新高中歷史學與教策略﹕冼思敏老師
International Social and Cultural Cooperation
By SIN Sze-man
St Paul’s School (Lam Tin)
Note: Parts I, II and III are applicable to all the units in this chapter.
I. Teaching background
1. This chapter is taught in the first term of NSS3. Students have learnt all historical
skills (such as making comparison and identifying change and continuity) and
different generic skills (such as communication and study skills).
2. There are about 30 average students in one class, and they are motivated to learn.
3. The textbook they use contain useful information, but is loosely organized.
II. Objectives
By the end of the 30 lessons, students should be able to
1. identify the major developments of the recurring global dilemma in five aspects
(namely population, resources allocation, environment, medicine, and science and
technology), evaluate the successes and failures of the international community to
resolve the dilemma, and discuss the difficulties it faced;
2. consolidate various historical and presentation skills; and
3. have empathy for and readiness to help the less privileged people in the world, and a
sense of mission to build a better world.
III. Teaching strategies
1. The lessons are interactive, guiding students to inquire into historical events and
develop critical thinking skills step by step.
2. Think-pair-share will be adopted before asking students to answer the questions.
3. Present-day examples will be used to help students understand the issues and apply
their knowledge. Yet, they will be reminded to use historical facts in the 20th century
in examination.
4. The discussion in this chapter will be related to other topics of NSS History or other
subjects when appropriate.
5. In addition to the suggestions in this package, tests and the data-based and essay-type
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questions in the textbook will be used for students to internalize the knowledge.
6. Reference will be made to the marking criteria published by the HKEAA to help
students improve their answers.
IV. Overview of this chapter
Lessons
1
5
4
8
4
4
4
Units and Questions for Enquiry
A. What were the major global socio-cultural issues in the 20th century?
B. Population
1. What was the major development in these aspects?
2. How successful was international cooperation in
C. Resources
making improvement in these aspects?
D. Environment
3. What were the obstacles to international
E. Medicine
cooperation in these aspects?
F. Science & technology
G. To what extent could international community resolve recurring global
dilemma?
C. How successful were the international efforts in dealing with wealth disparity? Why?
Number of lesson: 4
Lesson plan
1.
2.
3.
Group presentation: problem of wealth disparity
a.
Students mention names of country and teacher categorizes them under ‘the
South’ and ‘the North’.
b.
Students guess the meaning of ‘the South’ and ‘the North’, and read the
textbook to check their answers.
c.
They point out the different situations in the North and the South.
Question and Answer: why wealth disparity
a.
Teacher shows Source C.1 and ask students to guess
i. whether the protesters were from the North or the South;
ii. why they had protest.
b.
Students watch the video and identify the reasons for the anti-WTO protest.
 The truth behind the WTO by War on Want
http://hk.youtube.com/watch?v=E1Oj7Hk31LY&feature=related
c.
Students read the textbook and evaluate the validity and reliability of the
speakers’ opinion.
Group presentation: international effort to reduce wealth disparity
a.
Students read the textbook and find out
i.
the international organizations concerning resources allocation;
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新高中歷史學與教策略﹕冼思敏老師
4.
5.
ii. their achievements; and
iii. their failures and the reasons for the failure.
b.
They discuss ‘If you had US$10 million, which organization and which project
would you support? Justify your choice.’
(They may refer to Bill and Melinda Gates Foundation
http://www.gatesfoundation.org/Pages/home.aspx for information.)
Individual work: learning diary
a.
Students reflect on ‘How successful were the international efforts in dealing
with wealth disparity? Why?’
Group presentation: follow-up activity
a.
Students read Source C.2 and discuss
i. the problem of Pakistan; and
ii. make suggestions to the Pakistan government for resolving its problem.
They should justify their views.
Teaching resources
1.
2.
3.
4.
Board and chalk
Computer and access to the Internet
Visualizer
Sources C.1, C.2
Expected outcome / difficulties
1.
2.
Teacher should be aware of the negative emotional response of the students who
come from less developed countries.
Teachers may organize the following activities for students to have Other Learning
Experience.
 Oxfam Hunger Banquet
http://www.cyberschool.oxfam.org.hk/downloads/hungerbanquet.pdf
 School Famine http://www.worldvision.org.hk/eng/sf/index.asp
Source C.1
The following shows the anti-WTO protest during the WTO Ministerial Meeting in Hong
Kong in 2005.
Provenance of Source: All about WTO
http://flickr.com/photos/strausser/73789094/ (Access on 1/2/2009)
Source C.2
Pakistan may turn to IMF for help
Provenance of Source: SCMP (20/10/2008)
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