Education Bureau

Education Bureau

Circular Memorandum No. 203 /2017

From: Secretary for Education

Ref: EDB(CD)PSHE/CURR/HI/1(1) Date: 17 November 2017

To: Heads of all Secondary Schools (excluding ESF Schools and International Schools)

The Second Stage of Consultation on the Revised History Curriculum (Secondary 1-3) in the Personal, Social and Humanities Education Key Learning Area

Summary

The purpose of this circular memorandum is to inform school heads of the second stage of the proposed revision of the captioned curriculum and the related consultation exercise.

Details

2. In December 2013, the Curriculum Development Council (CDC) resolved to set up an Ad Hoc Committee to conduct a full review of the current History (S1-3) curriculum. The Ad Hoc Committee (hereafter “The Committee”) proposed the revised History curriculum (Secondary 1-3) and conducted the First Stage of Consultation on 28 September 2016. The one-month consultation lasted until 31 October 2016 and a total of 201 questionnaires were received.

3. Results of the First Stage of Consultation show that teachers in general agreed on the necessity of revising the existing curriculum and recognised the revised curriculum framework. Some teachers expressed their concerns about the rich contents and insufficient lesson time. Based on the feedbacks and comments collected from the First Stage of Consultation, the Committee has refined the revised curriculum, trimmed the contents to an appropriate proportion and fine-tuned the design of certain topics by reorganising or diminishing the contents for further refinement of the revised curriculum framework.

Details

4. Focus of the Second Stage of Consultation is put on the further revision of

the curriculum framework, contents and supporting measures etc. Stakeholders’

opinions will be solicited by the Education Bureau (EDB) for further refinement of the revised curriculum.

5. Please refer to the attached consultation document entitled History (Secondary 1-3) – The Revised Curriculum Draft for the Second Stage of Consultation (Annex I) and the questionnaire entitled The Revised History Curriculum (Secondary 1-3) in Personal, Social and Humanities Education Key Learning Area – Questionnaire for the Second Stage of Consultation (Annex II).

They have been uploaded to the website of the Personal, Social and Humanities Education (PSHE) Section.

(http://www.edb.gov.hk/en/curriculum-development/kla/pshe/whats-new.html).

6. School heads or their representatives (such as Vice Principals, coordinators of this KLA or panel heads of History) are invited to give their comments and suggestions by completing the attached questionnaire. The completed questionnaire should be returned to the PSHE Section, Education Bureau, Room 1319, Wu Chung House, 213 Queen’s Road East, Wan Chai by hand or by post on or before 18 December 2017.

Enquiry

5. For enquiries, please contact Ms NG Hing-hung, Grace on 2892 5867 or Ms ANG Fan, Ally on 2892 5899 of the PSHE Section.

Sheridan LEE for Secretary for Education

c.c. Heads of Sections – for information

Annex I

Personal, Social and Humanities Education Key Learning Area

History

(Secondary 1-3)

The Revised Curriculum

Draft For

The Second Stage of Consultation

Curriculum Development Council Committee on Personal, Social and Humanities Education

November 2017

Background

The existing curriculum of History (S1-S3) has been implemented for about 20 years since its compilation by the Curriculum Development Council Committee in 1996.

In view of the rapid progress in the research and implementation of curriculum development and pedagogies, and that the Curriculum Development Institute has been gathering views on the History curriculum and teaching strategies from different sectors through various channels over the years, an Ad Hoc Committee has been set up with the approval of the Curriculum Development Council Committee on Personal, Social and Humanities Education in December 2013 to have a full review of the curricula of History and Chinese History (Secondary 1 to 3). The Ad Hoc Committee members include history scholars from tertiary institutes, experts in teachers’ training, frontline teachers and representatives of the Hong Kong Examinations and Assessment Authority and the Curriculum Development Institute.

It is expected that a holistic and complete review on the existing curricula should be conducted to make constructive revision.

The First Stage of Consultation Seminar on the Junior Secondary History Curriculum review was conducted on 28 September 2016 with focus on the proposed curriculum rationale, aims and objectives, curriculum structure, time allocation, supporting measures and its implementation. The consultation lasted for one month and a total of 201 questionnaires were received. Schools and teachers in general agreed to the principles and direction of the revised curriculum, curriculum structure, framework and design while some teachers expressed their concerns about the rich contents and insufficient lesson time.

The focus of the Second Stage of Consultation is mainly on the curriculum

framework and contents. Based on the feedback and comments collected from the

first stage of consultation, the Committee trims the contents to an appropriate

proportion and fine-tunes the design of certain topics by reorganising or diminishing

the contents for further refinement of the revised curriculum framework. The

consultation document “History (Secondary 1-3) – Draft for the Second Stage of

Consultation” (hereafter “the Document”) clearly presents the design of each topic in

the revised curriculum and its expected learning contents.

All comments and suggestions on the Document are welcome and shall be sent by hand or mail to the following address:

Senior Curriculum Development Officer 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, Hong Kong

Reasons and Rationale for the Revised Curriculum

1. As an indispensable part of the Personal, Social and Humanities Education Key Learning Area, History takes up an important task of developing students’ basic understanding of the historical development of world history (including the development of Hong Kong ) as well as various cultures in the world; facilitating them to construct global perspectives and enhancing their analytical abilities and thinking skills. Since not all secondary students will take History as one of their elective subjects in senior secondary education, junior secondary History is most likely the only chance for some students to learn History, especially world history. Therefore, it is essential for schools to provide junior secondary students with a comprehensive curriculum of world history.

2. In view of the existing Secondary 1-3 History curriculum which has been implemented for nearly twenty years, and the latest development of history education and school curriculum, the Curriculum Development Council (CDC) set up an Ad Hoc Committee and a working group to review the junior secondary History curriculum with an aim to enhancing students’ interest in history learning and equipping them with basic knowledge and skills to meet challenges brought about by the ever changing society and the world. Besides, the revised curriculum framework also equips students who study Liberal Studies, History or other senior secondary subjects in Personal, Social and Humanities Education Key Learning Area with the relevant basic knowledge, skills and attitudes.

3. As for the curriculum contents, in order to broaden students’ global perspectives and enhance their understanding of other major cultures in the world, new topics such as the civilisation and historical development of other regions including the rise of Islamic civilisation, and the founding and development of the United States, have been added to the revised curriculum.

4. To cater for the needs of different schools, especially those which adopt

diversified modes of curriculum planning to implement the junior secondary

Personal, Social and Humanities Education curriculum (e.g. integrated and

mixed modes), the revised curriculum offers a flexible and diversified

framework which can facilitate schools to adapt to this curriculum according to

their school contexts and students’ diversity in abilities and interests.

Curriculum Aims and Learning Objectives Curriculum Aims

5. The aims of Secondary 1-3 History curriculum are:

i to enhance and develop students’ interest in studying history;

ii to help students understand the present in the context of the past;

iii to enrich students’ knowledge of their own community and culture, as well as other major cultures of the world;

iv to develop students’ historical skills and generic skills for further studies and life situations;

v to nurture students to become citizens who have global perspectives, knowledge and sense of responsibility.

Learning Objectives

6. In relation to the above aims, we expect that students should be able to:

a. Knowledge and Understanding

i understand and comprehend from a variety of perspectives (political, economic, technological and scientific, social, religious, aesthetic, etc.), the main

characteristics of world civilisations in different periods;

ii understand and comprehend the main characteristics of the development of Hong Kong and to relate them to the national and world development;

iii comprehend basic historical concepts and terms;

iv understand the relationship between cause and consequence of historical events;

v comprehend change and continuity in major historical issues and developments;

vi understand that the past may be interpreted in different ways;

b. Skills

i understand and use historical terminology in an appropriate way;

ii present historical events in chronological order;

iii describe characteristics of historical maps, models, diagrams, charts, pictures, tables and cartoons;

iv make deductions and inferences from historical sources;

v identify different interpretations of major historical events and personalities;

vi distinguish the differences between historical facts and opinions;

vii comprehend the implication of sources, question and explore the accuracy and

reliability, and then construct and examine personal viewpoints;

viii make an imaginative reconstruction of past events;

ix select, organise and deploy sources, and express in a well-structured way;

c. Attitudes and Values

i develop an interest in the past and an appreciation of human achievements and aspirations;

ii relate the study of history to contemporary life;

iii understand views, beliefs and values of different societies at different times so as to develop positive values and attitudes;

iv be willing to take up the responsibility of preserving antiquities and monuments, conserving cultural heritage and promoting history and culture.

Curriculum Structure

7. This curriculum is based on the following guides prepared by the Curriculum Development Council Committee, namely the Basic Education Curriculum Guide-To Sustain, Deepen and Focus on Learning to Learn (Primary 1-6) (2014), Secondary Education Curriculum Guide (Draft, May 2017), General Studies for Primary Schools Curriculum Guide (Primary 1- Primary 6)(Draft, July 2017) and the Personal, Social & Humanities Education Key Learning Area

Curriculum Guide (Primary 1-Secondary 6) (2017) which is currently under review. Its designing principles are to:

 provide a three-year curriculum which focuses on introducing the trend and development of world history and how they affect our world today;

 broaden students’ global perspectives so as to enhance their understanding of cultures and history of different regions in the world and how their

interactions constructed our world today;

 emphasize students’ understanding and application of different historical concepts and skills, and develop their positive values and attitudes ;

 cater for students’ diverse interest and connect them with their daily lives and experiences;

 provide a flexible framework for schools to make adaptation to the curriculum according to their school contexts and students’ diversity in abilities and interests;

 develop students’ abilities in self-directed learning and life-long learning

which align with the enquiry learning approach.

8. The History curriculum (S1-S3) is designed in chronological order, offering a theme for each school year. The three-year curriculum helps students understand the world development trend and its impact on today, and enables them to master the basic concepts and skills to study history.



Theme for Secondary 1: The ancient world (From pre-historic period to the 14

century): The birth and interactions of regional civilisations



Theme for Secondary 2: The modern world (From the 15

to the 19

centuries): The growth and expansion of the West



Theme for Secondary 3: The contemporary world (From the 20

century to the present): Moving towards a multi-polar and interdependent world

9. The History curriculum (S1-S3) is composed of 12 topics about learning world

history and the development of Hong Kong, i.e. four topics in each school year.

Figure 1 Curriculum structure of the junior secondary History curriculum S3 The contemporary world (From the 20th century to the present):

Moving towards a multi-polar and interdependent world

Topic 9: International conflicts and crises in the 20th century (I) – the two World Wars

Topic 10: International conflicts and crises in the 20th century (II) – the Cold War and the post-Cold War period

Topic 11:

International cooperation since the

20th century

Topic 12: The growth and transformation of Hong Kong in the

20th century

S2 The modern world (From the 15th to the 19th centuries):

The growth and expansion of the West

Topic 5: The rise of modern Europe

Topic 6: European colonial expansion

Topic 7: The founding and development of

the United States

Topic 8: Growth and development of Hong Kong up to the late

19th century

S1 The ancient world (From pre-historic period to the 14th century): The birth and interactions of regional civilisations

Topic 1: Human needs: past and

present

Topic 2: The development of European civilisation

Topic 3: The rise of Islamic civilisation

and cultural interactions between

Europe and Asia in Medieval Times

Topic 4: History, culture and heritage of

early Hong Kong region

10. There are foundation parts and extended parts in all topics. The foundation parts provide students with basic knowledge of the topics while the extended parts are designed for the more able or interested students to explore deeper on the topics.

Figure 2 Composition of each topic

11. There is one enquiry question and several suggested guiding questions in each topic. The enquiry question gives the direction for studying the given topic while the suggested guiding questions provide teachers with ideas to help students study history using the enquiry approach.

Extended Part

Foundation Part

Enquiry Question

Suggested Guiding Question

Suggested Guiding Question

Suggested Guiding Question

Topic

Figure 3 Using enquiry approach to study history

12. Content Outline

The 12 suggested topics of the History Curriculum (S1-S3) are as follows. An introduction is provided in each topic to illustrate the background and rationale of the topic and show how to manage its foundation part and extended part. Besides, the “Expected learning contents” in the Appendix on pp. 39-62 illustrates the depth and foci of each topic.

S1 The ancient world (From pre-historic period to the 14

century): The birth and interactions of regional civilisations

Topic 1: Human needs: past and present

Human activities originate from people’s different basic needs, which culminated as civilisation. This topic enables students to have a basic understanding of the origin of civilisation and the major ancient civilisations. After studying this topic, students will be able to know briefly the basic concept and division of historical periods, the classification of sources, and then use these concepts to understand:

a) how human beings developed from the Stone Age to ancient civilisations: progressed from the use of fire and making simple stone tools, from hunting wild animals and picking wild fruits to the production of foods, agriculture and domestication of animals (using recent major archaeological discoveries of different places including Hong Kong as examples);

b) the main characteristics of ancient civilisations: students may choose one out of the four ancient civilisations and carry out case study in terms of the following five aspects (writings, government and governance, cities, religion and belief, architecture and science).

More able or interested students may study more than one ancient civilisation and compare the similarities and differences of ancient

civilisations in different regions.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills Periods

1. Human needs: past and present

— What basic human needs led to the emergence of early

civilisations?

What are the main

characteristics of early civilisations?

 Development of the Stone Age:

from nomadism to agriculture (using recent major archaeological discoveries of different places including Hong Kong as examples).

 Rise of ancient civilisations, and the distribution and characteristics of the major world civilisations.

 Case study: The Fertile Crescent / the Nile Valley / the Indus Valley/

the Huanghe Valley ( Choose 1 out of 4, study one more case for the extended part*)

 When did the Stone Age start?

How early can we trace back the history of Hong Kong region?

 How can we know about the survival and livelihood of human beings at that time?

 What is civilisation? Does the satisfaction of basic needs mean that there is civilisation?

 What factors foster the development of civilisations?

 What are common in ancient civilisations of different regions?

 What are the similarities and differences of human needs between the past and the present?

 Understand the division of historical periods (pre-historic times, historic times)

 Distinguish the types of sources in studying history (primary sources, secondary sources, archaeological findings, non-written and written sources)

 Describe the characteristics

 Connect the past with the present, compare similarities and differences

14

* The extended part

Topic 2: The development of European civilisation

If we are observant and trace the origins, we may discover that many things in our daily lives, such as people’s names, architecture, stories of myth, etc., are related to European classical and medieval civilisations. Students are expected to understand the emergence of European civilisation and its impact on our society today. After studying this topic, students will be able to understand the division of historical periods (e.g.

ancient times, Medieval Times, modern times, contemporary times, etc.) and to know:

a) the overview of European classical civilisation and its significance today, including ancient Greco-Roman forms of governance (e.g.

democracy in Athens and timarchy in Sparta; governance of the Roman Republic and the Roman Empire) and creation of culture (e.g.

concept of ancient law and Roman law and order; myth and thoughts; achievement in law, art and architecture) and their impacts on our society;

b) the main characteristics of European feudalism in Medieval Times and the role of Christianity and the Church in Europe.

More able or interested students may further study the lifestyles of different classes in medieval Europe.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

2. The development of European civilisation

a. Overview of ancient Greek and ancient Roman civilisation

- What legacy has the classical European civilisation left to us?

b. Medieval Europe and the making of

Christendom

- What were the characteristics of medieval

Europe?

 Introduction of classical civilisation

 Legacy of classical

civilization and its meaning for today

 Characteristics of feudal society

 The making of

Christendom and the Church in the Medieval Times

 Civilisation and living: life in the European Medieval Times*

 How do we distinguish ancient times and Medieval Times? When and how did European classical civilisation emerge?

 Why were there different political systems in ancient Greece and ancient Rome?

 What has the ancient Greek and ancient Roman civilisation left to us today?

 What are the characteristics of medieval feudal society?

 What functions did Christianity and the Church perform in medieval Europe?

 How did castles, manors, churches and markets reflect the lives of different classes in medieval Europe?*

 Understand the historical periodisation (ancient times, Medieval Times, modern times and contemporary times)

 Connect the past with the present, compare

similarities and differences,

 Analyse change and continuity

 Induce and summarise the characteristics

18

* The extended part

Topic 3: The rise of Islamic civilisation and cultural interactions between Europe and Asia in Medieval Times

Apart from European civilisation, the Islamic civilisation has also made significant contributions to the history of civilisation. Though communication and transportation in the past were not as advanced as those in our times, different regional civilisations in ancient and medieval worlds did have frequent interactions with one another. After studying this topic, students will be able to:

a) understand the founding of Islam, its basic beliefs and dissemination;

b) understand interactions of different forms between Europe and Asia in Medieval Times, including wars (e.g. the expansion of Islamic Empire, the Crusades), trade and commerce (e.g. Arabic merchants’ commercial activities and their role as business middlemen, the Maritime Silk Road) and how these interactions fostered the cultural interactions between Europe and Asia in Medieval Times;

c) understand the achievements of the Islamic civilisation in the field of culture, art, scientific technology, and analyse the results and impact of the cultural interactions between Europe and Asia (e.g. the spread of Greek and Roman civilisation and the widening of European horizons by Arab civilisation in the late Medieval Times).

More able or interested students may further trace the condition of cultural interactions in the ancient world, including how the Greco-Roman

civilisations spread through military expansion (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 ) facilitated the expansion of Greco-Roman civilisations.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

3. The rise of Islamic civilisation and cultural interactions between Europe and Asia in Medieval Times

- How related were the

achievements of the 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 *

 How was Islam founded and spread?

 Why did different peoples in the past interact with one another? How did different forms of interactions foster the cultural interactions between Europe and Asia?

 What were the achievements of the Islamic civilisation?

 What were the results and impact of the cultural interactions between Europe and Asia?

 How was the Greco-Roman civilisation widely spread through wars, trade and commerce? *

 Trace historical background

 Analyse causes, results and impacts

 Understand major historical

development and trends

10

* The extended part

Topic 4: History, culture and heritage of early Hong Kong region

As learnt from Topic 1, students understand that the history of Hong Kong region may be traced back as early as the New Stone Age and that the early residents in the Hong Kong region (including the Five clans in the New Territories and other ethnic groups such as Tanka people, Hoklo people and Hakka people) began to move to Hong Kong from mainland about the period of the Song and Yuan dynasties. They have different backgrounds and lifestyles, which lead to different customs and beliefs and develop the multi-cultural tradition in Hong Kong. After studying this topic, students will be able to further understand the concepts learnt in topic 1 (pre-historic and historic times, classification of sources:

primary sources such as archaeological findings, monuments, etc.), and:

a) know the different lifestyles of the early residents in Hong Kong region;

b) understand the tradition of local ethnic groups, and develop the concern of conserving and caring about local cultural heritage by choosing one of the four case studies of the local intangible cultural heritage.

More able or interested students may study more than one case, and compare their similarities and differences.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

4. History, culture and heritage of early Hong Kong region

- How do we find the imprints related to the historical development of Hong Kong region?

 Local clans and other ethnic groups

 Case study: Getting to know the lives of local clans 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 - Tai O Traditional Dragon Boat

Parade

 Who made up the early residents in Hong Kong region? How did they make a living?

 What are the traditional festivals in Hong Kong? How are they related to us?

 Understand the division of historical periods (ancient times, Medieval Times, modern times and contemporary times)

 Distinguish types of sources for studying history (primary sources,

secondary sources/

archaeological findings,

non-written and written sources)

8

 Conduct oral history

 Analyse change and continuity

 Connect history with daily lives

* The extended part

S2 The modern world (From the 15

to the 19

centuries): The growth and expansion of the West

Topic 5: The rise of modern Europe

The rise of modern Europe and the subsequent western expansion had great impact on the development of modern history. From the 15

to the 18

centuries, Europe had experienced various revolutionary movements, the emergence of new ideas, and the progress in science and technology. After studying this topic, students will be able to understand:

a) how the Renaissance and the Reformation enabled Europe to move from God-centred to human-centred, leading to the rise of humanism and significant changes in thoughts at that time;

b) how the Scientific Revolution and the Enlightenment upheld reason, leading to the rise of modern science and new political ideas;

c) how the Industrial Revolution brought about technological breakthroughs, leading to the rise of modern capitalism;

d) how the French Revolution challenged the old political system, and how its pursuit of freedom and democracy changed the outlook of Europe as well as that of the world.

More able or interested students may further study the condition of Mughal Empire in India and the Ottoman Empire in Turkey which are

important centres of Asian civilisations during the rise of the West

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

5. The rise of modern Europe

- How did new ideas and progress in science and technology foster significant

development in the west?

 From God-centred to human-centred: the Renaissance and the Reformation

 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 from the 15

to the 19

centuries (using the Mughal Empire in India and the Ottoman Empire in Turkey as examples)*

 What changes did the Renaissance and the Reformation make to the thoughts at that time?

 How did the Scientific Revolution and the

Enlightenment change the understanding of

Europeans towards the world?

 What is revolution? How did the Industrial

Revolution and the French Revolution change the outlook of Europe, and that of the world?

 During the rise of the West, what was the development of the Mughal Empire in India

 Analyse causes, results and impact

 Analyse the turning point of history

 Analyse the importance of historical figures (e.g. Leonardo da Vinci) or understand different

interpretations of historical figures (e.g. Napoleon Bonaparte)

22

and the Ottoman Empire in Turkey which had been important centres of civilisations in Asia? Why did they gradually decline after the 18

century?*

* The extended part

Topic 6: European colonial expansion

From the 16

to the 19

centuries, building on their economic, political and technological strengths, the European countries expanded to the Americas, Africa and Asia, etc., and had brought tremendous changes. After studying this topic, students will be able to:

a) analyse the factors for European expansion, including the impact of early exploration and expansion (e.g. the voyages of discovery in the 15

and 16

centuries), the demand of European countries for markets and resources and the rise of European nationalism in the 19

century, etc.;

b) analyse the making of European colonial policy and its impact of colonial expansion on the Americas, Africa and Asia

More able or interested students may further study how the Asian regions (using China and Japan as examples) responded to European colonial

expansion, and point out the similarities and differences of their responses.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested

historical skills

Periods

6. European colonial expansion

- What impact did European

colonial

expansion have on the peoples in the Americas, Africa and Asia?

 Reasons for the European colonial expansion

 The making of European colonial policy and its impact of colonial expansion on the Americas, Africa and Asia

 East Asia during the European expansion (using China and Japan as examples)*

 What were the aims of the European countries for colonial expansion?

 How did European countries colonise the Americas, Africa and Asia and what impact did it have on these regions?

 How did the countries in East Asia respond to the expansion of European countries? *

 Induce and infer

 Analyse the causes, results and impacts

 Understand different

interpretations of historical issues

10

* The extended part

Topic 7: The founding and development of the United States (US)

The American Revolution was inspired by the Enlightenment ideas in Europe and the success of the American independence in turn had brought impact on the development of history in Europe and the world. Through the study of American independence and the development of the US, this topic enables students to understand:

a) internal and external factors that led to the American Revolution, including Enlightenment ideas in Europe and taxation policies of Britain, and how the Revolution shaped major events in Europe and the world, including the French Revolution and the Latin American independence movements in the 19

century;

b) how the development of the US in the 19

century laid the foundation for its subsequent development, including territory expansion and the Westward Movement, “Monroe Doctrine” and the American Civil War, etc.

More able or interested students may further study the reasons for the migration of the early Chinese to the US and their experiences there in

order to know more about the history of the US as a migrant country.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

7. The founding and development of the United States (US)

- How was the United States founded? What were the major internal and external

developments of the country after its

independence?

 The internal and external factors and impact of the American Revolution

 Territorial expansion, Westward Movement, and “Monroe Doctrine” in the 19

century.

 The US before and after the American Civil War

 Formation of different social migrant communities in the 19

century: using the experience of the Chinese labourers as example*

 How did different ideas from Europe bring about the American Revolution?

 How did the US extend its territory during the 19

century?

 What factors led to the outbreak of the American Civil War? What was the impact of the American Civil War?

 Why did the Chinese migrate to the US since the early 19

century?

What happened to them in the US?*

 Trace historical background and development

 Analyse the turning point of history

 Analyse causes and impacts

10

* The extended part

Topic 8: Growth and development of Hong Kong up to the late 19

century

After the Opium War, Britain occupied Hong Kong and began its colonial administration. Hong Kong has also developed into an important commercial and trading port. In a society where Chinese and foreigners live together, different local organisations have emerged, and different ethnic minorities from Asia, America and Europe have also established their communities. They have all played a key role in the development of Hong Kong. After studying this topic, students will be able to:

a) have general understanding of the British administrative measures in Hong Kong up to the late 19

century, including free port policy, establishment of the rule of law and systems of decrees and regulations as well as economic (e.g. free port and early development of early entrepot trade), social, (e.g. social structure, rise of local Chinese leaders and the racial policy), law and order and hygienic condition in Hong Kong during that time;

b) analyse how different local organisations, including local Chinese organisations (using the Tung Wah Group of Hospitals and Po Leung Kuk as examples) , foreign missionaries and the Christian Church have made contributions to Hong Kong.

More able or interested students may further study the contributions of Europeans, Americans and other ethnic minorities to Hong Kong (e.g.

Jews, Parsees, Armenians and Eurasians) in order to understand the diversification and internationalisation of Hong Kong in the past.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

8. Growth and development of Hong Kong up to the late 19

century:

- What impact did the British colonial rule and different local

organisations have on the development of Hong Kong?

 Establishment of British colonial rule

 Economic condition and livelihood

 Contributions of various local organisations to Hong Kong

 Contributions of Europeans, Americans and other ethnic minorities to Hong Kong.*

 How did Britain establish her rule in Hong Kong? How did the British systems and policies affect the subsequent

development of Hong Kong?

 What were the social and

economic establishments in Hong Kong by the end of the 19

century? In the meantime, what were the major social and hygienic issues?

 What contributions did local organisations make to Hong Kong in the mid and late 19

century?

 What contributions did

Europeans, Americans and other ethnic minorities make to Hong Kong?*

 Trace the historical development

 Analyse causes, results and impacts

 Analyse the importance of historical figures or organisations

8

* The extended part

S3 The contemporary world (from the 20

century to the present): moving towards a multi-polar and interdependent world

Topic 9: International conflicts and crises in the 20

century (I) – the two world wars

In the 20

century, the two world wars and the Cold War had great impact on the shaping of the present world. This topic focuses on the discussion of the origin and impact of the two world wars. After studying this topic, students will be able to analyse:

a) the fundamental causes of the two world wars, including the conflicts among the powers at the beginning of the 20

century and the outbreak of World War I; economic depression after World War I, the rise of totalitarianism and the outbreak of World War II; the cause-and-effect relationship between the two world wars, etc;

b) how the two world wars changed the world order such as the decolonisation in Asia and Africa, and the rise of the “Third World”;

and through case study (choose one of the two):

i) understand that the two world wars brought changes in war tactics and improvement in armaments, and how military innovations were used in our daily lives in post-war years; or

ii) know that the genocide was a repeated historical phenomenon in the 20

century. The Holocaust is used as an example for students to understand the background and the miserable experiences of the Jews during the war and the reflections made by the Germans after the war.

More able or interested students may choose more than one case study.

Topic & enquiry questions Learning points Suggested guiding questions Suggested historical skills

Periods

9. International conflicts and crises in the 20

century (I) – the two world wars

- What did people learn from 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 and daily necessities, etc.) - Genocide: using the Holocaust

as an example

 What were the causes for the outbreak of the two world wars?

 Was the Second World War a continuation of the First World War?

 How did the two world wars change the international situation?

 How did the two world wars change the mode of wars?

What are the wartime inventions that have subsequently become our daily necessities?

 What is Genocide? Why were the Jews massacred by the Nazi?

What reflections did the Germans have in the post-war period?

 Analyse change and continuity

 Analyse turning point of history

 Induce the characteristics

 Understand different interpretations of major

historical issues

 Analyse how historical events are connected to today’s life

18

* The extended part

How can we avoid making the

same mistake?

Topic 10: International conflicts and crises in the 20

century (II) –the Cold War and the post-Cold War period

Following Topic 9, this topic focuses on the international situation during the Cold War and the post-Cold War era. After studying this topic, students will be able to analyse:

a) the fundamental causes of the Cold War, e.g. the international situation after World War II, the causes for the confrontation between the US and the Soviet Union (USSR) and the major developments of the Cold War;

b) how the Cold War finally came to an end and the major characteristics of the international situation in the post-Cold War period, such as the rise of different regional forces, and the emerging economies (e.g. the European Union, China, India, etc.), regional crises and conflicts, and the threat of terrorism, etc.

More able or interested students may further understand the qualities of leaders by studying one of the historical figures during the Cold War.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

10. International

conflicts and crises in the 20

century (II) – the Cold War and the post-Cold War period

- What were the major conflicts during the Cold War? What were the changes in the international situation after the end of the Cold War?

 Causes and major developments of the Cold War

 The end of the Cold War and 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)

- Winston Churchill

- Ho Chi Minh

- Mao Zedong

- J.F. Kennedy

- Mikhail Gorbachev

 What were the factors leading to the emergence and the end of Cold War?

 How was the international situation in the post-Cold War period?

 What are the qualities of leaders?

How did the historical figures during the Cold War demonstrate these qualities? *

 Analyse change and continuity

 Analyse

turning point in history

 Induce the characteristics

 Analyse the importance of historical figures or understand different interpretations towards historical figures

16

* The extended part

Topic 11: International cooperation since the 20

century

The 20

century experienced not only various conflicts during the two world wars, the Cold War and the post-Cold War period, but also witnessed the determination and efforts of the international community in promoting world peace and international cooperation. After studying this topic, students will be able to:

a) understand that international cooperation originates from general challenges for humanity that require people to work and solve them collaboratively, including conflicts and cooperation, poverty and development, utilisation and destruction of the environment, as well as illness and medical care;

b) trace the background and the process of the founding of the United Nations, understand and discuss the efforts of the United Nations in maintaining world peace as well as contributing to the areas of economy, culture and technology.

More able or interested students may further study what other regional organisations (e.g. the European Union, the Association of Southeast

Asian Nations, etc.) and international non-governmental organisations (e.g. International Committee of the Red Cross, Oxfam, Greenpeace,

Medecins Sans Frontieres, etc.) do in various aspects and how they promote international cooperation.

Topic & enquiry questions

Learning points Suggested guiding questions Suggested historical skills

Periods

11. International

cooperation since the 20

century

- How did international cooperation in the 20

century work for peace?

 Background of international

cooperation: general challenges for humanity since the 20

century

 Establishment of the United Nations and its work

 Work of other regional

organisations and international non-governmental organisations *

 How did the United Nations promote peace through

international cooperation in the 20

century? How effective was it?

 Apart from the United Nations, are there any other regional organisations and international non-governmental organisations that also promote international cooperation?*

 Induce the characteristics

 Analyse the significance of different

organisations

6

* The extended part

Topic 12: The growth and transformation of Hong Kong in the 20

century

In the 20

century, Hong Kong experienced industrial development during the two world wars and the subsequent social changes, and faced the challenges from Japanese invasion and occupation during the Second World War. In response to the changes in the international situation after the Second World War, Hong Kong eventually developed into a modern city today. After studying this topic, students will be able to understand

a) the conditions and changes in Hong Kong before and after the Second World War, including the pre-war industrial development and the rise of local Chinese (e.g. Ho Kai, Boshan Wei-Yuk, Ho Tung’s family and Shou-son Chow);

b) invasion by the Japanese and life under the Japanese occupation;

c) the internal and external factors that facilitated the post-war growth of Hong Kong, including favourable international circumstances, linkage with the mainland and Hong Kong’s advantages;

d) the transformation of post-WWII Hong Kong, including economic transformation, e.g. from entrepot to industrial centre (the 1950s to the 1970s), from industrial centre to international financial centre (the 1970s to the present) and the government’s measures in housing, education, livelihood and the development of political institutions;

e) the return to motherland.

More able or interested students may further study the development of popular culture (pop music, cartoons, movies, television, etc.) in post-war

Hong Kong to understand the diversified local culture.

Topic & enquiry questions Learning points Suggested guiding questions Suggested historical skills

Periods

12. The growth and transformation of Hong Kong in the 20

century

- What are the factors that enable

modernisation in Hong Kong in the 20

century?

 Hong Kong between the two world wars

 Hong Kong during the Japanese occupation

 Transformation of Hong Kong in the post-WWII era and the return to motherland

 Development of popular culture in post-WWII Hong Kong*

 What types of industries were there in early Hong Kong? What roles did local Chinese play in political, economic and social aspects in pre-war Hong Kong?

 What were the changes in livelihood under the Japanese occupation?

 How did the post-WWII world affect Hong Kong?

 What were the

developments in politics, economy, society and livelihood in post-WWII Hong Kong?

 How did the popular

culture in post-WWII Hong Kong reflect the diversified

 Trace and classify

 Analyse causes, results and impacts

 Analyse turning point in history

 Trace the historical development

10

local culture?*

* The extended part

Time Allocation

13. The total time allocation for the junior secondary History curriculum will be approximately 33 hours of lesson time (approximately 50 teaching periods of 40 minutes lesson time) each year. In order to better address the needs of different school contexts, the revised curriculum provides flexibility for teachers to allocate all suggested time to the foundation parts only or allocate about 20% of the suggested time (i.e. approximately 7 hours or 10 periods) to extended parts according to the abilities and interests of their students.

Topic

Time Allocation

Option 1 Option 2

Foundation Parts 100% 80%

Extended Parts 0% 20%

Important Mileage in future

14. The table below shows the important mileage regarding the development and implementation of the revised history curriculum (S1-S3) during 2016-2019.

Major Areas Date

1. First stage of consultation September 2016

2. Second stage of consultation November 2017

3. Teachers’ professional development From 2018 onwards 4. The finalised curriculum framework being uploaded to EDB

Website

Mid-to-late 2018

5. Schools may adopt part of the topics (supporting measures will be provided by the EDB)

2017-2019

6. Expected date of textbook publication Mid-2020

7. Implementation of the curriculum (starting at Secondary 1) September 2020

Supporting Measures

15. Related learning and teaching resources and a series of professional training programmes for teachers including knowledge enrichment as well as learning and teaching will be provided by the EDB.



In view of the needs of the revised curriculum, the EDB will provide teachers’

training programmes and related teaching materials to support the implementation of the new curriculum. For learning and teaching resources, it is expected that textbooks will be published in the mid-year of 2020.

Besides, the EDB will facilitate the learning and teaching of the History curriculum (S1-S3) by providing exemplars on lesson plans with teaching ideas and guidance. In addition, the EDB will develop various kinds of teaching materials, especially e-learning resources, for teachers’ reference and application in order to enhance learning and teaching effectiveness.



A series of professional training programmes for teachers will be conducted

by the EDB from 2018 onwards, including programmes to address the

diverse needs of teachers such as school curriculum leadership programmes

which target at subject panels; knowledge enrichment programmes for

subject teachers and non-history majors (especially knowledge related to the

new topics in the curriculum); experience sharing sessions, workshops on

assessment for learning, field visits and study trips, etc. After the curriculum

has been fully implemented, the EDB will organise school network activities

for teachers to share their teaching experiences and disseminate good

classroom practices.

Appendix

The revised junior secondary history curriculum

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 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

 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

(Choose one out of four and study one more case for the extended part*) ( max 7 periods)

officials for 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

Appendix

The revised junior secondary history curriculum

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 (6^th 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.

 Characteristics of feudal society  Origin of feudalism in medieval Europe and characteristics of the feudal society: e.g. a distinctive social class

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 the European Medieval Times

 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

Appendix

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)

 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 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 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