Secondary Schools

Curriculum Guide and Assessment Guide

Personal, Social & Humanities Education

Key Learning Area

Integrated Humanities

Curriculum and Assessment Guide

(Secondary 4 5)

Jointly prepared by the Curriculum Development Council and

the Hong Kong Examinations and Assessment Authority

Recommended for use in schools by

The Education and Manpower Bureau

HKSAR

2003

Contents

Membership of the CDC Ad hoc Committee on Integrated Humanities (S4-5) i

Committee

Group

Membership of the HKEAA CE Examination Integrated Humanities Subject iii

Membership of the CDC and HKEAA S4-5 Integrated Humanities Joint Working iv

Preamble v

Introduction 1

Nature of the Subject 2

Overall Aims 3

Learning Objectives 4

Expected Learning Outcomes 5

Curriculum Framework 7

Curriculum Outline and Suggested Time Allocation 8

Core Module II: Characteristics of Hong Kong Society 12

14

16

Core Module III: Development of Modern China

Core Module IV: Globalization

A. Core Part

Core Module I:

10

Personal Development 10

B. Optional Part 18

Optional Module I: Religion and Life 18

Optional Module II: Human-Environment Relationship 20

Optional Module III: Relationship between Mass Media and Modern Culture 22

Learning and Teaching 24

Introduction 25

Enquiry approach to learning 25

Facilitating enquiry learning 26

Suggested strategies for learning and teaching 28

Conclusion 28

Assessment 29

Introduction 30

School Assessment (Internal) 30

Public Assessment 33

References 37

Core Modules Personal Development 38

Characteristics of Hong Kong Society 40

Development of Modern China 48

Globalization 53

Optional Modules Religion and Life 56

Human-Environment Relationship 59

Relationship between Mass Media and Modern Culture 62

Other Useful Resources 65

Appendices 66

Appendix I Hong Kong Examinations and Assessment Authority HKCEE 67 Integrated Humanities Guidelines for School Teachers on

the Conduct of School-Based Assessment

Appendix II Hong Kong Examinations and Assessment Authority HKCEE 72 Integrated Humanities Student Profile Sheet Achievement

Criteria for Written Course Assignment and Course Performance

Appendix III Hong Kong Examinations and Assessment Authority HKCEE 74 Integrated Humanities School-based Assessment Student

Profile Sheet

Membership of the CDC Ad hoc Committee on Integrated Humanities (S4-5)

(since November 2000)

Chairperson: Mr. CHAN Kin-hung

Vice chairperson: Senior Curriculum Development Officer, Education and Manpower Bureau (Mr. LEE Chi-hung)

Ex-officio Curriculum Development Officer, members: Education and Manpower Bureau (Ms. HO Wai-han)

Representative of the Hong Kong Examinations and Assessment Authority

Deputy Head of Subjects Division (Mr. WONG Shiu-sang, Patrick) ( from 1st November 2000

to 31st January 2001 ) Subject Officer

(Mr. LO Ka-yiu) ( from 1st February 2001 to 31st July 2001 )

(Mr. LAM Tin-chi, Justin) ( from 1st August 2001 )

Members: Mr. AU Shu-keung Mr. CHENG Wai-kong

Mr. CHUNG Chi-keung Mr. HO Tak-kay

Mr. KWAN Wing-bun Ms. KHOR Yee-yeng

Mr. LEE Che-wah Ms. LUK Sau-ying, Regina Ms. NG Mei-li, Linda Mrs. PUN LAM Chun Dr. TAN Kang, John

Mr. Wong Kai-yui

i

Secretary: Senior Curriculum Development Officer, Education and Manpower Bureau (Mr. YIU Ming-tak, James)

ii

Membership of the HKEAA CE Examination Integrated Humanities Subject Committee

(since September 2001)

Chairperson: Ms. LUK Sau-ying, Regina

Vice chairperson: Mr. LEE Chi-hung

Members: Dr. CHENG Hon-man, Roger Mr. CHEUNG Kwok-leung Mr. EDWARDS, Thomas Gwyn Dr. HUI Po-keung

Ms. HO Wai-han Mr. LIU Kwok-hung Dr. LO Kwai-cheung Dr. LO Tin-yau, Joe Ms. NG Mei-li, Linda Mr. OR Chuen-san, Albert Mrs. PUN LAM Chun

Mr. WONG Ip-keung Mr. YIU Ming-tak, James

Secretary: Subject Officer, Hong Kong Examinations and Assessment Authority (Mr. LAM Tin-chi, Justin)

iii

Membership of the CDC and HKEAA S4-5 Integrated Humanities Joint Working Group

(since October 2001)

Chairperson: Mr. CHAN Kin-hung

Vice chairperson: Ms. LUK Sau-ying, Regina

Members: Dr. CHENG Hon-man, Roger Mr. CHUNG Chi-keung

Mr. KWAN Wing-bun Mr. LEE Chi-hung Dr. LO Kwai-cheung Ms. NG Mei-li, Linda Mrs. PUN LAM Chun Dr. TAN Kang, John Mr. YIU Ming-tak, James

Secretary: Subject Officer, Hong Kong Examinations and Assessment Authority (Mr. LAM Tin-chi, Justin)

iv

Preamble

This Curriculum and Assessment Guide is one of the series jointly prepared by the Hong

Kong Curriculum Development Council (CDC) and the Hong Kong Examinations and

Assessment Authority (HKEAA). It forms the basis for learning and teaching of the subject

curriculum as well as for setting public assessment. The issue of this single document on

curriculum and assessment aims at conveying a clear message to the public that assessment is

an integral part of the school curriculum and at promoting the culture of assessment for

learning to improve learning and teaching.

The CDC is an advisory body giving recommendations to the Hong Kong Special

Administrative Region Government on all matters relating to curriculum development for the

school system from kindergarten to sixth form. Its membership includes heads of schools,

practising teachers, parents, employers, academics from tertiary institutions, professionals

from related fields or related bodies, representatives from the HKEAA and the Vocational

Training Council, as well as officers from the Education and Manpower Bureau.

The HKEAA is an independent statutory body responsible for the conduct of the Hong Kong

Certificate of Education Examination and the Hong Kong Advanced Level Examination.

The governing council of the HKEAA includes members who are mainly drawn from the

school sector, tertiary institutions, government bodies, professionals and persons experienced

in commerce and industry.

This Curriculum and Assessment Guide is recommended by the Education and Manpower

Bureau for use in secondary schools. The subject curriculum developed leads to the

appropriate examination provided by the HKEAA. In this connection, the HKEAA has

v

issued a handbook to provide information on the format of the public examination of the

subject and the related rules and regulations.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation

in the light of classroom experiences, students performance in the public assessment, and the

changing needs of society and students. All comments and suggestions on this Curriculum

and Assessment Guide should be sent to:

Chief Curriculum Development Officer (Personal, Social & Humanities Education)

Curriculum Development Institute

Education and Manpower Bureau

13/F Wu Chung House

213 Queens Road East

Wanchai

Hong Kong

vi

Introduction

Among its recent proposals for education reform in Hong Kong, the Education Commission

recommends the provision of a broad senior secondary curriculum to enable students to

acquire experiences in various key learning areas, construct a broad knowledge base and

enhance their ability to analyze problems (Education Commission, September 2000). The

Integrated Humanities (IH) (S4-5), designed primarily for students not taking any subjects in

the Personal, Social and Humanities Education Key Learning Area (PSHE KLA), represents a

response to this proposal. It seeks to provide students, particularly those of the science and

technology-oriented streams, with learning experience in the PSHE KLA which seeks to

build a broad knowledge base and a rich repertoire of skills and abilities.

1

Nature of the Subject

The word humanities has many meanings. It often refers to academic disciplines concerned

with culture, such as literature, history, and philosophy. Sometimes it is closely associated

with what is known as the humanistic spirit. The term Integrated Humanities as it is used

here can be simply understood, however, as an integrated subject devoted to the study of the

human condition. The IH (S4-5) does not attempt to assemble different subject disciplines

into one. It is integrated in the sense of not being limited by the boundaries of different

subject disciplines in the study of the human condition, although it would draw upon basic

concepts and knowledge from different humanities subjects.

The subject matter of IH (S4-5) is the human world. Its basic concern is the understanding of

the human condition. By providing a learning experience different from that provided by

science and technology subjects, this subject helps to broaden student perspectives in

understanding and caring for the world in which they live. The intention is not to merge

systems of theories and knowledge of several subject disciplines. Nor does it aim at turning

students into specialists in a given field.

This subject explores issues of the human world in the personal, local, national, and global

contexts. In the enquiry of these issues, students will be introduced to the different

perspectives provided by the six strands of the PSHE framework, namely, personal and social

development, time, continuity and change, culture and heritage, place and environment,

resources and economic activities, social systems and citizenship.

2

Overall Aims

The aims of S4-5 Integrated Humanities are:

1. to enhance students understanding of themselves, their society, their nation, and the

world at large;

2. to enable students to develop multiple perspectives on controversial issues;

3. to develop generic skills in students such that they can construct knowledge in order to

cope with changing personal and social circumstances;

4. to introduce to students ways of thinking and study methods appropriate to the

humanities and the social sciences; and

5. to develop in students a holistic and viable system of values and attitudes so that they

can sustain healthy personal development and become informed and responsible

citizens.

3

Learning Objectives

The objectives of S4-5 Integrated Humanities are to enable students:

1. to develop a sense of self-understanding, the ability and habit of self-management, to

review their relationships with family members, peers and other members of society and

to examine their own expectations of and readiness in building intimate relationships;

2. to identify what is valuable about the local society, its constraints as well as worries, and

to recognize the interconnectedness of their own local and national identities;

3. to acquire the basic knowledge about the current reform and development strategies of

the mainland, and the important issues facing our country in the process;

4. to understand the process of globalization and to reflect upon its pluses and minuses;

5. to be exposed to different areas of social concern and to recognize the

interconnectedness of personal, local, national and global issues;

6. to conduct basic humanistic study and social research and to employ multiple

perspectives to analyze complex social issues;

7. to develop collaboration skills, communications skills, critical thinking skills, problem

solving skills, self-management skills, study skills and creativity through the enquiry

learning process;

8. to be sensitive to and to show concern for personal, interpersonal, local, national and

global issues; and

9. to be appreciative of and to apply in daily life the positive values of their own culture,

and those of other cultures as well as universal values.

4

Expected Learning Outcomes

By the end of the course, students should be able:

1. to demonstrate awareness of their own feelings and emotions, and of their values and

preferences;

2. to manage themselves and the way they relate to others;

3. to feel for others, empathize with their experiences, and be appreciative of the problems

that people as a group have to face;

4. to understand the strengths and weaknesses of Hong Kong society and be aware of the

importance of social justice;

5. to recognize that Hong Kong people have multiple identities and appreciate the

interconnectedness of students own local and national identities;

6. to understand the developmental strategies of China and to appraise its impact on the

future development of the country;

7. to recognize that globalization has many dimensions and to evaluate its impact on

different actors;

8. to understand the interconnectedness of personal, local, national and global issues and to

appraise issues appealing to human concern accordingly;

9. to appreciate how information affects decision-making and facilitates problem-solving;

10. to recognize that on matters of values and truth, different people tend to hold different

opinions;

11. to discern the views held by different contemporary groups and, on this basis, establish

ones own personal stance;

5

12. to conduct basic research, social surveys, field studies and further improve their study

skills;

13. to apply multiple perspectives in their thinking, particularly with reference to humanistic

values;

14. to select, interpret, evaluate and integrate information, data, concepts and opinions and

to draw conclusions from available evidence;

15. to present their arguments clearly and demonstrate open-mindedness and tolerance in

discourse on moral issues;

16. to communicate effectively and maintain good social relationships;

17. to be appreciative of the values of their own culture, those of other cultures as well as

universal values;

18. to appreciate the importance of holding together individual interests and common good;

and

19. to become responsible and conscientious citizens.

6

Curriculum Framework

7

Curriculum Outline and Suggested Time Allocation

This subject is composed of four core modules and three optional modules. A topic is chosen

for each module. The topic delimits the scope of the module and provides a focus for the

enquiry approach of learning.

Each core module is designed with respect to one of the four contextual levels, namely

personal, local, national and global levels. There is a gradual expansion of horizon. However,

it does not imply that the enquiry should be strictly confined to one level only. On the

contrary, cross-level enquiry is not only acceptable but encouraged, as it brings out the

interactive nature of these contextual levels.

The optional modules offer choices on different areas of concern. Enquiry into these modules

is not confined to any specific contextual levels.

Students of this subject study all of the four core modules and one of the optional modules.

Allocation of four periods per cycle is recommended for this subject. Assuming that there are

45 working cycles for the two academic years of S4-5, 180 periods will be available for the

subject. The minimum number of periods for the learning and teaching of each module is

suggested as follows:

Content Subject requirements and suggested time allocation

A. Core Part Core Module I:

Personal Development Compulsory

Not less than 30 periods Core Module II:

Characteristics of Hong Kong Society Compulsory

Not less than 30 periods

8

Content Subject requirements and suggested time allocation

Core Module III: Development of Modern China

Compulsory Not less than 30 periods

Core Module IV: Globalization

Compulsory Not less than 30 periods

B. Optional Part Optional Module I:

Religion and Life

Choose any ONE module. Not less than 40 periods for the

module

Optional Module II: HumanEnvironment Relationship

Optional Module III: Relationship between Mass Media and Modern Culture

The suggested minimum number of periods for the whole subject adds up to 160. It is at

teachers discretion to use the outstanding teaching periods for various purposes: such as

catering for wider interests, adopting remedial measures, providing opportunities for in-depth

studies, or introducing more learning and teaching strategies.

9

10

A.

Cor

e Pa

rt

Cor

e M

odul

e I:

Pe

rson

al D

evel

opm

ent

This

mod

ule

help

s st

uden

ts a

chie

ve a

dee

per s

elf-

unde

rsta

ndin

g an

d de

velo

p th

e ab

ility

and

hab

it of

sel

f-m

anag

emen

t. Fu

rther

mor

e, th

roug

h di

scus

sing

prin

cipl

es o

f int

erpe

rson

al re

latio

nshi

p ap

plie

d in

the

cont

exts

of g

ettin

g al

ong

with

fam

ily m

embe

rs, p

eers

and

oth

er m

embe

rs o

f soc

iety

, stu

dent

s re

flect

on

how

they

com

mun

icat

e an

d bu

ild re

latio

nshi

p w

ith o

ther

s. Th

ey w

ill a

lso

revi

ew th

eir o

wn

expe

ctat

ions

and

read

ines

s of

bui

ldin

g in

timat

e re

latio

nshi

p. T

he

enqu

iry q

uest

ions

sugg

este

d be

low

pro

vide

the

dire

ctio

n of

dis

cuss

ion

in te

rms o

f prin

cipl

es; t

each

ers w

ill h

ave

to su

pple

men

t the

lear

ning

and

teac

hing

of t

heto

pic

with

dai

ly li

fe c

ases

as t

he c

onte

nts f

or d

iscu

ssio

n.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

Wha

t kin

d of

pe

rson

wou

ld I

like

to b

e?

a. D

evel

opin

gse

lf-aw

aren

ess

How

can

one

und

erst

and

ones

elf?

How

can

the

way

oth

ers s

ee o

nese

lf he

lp

one

know

one

self?

How

can

one

find

out

one

s in

tere

sts,

orie

ntat

ions

and

the

thin

gs v

alue

d? H

ow d

id th

e pr

oces

s and

bac

kgro

und

of g

row

th sh

ape

the

pers

on?

How

shou

ld o

ne p

erce

ive

one

s ow

n st

reng

ths a

nd li

mita

tions

? H

ow

does

one

s a

spira

tion

for t

he fu

ture

influ

ence

the

way

one

live

s?

Hum

an d

igni

ty, c

reat

ivity

,co

urag

e, li

berty

, af

fect

ivity

, ind

ivid

ualit

y,

self-

este

em,

self-

refle

ctio

n,

self-

disc

iplin

e,se

lf-cu

ltiva

tion,

self-

dete

rmin

atio

n,

open

ness

, ent

erpr

ise,

pers

ever

ance

, opt

imis

tic,

posi

tive,

resp

onsi

ble,

adap

tabl

e to

cha

nges

b. S

elf-

este

em a

nd

reco

gniti

on b

yot

hers

Wha

t is t

he w

orth

of a

per

son?

By

wha

t sta

ndar

ds d

oes m

oder

n so

ciet

yev

alua

te a

per

son?

Are

thes

e st

anda

rds w

orth

iden

tifyi

ng w

ith?

How

doe

s the

re

cogn

ition

of o

ther

s inf

luen

ce o

nes

val

ues a

nd b

ehav

iour

s? W

hat

sign

ifica

nce

does

self-

este

em h

ave

to th

e w

ell-b

eing

of a

per

son?

How

doe

s a

pers

on w

ith h

igh

self-

este

em b

ehav

e?

c. S

elf-

man

agem

ent

How

can

one

s p

hysi

cal a

nd e

mot

iona

l nee

ds b

e ap

prec

iate

d an

d ha

ndle

d?

How

can

one

iden

tify

the

fact

ors a

ffect

ing

one

s beh

avio

urs?

How

can

one

co

pe w

ith p

robl

ems,

diffi

culti

es a

nd m

ajor

cha

nges

in li

fe?

How

do

deci

sion

s of

toda

y af

fect

one

s lo

ng-te

rm p

erso

nal i

nter

est?

How

can

one

lear

n to

set

goal

s and

wor

k to

ach

ieve

thes

e go

als?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 2.

How

do

I get

al

ong

with

othe

rs?

a. I

nter

pers

onal

com

mun

icat

ion

Wha

t con

stitu

tes e

ffect

ive

inte

rper

sona

l com

mun

icat

ion?

How

can

one

un

ders

tand

one

s p

atte

rns i

n in

terp

erso

nal c

omm

unic

atio

n? W

hat a

re th

e pe

rspe

ctiv

es fo

r und

erst

andi

ng th

e fe

elin

gs a

nd b

ehav

iour

s of o

ther

s? H

ow d

o th

ese

diffe

rent

per

spec

tives

affe

ct o

nes

inte

rper

sona

l com

mun

icat

ion

and

acce

ptan

ce o

f oth

ers?

Hon

esty

, ind

ivid

ualit

y,eq

ualit

y, tr

ust,

inte

rdep

ende

nce,

open

ness

, sen

sitiv

ity,

mod

esty

, em

path

y, c

arin

g an

d co

ncer

n, c

oope

ratio

n,

resp

ect f

or se

lf, re

spec

t fo

r oth

ers

b. M

anag

ing

conf

licts

H

ow d

o in

terp

erso

nal c

onfli

cts a

rise?

Wha

t con

sequ

ence

s will

thes

e co

nflic

ts

brin

g? H

ow sh

ould

thes

e co

nflic

ts b

e ha

ndle

d? H

ow sh

ould

the

diffe

rent

way

sof

han

dlin

g co

nflic

ts b

e as

sess

ed?

c. D

evel

opin

gre

latio

nshi

ps

Wha

t exp

ecta

tions

do

fam

ily m

embe

rs, p

eers

and

oth

er m

embe

rs o

f soc

iety

hold

tow

ards

one

ano

ther

? Are

thes

e ex

pect

atio

ns re

ason

able

? W

hen

thes

e ex

pect

atio

ns a

re n

ot m

et, w

hat t

ensi

ons d

o th

ey b

ring

to th

e re

latio

nshi

ps?

Whe

n an

intim

ate

rela

tions

hip

is b

eing

bui

lt, d

o m

utua

l exp

ecta

tions

ne

cess

arily

gro

w?

Doe

s int

imac

y im

ply

mut

ual c

omm

itmen

t? H

ow sh

ould

one

pr

epar

e to

go

into

intim

ate

rela

tions

hip?

11

12

Cor

e M

odul

e II

: C

hara

cter

istic

s of H

ong

Kon

g So

ciet

y

This

mod

ule

begi

ns w

ith a

n ex

amin

atio

n of

thre

e as

pect

s of

Hon

g K

ong

soci

ety:

pol

itica

l par

ticip

atio

n, e

cono

mic

dev

elop

men

t and

soc

ial p

olic

y. I

tse

eks

to id

entif

y w

hat i

s va

luab

le a

bout

our

soc

iety

, and

to re

cogn

ize

its c

onst

rain

ts a

s w

ell a

s w

orrie

s. Th

is m

odul

e ai

ms

at e

nabl

ing

stud

ents

to a

cqui

re a

rela

tivel

y co

mpr

ehen

sive

und

erst

andi

ng o

f Hon

g K

ong

soci

ety

and

to d

evel

op a

n ab

ility

to c

ritic

ally

ana

lyze

som

e of

its m

ajor

soci

al is

sues

. Thi

s mod

ule

also

look

s at t

he d

evel

opm

ent o

f loc

al a

nd n

atio

nal i

dent

ities

. It u

rges

stud

ents

to re

flect

upo

n th

eir o

wn

iden

titie

s and

acc

ept o

ther

s with

diff

eren

t ide

ntiti

es.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

Wha

t are

som

eof

the

plus

esan

d m

inus

es o

f H

ong

Kon

gso

ciet

y?

a. P

oliti

cal

parti

cipa

tion

Wha

t cha

nnel

s of p

oliti

cal p

artic

ipat

ion

do H

ong

Kon

g pe

ople

hav

e w

ithin

the

HK

SAR

? D

o H

ong

Kon

g pe

ople

hav

e eq

ual o

ppor

tuni

ties i

n po

litic

al

parti

cipa

tion?

Wha

t fac

tors

influ

ence

Hon

g K

ong

peop

les

pol

itica

l pa

rtici

patio

n? W

hat i

s the

impa

ct o

f the

impl

emen

tatio

n of

on

e co

untry

, tw

o sy

stem

s a

nd

Hon

g K

ong

peop

le ru

ling

Hon

g K

ong

on

polit

ical

pa

rtici

patio

n? U

nder

the

exis

ting

syst

em, d

oes g

over

nmen

t res

pond

to th

e de

man

ds o

f the

gen

eral

pub

lic in

a p

ositi

ve w

ay a

nd a

re th

ere

adeq

uate

mea

ns

for H

ong

Kon

g pe

ople

to m

onito

r the

gov

ernm

ent a

nd re

dres

s the

ir gr

ieva

nces

?

Equa

lity,

free

dom

and

lib

erty

, com

mon

goo

d,m

utua

lity,

just

ice,

equ

al

oppo

rtuni

ties,

due

proc

ess

of la

w, p

lura

lity,

de

moc

racy

, par

ticip

ator

y,cr

itica

l, ap

prec

iatio

n,em

path

y, c

arin

g, p

ositi

ve,

adap

tabl

e to

cha

nges

, with

a re

spec

t for

oth

ers,

for

rule

of l

aw a

nd fo

r fai

rpl

ay

b. E

cono

mic

de

velo

pmen

t and

w

ealth

dist

ribut

ion

How

dev

elop

ed is

Hon

g K

ong

and

wha

t are

the

indi

catio

ns?

Wha

t are

the

fact

ors c

ontri

butin

g to

Hon

g K

ong

s em

erge

nce

as a

n in

tern

atio

nal t

radi

ng a

nd

finan

cial

cen

tre?

Wha

t is t

he e

cono

mic

pol

icy

of th

e H

KSA

R g

over

nmen

t?

Wha

t was

the

impa

ct o

f eco

nom

ic g

row

th in

the

past

on

the

issu

e of

pov

erty

? W

hat c

halle

nges

hav

e su

rfac

ed in

the

rest

ruct

urin

g of

our

eco

nom

y? Is

the

deve

lopm

ent t

owar

d a

hi-t

ech

, kno

wle

dge-

base

d ec

onom

y th

e rig

ht

dire

ctio

n, a

nd w

ill it

hel

p im

prov

e th

e un

even

dis

tribu

tion

of w

ealth

?

c. S

ocia

l pol

icy

and

equa

lop

portu

nitie

s

Is H

ong

Kon

g a

plac

e of

opp

ortu

nitie

s? D

oes h

ard

wor

k pr

omis

e su

cces

s? Is

it

impo

rtant

to h

ave

a so

ciet

y w

ith in

tegr

ity a

nd u

prig

htne

ss? A

re th

ere

diffe

rent

ki

nds o

f dis

crim

inat

ion

in H

ong

Kon

g? T

o w

hat e

xten

t do

the

soci

al re

form

s an

d po

licie

s of t

he g

over

nmen

t gua

rant

ee e

qual

opp

ortu

nitie

s and

fair

dist

ribut

ion

of w

ealth

?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 2.

Wha

t are

the

fact

ors

affe

ctin

g th

epe

ople

spl

ural

istic

sens

e of

iden

tity

in

Hon

g K

ong?

a. L

ocal

cons

ciou

snes

san

d id

entit

y

Wha

t has

giv

en ri

se to

loca

l con

scio

usne

ss a

nd id

entit

y? H

ow is

the

form

atio

n of

loca

l ide

ntity

rela

ted

to so

cial

and

eco

nom

ic d

evel

opm

ent i

n H

ong

Kon

g?

Wha

t is t

he c

onne

ctio

n be

twee

n pe

ople

s se

nse

of id

entit

y an

d H

ong

Kon

gs

way

of l

ife?

How

do

diffe

rent

soci

al g

roup

s, su

ch a

s new

arr

ival

s, in

dige

nous

pe

ople

in th

e N

ew T

errit

orie

s, an

d et

hnic

min

oriti

es d

evel

op th

eir s

ense

of

iden

tity?

Sens

e of

bel

ongi

ng,

cultu

re a

nd c

ivili

zatio

nhe

ritag

e, p

atrio

tism

,so

lidar

ity, p

lura

lity,

cr

itica

l, ap

prec

iatio

n, w

itha

resp

ect f

or o

ther

s and

fo

r diff

eren

t way

s of l

ife

b. N

atio

nal i

dent

ity

To w

hat e

xten

t do

Hon

g K

ong

peop

le id

entif

y th

emse

lves

as C

hine

se?

How

ha

ve H

ong

Kon

g pe

ople

iden

tifie

d th

emse

lves

with

the

natio

n in

diff

eren

t tim

es a

nd e

vent

s? W

hat i

s mea

nt b

y be

ing

patri

otic

? Afte

r reu

nific

atio

n, w

hat

are

the

chan

ges a

mon

g H

ong

Kon

g pe

ople

in th

eir s

ense

of C

hine

se id

entit

y?W

hat a

re th

e fa

ctor

s lea

ding

to th

e ch

ange

s?

c. M

ass c

ultu

re a

nd

sens

e of

iden

tity

In m

ass c

ultu

re su

ch a

s film

s and

tele

visi

on, h

ow h

as a

loca

l con

scio

usne

ss

com

e in

to b

eing

? W

hat a

re th

e fe

atur

es o

f thi

s loc

al c

onsc

ious

ness

? H

as th

e se

lf-im

age

of H

ong

Kon

g pe

ople

cha

nged

ove

r tim

e an

d ho

w?

Dur

ing

the

trans

ition

al p

erio

d an

d in

the

post

-199

7 er

a, d

id m

ass c

ultu

re re

flect

Hon

g K

ong

peop

les

iden

tific

atio

n w

ith C

hine

se c

ultu

re a

nd w

ith th

e co

untry

and

ho

w?

How

are

m

ainl

and

Chi

nese

an

d n

ew im

mig

rant

s d

epic

ted

in th

e m

ass m

edia

? In

wha

t way

doe

s our

mas

s med

ia d

epic

t min

ority

gro

ups i

n H

ong

Kon

g? D

oes o

ur m

ass c

ultu

re m

anife

st a

nd p

rom

ote

a pl

ural

istic

con

cept

of

iden

tity?

13

14

Cor

e M

odul

e II

I: D

evel

opm

ent o

f Mod

ern

Chi

na

This

mod

ule

focu

ses

on M

oder

n C

hina

s d

evel

opm

ent,

espe

cial

ly e

cono

mic

dev

elop

men

t. It

aim

s at

inc

reas

ing

stud

ents

ba

sic

know

ledg

e of

the

m

ainl

and

s cur

rent

refo

rm a

nd d

evel

opm

ent s

trate

gies

, and

the

impo

rtant

issu

es fa

cing

Chi

na in

the

proc

ess.

On

this

bas

is, w

e se

ek to

exp

lore

the

dire

ctio

ns o

f C

hina

s f

utur

e de

velo

pmen

t. Th

is m

odul

e co

mpr

ises

tw

o m

ajor

par

ts.

The

first

par

t in

trodu

ces

the

maj

or s

trate

gies

and

fea

ture

s of

Chi

nas

eco

nom

ic

deve

lopm

ent a

nd e

valu

ates

thei

r im

pact

. We

focu

s on

rur

al r

efor

ms,

tow

nshi

p en

terp

rises

, ref

orm

of

stat

e-ow

ned

ente

rpris

es, e

nter

pris

es o

f th

e no

n-pu

blic

se

ctor

and

Chi

nas

ent

ry in

to th

e W

orld

Tra

de O

rgan

izat

ion.

Thi

s en

able

s st

uden

ts to

und

erst

and

Chi

nas

tran

sitio

n fr

om a

pla

nned

eco

nom

y in

to a

soc

ialis

t m

arke

t ec

onom

y an

d its

tra

nsfo

rmat

ion

from

a p

redo

min

antly

agr

aria

n ec

onom

y to

an

incr

easi

ngly

urb

aniz

ed, i

ndus

trial

izin

g ec

onom

y. T

he s

econ

d pa

rt ex

plor

es t

he p

oliti

cal

impa

ct o

f ec

onom

ic d

evel

opm

ent

and

the

chal

leng

es f

acin

g C

hina

s f

utur

e, a

nd a

ttem

pts

to e

nqui

re i

nto

sust

aina

ble

deve

lopm

ent

stra

tegi

es in

Chi

na.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

How

des

irabl

e ar

e th

e cu

rren

tst

rate

gies

of

Chi

nas

ec

onom

ic

deve

lopm

ent?

a.

Rur

al re

form

and

urba

nde

velo

pmen

t

Wha

t pat

hs h

as C

hina

und

erta

ken

in e

cono

mic

dev

elop

men

t sin

ce th

e es

tabl

ishm

ent o

f the

Peo

ple

s Rep

ublic

of C

hina

? W

hat a

re th

e di

ffere

nces

be

twee

n pl

anne

d ec

onom

y an

d m

arke

t eco

nom

y? W

hat i

s soc

ialis

t mar

ket

econ

omy?

Wha

t pro

gres

s has

Chi

nas

eco

nom

ic re

form

mad

e si

nce

1978

? W

hat r

ural

refo

rm h

as th

e go

vern

men

t lau

nche

d? W

hat a

re th

e fa

ctor

s tha

t dr

ive

Chi

na to

dev

elop

tow

nshi

p an

d vi

llage

ent

erpr

ises

? W

hat a

re th

e m

ajor

ch

arac

teris

tics o

f Chi

nas

urb

aniz

atio

n an

d ci

ty re

form

s? W

hat a

re re

ason

s for

m

igra

nt w

orke

rs?

Wha

t pro

blem

s do

mig

rant

wor

kers

brin

g? H

ow c

an th

e is

sue

of m

igra

nt w

orke

rs a

nd th

e re

sulti

ng p

robl

ems b

e ta

ckle

d? H

ow c

an th

e di

verg

ence

s bet

wee

n ur

ban

and

rura

l are

as b

e na

rrow

ed?

Patri

otis

m, s

ense

of

belo

ngin

g, so

lidar

ity,

equa

lity,

free

dom

and

lib

erty

, equ

al

oppo

rtuni

ties,

hum

an

right

s and

resp

onsi

bilit

ies,

hum

an d

igni

ty, c

omm

on

good

b.

The

refo

rm o

f st

ate-

owne

den

terp

rises

,en

terp

rises

of

the

non-

publ

icse

ctor

and

Chi

nas

ent

ry

into

the

Wor

ld

Trad

eO

rgan

izat

ion

(WTO

)

Wha

t are

the

fact

ors t

hat p

rom

pt st

ate-

owne

d en

terp

rises

to la

unch

refo

rms?

Wha

t are

the

effe

cts o

f the

se re

form

s? H

ow d

oes t

he g

over

nmen

t han

dle

the

unem

ploy

men

t pro

blem

bro

ught

by

the

stat

e-ow

ned

ente

rpris

es re

form

? W

hat

are

the

role

s pla

yed

by e

nter

pris

es o

f the

non

-pub

lic se

ctor

in C

hina

s

econ

omy?

Why

did

Chi

na jo

in th

e W

TO?

Wha

t are

the

oppo

rtuni

ties a

nd

chal

leng

es b

roug

ht b

y C

hina

s e

ntry

into

the

WTO

as a

dev

elop

ing

coun

try?

Wha

t are

the

oppo

rtuni

ties a

nd c

halle

nges

faci

ng H

ong

Kon

g fo

llow

ing

our

coun

trys

ent

ry in

to th

e W

TO?

Wha

t are

the

role

s pla

yed

by H

ong

Kon

g ec

onom

y in

our

cou

ntry

s e

cono

mic

dev

elop

men

t?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 2.

Wha

t is t

he

impa

ct o

f re

form

and

op

enin

g-up

po

licie

s on

Chi

nas

futu

re

deve

lopm

ent?

a. P

oliti

cal

deve

lopm

ent

How

do

econ

omic

dev

elop

men

t and

the

open

ing-

up p

olic

ies a

ffect

Chi

nas

po

litic

al d

evel

opm

ent?

Wha

t atti

tude

do

peop

le li

ving

on

the

mai

nlan

d ho

ld

tow

ards

pol

itica

l dev

elop

men

t? W

hat p

oliti

cal r

efor

ms h

ave

been

laun

ched

in

the

rura

l sec

tor a

nd d

iffer

ent l

evel

s of g

over

nmen

t? W

hat a

re th

e pr

oble

ms a

ndpr

ospe

cts f

or p

oliti

cal d

evel

opm

ent i

n C

hina

? W

hat a

re th

e op

tions

for

polit

ical

dev

elop

men

t in

Chi

na in

the

futu

re?

Patri

otis

m, s

ense

of

belo

ngin

g, so

lidar

ity,

equa

lity,

dem

ocra

cy,

free

dom

and

libe

rty, e

qual

op

portu

nitie

s, hu

man

rig

hts a

nd re

spon

sibi

litie

s,hu

man

dig

nity

, com

mon

go

od, s

usta

inab

ility

, m

utua

lity,

cul

ture

and

ci

viliz

atio

n he

ritag

e

b. S

usta

inab

le

deve

lopm

ent

Wha

t is t

he im

pact

of C

hina

s in

dust

rializ

atio

n an

d ur

bani

zatio

n on

the

natu

ral

envi

ronm

ent?

How

shou

ld w

e st

rike

a ba

lanc

e be

twee

n ec

onom

ic d

evel

opm

ent

and

envi

ronm

enta

l con

serv

atio

n?

Is th

e st

rate

gy o

f su

stai

nabl

e de

velo

pmen

t a

nec

essa

ry a

nd v

iabl

e ch

oice

for C

hina

? W

hat s

trate

gies

and

po

licie

s can

be

adop

ted

to e

nsur

e su

stai

nabl

e de

velo

pmen

t? C

an e

cono

mic

de

velo

pmen

t coe

xist

with

the

pres

erva

tion

of c

ultu

ral h

erita

ge?

15

16

Cor

e M

odul

e IV

: G

loba

lizat

ion

This

mod

ule

help

s st

uden

ts c

larif

y th

e ba

sic

conc

epts

of

glob

aliz

atio

n, a

nd r

efle

ct u

pon

the

plus

es a

nd m

inus

es o

f th

is s

ocia

l pro

cess

. Glo

baliz

atio

nm

eans

one

thin

g to

a la

rge

and

deve

lope

d co

untry

and

ano

ther

to a

smal

l and

dev

elop

ing

coun

try. C

hina

is a

larg

e bu

t dev

elop

ing

coun

try, a

nd th

e pr

oble

ms i

tfa

ces

pres

ent a

ver

y si

gnifi

cant

cas

e in

poi

nt. W

ith th

e pr

oces

s of

glo

baliz

atio

n, d

iffer

ent p

oliti

cal s

yste

ms,

econ

omie

s, et

hnic

ities

and

soc

ial s

truct

ures

mig

htco

llide

and

gen

erat

e fu

sion

, opp

ositi

on a

nd c

onfli

ct. W

hat a

re th

e lik

ely

cons

eque

nces

? C

ritic

al in

cide

nts

of c

onte

mpo

rary

inte

rnat

iona

l con

flict

and

how

they

wer

e ta

ckle

d w

ill b

e st

udie

d to

inve

stig

ate

the

poss

ibili

ty o

f per

man

ent p

eace

und

er g

loba

lizat

ion

and

the

way

ahe

ad fo

r hum

an so

ciet

y.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

Wha

t is

glob

aliz

atio

n?

a. W

hat i

s mea

nt

by glob

aliz

atio

n?

Wha

t is g

loba

lizat

ion?

Wha

t are

the

mai

n fe

atur

es o

f glo

baliz

atio

n in

term

s of

econ

omic

s, po

litic

s and

cul

ture

? W

ill g

loba

lizat

ion

lead

to u

nifo

rmity

? C

an th

e w

orld

sust

ain

dive

rsity

und

er g

loba

lizat

ion?

Rat

iona

lity,

crit

ical

at

titud

e, in

terd

epen

denc

e,

plur

ality

, ada

ptab

le to

ch

ange

s b.

The

tren

d to

war

dsgl

obal

izat

ion

Wha

t are

the

forc

es th

at p

rom

ote

glob

aliz

atio

n? H

ow d

o di

ffere

nt p

arts

of t

he

wor

ld re

act t

o gl

obal

izat

ion?

Wha

t are

the

poss

ible

con

sequ

ence

s whe

n gl

obal

izat

ion

beco

mes

a b

ig tr

end?

2. W

hat i

s the

im

pact

of

glob

aliz

atio

n?

a. C

ultu

ral,

econ

omic

and

po

litic

al im

pact

How

doe

s glo

baliz

atio

n af

fect

the

life

styl

e of

indi

vidu

als i

n di

ffere

nt

soci

etie

s? Is

it a

ble

ssin

g or

a c

urse

to th

ese

soci

etie

s? D

oes g

loba

lizat

ion

prom

ote

hom

ogen

eity

or d

iver

sity

in c

ultu

res a

nd v

alue

s of d

iffer

ent s

ocie

ties?

D

oes g

loba

lizat

ion

prov

ide

bene

fits t

o al

l cou

ntrie

s or i

t lea

ds to

exp

loita

tion

by d

evel

oped

cou

ntrie

s and

inte

rnat

iona

l cap

ital o

ver d

evel

opin

g co

untri

es?

Doe

s glo

baliz

atio

n le

ad to

fair

treat

men

t for

all

the

coun

tries

or d

omin

atio

n by

gr

eat p

ower

(s)?

Rat

iona

lity,

equ

ality

,ju

stic

e, c

ritic

al a

ttitu

de,

inte

rdep

ende

nce,

com

mon

good

, coo

pera

tion,

mut

ual

resp

ect

b. I

mpa

ct a

nd

oppo

rtuni

ties

for t

hem

ainl

and

and

Hon

g K

ong

Wha

t are

the

impa

ct a

nd o

ppor

tuni

ties f

or th

e m

ainl

and

and

Hon

g K

ong

unde

r gl

obal

izat

ion?

How

are

the

mai

nlan

d an

d H

ong

Kon

g re

actin

g? S

houl

d gl

obal

izat

ion

be su

ppor

ted

or a

ctiv

ely

resi

sted

?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 3.

Will

glob

aliz

atio

nbr

ing

forth

mor

e co

nflic

t or w

orld

peac

e?

a. H

arm

ony

and

conf

lict

Doe

s glo

baliz

atio

n co

ntrib

ute

to h

arm

oniz

atio

n am

ong

diffe

rent

pol

itica

l sy

stem

s, so

cial

stru

ctur

es, c

ultu

res,

econ

omie

s, re

ligio

ns a

nd e

thni

c gr

oups

? W

hat i

nsig

hts d

o re

cent

inte

rnat

iona

l cris

es y

ield

? W

ill g

loba

lizat

ion

incr

ease

so

cial

dis

parit

y an

d le

ad to

con

flict

s?

Rat

iona

lity,

equ

ality

,ju

stic

e, c

ritic

al a

ttitu

de,

coop

erat

ion,

resp

ect,

empa

thy,

car

ing

attit

ude,

re

spon

sibi

lity,

inte

rdep

ende

nce,

com

mon

good

b.

Reg

iona

l al

lianc

es a

ndgl

obal

inst

itutio

ns

To a

chie

ve w

orld

pea

ce a

nd fa

ir di

strib

utio

n of

wea

lth, s

houl

d w

e co

unt o

n re

gion

al a

llian

ces o

r glo

bal i

nstit

utio

ns?

Wha

t sho

uld

be d

one

to a

chie

ve

perm

anen

t pea

ce in

hum

an so

ciet

y?

17

18

B.

Opt

iona

l Par

t

Opt

iona

l Mod

ule

I:

Rel

igio

n an

d L

ife

This

mod

ule

is d

ivid

ed i

nto

thre

e pa

rts.

The

first

par

t in

trodu

ces

certa

in f

eatu

res

abou

t re

ligio

n an

d th

eir

sign

ifica

nce

and

valu

e. T

he s

econ

d pa

rt ac

know

ledg

es th

e so

cial

sig

nific

ance

of

relig

ion

thro

ugh

inve

stig

atin

g th

e in

fluen

ce o

f re

ligio

n on

the

lives

of

peop

le. I

n th

e th

ird p

art,

thro

ugh

wor

ks o

fre

ligio

us a

rt, st

uden

ts le

arn

to a

ppre

ciat

e th

e cu

ltura

l val

ue o

f rel

igio

n an

d em

path

ize

with

the

relig

ious

sent

imen

ts e

xpre

ssed

by

thes

e ar

twor

ks.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

Wha

t is r

elig

ion?

a.

Rel

igio

n, fa

ith

and

belie

f H

ow d

o re

ligio

us p

heno

men

a di

ffer f

rom

gen

eral

soci

al p

heno

men

a? W

hat a

re

the

diffe

renc

es b

etw

een

relig

ion,

faith

and

bel

ief?

Is h

avin

g re

ligio

us b

elie

fs a

si

gn o

f wea

knes

s?

Rat

iona

lity,

trut

h,

self-

disc

iplin

e,op

en-m

inde

dnes

s

b. F

aith

and

sp

iritu

al li

fe

Bes

ides

mat

eria

l pur

suits

, do

peop

le a

lso

enga

ge in

spiri

tual

pur

suits

? W

hat i

s sp

iritu

al li

fe?

Is sp

iritu

al li

fe n

eces

saril

y re

late

d to

faith

? C

an re

ligio

us

activ

ities

such

as p

raye

r, m

edita

tion,

pilg

rimag

e, a

nd c

onfe

ssio

n el

evat

e on

es

spiri

tual

ity?

c. R

elig

ion

and

scie

nce

Is re

ligio

n an

ti-sc

ient

ific?

Is sc

ienc

e a

kind

of f

aith

? Is

faith

com

patib

le w

ith

scie

nce?

Can

scie

nce

verif

y fa

ith? A

re m

iracl

es, r

e-in

carn

atio

n, fo

rtune

-telli

ng

and

spiri

t-writ

ing

cred

ible

and

wor

th b

elie

ving

?

2. H

ow d

oes

relig

ion

affe

ctou

r liv

es?

a. T

he so

cial

fu

nctio

ns o

fre

ligio

n

Are

ther

e so

cial

sign

ifica

nce

and

deep

er v

alue

s, be

side

s rel

igio

us o

nes,

embe

dded

in d

iffer

ent r

elig

ious

fest

ival

s, rit

uals

and

act

iviti

es?

Wha

t has

re

ligio

n co

ntrib

uted

to th

e pr

ogre

ss o

f the

hum

an so

ciet

y? H

ow d

oes r

elig

ion

prov

ide

peop

le w

ith g

oals

in li

fe a

nd m

oral

stre

ngth

? U

nder

wha

t circ

umst

ance

s doe

s rel

igio

n be

com

e an

obs

tacl

e to

hum

an

deve

lopm

ent?

Why

is re

ligio

n at

tim

es a

cau

se o

f war

and

hat

red?

Doe

s re

ligio

n m

ake

one

pess

imis

tic?

Sanc

tity

of li

fe, e

nter

pris

e,

prin

cipl

ed m

oral

ity,

resp

ect,

resp

ect f

or li

fe,

open

-min

dedn

ess,

plur

ality

, com

mon

goo

d,

self-

refle

ctio

n, e

mpa

thy

b. R

elig

ion

and

hum

an

suff

erin

g

How

doe

s the

exi

sten

ce o

f hum

an su

fferin

g af

fect

peo

ple

s rel

igio

us fa

iths?

How

doe

s rel

igio

n ex

plai

n hu

man

suffe

ring?

How

do

peop

le w

ithou

t any

faith

m

anag

e hu

man

suffe

ring?

How

doe

s fai

th h

elp

peop

le fa

ce is

sues

of d

eath

and

dy

ing?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s c.

Fai

ths i

n pr

actic

e H

ow d

o re

ligio

ns, w

hich

pro

mot

e fo

rtitu

de a

nd p

urity

, fac

e se

cula

r val

ues a

nd

beha

viou

rs li

ke h

edon

ism

, alc

ohol

ism

, sm

okin

g, g

ambl

ing

and

porn

ogra

phy?

H

ow w

ill th

ey in

fluen

ce d

ecis

ions

on

ethi

cal i

ssue

s suc

h as

con

trace

ptio

n,

euth

anas

ia a

nd c

loni

ng?

3. H

ow a

re

relig

ious

sent

imen

ts

dem

onst

rate

dth

roug

h th

e ar

ts?

a. T

he im

pact

of

relig

ion

on th

ear

ts

How

doe

s rel

igio

n af

fect

the

crea

tive

proc

ess a

nd w

orks

of a

rt? W

hat a

re th

e pu

rpos

es o

f cre

atin

g th

ese

wor

ks?

Aes

thet

ics,

crea

tivity

, af

fect

ivity

, op

en-m

inde

dnes

s, pl

ural

ity, a

ppre

ciat

ive

attit

ude

b. T

he a

rts a

s m

anife

stat

ion

of re

ligio

usse

ntim

ents

Wha

t is t

he sp

ecia

l app

eal o

f rel

igio

us a

rtwor

ks?

How

doe

s thi

s spe

cial

app

eal

lead

peo

ple

to re

flect

on

life?

Do

the

arts

of d

iffer

ent r

elig

ions

hav

e di

ffere

nt

cont

ents

and

way

s of m

anife

stat

ion?

19

20

Opt

iona

l Mod

ule

II:

Hum

an-E

nvir

onm

ent R

elat

ions

hip

This

mod

ule

first

inv

estig

ates

the

em

erge

nce

of c

once

rn f

or e

nviro

nmen

t an

d ec

olog

y. I

t th

en g

uide

s st

uden

ts t

o an

alys

e th

e co

mpl

ex r

elat

ions

hips

be

twee

n hu

man

kind

and

the

env

ironm

ent

on t

he o

ne h

and

and

betw

een

the

hum

an c

omm

unity

and

eco

logy

on

the

othe

r. St

uden

ts a

re a

lso

prom

pted

to

cons

ider

the

issu

es in

volv

ed in

env

ironm

enta

l pro

tect

ion,

con

serv

atio

n of

res

ourc

es a

nd r

ecyc

ling.

Fin

ally

, stu

dent

s in

vest

igat

e th

e im

porta

nce

of g

reen

life

an

d co

llabo

ratio

n be

twee

n in

divi

dual

s, co

mm

uniti

es, g

over

nmen

ts, n

on-g

over

nmen

tal a

nd in

tern

atio

nal o

rgan

izat

ions

in sa

fegu

ardi

ng o

ur p

lane

t.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

Wha

t are

the

prob

lem

s fa

cing

our

envi

ronm

ent

and

ecol

ogy?

a. H

uman

de

stru

ctio

n of

the

envi

ronm

ent

Is th

e ha

rm o

n th

e en

viro

nmen

t don

e by

hum

anki

nd se

vere

? Sh

ould

we

crea

te

an a

rtific

ial e

nviro

nmen

t tha

t will

suit

hum

an n

eeds

, or s

houl

d w

e re

stor

e th

e da

mag

ed e

nviro

nmen

t?

Rat

iona

lity,

equ

ality

,ju

stic

e, c

ritic

al th

inki

ng,

resp

ect,

empa

thy,

resp

onsi

bilit

y, c

omm

on

good

, sus

tain

abili

ty

b. T

he c

arry

ing

capa

city

of t

he

ecos

yste

m

Can

a d

amag

ed e

colo

gy re

cupe

rate

? Th

e na

tura

l env

ironm

ent u

nder

goes

tra

nsiti

ons o

n its

ow

n, fo

r bet

ter o

r for

wor

se, a

re e

nviro

nmen

tal p

robl

ems

sole

ly to

be

blam

ed o

n hu

man

s?

c. T

owar

dssu

stai

nabi

lity

Are

nat

ural

reso

urce

s unl

imite

d an

d ca

n th

ey b

e ta

pped

with

out r

estra

int?

Is

sust

aina

ble

deve

lopm

ent p

ossi

ble?

Are

we

acco

unta

ble

to la

ter g

ener

atio

ns in

th

e us

e of

reso

urce

s? W

ho h

as th

e rig

ht to

dec

ide

on th

e us

e of

land

and

the

dist

ribut

ion

of re

sour

ces?

2. W

hat a

re th

e va

lues

and

cons

ider

atio

nsfo

ren

viro

nmen

tal

prot

ectio

n?

a. T

echn

olog

ical

and

soci

alde

velo

pmen

t al

ongs

ide

envi

ronm

enta

l pr

otec

tion

Do

envi

ronm

enta

l and

eco

logi

cal p

robl

ems a

rise

beca

use

of b

ackw

ard

prod

uctio

n m

etho

ds?

Can

tech

nolo

gica

l adv

ance

men

ts in

crea

se p

rodu

ctio

n an

d at

the

sam

e tim

e en

hanc

e en

viro

nmen

tal p

rote

ctio

n? If

the

earth

itse

lf ca

nnot

es

cape

the

final

fate

of d

estru

ctio

n, w

hy sh

ould

we

both

er w

ith e

nviro

nmen

tal

prot

ectio

n?

Rat

iona

lity,

equ

ality

,ju

stic

e, c

ritic

al th

inki

ng,

coop

erat

ion,

resp

ect,

empa

thy,

car

ing,

re

spon

sibi

lity,

inte

rdep

ende

nce,

com

mon

good

b.

Pro

tect

ing

hum

an in

tere

sts

and

ecos

yste

ms

Shou

ld e

nviro

nmen

tal a

nd e

colo

gica

l pro

blem

s be

addr

esse

d so

lely

with

re

spec

t to

hum

an in

tere

sts,

or sh

ould

the

conc

ern

be e

xten

ded

to a

llec

osys

tem

s?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s c.

Val

ues o

f the

en

viro

nmen

t an

d ec

olog

y fo

r hu

man

kind

Wha

t is t

he v

alue

of n

atur

e to

hum

anki

nd?

Wha

t are

the

diffe

rent

impl

icat

ions

fo

r nat

ure

to b

e vi

ewed

as a

big

gar

den

(val

ue o

f app

reci

atio

n an

d re

pose

), a

cath

edra

l (va

lue

of sp

iritu

al re

finem

ent a

nd a

esth

etic

bea

uty)

, a si

lo (v

alue

of

mat

eria

ls fo

r hum

an u

se) a

nd a

labo

rato

ry (v

alue

of e

xper

imen

tatio

n fo

r kn

owle

dge

and

deve

lopm

ent)?

To

hum

anki

nd, i

s nat

ure

an in

stru

men

t, a

refu

ge, o

r a p

artn

er?

Whi

ch v

iew

poin

t is m

ore

acce

ptab

le?

3. C

an w

e fin

d a

clea

r way

ahe

ad

amid

st th

e co

nfus

ions

and

co

ntra

dict

ions

in

the

prac

tice

ofen

viro

nmen

tal

prot

ectio

n?

a. G

reen

life

C

an e

nviro

nmen

tal p

rote

ctio

n be

ach

ieve

d th

roug

h in

divi

dual

par

ticip

atio

n in

gr

een

life?

Sho

uld

we

just

do

our d

uty

or sh

ould

we

dem

and

that

oth

ers f

ollo

w

us?

Wha

t is g

reen

life

? H

ow c

an it

be

prac

tised

in H

ong

Kon

g? W

ill it

hin

der

econ

omic

dev

elop

men

t?

Rat

iona

lity,

equ

ality

,ju

stic

e, c

ritic

al th

inki

ng,

coop

erat

ion,

resp

ect,

empa

thy,

car

ing,

re

spon

sibi

lity,

inte

rdep

ende

nce,

com

mon

good

, sus

tain

abili

ty

b. T

he ro

les o

f go

vern

men

t an

d no

ngo

vern

men

tal

orga

niza

tions

(NG

Os)

Wha

t is t

he ro

le o

f gov

ernm

ent i

n en

viro

nmen

tal p

rote

ctio

n? W

hat r

ole

can

it pl

ay in

pro

mot

ing

the

recy

clin

g of

use

d m

ater

ials

and

the

qual

ity o

f life

? Is

it

feas

ible

for g

over

nmen

t to

use

taxa

tion

and

othe

r pol

icie

s to

prom

ote

envi

ronm

enta

l pro

tect

ion?

Is it

reas

onab

le?

Wha

t rol

e ca

n N

GO

s pla

y in

en

viro

nmen

tal p

rote

ctio

n? Is

it e

ffect

ive?

c. I

nter

natio

nal

colla

bora

tion

Why

is in

tern

atio

nal c

olla

bora

tion

impo

rtant

? H

ow sh

ould

dev

elop

ed

coun

tries

coo

pera

te w

ith d

evel

opin

g co

untri

es?

How

can

the

need

for

deve

lopm

ent i

n de

velo

ping

cou

ntrie

s be

reco

ncile

d w

ith th

at fo

r env

ironm

enta

l pr

otec

tion

in d

evel

oped

cou

ntrie

s? A

re d

evel

oped

cou

ntrie

s obl

iged

to h

elp

deve

lopi

ng c

ount

ries d

eal w

ith e

nviro

nmen

tal p

robl

ems?

21

22

Opt

iona

l Mod

ule

III:

R

elat

ions

hip

betw

een

Mas

s Med

ia a

nd M

oder

n C

ultu

re

This

mod

ule

expl

ores

the

func

tions

of

the

mas

s m

edia

and

thei

r in

fluen

ce o

n m

oder

n cu

lture

. The

sco

pe o

f en

quiry

incl

udes

how

mas

s m

edia

cha

nge

peop

les

life

styl

es a

nd v

alue

s, ra

ise

the

issu

e of

fre

edom

of

spee

ch i

n a

dem

ocra

tic s

ocie

ty,

deal

with

con

flict

s an

d tra

de-o

ffs

betw

een

com

mer

cial

cons

ider

atio

ns a

nd o

ther

val

ues.

Stud

ents

are

enc

oura

ged

to re

flect

on

thei

r val

ues

and

iden

titie

s in

the

com

plic

ated

wor

ld o

f mas

s m

edia

. The

inve

stig

atio

n fo

cuse

s prim

arily

on

the

med

ia p

heno

men

a ac

cess

ible

to th

e lo

cal a

udie

nce.

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 1.

Is i

t the

mas

s m

edia

that

aff

ect

our c

ultu

ral

deve

lopm

ent,

or

is it

our

cul

ture

that

det

erm

ines

th

e pr

oduc

tion

prin

cipl

es o

fm

ass m

edia

?

a. M

ass m

edia

an

dm

ains

tream

valu

es

Are

cer

tain

val

ues a

nd li

fest

yles

ofte

n pa

ssed

on

by th

e m

ass m

edia

? If

so,

why

are

they

bei

ng p

asse

d on

? H

ow d

o m

ains

tream

val

ues i

nflu

ence

mod

ern

soci

ety?

Can

we

find

any

alte

rnat

ive

valu

es in

the

mas

s med

ia?

Plur

ality

, dem

ocra

cy,

just

ice,

ratio

nalit

y,

crea

tivity

, aes

thet

ics,

inte

rdep

ende

nce,

prin

cipl

ed m

oral

ity,

open

ness

, res

pect

for

othe

rs, r

espe

ct fo

rdi

ffere

nt w

ays o

f life

, re

spon

sibl

e at

titud

e

b. C

omm

erci

al

cons

ider

atio

nsan

d ot

her

fact

ors

dete

rmin

ativ

e of

med

iaop

erat

ions

Wha

t are

the

diffe

rent

sour

ces o

f rev

enue

for d

iffer

ent m

edia

? H

ow d

o th

ese

sour

ces o

f rev

enue

influ

ence

thei

r pro

duct

ion

prin

cipl

es? A

re th

ere

com

mer

cial

ties

bet

wee

n th

e m

edia

and

oth

er b

usin

esse

s? B

esid

es c

omm

erci

al

cons

ider

atio

ns, d

o fa

ctor

s suc

h as

pol

itics

, med

ia e

thic

s, an

d pu

blic

opi

nion

s al

so in

fluen

ce th

e pr

oduc

tion

prin

cipl

es o

f mas

s med

ia?

Wha

t are

the

influ

ence

s of t

hese

fact

ors?

c. T

he in

fluen

ces

of a

dver

tisin

gon

soci

ety

Wha

t fun

ctio

ns d

o m

edia

per

form

in th

e op

erat

ion

of th

e bu

sine

ss w

orld

? To

wha

t ext

ent i

s our

con

sum

ptio

n be

havi

our a

ffect

ed b

y ad

verti

sing

? W

hen,

w

here

, and

how

do

we

rece

ive

mes

sage

s fro

m a

dver

tisin

g? H

ow is

bea

uty

pres

ente

d in

adv

ertis

emen

ts?

Do/

How

do

adve

rtise

men

ts st

ereo

type

gen

der

role

s? W

hat v

alue

s are

del

iver

ed in

mos

t adv

ertis

emen

ts?

Why

are

pre

judi

ces

foun

d in

cer

tain

adv

ertis

emen

ts? A

re su

ch a

dver

tisem

ents

com

mon

?

d. M

ass m

edia

an

d a

plur

alis

tic a

ndde

moc

ratic

so

ciet

y

How

can

med

ia h

elp

a so

ciet

y be

com

e m

ore

plur

alis

tic a

nd d

emoc

ratic

? W

hydo

we

need

to p

rote

ct fr

eedo

m o

f spe

ech?

Wha

t are

the

pros

and

con

s of a

pl

ural

istic

mas

s med

ia c

ultu

re?

How

do

mas

s med

ia p

rote

ct th

e va

lues

and

w

ay o

f life

of m

inor

ities

? H

ow c

an w

e pr

otec

t and

pro

mot

e di

vers

ity in

the

mas

s med

ia in

dust

ry?

Issu

es

Key

Poi

nts

Sugg

este

d qu

estio

ns fo

r enq

uiry

Va

lues

and

atti

tude

s 2.

Is p

opul

ar

cultu

re h

arm

ful

or b

enef

icia

l to

the

deve

lopm

ent

of y

outh

?

a. M

ass m

edia

an

d po

pula

r cu

lture

Wha

t are

the

mos

t com

mon

leis

ure

activ

ities

am

ong

youn

g pe

ople

in H

ong

Kon

g? A

re th

ese

activ

ities

rela

ted

to m

ass m

edia

? Are

you

ng p

eopl

e in

Hon

g K

ong

affe

cted

by

mas

s med

ia a

nd fo

llow

the

ideo

logy

of p

opul

ar c

ultu

re?

Indi

vidu

ality

, cre

ativ

ity,

self-

dete

rmin

atio

n,

inde

pend

ence

, sim

plic

ity,

open

ness

, fre

edom

and

lib

erty

, crit

ical

atti

tude

, se

nse

of b

elon

ging

, ad

apta

bilit

y to

cha

nges

b. P

opul

ar c

ultu

re

and

com

mer

cial

so

ciet

y

Is th

e po

pula

r cul

ture

in H

ong

Kon

g co

ntro

lled

by th

e m

ass m

edia

? W

hy d

oes

our p

opul

ar c

ultu

re c

hang

e so

rapi

dly?

How

do

cons

umpt

ion

patte

rns r

efle

ct

the

iden

tity

and

soci

al st

atus

of d

iffer

ent p

eopl

e? D

oes t

his i

mpl

y an

y so

cial

pr

oble

ms?

c. P

opul

ar c

ultu

re

and

pers

onal

grow

th

Wha

t are

the

diffe

renc

es b

etw

een

toda

ys p

opul

ar c

ultu

re a

nd th

ose

of e

arlie

r ge

nera

tions

? H

ow d

o yo

u ac

coun

t for

thes

e di

ffere

nces

? W

ho a

re th

e m

ost

popu

lar i

dols

am

ong

youn

g pe

ople

in H

ong

Kon

g no

wad

ays?

Wha

t im

ages

do

thes

e id

ols p

roje

ct?

How

do

thes

e id

ols i

nflu

ence

thei

r fan

s?

d. P

erso

nal

deci

sion

In

this

het

erog

eneo

us m

edia

wor

ld, h

ow c

an o

ne fi

nd o

nes

ow

n st

ance

? Fo

r th

e m

ass m

edia

, are

con

flict

s bet

wee

n en

terta

inin

g th

e m

ass a

nd c

ompl

ianc

e w

ith m

edia

eth

ics u

navo

idab

le? A

re th

ere

any

outs

tand

ing

tele

visi

on a

nd ra

dio

prog

ram

mes

in H

ong

Kon

g? A

re th

ere

any

good

new

spap

ers a

nd m

agaz

ines

in

Hon

g K

ong?

Why

are

they

bet

ter t

han

the

othe

rs? A

s con

sum

ers,

how

can

/ sh

ould

we

ensu

re th

e co

ntin

ued

surv

ival

of n

on-m

ains

tream

med

ia o

pera

tions

? H

ow c

an w

e en

cour

age

the

prod

uctio

n of

qua

lity

prog

ram

mes

?

23

Learning and Teaching

24

Introduction

To provide students with the essential learning experiences in the PSHE