The revolutionary work of Sun Yat-sen and Hong Kong

IntroductionTopicSubjectLessons and modelsLearning goalsTeaching strategiesLearning and teaching materialsPre-class preparations and class activitiesExtended learning and post-class follow-upReference material and worksheets (Suggested answersattached for teacher’s use)Humanities Teaching Plan:“The revolutionary work of Sun Yat-sen and Hong Kong ”Introduction: Gifted students usually possess such learning characteristics as acuriosity for things, high comprehensive abilities, and sustained focuson things they like. To cater to the learning needs of gifted students,besides co-curricular enhancement programmes, we need to focus onpromoting effective curriculum differentiation by adopting suitableteaching strategies during normal class time to foster and developstudent potential. This teaching plan is designed around humanitiestopics and has adopted the rationale and relevant teaching strategies ofgifted education. It provides a variety of learning resources to enhancehigh order thinking activity and advanced exploration, and to inspirestudents to exert their strengths.Topic: The revolutionary work of Sun Yat-sen – his days in Hong Kong (juniorsecondary level)Subject: Integrated Humanities / Chinese History / HistorySuggested Teaching Time: 2 periods (consecutive periods) (40 minutes perperiod)Mode: Whole-class teaching(Teaching material designed by: Members of the “Gifted Education TeachersNetwork on Humanities” - Fanling Lutheran Secondary School, C.C.C. KeiYuen College, Queen’s College)1

Learning Objectives:• Learning about the revolutionary work of Sun Yat-sen and how it is relatedto Hong Kong• Developing students’ communication and critical thinking abilities• Helping high ability students further develop their learning potentialTeaching Strategies:• Providing a variety of learning materials to inspire students explore SunYat-sen’s experience and revolutionary works in Hong Kong from differentperspectives and levels, and to raise the challenges of the learning processthrough advanced and extended learning activities, guiding students tofurther analyse the role of Hong Kong during Sun Yat-sen’s revolutionarywork.• Through Jigsaw Reading, students are encouraged to think and share theirlearning, and to raise their analytical, integrative, inductive and criticalabilities through cooperative learningTeaching and Learning Materials:ContentPre-classreadings/assignmentsAppendix 1:(reading material and preparatoryworksheet)Sun Yat-sen’s revolutionary work and hisactivities in Hong KongAppendix 2: (Mind map)Sun Yat-sen’s experiences in Hong KongAppendix 3:(Reading material with worksheet)Hong Kong population census betweenmid 19 th century and early 20 th centuryAppendix 4:(Reading material with worksheet)The economic prowess of Hong KongChinese from late 19 th Century to early20 th centuryAppendix 5:(Map with worksheet)Hong Kong’s geographical locationClassJigsawReadingMaterialClassadvancedlearning(Comprehension/Analysis)After-classextendedlearningReferencematerialsforteachers2

Appendix 6:(Reading material with worksheet)Publication industry in Hong Kong inthe early 20 th centuryAppendix 7:(Reading material with worksheet)Sun Yat-sen’s views about Hong KongAppendix 8: (Mind map)The conditions that enabled Hong Kongto become a base of revolution(Objective factors and Sun Yat-sen’spersonal opinions) and Hong Kong’srole in the revolutionAppendix 9:Reference material/Bibliography(Synthesis/Evaluation/Induction/Conclusion)Pre-class Preparations:1. Teacher guides students to read or review individually an essay from thesecondary one Chinese subject: Mr. Yat-Sen’s Days as a Medical Student(《 中 山 先 生 的 習 醫 時 代 》);2. Teacher guides students to read individually appendix 1: Sun Yat-sen’srevolutionary work and his activities in Hong Kong. Students completepre-class preparatory worksheets individually3. Teacher divides students into groups of 4.Class Activity:Topic/Issue: Why had Sun Yat-sen chosen Hong Kong as the base for startingthe revolution?Relevant concepts: Subjective factors/objective factors/political factors/social factors/economic factors/geographical factorsQuestionsforenquiryWhy has SunYat-sen’soverthrowingof the QingDynasty in1911 beencalled aLearningmaterialsLearning activitiesand objectivesLead-inQuestion: What is “revolution”? Why has Sun Yat-sen’soverthrowing of theQing Dynasty in 1911been called aGifted educationelements/Differentiationteaching strategiesInspire high order thinking instudents using open-endedquestions3

“revolution”?(5 minutes)Whatexperienceshas SunYat-sengained inHong Kong?(5 minutes)Appendix 1:Readingmaterial withpreparatoryworksheets,matching thehistorical spotson Dr. SunYat-senHistorical Trail“revolution”? After the QingDynasty has beenoverthrown, how hasChina’s politicalsystem been changed?Through questioning,teachers guide students intograspingthemeaning/concept of“revolution”Follow up on preparations:Students completepreparations before class.The teacher, through writingon the blackboard orPowerPoint, guides studentsto share and discuss thequestions in the worksheet,and gain knowledge of thesites of the Dr. Sun Yat-senHistorical Trail (includingschools that Sun Yat-senstudied in and theconference locations wherehe and his comradesplanned the revolution)Cultivating self-learningabilities in students;preparation worksheets alsoserves as “pre-testing tool” tohelp identify high abilitystudents.(5 minutes) Appendix 2:A mind maplistingSunYat-sen’sexperiences inHong KongWhat qualityof HongKong wasconducive topromotingtherevolution?(25 minutes)Appendix 3 to6:Readingmaterial andworksheet,analysing thepolitical,social,economic andgeographicalsituation ofHong Kong inthe past.Advanced questions afterpreparations:The teacher, through writingon the blackboard orPowerPoint, guides studentsto apply what they havelearnt through preparationand complete the mind map.Jigsaw Reading Teacher dividesstudents into roughlygroups of 4 Each group is given 4different sets ofreading materials withworksheets (Appendix3, 4, 5, 6) Each group member isgiven a learning task:read carefully andshare one set ofGuide students to furtheridentify the revolutionaryactivities that lead to thedownfall of the QingGovernment from the eventsthat Sun Yat-sen experiencedin Hong Kong.Guide students to enquire therole/functions of Hong Kongduring the revolution byanalysing the political, social,economical and geographicalfactors.If classroom environmentallows, teacher can arrange“expert panel discussions”before group members sharewithin their group: allow thestudents of individual groups4

What factorscontribute toSun Yat-sen’schoosingHong Kongas a base forhisrevolution?(15 minutes)What roledoes HongKong playduring therevolution?(25 minutes)(15 minutes)Appendix 7:readingmaterial withworksheet,anaylsing SunYat-sen’s viewsabout HongKongAppendix 8:A mind mapintegratingobjectivefactors and SunYat-sen’ssubjectiveviews, tosummarise theimportance ofHong Kong tothe revolution.reading material After reading, the firstteam member sharesAppendix 3, thesecond team membershares Appendix 4, andso on. Each memberhas 3 to 4 minutes.(Students should listenwhile filling in theworksheets. Allquestions should beaddressed directly tothe sharer.) Through writing onblackboard or usingPowerPoint, teacherfacilitates each groupreport their findingsand examineworksheet answers.Advanced questions injigsaw reading:Students discuss in groupsto analyse Sun Yat-sen’ssubjective views, thensynthesise all relevantinformation and completethe mind map. They willinvestigate the reason whyHong Kong became thebase for instigating therevolution/ Hong Kong’simportance to therevolution.Synthesis and conclusion:Teacher writes analyticalstructure on blackboard, andallows students of differentgroups to post one opinionor discovery of their own onthe blackboard.Circulate and reinforcelearning:Teacher may also askgroups to circulatecompleted mind maps,who read the same material toexchange views (for example,students who read Appendix3 in each group forms an“appendix 3 expert panel”),gather ideas, and share withtheir group mates.(Enabling in-depth enquiryand cooperative learning)Using an analyticalframework/mind map toinvestigate the topic,generalise conceptualknowledge, and use criticalthinking skills to makejudgments. (Raising thelearning challenges)Commentary/Question andanswer helps students apply5

which will allow all groupsto learn from one anotherand note down outstandingopinions.Commentary/Question andanswer:Students need to completethe assignment individuallyafter class Among all the factorsthat contribute to HongKong’s becoming abase for revolution,which is the mostimportant? State yourreasons.Without Hong Kong, whatdifficulty will Sun Yat-sen’srevolutionary movementencounter?their knowledge to expressviews, and exercise theirimagination and innovativeideas.Teachers may encouragestudents to upload theirassignment to the schoolintranet or share what theyhave learned inclass/after-class on relevantdiscussion forums, makinggood use of informationtechnology to reinforceinteractive learning andextended learning.Extended learning/Post-class follow-up suggestions:Teachers should arrange differentiated learning for students of differentaptitude –For students with general aptitude: Encourage students to participate in “Dr. Sun Yat-sen Historical Trail” visits Encourage students to take reference from relevant learning resources, e.g.photo albums, videos, visit guides, and collect relevant photos to compile aproject feature or information booklet “Sun Yat-sen, student andrevolutionist”, and share relevant photos in class with fellow classmates.For students with high aptitude: Students who have visited the “Dr. Sun Yat-sen Historical Trail” will betrained to as guides. They will arrange relevant visits for students of juniorclasses. Encourage students to study relevant information (Appendix 9), watch the2 nd episode of the History of Hong Kong series “Hong Kong in 1911revolution” ( 辛 亥 革 命 在 香 港 ) by RTHK (first aired on 17.12.2008), andvisit the Hong Kong History Museum exhibition (Dr. Sun Yat-sen Museum),and investigate: why did Sun Yat-sen claim that his revolutionary idealscame from Hong Kong?6