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Hong Kong's Pride

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Hong Kong's Pride Primary 5 Primary 5 Theme 2 Theme 2 Unit 1 Unit 1 Theme 2 Unit (1) Hong Kong’s Pride In this unit, Ling Ling’s family took grandmother and uncle to visit Cheung Chau. This allows students to understand that Hong Kong on its own makes policies on sports and understand Hong Kong’s development and achievements in sports. The unit points out that under the principle of “one country, two systems”, Hong Kong athletes may join international sports events using the name, “Hong Kong, China”. The key learning points are as follows: Learning Activity 1: Salute to the Athletes ✧ Students know that the Basic Law allows Hong Kong athletes to join international sports events under the name “Hong Kong, China”. ✧ Students cultivate the sporting spirit of “never give up” through the stories of hard-working and outstanding Hong Kong athletes. ✧ Students appreciate the athletes who work hard for the glory of the State and Hong Kong. Learning Activity 2: Who is in Charge of Policies on Sports? ✧ Students know that the Basic Law allows the Government of the Hong Kong Special Administrative Region (HKSAR) to make policies on sports on its own. ✧ Students understand that the Basic Law ensures that the non-government sports associations may continue to develop in Hong Kong. ✧ Students can recognize the duties of the relevant government departments and non- government organizations for sports development. The suggested learning time for this unit is 1 hour 30 minutes. 5-50 Primary 5 Primary 5 Theme 2 Theme 2 Unit 1 Unit 1 Learning Activity 1: Salute to the Athletes Key Learning Points: ✧ Students know that the Basic Law allows Hong Kong athletes to join international sports events under the name “Hong Kong, China”. ✧ Students cultivate the sporting spirit of “never give up” through the stories of hard-working and outstanding Hong Kong athletes. ✧ Students appreciate the athletes who work hard for the glory of the State and Hong Kong. Suggested Learning Time: 45 minutes Procedures: Learning Experiences Relevant Materials (1) Introduction ➢ Teachers show Ling Ling’s itinerary and point out that Ling Ling took grandmother and uncle to visit Cheung Chau today. ➢ Students share their knowledge of Cheung Chau. (2) Development ➢ Teachers explain the character’s trip on the second day: 1. Ling Ling’s family, grandmother and uncle visited Cheung Po Tsai Cave, Kwun Yam Beach (Afternoon Beach) and the windsurfing practising site. They saw some athletes practising windsurfing at the windsurfing practising site. 2. They saw a windsurfing sculpture at Tung Wan Children’s Playground. This sculpture was one of the ten sculptures that the Government built in 1996 to commemorate the 100th anniversary of the Olympic Games. At first, the sculpture was put at the Sha Tin Central Park. In that year, Hong Kong windsurfing athlete Lee Lai-shan won the first Olympic gold medal for Hong Kong at the Atlantic Olympic Games in the USA. So the Government moved the sculpture to Lee Lai-shan’s hometown, Cheung Chau, to commemorate her glorious achievement for Hong Kong. ➢ Before the lessons, students collect the information about Lee Lai-shan’s winning the gold medal; then share and discuss in the lessons: 1. At the prize-giving ceremony of the Olympic Games in that year, the flag of which country did they raise, and the anthem of which country did they play? (The flag they raised did not belong to any country; they played the British anthem.) 2. Lee Lai-shan is a Chinese. She was born and grew up in Hong Kong, and represented Hong Kong for the competition. Why did they play the British anthem, and raised the flag that was similar to the British national flag? (Hong Kong has been part of the territory of China since ancient times, but it was under the British rule in 1996.) ➢ Watching Short Video: 1. Students watch the short video, “Chan King-yin – Son of the Wind, Hong Kong”. 2. After watching the short video, teachers ask: 5-51 Primary 5 Primary 5 Theme 2 Theme 2 Unit 1 Unit 1 Learning Experiences Relevant Materials - After Hong Kong was returned to China in 1997, what identity did Hong Kong athletes use to join international sports events? (Delegates of “Hong Kong, China”) - When Hong Kong athletes won prizes, which national anthem did they play and which flag did they raise at the prize giving ceremony? (The • Short Video: national anthem of the People’s Republic of China and the regional flag Chan King-yin – of the Hong Kong Special Administrative Region) Son of the Wind, - Why is the identity of “Athletes of Hong Kong, China” good for Hong Kong Hong Kong athletes? (e.g. They will have more opportunities to have exchanges with mainland athletes. / They will have more opportunities to join international sports competitions and gain competition experience.) - What are your views and feelings after watching Chan King-yin’s story and his experience of winning the medal? (3) Brief Summary ➢ There are a lot of outstanding athletes in Hong Kong. They work very hard in their training and fight gloriously for the State and for Hong Kong. ➢ Under the protection of the Basic Law, they may join international sports competitions and events as athletes of “Hong Kong, China”. This realizes the spirit of “one country, two systems’. Tips for Teachers: 1. Teachers may search on their own or ask students to search for the pictures/news/short videos of Lee Lai-shan’s story of winning the Olympic gold medal in 1996, so that students may have more information for the discussion. 2. In the learning and teaching process, teachers should focus on the contents of the Basic Law rather than explaining in detail the stories of particular athletes. References for Teachers: • Sports Federation & Olympic Committee of Hong Kong, China http://www.hkolympic.org/ • Sports Development Policy and Objectives – Legislative Council Document No. CB(2)67/10-11(01) http://www.legco.gov.hk/yr10-11/english/panels/ha/papers/ha1020cb2-67-1-e.pdf • Home Affairs Bureau – Recreation, Sport and Entertainment Affairs http://www.hab.gov.hk/en/policy_responsibilities/Recreation_Sport_and_Entertainment_Licensing/ sport.htm Relevant Articles of the Basic Law: • Article 149 Non-governmental organizations in fields such as education, science, technology, culture, art, sports, the professions, medicine and health, labour, social welfare and social work as well as religious organizations in the Hong Kong Special Administrative Region may maintain and develop relations with their counterparts in foreign countries and regions and with relevant international organizations. They may, as required, use the name, “Hong Kong, China” in the relevant activities. 5-52 Primary 5 Primary 5 Theme 2 Theme 2 Unit 1 Unit 1 Learning Activity 2: Who is in Charge of Policies on Sports? Key Learning Points: ✧ Students know that the Basic Law allows the Government of the Hong Kong Special Administrative Region (HKSAR) to make policies on sports on its own. ✧ Students understand that the Basic Law ensures that non-government sports associations may continue to develop in Hong Kong. ✧ Students can recognize the duties of the relevant government departments and non-government organizations for sports development. Suggested Learning Time: 45 minutes Procedures: Learning Experiences Relevant Materials (1) Introduction ➢ Before the lessons, students collect the information of sports facilities/ management organizations near the school, and share it in the lessons. ➢ Students share the experience of joining the sports activities that the Leisure and Cultural Services Department/Home Affairs Bureau hold. (2) Development ➢ Briefly review the short video, “Chan King-yin – Son of the Wind, Hong Kong”. ➢ Teachers ask students: Why may Hong Kong on its own still make policies on sports after its return to China? (This is because the Basic Law states that the HKSAR Government on its own makes policies on sports.) ➢ Teachers bring out that the Basic Law also ensures that non-government sports associations, such as the Hong Kong Amateur Athletic Association and the Hong Kong Cycling Association, may continue to develop sports affairs in Hong Kong. ➢ Students share the information of some non-government sports associations. ➢ Computer game: • Computer Game: Students play the computer game, “Who is in Charge of Policies on Who is in Charge Sports?” (Refer to Appendix 1 for the Guidelines to the Game.) of Policies on ➢ Teachers bring out that the Basic Law allows the HKSAR Government Sports? on its own to make policies on sports. The government departments and civil organizations in Hong Kong work together to promote sports development. (3) Brief Summary ➢ The Basic Law protects non-government sports associations so that they can continue to develop in Hong Kong. ➢ The Basic Law allows the HKSAR Government on its own to make policies on sports. Many departments/organizations promote sports affairs in different areas. 5-53 Primary 5 Primary 5 Theme 2 Theme 2 Unit 1 Unit 1 Tips for Teachers: 1. Teachers may first collect the URL addresses of some non-government sports associations, and provide them to students whenever necessary to help their learning. 2. If necessary, teachers may use the materials in Appendices 2 to 5 to finish the activity, “Who is in Charge of Policies on Sports?” in replacement of the computer game. Online References for Teachers: • Home Affairs Bureau – Recreation, Sport and Entertainment Affairs http://www.hab.gov.hk/en/policy_responsibilities/Recreation_Sport_and_Entertainment_Licensing/ sport.htm Relevant Articles of the Basic Law: • Article 143 The Government of the Hong Kong Special Administrative Region shall, on its own, formulate policies on sports. Non-governmental sports organizations may continue to exist and develop in accordance with law. • Article 149 Non-governmental organizations in fields such as education, science, technology, culture, art, sports, the professions, medicine and health, labour, social welfare and social work as well as religious organizations in the Hong Kong Special Administrative Region may maintain and develop relations with their counterparts in foreign countries and regions and with relevant international organizations.
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