Introduction to Introduction to the Content and the Content and Assessment of Assessment of

the Elective Partthe Elective PartWan Ho YinWan Ho Yin

CDC-HKEAA Committee on CDC-HKEAA Committee on History History

( Senior Secondary)( Senior Secondary)

SBA Requirements(1) ‘Presentation of study outline’(1) ‘Presentation of study outline’

(2) ‘Study report’. (2) ‘Study report’.

Students should follow this sequence of Students should follow this sequence of tasks, and no marks should be awarded tasks, and no marks should be awarded to those who only complete the second to those who only complete the second task without the first one.task without the first one.

Task ONE: Task ONE: ‘Presentation of Study ‘Presentation of Study Outline’Outline’

10% of the subject mark;10% of the subject mark;

10-minute oral presentation + a study 10-minute oral presentation + a study outline with a bibliography;outline with a bibliography;

To be conducted before the end of S5, To be conducted before the end of S5, so to secure time for writing and further so to secure time for writing and further researches.researches.

Task TWO: Task TWO: ‘Study Report’‘Study Report’

10% of the subject mark;10% of the subject mark;

a report of about 1500-2500 words, a report of about 1500-2500 words, exclusive of punctuation marks, notes exclusive of punctuation marks, notes and bibliography.and bibliography.

The report should include a The report should include a bibliography. bibliography.

Plagiarism may lead to zero marks for Plagiarism may lead to zero marks for this task. this task.

Three ElectivesThree 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.

Local heritage Local heritage studiesstudies

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 out lying islands, urban and rural.

Heritages may be divided into two categories: tangible heritage and intangible heritage.

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.

Local heritage Local heritage studiesstudies

Max. Mark to

be awarded

Local heritage studiesLocal heritage studies

17-20

Produces a detailed description of the heritage and an excellent account of its changes and development; give a substantiated discussion of its meanings to the present-day life.

13-16

Produces a detailed description of the heritage and a good account its changes and development; shows obvious attempt to explore its meanings to the present-day life.

9-12

Produces a detailed description of the heritage and a fair account of its changes and development; shows attempt to explore its meanings to the present-day life.

5-8 Produces a detailed description of the heritage, without any attempt to

explore its meanings to the present-day life.

1-4

Produces a brief description of the heritage without any attempt to explore its meanings to the present-day life; little on its changes and development; and/or

The chosen object is not up to the definition of heritage.

Industrial development in China and the Soviet Union in the 1950s

Although cha chaan teng 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 chaan teng in order to fit the requirement of the elective.

Suggestion: Cha chaan teng: Its evolution and how it becomes a symbol of Hong Kong culture.

Comparative studiesComparative 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.

Comparative studiesComparative studiesAssessment Focuses:

Presenting significant relevant facts.

Presenting valid comparisons.

Drawing well-argued conclusions.

Max. Mark to

be awarded

Comparative studiesComparative studies17-20

Make logical judgments based on substantiated and balanced comparisons.

13-16

Make conscious attempts to make logical judgments based on balanced comparisons, marred by slight lopsidedness to one of the subjects.

9-12

Presents unbalanced comparisons with substantiated discussions; or Presents roughly balanced comparisons, marred by narrow focus and

lopsidedness to one of the subjects.

5-8

Presents unbalanced comparisons with poor content; or Makes comparisons in only one aspect; or Weak comparisons, primarily characterized by narrations

1-4 Presents a narrative account of the subject matters without any

comparisons.

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

Issue-based studiesIssue-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.

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.

Issue-based studiesIssue-based studies

Max. Mark to

be awarded

Issue-based studiesIssue-based studies

17-20• Make logical judgments based on different aspects of the issue, with

an analysis of how such aspects have led to controversies.

13-16

• Make conscious attempts to make logical judgments based on different aspects of the issue, with an analysis of how such aspects have led to controversies, probably marred by lopsidedness.

9-12

• Attempts to argue, and the arguments and evidences are primarily one-sided; or

• Attempts to present a two-sided or multi-perspective picture, marred by underdeveloped viewpoints/discussion.

5-8 • Attempts to argue, but the arguments and evidences are one-sided.

1-4• Presents a chronological account of facts; unable to highlight any

controversy

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’?