1. Introduction to the Content and Assessment of the Elective Part Wan Ho Yin CDC-HKEAA Committee on History ( Senior Secondary)

2. SBA Requirements (1) ‘Presentation of study outline’ (2) ‘Study report’. Students should follow this sequence of tasks, and no marks should be awarded to those who only complete the second task without the first one.

3. Task ONE: ‘Presentation of Study Outline’ 10% of the subject mark; 10-minute oral presentation + a study outline with a bibliography; To be conducted before the end of S5, so to secure time for writing and further researches.

6. Task TWO: ‘Study Report’ 10% of the subject mark; a report of about 1500-2500 words, exclusive of punctuation marks, notes and bibliography. The report should include a bibliography. Plagiarism may lead to zero marks for this task.

9. 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. Comparative Local Heritage Issue- based

10. Local heritage studies 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 out­lying islands, urban and rural. Heritages may be divided into two categories: tangible heritage and intangible heritage.

11. 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 studies

12. Max. Mark to be awarded Local 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.

13. 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.

14. Comparative 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.

15. Comparative studies Assessment Focuses: Presenting significant relevant facts. Presenting valid comparisons. Drawing well-argued conclusions.

16. Max. Mark to be awarded Comparative studies 17-20 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.

17. 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

18. Issue-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.

19. 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 studies

20. Max. Mark to be awarded Issue-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

21. 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’?