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Introduction to the Content and Assessment of the Elective Part

This guide provides an overview of the content and assessment requirements for the History Elective Part. It includes information on the tasks, study outline presentation, study report, and the three elective topics.

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Introduction to the Content and Assessment of the Elective Part

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  1. Introduction to the Content and Assessment of the Elective Part Wan Ho Yin CDC-HKEAA Committee on History ( Senior Secondary)

  2. SBA Requirements • (1) ‘Presentation of study outline’ • (2) ‘Study report’. • Students should follow this sequence of tasks, and no marks should be awarded to those who only complete the second task without the first one.

  3. Task ONE: ‘Presentation of Study Outline’ • 10% of the subject mark; • 10-minute oral presentation + a study outline with a bibliography; • To be conducted before the end of S5, so to secure time for writing and further researches.

  4. Task TWO: ‘Study Report’ • 10% of the subject mark; • a report of about 1500-2500 words, exclusive of punctuation marks, notes and bibliography. • The report should include a bibliography. • Plagiarism may lead to zero marks for this task.

  5. Three Electives A student may choose a topic not covered in the curriculum, as long as the topic primarily deals with the twentieth century and the student demonstrates basic knowledge of it.

  6. Local heritage studies • It is about traditions being maintained, or living memories of members of a local community. With diverse and variable interpretations, heritage is still meaningful to people in the contemporary world. • ‘Local’ should be understood as referring to Hong Kong that consists of Hong Kong Island, Kowloon, the New Territories and the out­lying islands, urban and rural. • Heritages may be divided into two categories: tangible heritage and intangible heritage.

  7. Local heritage studies Assessment Focuses: • Presenting significant relevant facts. • Providing a brief description of the heritage, and discussing its changes and development, and its meaning to the present-day community.

  8. Cha chaanteng????? • Industrial development in China and the Soviet Union in the 1950s Although cha chaanteng is popular as a kind of eatery, as a research topic it needs more cautious delineation, or the output will be nothing more than a pile of loose threads. It is necessary to highlight the heritage aspect of cha chaanteng in order to fit the requirement of the elective. Suggestion: Cha chaanteng: Its evolution and how it becomes a symbol of Hong Kong culture.

  9. Comparative studies • ‘Comparison’ involves the treatment of at least two comparable items, or one item that manifested over different time periods and/or in different territories. • Students should draw valid conclusions about similarity and difference, and/or change and continuity. • There are several modes of comparisons: • one topic / theme, different geographical references; • one topic / theme, different time spans; • one topic / theme, different sub-topics / sub-themes/cases.

  10. Comparative studies Assessment Focuses: • Presenting significant relevant facts. • Presenting valid comparisons. • Drawing well-argued conclusions.

  11. Communism in China and the Soviet Union????? • Industrial development in China and the Soviet Union in the 1950s The topic is too broad as communism in China and the Soviet Union covers almost all aspects of daily life and government activities of the two countries. It is beyond a student’s capability to handle. A narrower and sharper focus will be necessary. Suggestion: Industrial development in China and the Soviet Union in the 1950s

  12. Issue-based studies • ‘Issue’ is a matter that reflects controversies. Such controversies may still linger on till now, or existed once but have become history now. • Such issues should stretch over a considerably long period of time. Students should not focus merely on an event that only last for, say, a few days, because it is at best an example of the issue, but not the issue itself. • Issues may be defined in a local, regional, and/or global scale; they may be political, diplomatic, economic, social, etc. • The analysis should come with an appropriate conclusion.

  13. Issue-based studies Assessment Focuses: • Presenting significant relevant facts on the issue and its origins and development. • Identifying contrasting views and assessing their relative validity. • Making logical judgments about the controversies.

  14. Governor Chris Patten????? • Industrial development in China and the Soviet Union in the 1950s What Chris Patten had done in Hong Kong might be controversial, but ‘Governor Chris Patten’ as a title does not imply any controversy……… Suggestion: Is it fair that Chris Patten be named ‘a criminal of all time’?

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