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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