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Mr IP Kai-yiu Pui Kiu College

How to use historical archives and community resources to teach local history: using the early stages of development of public housing in Hong Kong as an example (New). Mr IP Kai-yiu Pui Kiu College. CDI 020160894 18 March 2016. Using Historical Documents. Advantages Student’s perspective

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Mr IP Kai-yiu Pui Kiu College

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  1. How to use historical archives and community resources to teach local history: using the early stages of development of public housing in Hong Kong as an example (New) Mr IP Kai-yiu Pui Kiu College CDI020160894 18 March 2016

  2. Using Historical Documents • Advantages • Student’s perspective • Empathy • Arose student’s interest • History is ROUND THE CORNER • Become more confident • (Senior Secondary Level students) better preparation for DSE • Teacher’s perspective • A quality assignment • A quality assessment

  3. Using Historical Documents • Disadvantages: • Very Complicated

  4. Using Historical Documents

  5. Junior Secondary Level History—Hong Kong • A School-based Curriculum • Major topics • Local Chinese leaders in early 20th century • Entrepot trade • The Colonial Hong Kong • The Japanese occupation • Rise of Hong Kong economy • Chaotic 1950 and 1960 • The rise of Hong Kong in 1970s • Becoming a part of China

  6. SS History—Hong Kong • DSE Curriculum • Political and institutional changes • Main trends of development • Characteristics of different stages of development • Development as an international city • Economic development, urbanization and population changes • The coexistence and interaction of Chinese and foreign cultures • Relationship with the mainland and its role in the Asia-Pacific Rim

  7. Senior Secondary History—Hong Kong • HKDSE 2014 Paper II Q1 • Choose Two of the following issues and examine how the Hong Kong government tackled the problems arising from these issues: • The Canton-Hong Kong General Strike and Boycott (1925-26) • Struggles between supporters of the Kuomintang [Guomindang] and those of the Chinse Communist Party from the 1940s to the 1960s • The influx of mainland Chinese immigrants in the 1950s and the 1960s • The question of Hong Kong’s future in the 1980s and the 1990s

  8. To prepare for the topic • Normal practice • Ask students to read the book…

  9. To prepare for the topic • Go online • Basic understanding • Get the kids involved • Mini-research http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  10. To prepare for the topic • To design a worksheet? • Not necessary • A few questions? • Fine enough • Sample questions: • Population change from 1945-1950s http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  11. To prepare for the topic • Sample questions: • Were there anything except house in the Li Cheng Uk squatter? http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  12. To prepare for the topic • Sample questions: • When did the great fire of Shek Kip Mei happen? • What was the immediate impact of the fire? http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  13. To prepare for the topic • Sample questions: • How many rooms were there in a seven-storey building in Li Cheng Uk? • How long does it take for the construction after piling? http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  14. To prepare for the topic • Sample questions: • What was the job of the mobile Resettlement Unit? http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  15. To start with…

  16. To start with…arousing curiosity • 「獨立水電錶，洗手間」? • Separated water meter and electricity meter? • Toilet for their own? • 「入牆電線」? • Wall wire? • 「私用陽台可以用來煮食？」 • One can cook in the private balcony?

  17. Confirming their curiosity… • Why did they brush their teeth in the corridor? • Why didn’t that men wash the spittoon at home?

  18. Problems encountered… • Insecurity • Peepers everywhere • Not enough space at home • Kids were asked to play outside the room • No separated room changing clothes behind the curtain only • 5 people sleeping together • No private toilet • No pipe water / warm water supply • Running out of water at home • Had to boil water for bathing • Unstable electricity supply • Had to use candles

  19. Content

  20. Content • Junior Secondary Level • Reasons behind • The general condition of squatter and resettlement areas • The evolution of different kinds of public housing • Senior Secondary Level • Reasons behind • Chinese immigrants • Government’s policy • How to tackle the problems

  21. To consolidate… site visit • Mei Ho House • Shek Kip Mei Let the kids feel it!

  22. The Heritage of Mei Ho Estate美荷樓生活館 • Thematic Exhibition • 1.  Memories of the past  • 2.   Shek Kip Mei Fire • 3.   Live in Shek Kip Mei • 4.   Mei Ho House is My Home • 5.   Affection for Shek Kip Mei • 6.   Memories of Shek Kip Mei

  23. The Heritage of Mei Ho Estate美荷樓生活館

  24. Thematic Exhibition—Memories of the past

  25. Thematic Exhibition—Shek Kip Mei Fire

  26. Thematic Exhibition—Affection for Shek Kip Mei

  27. Thematic Exhibition—Mei Ho House is my house

  28. The Heritage of Mei Ho Estate美荷樓生活館 • Permanent exhibition • 7.1950s Shek Kip Mei Resettlement Area • 8. Veranda, Kitchen • 9.     Two families of five people sharing a unit • 10.   One unit one household • 11.   Public hygiene facilities • 12.   Shops in resettlement block • 13.   Shek Kip Mei Public Housing in 1970s • 14.   Units of Mei Ho House • 15.   L-shaped unit of Mei Ho House • 16.   Highlight of Public Housing Development in Hong Kong

  29. Permanent exhibition—1950s Shek Kip Mei Resettlement Area

  30. Permanent exhibition—Two families of five people sharing a unit

  31. Permanent exhibition—Public hygiene facilities

  32. Permanent exhibition—Shops in resettlement block

  33. Permanent exhibition—Highlight of Public Housing Development in Hong Kong

  34. After siting visiting?

  35. Quality Assignment + Assessment? • Use of Primary Source?

  36. Using primary sources Hong Kong Government Record Service Online Catalogues http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  37. Using primary sources http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  38. Using primary sources Photos Map

  39. An example: Clearance and Resettlement of Squatters 1st October, 1954-31st December, 1954 http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  40. An example: Clearance and Resettlement of Squatters 1st October, 1954-31st December, 1954 http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  41. Setting Senior Secondary Level DBQ • Main theme: • Hong Kong after the 1950s • Influence of Chinese immigrants after 1949. http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  42. Setting Junior Secondary Level DBQ • Underlined area • Different from Senior Secondary Level DBQ • A description on every room • To develop empathy

  43. Setting Senior Secondary Level DBQ • Theme: • Hong Kongpolitical change • Commitment to Hong Kong?

  44. Setting Senior Secondary Level DBQ • So Complicated? • 4 ‘pages’ only http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  45. Setting Junior Secondary Level DBQ • Aim • Developing empathy • Bring the kids back to the 1950s • Chances and difficulties http://www.grs.gov.hk/ws/online/utsr/record-en.htm

  46. Setting Junior Secondary Level Questions • Chances? • Starting your own business? • Empathy

  47. Setting Junior Secondary Level Questions • Understanding the living condition? • Difficulties? • Making use of the site-visitmini-research

  48. Quality Assignment + Assessment • Junior Secondary Level • Let the kids to have a taste of it • Less fear • More confidence • Good for developing empathy • Understand primary source • Much different from questions from books or data banks • Senior Secondary Level • A more DSE-like questions

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