HHiissttoorryy DDrraammaa ‘‘OOnnee SSttoorrmmyy NNiigghhtt’’ History Learning and Teaching Exemplars (Teacher’s Version) RRRaaatttiiiooonnnaaallleee ooofff ttthhheee DDDeeesssiiigggnnn “Seeing the big from the small, the plane from the dot; Tracing the past from the present, the distant from the near.” To get a glimpse of the Chinese elites in early Hong Kong t hrough the story of the Guan family; To shed light on attitude towards revolution and reform with the spectra of the characters; To pursue historical heritage via traces of human interaction nowadays; To trace long gone historical space and time from things and events close-by. NSS History Learning and Teaching Exemplars Outline of Suggested Activities 3 Activity Chart 5 Timeline 7 Decoding the plot – main characters 8 Activity 1 What memorable dialogues are there? 9 Activity 2 How much do you know about the history? 11 Activity 3 Did the characters in the drama support the revolution? 13 Activity 4 What are the contributions of the Guan family in the 16 modernisation of Hong Kong and mainland China? Activity 5 How did local Chinese elites participate in the modernisation of 20 Hong Kong and mainland China? Activity 6 What role did Hong Kong play in the 1911 Revolution? 28 Activity 7 Were there people from Hong Kong among the martyrs of the 33 1911 Revolution? Activity 8 In search of the footprints of our martyrs 38 Activity 9 Decoding a photograph of the Four Desperados 39 Activity 10 Which is better, revolution or reform? 41 Appendix 1 Profile Chart 47 Appendix 2 Map of East Asia – Political Situation 52 Teacher’s version and student’s version are available in e-version only. They can be downloaded from disc ‘Resources’ or EDB website. Learning and Teaching Resources – Senior Secondary http://www.edb.gov.hk/index.aspx?nodeID=3231&langno=1 Outline of Suggested Activities Topic of Inquiry: Reform or Revolution? Suggested S4 to S6 Levels Related Senior Secondary History Curriculum, Compulsory Part, Theme A: Curricula: • Modernisation and Transformation of Hong Kong － role of Chinese elites in the first half of the 20th century • Modernisation and Transformation of China － modernisation attempts in the first half of the 20th century Senior Secondary History Curriculum Elective Part： • Local heritage studies Learning 1. To distinguish the views of “reform” and “revolution”; Objectives: 2. To understand the role of Hong Kong in the 1911 Knowledge Revolution; 3. To understand the contributions of the reformists to the modernisation of Hong Kong in early 20th century 1. To develop skills for interpreting historical resources, e.g.: judging, comparing, citing, evaluating, elaborating, explaining and inferring; Skills 2. To develop historical empathy; 3. To develop creative thinking. 1. To guide students to appreciate how local Chinese leaders contributed to the modernisation of Hong Kong and mainland China in early 20th century; Attitude 2. To enhance sense of national identity; 3. To inspire enquiry spirit; 4. To enhance the interest in studying local history. 3 Suggestions 1. Classroom Activities for teaching: • Watch the video of the history drama ‘One Stormy Night (風雨橫斜) and then begin various classroom activities. • Ten activities have been suggested. Most of them adopt pedagogies such as “inquiry learning”, “source studying” and “open-ended discussion”. Teachers may select and adapt the suggested activities to suit the needs of the students. • Teachers may recommend the drama script (Chinese version only) which contains rich historical elements to students as extensive reading materials. 2. The 1911 Revolution Historical Trail • The resources pack contains maps, guided tours notes, and a video record of a guided tour led by Mr. Patrick Pak Yiu-charn (could be shown in sections). Teacher may watch the video first and then explain to students on-site. • Teacher may use the guided tour video record to train up student docents who will then visit the historical trail with junior form schoolmates, under the onsite supervision of teacher. 4 Activity Chart Item Content Timeline • Timeline of major events in Hong Kong and mainland China in the Late Qing Period Decoding the Plot • Chart showing characters in the drama Activity 1 • To select memorable dialogues and share thoughts with classmates; What memorable dialogues are there? • To develop students’ historical empathy through observing personal feelings and expressing personal opinions. Activity 2 • To guide students to do historical association and utilize How much do you personal historical knowledge with the dialogues of the drama; know about the history? • To enable students to understand the historical background of the drama through historical association. Activity 3 • To analyze and identify the political stand of characters in Did they support the drama; revolution? • To let students practise judging people from their words and deeds. Activity 4 • Data-based questions practices; What are the • To enable students to understand how local Chinese elites contributions of the were influenced by the unique social, political and economic Guan family in the situation of Hong Kong; modernisation of Hong • To enable students to understand how local Chinese elites Kong and mainland promoted the modernisation of Hong Kong and mainland China? China, and their contributions. Activity 5 • To comprehend, compare, reconstruct, judge and summarize historical resources; How did local Chinese elites participate in the • To identify the similarities of the opportunities, modernisation of Hong achievements and contributions of local Chinese elites in Kong and mainland Hong Kong in those years; China? • To enable students to differentiate political attitudes with people’s thoughts and behaviour. 5 Activity 6 • Data-based Questions practices; What role did Hong • To explore the attitude of the Hong Kong government Kong play in the 1911 towards the Qing government and the revolutionaries during Revolution? the late Qing period, using short stories about Yang Quyun. • To enable the students to understand the role of Hong Kong in the 1911 Revolution. Activity 7 • To read aloud and analyze a passage; Were there people from • To guide students to immerse themselves in historical Hong Kong among the circumstances and understand history with their imagination, martyrs of the 1911 using a passage with compact plots. Revolution? Activity 8 • To match historical events with historical relics; In search of the • To prepare students for historical trail study; footprints of our • If teacher cannot organise a historical trail tour for students martyrs due to time constraints, he/she may ask students to watch the guided tour video in their spare time, and then conduct Activity 8 in class for consolidation of their understanding. Activity 9 • Data-based Questions practices; Decoding a photograph • To guide students to reflect on the impact of adding / of the Four Desperados removing details into / from historical data on historical study Activity 10 • Data-based Questions practices; Which is better, • To guide students, using the dialogue of a heated debate, to revolution or reform? differentiate the similarities and differences between two solutions to national misfortune; and to perceive and think about the feelings and opinions of people holding different stances towards the issue; • To enable students to appreciate that knowing the past helps them deal with the present, and to ponder on how they can respond to the needs of their time. 6 Timeline Major Events in China Year Major Events in Hong Kong 25 January, British troops landed on Sheung First Opium War (First Anglo-Chinese Wan’s Shui Hang Hao, which was then called War) broke out in 1840. 1841 the Possession Point. Treaty of Nanjing was signed. Britain started to administer Hong Kong 1842 Island. Response 1 Rise of the Taipings. 1851 Second Opium War (Second Anglo-Chinese War) broke out. Treaty of Beijing was signed. Britain started to administer Kowloon Reform: 1860 Peninsula. Refers to Beginning of Self-Strengthening Movement political, economic, Pastor James Legge founded the Central Tongwenguan was set up in Beijing. social, 1862 School。 cultural, Chow Shouson became one of the first batch religion and The Qing Court sent the first batch of boys of boys to sent abroad to study in the USA. other abroad to study in the USA. 1872 changes and Tung Wah Hospital was founded. Response innovations 2 Sun Yat-sen joined the Central School。 carried out Sino-French War 1884 within Guan Jingliang graduated from the College existing First Sino-Japanese War broke out. Revolution: 1894 of Medicine for Chinese. The pursuit of a political Xingzhonghui was founded in Honolulu. regime or Outbreak of plague. new system and institution. Xingzhonghui, Hong Kong Branch, was order by Changes by Treaty of Shimonoseki was signed. founded, with Yang Quyun as its first overthrowing reforms are Canton Uprising failed. 1895 Chairman. existing political regime or more Lu Haodong was killed. Next year, Sun Yat-sen was forbidden from moderate carrying out activities in Hong Kong. institution. than those Changes are The Second Convention of Beijing was by tremendous, signed. revolutions. Hundred Days Reform and 1898 Coup drastic and d’etat. 1898 Sun Yat-sen ordered Rong Xingqiao to radical, often participate the revolt of the Army of Scramble for Concessions. involve violence. Self-independence as representative of It usually refers to Xingzhonghui. political 1900 Boxers Uprising. Chen Shaobai became Chief Editor of the revolution, but Revolt by the Army of Self-Independence anti-Qing newspaper China Daily. The there are also in Hanzhou failed. 1900 newspaper office was also the place for economic, social, cultural, religious Huizhou Uprising failed. Xingzhonghui gatherings. and other Yang Quyun was assassinated. He was buried Boxer Protocol was signed. revolutions. 1901 in Hong Kong Cemetery in Happy Valley. Tongmenghui was set up in Tokyo. 1905 Guan Jingliang founded the Association of Cutting the Pigtail but Keeping the Costume. The Qing Court made preparations to draft 1910 a constitution. The Kowloon-Canton Railway began operating.