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Example 22 Promoting national understanding
through a cross-KLA field trip on the Mainland
Pun U Association Wah Yan Primary School promotes historical and cultural education by conducting a cross-KLA field trip to allow students to learn the history of Jesuit missionaries in China and their contributions to science and cultural development there and to understand how the architectural features of the Old Summer Palace (Yuanming Yuan) in Beijing reflect the coexistence and interaction of Chinese and Western cultures. The school has also arranged students to visit the China Science and Technology Museum and to engage them in different learning tasks to facilitate their understanding of the present development of our country’s science and technology through the lens of the past and to promote their national understanding.
Preparations before field studies: Diversified preparatory activities
To enable students to learn more effectively from the field trip, including enhancing their interest and understanding of the Chinese history and culture and nurturing humanistic qualities, teachers designed preparatory activities and worksheets based on students’ prior knowledge and learning styles. For example, before the field trip, students learned the works of Padre Matteo Ricci of the Jesuits in Beijing through a video and made comparison and contrast between Chinese and Western architecture by observing the style and features of the Old Summer Palace. On the day before the field trip to the Old Summer Palace, teachers gave a lecture on the historical background of the British and French allied forces looting the Old Summer Palace. The diversified preparatory activities help students understand the background information of various focuses for the field trip and enable them to be better engaged in the historical atmosphere when visiting the monuments and to conduct more in-depth exploration.
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The process: Integrating monuments, multi-sensory stimulation and activities The field trip activities were designed by integrating monuments, multi-sensory stimulation and activities to allow students to experience the stories of people in the past, learn about present developments and envision the future. For example, students recited the relevant poems in front of the monuments or performed short dramas and radio dramas to reflect a segment of the relevant history with the aim of experiencing the historical incidents with visual, aural and tactile senses.
Teachers designed learning tasks for students visiting the Ancient Observatory and the aerospace section of the China Science and Technology Museum to help them understand and focus on the effects of science and technological development on ancient and modern society. These activities do not only deepen
The preparation worksheet: The background of Emperor Yongzheng and the Old Summer Palace in the Qing Dynasty
The Old Summer Palace, the rule of the Qing Dynasty and today’s China
Among Yongzheng’s poems, only the ‘Wonderful High Hall’ mentioned the phrase ‘Old Summer’ (Yuanming – round and bright):
Nature unites with heaven in this unique moment with the heart as clear as the bright round moon Awakened to whistle by the window of the north with countless mountains echoing in resonance
Based on the documentary on the Old Summer Palace and above poem by Yongzheng, which of the following responses does not explain why Yongzheng used the heart and the moon as metaphors for ‘the Old Summer’?
A. When the bright round moon shines on people, the thoughts and feelings that are usually hidden in their hearts will be revealed.
B. People’s hearts are unfathomable. If their hearts can be illuminated, they can unite with the environment.
C. Yongzheng was in the Old Summer Palace in a full moon night and felt that the moon represented his heart.
D. The phrase “the heart as clear as the bright round moon” not only refers to the unity of heart and the moon, but also the unity of the heaven and human, convergence of ancient and modern times, and communion of human and the nature.
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students’ experience of the relevant history, but also allow them to reflect on the past and envision the future.
An exploratory activity: Searching for the Missionaries
Conduct an activity in the graveyard of the pioneers of the school’s sponsoring body and search the tombstones for the deeds and contributions of the Jesuits in China.
1. 10 groups of detectives start searching in 10 different tombstone locations from A-J:
Group 1 2 3 4 5 6 7 8 9 10
Tomb- stone
Johann Adam
Schall von Bell
Matteo Ricci
Ferdinand Verbiest
Francios Xavier a Rosario
Giuseppe Castiglio
ne
Pierre Jartoux
Dominie Joachim Ferreyra
Louis Fan
Antoine Thomas
Gabriel de Magalhāes
2. Each group has 40 minutes to walk among the 10 tombstones from 1 to 10 and then back to 1. Each group of detectives tries to answer the questions in front of each tombstone. The amount of time required to answer the questions for each tombstone varies.
Investigation of Location 5:
Tomb of Giuseppe Castiglione, S.J.
Life Recital (Excerpt)
‘Giuseppe Castiglione, chief designer of the Western Mansions (Xiyang Lou) of the Old Summer Palace, first came to China as a missionary, but under the oppression towards the Catholics by the three generations of Emperors Kangxi, Yongzheng, and Qianlong, he was not expelled from the Forbidden City, but was rather treated with courtesy. This was largely because he served them as royal painter in the Palace of the Qing Dynasty… According to the Qing archives, no one among the royal painters was able to produce a portrait as authentic to reality as the ones painted by Castiglione.’
Investigation of Location 3:
Tomb of Ferdinand Verbiest, S.J.
Line 1, front, tombstone: ‘Ferdinand Verbiest, S.J. art name Kimber, from Flanders (today’s Belgium)’.
1. Which sentence on the rear tombstone inscription mentions the job of Ferdinand Verbiest? Royal Governor of Calender
2. The second to the last line of the rear of the tombstone mentions that Verbiest was ‘missed in deep grievance’ by the Emperor after his death. What name for remembrance was he bestowed? Why was this name chosen for him?
The Emperor bestowed Verbiest the name
‘Qinmin’ (diligent and smart) because he was a hardworking and smart person.
Red words in italics are suggested answers.
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Follow-up activity after the field trip: Grasping every learning opportunity Historical drama performed at the monuments
Students reproduced the historical scene of the three Emperors of the Qing dynasty at Louyue Kaiyun (originally known as Peony Tower).
Seeking the roots of astronomical technology, envisioning the dream of
aerospace technology
Through different tasks, students viewed the country’s present science and technological development through the lens of the past.
Ancient Observatory
China Science and Technology Museum
How did ancient people use sundials to measure time during the day?
How does the design of the cabin enable astronauts to return to Earth safely?
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After the field trip, the “Giuseppe Castiglione – Lang Shining New Media Art Exhibition” was held in Hong Kong, featuring the art of Giuseppe Castiglione, royal painter at the Palace of the Qing Dynasty. The artwork was displayed not only from the perspective of visual art, but also in combination with historical, cultural and religious elements. For example, an animation was produced to vividly present the combination of fantasy and reality in “One Hundred Horses”, which was renowned as one of the 10 greatest masterpieces in China. This work featured 100 lively horses in alternating day and night scenes. The school took this rare opportunity to combine e-learning with a post-field-trip activity. During the process, students engaged in e-learning activities via the interactive tools installed in tablets. This activity enhances their learning interest and helps them appreciate the ancient artwork through modern technology.
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“Giuseppe Castiglione – Lang Shining New Media Art Exhibition”, displaying artwork by Giuseppe Castiglione (Jesuit missionary), royal painter at the Palace of the Qing Dynasty
If you are interested in the promotion of national and global understanding, read also Examples 7, 11, 15 and 23.
Reflection:
Which of the following Jesuit histories reflects the spirit of Chinese and Western cultural exchange is the most similar to that behind the works of Lang Shining? Please choose one and explain briefly.
A. Padre Matteo Ricci translated Chinese and Western literature and conducted academic discussion with Confucian scholars.
B. Missionary Johann Adam Schall von Bell and others managed the national observatory for the Qing imperial court.
C. The Irish Jesuit missionary co-organised the school with the Pun U Association in Hong Kong.
Students looking at the interactive scroll of “One Hundred Horses”.
Students holding tablet PCs and sweeping the sketch to see the coloured “One Hundred Horses”
on the screen.
