions; (2) performing arts; (3) social practices, rituals and festive events; (4) knowledge and practices concerning nature and the universe; (5) traditional craftsmanship. (1 period)
Understanding the life of local residents, traditional customs and cultural values of festivals through the four significant local intangible cultural heritage.
For example, Chiu Chow Hungry Ghost Festival aims at strengthening the relationship among Chiu Chow people living in Hong Kong and paying respect to the deceased through religious practices; Cheung Chau Jiao Festival, which lasts for over a hundred years, comprises of various folk cultures and performing arts relating to religion, helps to link up different communities on the island as a whole; Tai Hang Fire Dragon Dance, originated in the 19th century with the purpose of eliminating plague, has now become a unique custom in Hong Kong; Tai O Traditional Dragon Boat Water Parade, which combines a diversity of elements including fishing, religious beliefs and
96 - Tai O Traditional Dragon
Boat Parade (max 4 periods)
ceremonial rituals, remains today a community-wide event that plays a key role in maintaining neighbourhood relationships. (2-3 periods)
Focus on how the cultural values of traditional customs and festivals are related to our lives today.
*The extended part
97
The rise of modern Europe
Topic 5 (22 periods)
From God-centred to Human-centred : the Renaissance and the Reformation ( max 5 periods)
The Renaissance emerged in Italy during the 14th and 15th 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 16th century marked the beginning of the Reformation. It led to the split of the Christian Church. (1 period)
Introduce 1-2 historical figure(s) only. Memorisation of people’s names and their works should be avoided.
The Age of Reason: The Scientific Revolution and the Enlightenment ( max 3 periods)
The Scientific Revolution started from the 16th to 17th centuries and it emphasised on reasons and used observations and experiments to understand the natural world. (1 period)
The ideas of the Enlightenment in the 18th 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)
Focus on the characteristics of revolutions. Memorisation of definition and ideas of thinkers should be avoided.
Technological advancement: The Industrial Revolution ( max 6 periods)
The Industrial Revolution was also called the Age of Machines. It started in Britain in the mid-18th century. (1 period)
Change in sources of energy (use of steam power) brought about tremendous changes on textile production, transportations and communications. (1-2 periods)
Impact of the Industrial Revolution, e.g. (2-3 periods):
(1) accelerating the development of economy and technology in Europe, and leading to the colonial expansion of European countries in the 19th century;
(2) giving rise to various problems, including child labour, poor working environment and exploitation of workers, etc.
Focus on changes brought by new sources of energy. Memorisation of inventors, their inventions and operation should be avoided.
98
Pursuit of freedom and democracy: the French Revolution and its historical significance ( max 8 periods)
Major causes of the French Revolution, e.g. corruption of the ruling class, the unfair social system, the inspiration from the Enlightenment and the impact of the American Revolution. (2-3 periods)
Major course of events, e.g. from 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 to the end of the Napoleonic era. (2-3 periods)
Impact of the French Revolution, e.g. “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.
The condition of Asian civilisations from 15th to 19th centuries (using the Mughal Empire in India and the Ottoman Empire in Turkey as examples)*
the making of “New Indian Culture” during the period of the Mughal Empire in India, which was the integration of Islamic culture and Hindu culture, and its achievement in paintings, architecture, philosophy and literature etc.;
the multi-cultural characteristics of the Ottoman Empire which was an Islamic empire across Europe, Asia and Africa;
the difficulties faced by the above empires since the late 18th century(e.g. huge population, technology bottleneck and bureaucratic corruption).
*The extended part
99
European colonial expansion
Topic 6 (10 periods)
Reasons for European colonial expansion (max 4 periods)
Reasons for European colonial expansion, for example:
(1) Impact of early exploration and expansion, e.g. voyages of discovery in the 15th and the 16th centuries;
(2) The growing need of European countries for markets and resources after the Industrial Revolution in the 18th century;
(3) The rise of nationalism in the 19th century accelerated the European colonial expansion. (3-4 periods)
Focus on understanding various reasons for European colonial expansion.
The making of European colonial policy and its impact of colonial expansion on the
Americas, Africa and Asia (max 6 periods)
The making of European colonial policy and ways of European colonial expansion in the Americas, Africa and Asia, for example:
(1) The pillage of resources including gold, silver, and other resources (e.g. trading indigenous African as slaves);
(2) Territorial acquisitions including formation of occupied regions, colonies or spheres of influence, and the use of franchised companies (e.g. British East India Company, Dutch East India Company) to manage the affairs of the occupied regions; or appointment of officials for direct colonial rule. (2-3 periods)
The impact of European colonial expansion on the Americas, Africa and Asia, for example, the colonial expansion and overseas trade helped to promote and shape the gradual formation of the Europe-centered global economic system; colonial expansion brought sufferings to native people (e.g. slave trade, plague), but facilitated the development of modernisation in some of the
regions. . (2-3 periods)
Focus on understanding the characteristics of European colonial expansion and its impact on the Americas, Africa and Asia.
East Asia during the European expansion (using China and Japan as examples)*
The response of China and Japan towards the expansion of European countries: for example, the Qing government first resisted through wars, and was later forced open to the West and carried out reforms but with limited success. With the continuous foreign invasion, the Qing government was finally overthrown by the revolution led by Sun Yat-sen. For Japan, the Tokugawa Bakufu was forced to open to the West which led to its unpopularity and triggered internal political struggles. The Bakufu was then overthrown and replaced by an Emperor-centred political system. It carried out comprehensive reforms for modernisation which finally
transformed Japan into one of the world’s great powers.
*The extended part
100
The expected learning contents of topic 7:
The founding and development of the United States
Topic 7 (10 periods)
The internal and external factors and impact of the American Revolution
( max 4 periods)
External factors leading to the American Revolution, such as the impact of the Enlightenment in Europe, and internal factors which led to the objection of the British colonists in America such as the taxation policies.
(1-2 periods)
Significance of the success of the American Revolution, e.g. 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 Latin American Independence Movement in the 19th century. (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 19th century
( max 3 periods)
Territorial acquisition of the US & the Westward Movement, including the acquisition of 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. (2-3 periods)
Focus on the progress of territorial acquisition of the US in the 19th century.
The US before and after the American Civil War (max 3 periods)
Major factors leading to the outbreak of the American Civil War, e.g. the power struggle between the Federal Government and the states since the American Independence, the difference of social and economic system between the Northern and the Southern states, the dispute over the new territories after the Westward Movement, and conflicts arising from different views on the slavery system. (1-2 periods)
Impact of the American Civil War, e.g. the Emancipation Proclamation, reconstruction of the South, and the rapid industrialisation of the US after the Civil War. (1-2 periods).
Focus on the changes of the US before and after the Civil War and its post-Civil War development.
Formation of different social migrant
communities in the 19th
Formation of different social migrant communities in the 19th century.
The reasons for the Chinese to migrate to the US, such as their political and economic concerns.
Life and experience of early Chinese labourers in the US.
101 experience of the early
Chinese labourers as an example*
of US in the 19th century.
*The extended part
102
The expected learning contents of topic 8:
Growth and development of Hong Kong up to the late 19th century
Topic 8 (8 periods)
The establishment of British colonial rule
(max 2 periods)
The establishment of government structure, systems of decrees and regulations, e.g. the posts of Governor and major officials, the system of Executive and Legislative Councils, and independence of the judiciary. (1 period)
The features of British administration in early Hong Kong, e.g. the British government (the Colonial Office in particular) directed the policy making of Hong Kong government; the Governor had enormous ruling power while most senior government officials were occupied by the British; both the official and unofficial members in the two councils were mainly Europeans who were directly appointed by the Governor. (1 period)
Focus on how the establishment of the early British rule had laid the foundation for the subsequent development of Hong Kong.
Economic condition and livelihood
(max 3 periods)
The economic development of Hong Kong up to the late 19th century, e.g., the establishment of free port policy, and the entrepot trade had become the pillar of the economy of Hong Kong; the prosperous development of the shipbuilding industry, the logistics and shipping industry, and the banking industry, etc. (1-2 periods)
The social development of Hong Kong up to the late 19th century, e.g. the policies towards Chinese in the early British rule; law and order and hygiene problems andthe rise of local Chinese leaders in the late 19th century.
(1-2 periods)
Focus on the problems and solutions in early Hong Kong.
Contributions of various local organisations to Hong Kong (max 3 periods)
The contributions of various local organisations to Hong Kong, e.g. among the local Chinese organisations, the Tung Wah Group of Hospitals provided free medical services to the Chinese; Po Leung Kok was set up for anti-abduction and trafficking of women and children, and served as a shelter for those victims. As for the foreign missionaries and the Christian church, apart from preaching, the church also took part in building orphanages, schools and hospitals, and offered various types of social welfare services. (2-3 periods)
Focus on the roles of various local organisations in the development of Hong Kong