Our history class sets out to view thematic concepts throughout the course of history, specifically within different periods of time as to render conclusions. We consider concepts in the abstract and then apply details to them according to a given historical event which then allows us to compare similarities and contrast differences in history. For example, our class has studied social stratification in the Middle Ages (lesson one), Revolutionary France (lesson nine), the Industrial Revolution and present-day Hong Kong (lesson twelve), noticing differences between the ages and drawing conclusions by synthesizing similarities.
Application exercises, that which requires students to transfer knowledge from one context to another, and of which the aforesaid compare, contrast and conclude example is but one, have enabled students to think both abstractly and locally; students have been provided opportunities to see how a concept - revolutions (lesson ten); and inventors' qualities (lesson eleven) - fits into their world, Hong Kong.
Besides using deductive approaches to understanding concepts, students have also thought inductively, to discern concepts, generalizations and conclusions based on the scrutiny of individual players in the storm of history. Sometimes it's best to examine individuals to generate impressions of the times, whether it be in the Middle Ages (lesson three), the Renaissance (lesson two), or the Industrial Revolution (lesson eleven).
Finally, the content area of History is full of vocabulary words, concepts that must be understood. To do so, our class utilized a variety of content area reading skills and strategies that foster a constructivist approach, including vocabulary squares (lesson four), knowledge grids (lesson twelve) and even vocabulary circles (lessons three, four and five) for assessment. Indeed, the general flow and management of information in the class requires students to embrace the responsibility to build knowledge, whether it is determing which concepts to be included on a vocabulary circle quiz, whether it is constructing class study questions (lesson eight), or whether it is determing what issues to research and how best to put that research on a piece of paper (lesson thirteen).
We've talked about the distribution of power in the Middle Ages, and we've drawn some parallels to modern society in Hong Kong, though nothing is conclusive. So, in your blog, be conclusive: is our power structure fundamentally different from Medieval society; or do we still have a hierarchy, except the kings, knights and peasants now have different names? Share your thoughts, and please provide some examples. We'll read a few out loud in class next Wednesday.
15.2.08 - Muky provided this excellent diagram depicting her understanding of Hong Kong's power structure.
Please prepare for next week's lesson by reading a bit about the Renaissance.
Though the discussion was fruitful, we spent a bit too much time discussing gender disparities, their causes and possible solutions. Consequently, we didn't have much time to review what we learned last week; nor we could we learn about the Renaissance. We'll get started, however, with this weekend's homework assignment.
In your history textbook, read pages 14-20. Pay careful attention to the qualities and achievements of the featured artists, two of which, Michaelangelo and Leonardo DaVinci, you should already be familiar with having browsed through their biographies in class today. In your blog, describe why these people are used as examples of Renaissance men; how are these Renaissance men different from the typical characters that we find in the Middle Ages?
The following response was provided by Nathania:
I think Michaelangelo and Leonardo daVinc are used as examples of Renaissance men because their arts have more color and they can made people happy and hoped against hope with their life.
Renaissance men are different from the typical characters in the Middle Ages because the art of the renaissance men are more colourful and the theme is hopeful, but the color of the typical characters in the Middle Ages are dark.
We reviewed the Middle Ages and then introduced a contrasting period of time, the Renaissance. After reviewing our concepts, we broke up into groups and created concept circles for vocabulary words and ideas that we encountered in studying these periods in history.
Your homework is to travel back in time to live the life of a person who lived during the Renaissance or the Middle Ages. Below are a terrific list of resources through which you can browse to learn more about the different types of characters and professions available to you. In your blog, write at least three paragraphs that share your life in that period of history. You should include these things in your biography:
Your name ( you can use your own name or create a new name for your Renaissance character)
Your birthdate (and deathdate, if you wish!)
Where you were born and where you live
Your job
What you do at your job and what you do in your daily life
Your feelings
This writing counts as a composition. It will be out of, perhaps, 20 marks just like an English composition.
I recommend reading the information in the Websites; focus especially on the jobs, and the locations because they lend much useful information to include in your writing.
18/2/08 - Karen Li wrote the following story which, I think, provides the most comprehensive picture of a person's life in the Middle Ages.
Hello! My name is Speranza. I was an Italian. I borned and lived in Rome, Italy. I was borned at 28th June, 1389 and died at 1st April,1454. I had one brother. He was 3 years older than me. He was a sucessful scientist and he discovered new element when he was 18. My father and mother hoped me learnt more on science but I prefered music.
My mother didn't let me learnt music instrument when I was young. I had a friend called Gianna. She learnt piano and violin. I always went to her home and learnt these two instruments. Of course I didn't tell my mother. I knew I was interested in music mre than science. I praitced everyday in Gianna's home. When I was 10, I started to compose short songs for about 24 bars for piano and violin. When I was 14, I composed a duet song for piano and performed it with Gianna at the hall of Rome.
I got a chance to perform there because one day a person pass through Gianna's house. I was praticing the song with Gianna. That person appreciated us and invited us to perform our song in a concert in the hall of Rome. On that concert, many young musician performed their new songs. I learnt a lot through that concert especially the skills of composing slow song. And the person invited me to the concert was the chairperson of the Youth Music Society of Italy. His name was Enrico. After the concert, I became one of the member of the society. My family didn't want me to have development on music, Enrico talked with my mother. At last, my family supported me for the development of music.
My friendship with Gianna was very long as we were friends since 6. Unfortunately, she was dead when she was 20 by cancer. I lost my best friend. Luckily I met Raimondo. He was also a composer and he was 2 years older than me. He was good at flute and cello. We became friends because we had the same hobby. Raimondo became my boyfriend when I was 21. I was happily married when I was 24 and gave birth to my daughter, Isabella. Then I kept on writing new songs. I taught my daughter piano and violin and Raimondo taught her flute and cello. I wrote two sonatas for pianoand about ten hymns during 1413-1423. During 1425-1427, I composed a song with Raimondo for piano violin and cello. I performed this song in the hall with Raimondo and Isabella. We were very sucessful.
Isabella was talented in drawing more than music. When she was 18, she decided to be an artist instead of a musician. Ramimondo and I supported her and she drew great painting about nature. Raimondo and I kept on composing music. We wrote 4 concerto, 5 sonatas, 9 hymns more during 1431-1451. My health became worst when I was 62. I cough a lot. Later on, I couldn't listen and see well. When I was 64, I wasn't able to walk anymore. I was able to lie on the bed only. I discovered that I got the lung cancer. And I was dead on 1st April, 1454.
I dead when I was quite young. I couldn't saw my grand-daughter. Nevermind, I knew they could live very well. I was happy to compose music. I was happy to meet Raimondo and Gianna. I hoped my music could keep for a long time by the people in Italy forever and let everyone try to appreciate the "beauty" of music.
As we've been breaking down words into morphemes to build comprehension, we'll now take individual responsibility to learn a word, to own it.
Take one of the concepts we've learned - Enlightenment; liberty; equality; Divine Right; monarchies or absolutism - or one that we will learn - revolution; social contract - and create a vocabulary word box. Of the four boxes, one should contain the vocabulary word; another should contain the word's morphemes, with examples; yet another should have the word's definition; and finally, the last box should be a picture to help you to remember the word.
This homework assignment will count towards extra credit - you need it! - if you do an outstanding job. You shall rue not doing this homework!
Furthermore, please read pages 38-41. The information in the textbook will help you!
Next week we will take another vocabulary circle test, but this time we will assess not only the Middle Ages and the Renaissance, but also the Enlightenment. Make sure you study; there will be no extra marks!
Your assignment, in fact, is quite simple: complete the two sets of worksheets that you received today in class; if you complete them diligently, and review them fastidiously, you without a doubt will do well on the vocabulary circle quiz. Of course, remember to reread the parts in the textbook concerning the Renaissance and the Enlightenment too!
Lesson Six - 5/3/08
Concepts
Revolution
Assignment
Today we reviewed the Middle Ages in reading about the life of a knight; this time, however, we incorporated a language across curriculum twist when we enumerated the process to becoming a knight, utilizing procedural words and content area vocabulary that I selected. In scrutinizing the language while reading aloud students' answers, we noticed the need to use the past tense and punctuation, and to be consistent in number (whether to keep a noun singular or plural).
For homework, apply this procedural orderning technique to the American revolution: list the five steps that transformed 13 colonies into the United States of America. Put this in your exercise book (and if you want, copy it onto your blog) since we'll go over it in class next week.
For your collaborative, comparative activity in class, you had two tasks to accomplish: first draw parallels in terms of government structure between Hong Kong and the United States; and also highlight the similarities and differences in the political and economic contexts faced by the 13 colonies and the Hong Kong colony. We managed to finish the former task while the latter, although there were some initial responses on the board, will be completed for homework
Your homework is to write at least two paragraphs describing the differences and similarities in the economic and political contexts that the 13 colonies and the Hong Kong colony faced. Put this on your blog! If you want extra credit, correctly use the grammar items - units 13 through 18 - that we have gone over this term and underline them! For your reference, I've linked this page to some more resources describing colonial life.
This writing counts as a composition. It will be out of, perhaps, 20 marks just like an English composition.
Feedback
9/4/08 - I've reviewed the assignments and have noticed an obstinate misunderstanding of the concepts; there is much confusion in differentiating between a country and a colony, and the political structures each entails. Hopefully, today's lesson, along with the following questions, has helped to clarify these misunderstandings - WD.
1) Did the 13 Colonies have a constitution?
2) Did the 13 Colonies have a legislature?
3) Did the Hong Kong colony have a basic law?
The answer to all three questions, is "no."
Mandy wrote this concise comparison between the Hong Kong colony and the 13 Colonies.
For the 13 colonies, they must obey Britain's economic policy. The 13 colonies must sell raw materials to Britain only.And there were no free tradings. They may use Britain's ships to transport goods only. But for Hong Kong, it is a free port in 1841. You can use what ship no matter you want and the ships could enter Victoria Harbour freely.Beside that,there were free tradings in Hong Kong. So, there were many foreigners came to for trading.
There are many political differences and similarities between Hong Kong and the 13 colonies. The Britain government passed some acts made the colonists had to pay for the cost of keeping this army.Such as Sugar act, sugar and wine imports must pay a tax ; Stamp act, all printed documents must pay a stamp duty from 1 cent to 50 dollars; Townshend acts, all paper, tea, lead and glass must a tax.In Hong Kong, we have to pay a tax for wine and pay for the stamp also. But we don't have Townshend acts.
Guiding Questions (with sample answers from students)
1. How did the colonists unite America?
First the 13 colonies didn’t want to be ruled by Britain with absolute power. They were discontent with the local council. Then there was The First Continental Congress. After that the war started. After the war, in 1783, Britain signed The Treaty of Paris to recognize the independence of the 13 colonies. And the United States of America was born - Carmel.
2. How did the legislature take part in the structure of the federal government?
The legislature could take part in the structure of the federal government through the Continental Congress - Nicolas.
3. How did the American revolution happen?
The colonists weren’t satisfied with the rules of British, the economic policy and also the political acts. The acts stipulated the colonists should pay taxes for the army for protecting the land taken from France. The colonists think that was nonsense, so, they held the Boston Tea Party to protest against the acts. But the British Government passed the Intolerable Acts to punish the ones who took part in the event. This made the colonists even not satisfied. So they called the First Continental Congress to demand that King George III of Great Britain should end the Intolerable Acts. But the British Government refused. Finally, the colonists were really very angry and broke out the American War of Independence with the British soldiers - Jessica.
4. Why did the people in the Enlightenment object to absolute power?
The people in the Enlightenment objected to absolute power because they wnated to have natural rights. They wanted fair - Dicky.
5. Explain one of the British acts that created economic discontent amongst the American colonists.
One of the act was the Stamp Act, in this act, the people must pay a stamp duty from 1 cent to 50 dollars for all printed documents and this act made the colonists discontent - Nathania.
Assignment
We tried our best to better understand the baffling concepts of social contract, natural rights and rule of law; next week we'll make sure we understand those concepts that you chose in lesson seven.
In your blog, answer the five guiding questions that we rendered today in class. Furthermore, since we are a bit behind schedule, read about the French Revolution in your history text book, from pages 60 to 85; and finally complete activities 4-7 (pgs. 62, 68, 72, 79) and the test your understanding section on pages 84 and 85.
If you're interested, you can view the concepts and questions that the entire form will need for the final exam.
- Teengaers, Red Guards, follow Mao in the Revolution
- Education, professions and other social institutions cease
- Teenagers, the educated and professionals are moved to the countryside
Three Estates
Extra Credit Questions
1) How many estates were there before the French Revolution?
There were three estates.
2) Which king was killed during the Revolution?
Louis XVI was killed during the Revolution
3) What was the period after his death called?
It was called the Reign of Terror.
4) Who became emperor of France?
Napoleon became emperor of France.
5) What congress was held after the emperor was defeated?
The Congress of Vienna was held after the emperor was defeated.
Assignment
We took a quiz to reward students who understand the big names and concepts of the French Revolution, because these ideas - the estates; the Reign of Terror; liberalism; and nationalism - can be seen and applied to other historical periods; though the facts of the French Revolution won't be found on the final exam, its political and social concepts certainly will.
Your assignment will require you to connect related constructs in history: compare, contrast and conclude, either: Feudalism, the three estates and Hong Kong society; or compare and contrast the Reign of Terror with the Cultural Revolution. If you choose to produce a visual representation, we can hang them up outside the classroom: good works, as always, will be rewarded handsomely. The assignment is due next Wednesday; and for even more extra credit, read the Napoleon book and prepare any sort of sharing - yes, it can be a powerpoint report - for the class.
Jessica produced a conclusive comparison between Hong Kong society and the Feudal system.
You have two assignments. The first, in your blog, is to answer the poll question: Which revolution does Hong Kong need? Choose between the American Revolution, the French Revolution, the Industrial Revolution, the Cultural Revolution or none at all; but make sure you defend your choice; explain your answer.
We will begin an "inventive lives" project next week which will involve a jigsaw activity of various famous inventors throughout history. To prepare for this assignment, read the textbook from pages 88-106 and based on that, and your own knowledge, answer this question in your blog: what are five basic qualities that a good inventor might have?
For even more extra credit, read the Napoleon book and prepare any sort of sharing - yes, it can be a powerpoint report - for the class.
15/4/08 - Muky offered this response.
I think Hong Kong doesn't need any revolutions. Hong Kong people
do not have any strong emotion or discontent towards the government. Also,
they are contented with their lives. So the American Revolution and the
French Revolution are not needed. The Hong Kong society is becoming
more high-techniqued and it makes changes in transportation, electrical
appliances, etc. But it doesn't make as huge changes as the Industrial
Revolution in the society. I think there must be really enormous changes to
cause revolutions. Cultural Revolution is not needed too. Hong Kong may
esists some people with silly ideas but there are no powerful ways to let
them spread their ideas to the youngsters.
Five basic qualities that a good inventor might have.
Today in our history lesson we participated in a jigsaw activity in which, after the class had brainstormed for inventor qualities, each small group received a biography of an inventor to read and to discuss with the objective of gleaning factual information as well as discerning each inventor's unique personal qualities; and finally we formed new groups in which each group member could share his expertise on his inventor, consequently to discuss those personal qualities to reach, hopefully, a consesus of the qualities necessary to become an outstanding inventor. Each group shared their conclusive qualities and defended those qualities in front of the class.
Lesson Outline
Task
Materials
Introduce the day's objectives; and brainstorm a list of inventor qualities
Students should have completed the latter task for homework.
Students divide themselves into groups and each group receives an inventor's biography which is to be read and analyzed using an accompanying inventor worksheet. Inventor qualities also need to be discerned.
Students then join new groups to share their expertise on their inventors; based on the discussion of multiple inventors, at least one conclusive quality should be derived to be defended in front of the class.
Each group share at least one quality that they have decided is important for an inventor; the reasoning for this quality should be explained.
The most popular qualities are finally applied to the students's societal context; does their society foster these qualities in formal education, via other institutions, etc. And does the society need these qualities?
The students overall engaged this jigsaw activity with more diligence than in previous jigsaw activities; the experience is helping them to learn of the importance and power of this type of collaborative lesson; of course, that said, there are still some classroom management issues to handle when students are sharing their findings and conclusions with the rest of the class; many students, ignorant of the pedagogical significance of the sharing, were still busily discussing and preparing while other students orated for the class. I want to make sure that students are on task not only when they are working within small groups, but also when they need to listen to other groups present.
From my field notes, I enumerate the groups' communicative behaviors, some of which denoted effective learning.
individual presentations
sharing notes for other students to read
showing biographies to other students
off-task behavior
completing unfinished work
Next week, we will begin inventing ourselves!
Assignment
We will continue discussing the concepts that we developed today in class, those qualities which good inventors should possess. For homework, in your blog, review those five concepts and apply them to your life in Hong Kong; that is, does Hong Kong foster and promote those qualities that we consider paramount in order to be a good inventor? If so, where and how are they fostered; do we learn these qualities in school, in Methodist College?
If you think these qualities are not fostered in Hong Kong, then do you think Hong Kong people should promote these qualities; why or why not?
8/5/08 - Samuela offered this response.
These qualities are to be imaginative, determine what society needs, breaks from the old ways and creative . I think we can learn to determine what society needs in our L.S. lesson and History lesson..We learned the mistakes from the past and we know how to avoid to do those wrong things.
We also learned to be imaginative and creative in our Art lesson. We finished our art work by ourselves. There are no helpers to help us finish our work, but other lesson's work, may have.
And I also learned that quality, full of imagination while I was recite something by heart. Those Chinese poem are so difficult to remember. So I use that method to help me to remember things. I think it is very useful.
There was a full complement of scores, ranging from full marks to three; and the average mark was 20. Since I was a very lenient marker for the open-ended question - as long as you articulated your thoughts eloquently, you received full marks - the most difficult section proved to be the second part in which you have to spell the vocabulary words; there were a number of spelling errors, as well as part of speech errors - legislative is an adjective; legislature is a noun; yet I accepted both, silly me. Word choice, too, could use some improvement because, when considering extremes, the word, "change" certainly doesn't connotate an action such as "oppose" or more concisely, "overthrow." The latter two examples were acceptable as the former was not.
Knowledge Grid
Vocabulary Words
Know a lot
Know some
Know nothing
King
24
4
12
Nobles
13
19
8
Knights
9
25
6
Peasants
8
28
4
Slaves
18
14
8
Clergy
4
13
23
Nobles
13
19
8
Commoners
7
11
22
Capitalist Class
3
14
23
Middle Class
3
19
18
Working Class
7
13
20
Students in history class have seen time and again social stratification, from the Feudal Age to the present-day in Hong Kong. We work with knowledge grids to pull all of the stratified characters together, and to gauge our collective knowledge of them. While the Feudal society is understood well, the Three Estates from the French Revolution, as well as the classes emerging in the Industrial Revolution require deeper and more extensive coverage, an insight that this grid provides conveniently for the teacher.
Assignment
Please read pages 88 to 106 to further familiarize yourselves with the Industrial Revolution since, perhaps, you shall take a quiz in the coming weeks on this historical topic.
Furthermore, as we have discussed the stratification of the industrial society into three classes, now it is time to apply what you know about those three classes to Hong Kong, or greater China. The assignment is similar to the assignment from lesson three and, in fact, is simpler.
On an A4 piece of paper (or larger if you wish), create three characters, each one representing a different industrial class. Include a picture of the character and the following vital statistics:
Name
Birthdate
Birthplace and current address
Education information
The character's job details
Salary
Feel free to add more information as you see fit; colors, too, would enhance your depictions, leading possibly to extra credit. I'll collect the assignments on Wednesday and post the best ones outside.
7/5/08 - Muky stratifies Hong Kong people to a marked effect.
We presented our assignments from last week, those class comparisons in Hong Kong; and it provided yet another opportunity for our class to see class distinctions in history for which we drew the following conclusions - class exists; classes are unequal; more people are on the bottom than on the top.
We've become experts on class after making so many comparisons of it in different periods of history. Now, we want to take our comparing, contrasting and concluding skills and apply them to a different concept. To best learn, in a pluralistic, constructivist manner, about the history of Hong Kong, you have chosen a concept that will study in Hong Kong's history which you will compare to another period in history:
The Middle Ages
The Renaissance and Enlightenment
Colonial America
Revolutionary France
The Industrial Revolution
You chose for a loose method of developing expertise, forsaking a report a la the Yau Ma Tei project. Consequently, you have an A4 paper on which your knowledge, your expertise should be evident, whether it be represented in words or pictures. Be reponsible for knowing your concept well, for next week we will form groups to share our expertise.
Finally, you can choose a specific period in Hong Kong's colonial period to compare, whether it be the 19th century or the early 20th century in Hong Kong.
Transportation development (Sunny; Nathania; Hilda; Jeremy) (Stephanie; Phyllis; Mandy; Charlie)
Architecture (Muky; Jessica; Ella; Kelly)
Public Health (Janet; Karen)
Assignment
Today we will share our expertise on our chosen topics; those who studied the same topic shall be grouped together; and after sharing their findings, each group will begin working on a presentation, utilizing Powerpoint, to share with the rest of the class, for next week, their discoveries in comparing and contrasting Hong Kong's development with the development in different periods in history. These are the criteria, so far:
You only have five to ten minutes to present your Powerpoint
You can include as many, or as few different periods of time as you like
Include examples of development and their effects
Includes names (of people; of organizations; of other bodies) and graphics, especially from Hong Kong's history
Draw conclusions!
All presentations must use factual information gleaned from the textbook, particularly from the chapter on Hong Kong's history. Other sources, too, are encouraged for referencing.
The powerpoint presentations will be uploaded to the Internet - Scribd - and we can share these Powerpoint presentations, using them as study guides for the examination.
Transportation development (Sunny; Nathania; Hilda; Jeremy) (Stephanie; Phyllis; Mandy; Charlie)
Architecture (Muky; Jessica; Ella; Kelly)
Public Health (Janet; Karen)
Objective
Students will be able to demonstrate mastery of at least one higher-order thinking skill: comparing; contrasting; or concluding.
Tasks
Introduce the lesson and make explicit the connection between presentation criteria and higher-order thinking skills, namely, comparing, contrasting and concluding, which have been a focus in history this year.
Explain the audience's role in listening and watching for examples of knowledge; comprehension/analysis; and evaluation. After each presentation, each column of students will respond with an example from the presentation.
Distribute assessment sheets and explain the teacher's role in marking students' work.
Students will have five minutes to organize themselves, to determine who will present and how the presentation will be run.
Students will present, after which, they will receive feedback from the audience on the skills presented.
Feedback
I was impressed not only with the content of Powerpoint presentations, but also with the high-order thought that students demonstrated while related this topics to the class. Some students spoke eloquently, cogently on their topics, orating fearlessly with the aid of a simple picture or bullet point - spectacular!
However, this pertained only to a few, select students - the elites, may I say. As the principal shared her observations, I, too, notice it more: many students in the class are disengaged; that is, only about a third of the class benefits from this kind of task where they were listening and reading specifically for knowledge-, comprhension-, analysis- or evaluation-level examples because only about a third of the class was willing to participate in feeding back the information in the presentations. A worksheet, I believe, may help students to focus more on their specific tasks for next week.
We indeed didn't finish the presentations and that's ok since the quality of the presentations today warranted an extended amount of time for discussion, and preparation. I've told the students that, especially after today's exemplars, I expect even better presentations for the coming week. To wit, slides that explicitly state what is being compared and contrasted would help; a table, too, listing the characteristics of the items being compared - whether transportation vehicles or schools - could make information easier to digest, rather than presenting static, descriptive slides of each item.
There were technical difficulties today in trying to load Powerpoints from scribd. Perhaps another Website would be better to use, such as Zoho Show.
Transportation development (Sunny; Nathania; Hilda; Jeremy) (Stephanie; Phyllis; Mandy; Charlie)
Architecture (Muky; Jessica; Ella; Kelly)
Public Health (Janet; Karen)
Objective
Students will be able to demonstrate mastery of at least one higher-order thinking skill: comparing; contrasting; or concluding.
Tasks
Return American Revolution quiz papers and deliver feedback
Introduce the lesson and make explicit the connection between presentation criteria and higher-order thinking skills, namely, comparing, contrasting and concluding, which have been a focus in history this year.
Explain the audience's role in listening and watching for examples of knowledge; comprehension/analysis; and evaluation. After each presentation, each column of students will respond with an example from the presentation.
Distribute assessment sheets and explain the teacher's role in marking students' work.
Students will have five minutes to organize themselves, to determine who will present and how the presentation will be run.
Students will present, after which, they will receive feedback from the audience on the skills presented.
The test was not easy; the names of the British acts - they were not taxes - and the responsibilities of the different branches of government proved quite difficult. Regarding the latter, it was not enough to say that the judiciary judged (what?); or that the president could veto laws since he can do many other things, too! Yet, the most difficult question was the fourth, which required an explanation of the phrase, "no taxation without representation," for which only Muky provided a complete and thorough answer.
As for the long answer question, the key, I think, lay in differentiating between the treatment of Cantonese people and British people in Hong Kong; only the latter, by the way were colonists initially; the Cantonese were being colonized. Differentiating between the classes opened up many differences that could easily turn to more marks!
One grave mistake, however, was discussing legislatures, presidents and courts since these colonies had none of their own because they weren't their own sovereign nations! Britain has these and uses them in the colonies.
Comments (0)
You don't have permission to comment on this page.