HOME
Sai Kung Sung Tsun Catholic School (Secondary Section) DSE History (2011--2012)
SUBJECT GOALS
SUBJECT GOALS
1. knowledge and understanding of the 20th century’s major events and trends, and their interrelationship;2. ability to recall, evaluate and select knowledge relevant to the context and to deploy it in a clear and coherent form;3. ability to recognise and make use of the concepts of cause and consequence, continuity and change, similarity and difference in time and space;4. ability to look at events and issues from the perspective of people in the past;5. ability to interpret and evaluate historical evidence: to extract information from historical sources; to distinguish between fact, opinion and judgment; to detect bias; to draw conclusions based on a comparison of various types of historical sources.6 ability to formulate and evaluate decisions in the process of collecting and analysing information, and listing and ranking alternatives;7 understanding that historical conclusions are liable to reassessment in the light of new and reinterpreted evidence;8 spirit of impartiality and empathetic understanding in the study of History.
CURRICULUM
CURRICULUM
1. From British Administration to HKSAR2. Development of Hong Kong into an International City3. China's early attempts in modernization4. China: exploration in Socialist Road5. Changes in Japan6. Transformation in Southeast Asia7. The Two World Wars and the Peace Settlements8. Major Conflicts after WWII and Attempts to Make Peace9. International Economic Cooperation10. International Social and Cultural Cooperation
SUBJECT PANEL HEAD
TEACHER
TECACHER
SUBJECT PANEL HEADMS POLLY TONG SHUK YINGDSE HISTORY & LIBERAL STUDY
TEACHING PLAN
2011--2012 FORM FIVE
2011--2012 FORM FIVE
CHANGES OF JAPANLEARNINGexamine the internal political crisis and the external wars, alliances and conferences in which Japan was involved from 1902 to 1920;Understand the social movements and the formation of different organizations in Japan in the early 20th century;Describe the ideology and cultural progresses of Japan in the early 20th century;Explain the causes and analyze the impacts of Japanese militarism;Examine the factors that influenced Japan’s rapid economic recovery in the post-war period;Give a brief outline of Japan’s political and economic relations with other Asian countries;Describe how the culture of Japan has influenced other Asian countries in the 20th century.Activities / Teaching MaterialsTeacher may present to students some news articles about the present development of Japan (such as the economic situation, social conditions) and ask students about the influence of Japan in Asia and in the world.Divide the whole class into several groups and discuss the topic “Should the US dropped the atomic bombs on Hiroshima and Nagasaki in order to end the war in 1945?” during lesson.Teacher may use the Powerpoint Presentation Disc, which included topics on: The cultural development of Japan in the 20th century; The rise of militarism in Japan.Teacher may also use the Teacher’s Resources Disc which contains Time Track and other Historical Resources including cartoons, photos, tables and maps.The Two World Wars and the Peace SettlementsLearningExplain the outbreak of the WWI;Analyze the significance of the peace treaties after the WWI;Examine the rise of totalitarianism in Europe;Describe the expansionist activities and attempts at collective security as well as their results;Analyze the causes of the WWII;Point out the relationship between the WWI and WWII;Evaluate the historical significance of the Two world wars.Activities / Teaching MaterialsTeacher may ask students to perform a role-play by acting ad reporters in the 1930s’ Germany. Students have to conduct interviews with both the supporters and opponents of Hitler.Teacher may ask students to see the films related to the WWI, such as “Tora Tora Tora”, “Midway”, “The Life is Beautiful” and “Schindler’s List”, and then submit a written report about what they have learnt from the film.Teacher may use the Powerpoint Presentation Disc, which included topics on: The outbreak of the WWI; The trench warfare; The rise of totalitarianism in the inter-war period; and Special features of the two world wars.Teacher may also use the Teacher’s Resources Disc, which included Flash presentation such as “The rise of totalitarianism in the inter-war period”, Time Track and other Historical Resources including cartoons, photos and maps.Major Conflicts after WWII and Attempts to Make PeaceLearningExplain the meaning, origin and features of the Cold War;Analyze the development of the Cold War;Explain the meaning and development of détente between the US and USSRExplain the collapse of the USSR and the Warsaw Pact;Examine the causes and development of other major conflicts after WWII;Discuss the role of the United Nations in attempts to make peace.Activities / Teaching MaterialsTeacher may ask students to use a local map draw out the scope of destruction of a 20 megaton nuclear strike at their school, then imagine hoe severe the damage is. This can help students to know more about why the US and USSR dared not to provoke a nuclear war during the Cold War period.Teacher may ask students to discuss in groups on whether Gorbachev can be regarded as a hero of the 20th century, and then present their ideas in class.Teacher may use the Powerpoint Presentation Disc, which included topics on: The development of Cold War; Other major conflicts after the WWII and The United Nations.International Economic CooperationLearningDescribe the post-Second World War economic problems and recovery;Explain the trend towards economic unity in Europe;Analyze the significance of the attempts in promoting economic unity;Examine the roles played by the US and USSR in European economic reconstruction and development.Activities / Teaching MaterialsTeacher may ask students to carry out a small research on the economic benefits, such as the growth of GDP, obtained by the Eastern and Western European countries from the USSR and US respectively in the 1960s. Then, ask them to present the significant differences in class.Teacher may ask students to draft a proposal on how Europe can achieve further economic integration in the 21st century.Teacher may use the Powerpoint Presentation Disc, which included topic on the post-war economic problems and the trend towards economic unity in Europe.
2011--2012 FORM SIX
2011--2012 FORM SIX
International Social and Cultural CooperationLearningExamine the major problems in population and wealth during the 20th century;Describe the major developments of international cooperation in population and wealth, and analyze their achievements and limitations;Give a brief outline on the major environmental problems in the 20th century;Describe the development of international cooperation in environmental conservation, and evaluate its achievements and limitations;Explain the major development in medicine as well as in science and technology during the 20th century;Point out the development of international cooperation in medicine as well as in science and technology, and also evaluate its achievements and limitations.Activities / Teaching MaterialsTeacher may ask students to participate in the “30 Hours Famine” organized by the World Vision, to experience the pain of starvation in the Third World.Teacher may ask students to make an approximate calculation on how many pieces of papers they normally use in a week, and relate the issue to the problem of deforestation.Teacher may use the Powerpoint Presentation Disc, which included topics on: International cooperation in environmental conservation; International cooperation in science and technology.REVISION AND TESTES
DSE HISTORY SBA
DSE HISTORY SBA
DSE EXAMPUBLIC EXAM : 80%SAB PROJRCT : 20%PUBLIC EXAM:PAPER IPaper 1 will consist of data-based questions, whichwill fall within the Compulsory Part. Candidatesshould attempt all questions.Various types of historical sources will be used, whichmay include extracts from written sources, statistics,and visual materials such as maps, cartoons and photographs.Weighting: 50% Duration: 1¾ hoursPAPER IIPaper 2 will consist of seven essay-type questions, ofwhich candidates may attempt any TWO. Thequestions will fall within the Compulsory Part.Weighting: 3% Duration: 1¼ hours* Theme A (3)(ii) and Theme B (4)(iii)b will only be examined in Paper 2.School-based Assessment(SBA)A two-task course assignment related to thecandidate’s selected electives. The weighting of thetasks are as follows: Presentation of study outline 10% Study report 10%
2011--2012 FORM FIVE
2011--2012 FORM SIX
DSE HISTORY SBA
HOME
SUBJECT GOALS
CURRICULUM
TEACHER
TEACHING PLAN
