Introduction
Topic
Subject
Lessons and models
Learning goals
Teaching strategies
Learning and teaching materials
Pre-class preparations and class activities
Extended learning and post-class follow-up
Reference material and worksheets (Suggested answers
attached for teacher’s use)
Humanities Teaching Plan:
“The revolutionary work of Sun Yat-sen and Hong Kong ”
Introduction: Gifted students usually possess such learning characteristics as a
curiosity for things, high comprehensive abilities, and sustained focus
on things they like. To cater to the learning needs of gifted students,
besides co-curricular enhancement programmes, we need to focus on
promoting effective curriculum differentiation by adopting suitable
teaching strategies during normal class time to foster and develop
student potential. This teaching plan is designed around humanities
topics and has adopted the rationale and relevant teaching strategies of
gifted education. It provides a variety of learning resources to enhance
high order thinking activity and advanced exploration, and to inspire
students to exert their strengths.
Topic: The revolutionary work of Sun Yat-sen – his days in Hong Kong (junior
secondary level)
Subject: Integrated Humanities / Chinese History / History
Suggested Teaching Time: 2 periods (consecutive periods) (40 minutes per
period)
Mode: Whole-class teaching
(Teaching material designed by: Members of the “Gifted Education Teachers
Network on Humanities” - Fanling Lutheran Secondary School, C.C.C. Kei
Yuen College, Queen’s College)
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Learning Objectives:
 Learning about the revolutionary work of Sun Yat-sen and how it is related
to Hong Kong
 Developing students’ communication and critical thinking abilities
 Helping high ability students further develop their learning potential
Teaching Strategies:
 Providing a variety of learning materials to inspire students explore Sun
Yat-sen’s experience and revolutionary works in Hong Kong from different
perspectives and levels, and to raise the challenges of the learning process
through advanced and extended learning activities, guiding students to
further analyse the role of Hong Kong during Sun Yat-sen’s revolutionary
work.
 Through Jigsaw Reading, students are encouraged to think and share their
learning, and to raise their analytical, integrative, inductive and critical
abilities through cooperative learning
Teaching and Learning Materials:
Pre-class
Content
Class
Class
readings/
Jigsaw
advanced
assignments Reading learning
Material
Appendix 1:
(reading material and preparatory
worksheet)
Sun Yat-sen’s revolutionary work and his
activities in Hong Kong
Appendix 2: (Mind map)
Sun Yat-sen’s experiences in Hong Kong
Appendix 3:
(Reading material with worksheet)
Hong Kong population census between
mid 19th century and early 20th century
Appendix 4:
(Reading material with worksheet)
The economic prowess of Hong Kong
Chinese from late 19th Century to early
20th century
Appendix 5:
(Map with worksheet)
Hong Kong’s geographical location
After-class Reference
extended materials
learning
for
teachers


(Comprehension/
Analysis)



2
Appendix 6:
(Reading material with worksheet)
Publication industry in Hong Kong in
the early 20th century
Appendix 7:
(Reading material with worksheet)
Sun Yat-sen’s views about Hong Kong
Appendix 8: (Mind map)
The conditions that enabled Hong Kong
to become a base of revolution
(Objective factors and Sun Yat-sen’s
personal opinions) and Hong Kong’s
role in the revolution
Appendix 9:
Reference material/Bibliography



(Synthesis/
Evaluation/
Induction/
Conclusion)


Pre-class Preparations:
1. Teacher guides students to read or review individually an essay from the
secondary one Chinese subject: Mr. Yat-Sen’s Days as a Medical Student
(《中山先生的習醫時代》);
2. Teacher guides students to read individually appendix 1: Sun Yat-sen’s
revolutionary work and his activities in Hong Kong. Students complete
pre-class preparatory worksheets individually
3. Teacher divides students into groups of 4.
Class Activity:
Topic/Issue: Why had Sun Yat-sen chosen Hong Kong as the base for starting
the revolution?
Relevant concepts: Subjective factors/objective factors/political factors/
social factors/economic factors/geographical factors
Questions
for
enquiry
Why has Sun
Yat-sen’s
overthrowing
of the Qing
Dynasty in
1911
been
called
a
Learning
materials
Learning activities
and objectives
Lead-in
Question:

What is “revolution”?

Why has Sun Yat-sen’s
overthrowing of the
Qing Dynasty in 1911
been called a
Gifted education
elements/Differentiation
teaching strategies
Inspire high order thinking in
students using open-ended
questions
3
“revolution”?
(5 minutes)
What
experiences
has
Sun
Yat-sen
gained
in
Hong Kong?
(5 minutes)
(5 minutes)
Appendix 1:
Reading
material with
preparatory
worksheets,
matching
the
historical spots
on Dr. Sun
Yat-sen
Historical Trail
Appendix 2:
A mind map
listing
SunYat-sen’s
experiences in
Hong Kong
What quality Appendix 3 to
of
Hong 6:
Kong
was Reading
conducive to material
and
worksheet,
promoting
analysing the
the
revolution?
political,
social,
(25 minutes) economic and
geographical
situation
of
Hong Kong in
the past.
“revolution”?

After the Qing
Dynasty has been
overthrown, how has
China’s political
system been changed?
Through
questioning,
teachers guide students into
grasping
the
meaning/concept
of
“revolution”
Follow up on preparations:
Students
complete
preparations before class.
The teacher, through writing
on the blackboard or
PowerPoint, guides students
to share and discuss the
questions in the worksheet,
and gain knowledge of the
sites of the Dr. Sun Yat-sen
Historical Trail (including
schools that Sun Yat-sen
studied
in
and
the
conference locations where
he and his comrades
planned the revolution)
Advanced questions after
preparations:
The teacher, through writing
on the blackboard or
PowerPoint, guides students
to apply what they have
learnt through preparation
and complete the mind map.
Jigsaw Reading

Teacher divides
students into roughly
groups of 4

Each group is given 4
different sets of
reading materials with
worksheets (Appendix
3, 4, 5, 6)

Each group member is
given a learning task:
read carefully and
share one set of
Cultivating
self-learning
abilities
in
students;
preparation worksheets also
serves as “pre-testing tool” to
help identify high ability
students.
Guide students to further
identify the revolutionary
activities that lead to the
downfall of the Qing
Government from the events
that Sun Yat-sen experienced
in Hong Kong.
Guide students to enquire the
role/functions of Hong Kong
during the revolution by
analysing the political, social,
economical and geographical
factors.
If classroom environment
allows, teacher can arrange
“expert panel discussions”
before group members share
within their group: allow the
students of individual groups
4
What factors
contribute to
Sun Yat-sen’s
choosing
Hong Kong
as a base for
his
revolution?
(15 minutes)
Appendix 7:
reading
material with
worksheet,
anaylsing Sun
Yat-sen’s views
about
Hong
Kong
What
role
does Hong
Kong
play
during
the Appendix 8：
revolution?
A mind map
integrating
(25 minutes) objective
factors and Sun
Yat-sen’s
subjective
views,
to
(15 minutes) summarise the
importance of
Hong Kong to
the revolution.
reading material

After reading, the first
team member shares
Appendix
3,
the
second team member
shares Appendix 4, and
so on. Each member
has 3 to 4 minutes.
(Students should listen
while filling in the
worksheets.
All
questions should be
addressed directly to
the sharer.)

Through writing on
blackboard or using
PowerPoint,
teacher
facilitates each group
report their findings
and
examine
worksheet answers.
Advanced questions in
jigsaw reading:
Students discuss in groups
to analyse Sun Yat-sen’s
subjective
views,
then
synthesise
all
relevant
information and complete
the mind map. They will
investigate the reason why
Hong Kong became the
base for instigating the
revolution/ Hong Kong’s
importance
to
the
revolution.
who read the same material to
exchange views (for example,
students who read Appendix
3 in each group forms an
“appendix 3 expert panel”),
gather ideas, and share with
their
group
mates.
(Enabling in-depth enquiry
and cooperative learning)
Using
an
analytical
framework/mind map to
investigate
the
topic,
generalise
conceptual
knowledge, and use critical
thinking skills to make
judgments.
(Raising
the
learning challenges)
Synthesis and conclusion:
Teacher writes analytical
structure on blackboard, and
allows students of different
groups to post one opinion
or discovery of their own on
the blackboard.
Circulate and reinforce
learning:
Teacher may also ask
groups
to
circulate Commentary/Question and
completed mind maps, answer helps students apply
5
which will allow all groups
to learn from one another
and note down outstanding
opinions.
their knowledge to express
views, and exercise their
imagination and innovative
ideas.
Commentary/Question and
answer:
Students need to complete
the assignment individually
after class

Among all the factors
that contribute to Hong
Kong’s becoming a
base for revolution,
which is the most
important? State your
reasons.
Without Hong Kong, what
difficulty will Sun Yat-sen’s
revolutionary
movement
encounter?
Teachers may encourage
students to upload their
assignment to the school
intranet or share what they
have
learned
in
class/after-class on relevant
discussion forums, making
good use of information
technology
to
reinforce
interactive
learning
and
extended learning.
Extended learning/Post-class follow-up suggestions:
Teachers should arrange differentiated learning for students of different
aptitude –
For students with general aptitude:

Encourage students to participate in “Dr. Sun Yat-sen Historical Trail” visits

Encourage students to take reference from relevant learning resources, e.g.
photo albums, videos, visit guides, and collect relevant photos to compile a
project feature or information booklet “Sun Yat-sen, student and
revolutionist”, and share relevant photos in class with fellow classmates.
For students with high aptitude:

Students who have visited the “Dr. Sun Yat-sen Historical Trail” will be
trained to as guides. They will arrange relevant visits for students of junior
classes.

Encourage students to study relevant information (Appendix 9), watch the
2nd episode of the History of Hong Kong series “Hong Kong in 1911
revolution” (辛亥革命在香港) by RTHK (first aired on 17.12.2008), and
visit the Hong Kong History Museum exhibition (Dr. Sun Yat-sen Museum),
and investigate: why did Sun Yat-sen claim that his revolutionary ideals
came from Hong Kong?
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