1. KNOWLEDGE HARVEST: WHAT DO WE KNOW ALREADY ABOUT THE SITUATION OF HELPERS IN HONG KONG?
WATCH THIS DOCUMENTARY SNIPPET
On a post it note record any facts, issues, situations descriptions about Hong Kong helpers you can get from this clip.
Post - it Panic!
In groups of 6:
- 2 x organisers (these should be a couple feeling energised!)
- 4 x thinkers
Thinkers: grab a big pile of post it notes. Write one fact / issue / situation / opinion to do with Hong Kong helpers from either your experience and/or the video. You should be in a frenzy! As you complete them, pass them straight to the organisers.
Organisers: As the post it notes come in, you need to start to create categories for them (e.g. 'Why come to HK?'). Your categories may change as the minutes role on, you should aim to have 5 or 6 by the end. You can add your own ideas too if you have time.
Synthesise and summarise
Divide the categories between your group - each individual should have one category title and all of the information post its associated with it.
Create a collaborative mind map using lucid charts, each person taking responsibility for their section. This will require discussion between you to clarify what's on post it notes etc. Feel free to add anything extra to your section if you can.
VLOG it
Now it is time for you to create a short VLOG. Talk to the camera for a couple of minutes explaining what you think the main issues / experiences of Helpers are in Hong Kong. We will come back to this video at the end of the unit and see how your understanding has developed.
Post - it Panic!
In groups of 6:
- 2 x organisers (these should be a couple feeling energised!)
- 4 x thinkers
Thinkers: grab a big pile of post it notes. Write one fact / issue / situation / opinion to do with Hong Kong helpers from either your experience and/or the video. You should be in a frenzy! As you complete them, pass them straight to the organisers.
Organisers: As the post it notes come in, you need to start to create categories for them (e.g. 'Why come to HK?'). Your categories may change as the minutes role on, you should aim to have 5 or 6 by the end. You can add your own ideas too if you have time.
Synthesise and summarise
Divide the categories between your group - each individual should have one category title and all of the information post its associated with it.
Create a collaborative mind map using lucid charts, each person taking responsibility for their section. This will require discussion between you to clarify what's on post it notes etc. Feel free to add anything extra to your section if you can.
VLOG it
Now it is time for you to create a short VLOG. Talk to the camera for a couple of minutes explaining what you think the main issues / experiences of Helpers are in Hong Kong. We will come back to this video at the end of the unit and see how your understanding has developed.
2. WHERE DOES THE TRADITION OF 'THE HELPER' IN HONG KONG COME FROM? Case Study 1: The Mulberry Connection
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1. What is your understanding of the situation of helpers in Hong Kong (Complete and keep this sheet with your mind map and video VLOG)
2. We are now going to investigate where the idea of the helper in Hong Kong came from. A. Complete the Card Sort in groups of three using logic to sequence the events. B. Check your sequence by referring to this website. C. Make a brief timeline of the 'Amah'. 3. Look through the images below. What can we infer about each of the images? Copy and paste at least one of the images under your timeline and write an inference response. |
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3. WHERE DOES THE TRADITION OF 'THE HELPER' IN HONG KONG COME FROM? Case Study 2: 'Pushed' out of China
We found out last lesson that one reason for the development of the Amah in Hong Kong was the collapse of the silk industry in 1930, coupled with the existing culture of the 'sisterhood' that made the women reluctant to simply marry and start a family - becoming 'helpers' was the best way for them to keep their independence.
This lesson we are going to develop our understanding by exploring why so many of these women came to Hong Kong specifically in the 1960s and 70s.
1. Now read the story here. The photos from last lesson are all linked to the story - can you give a caption to each one? Copy and paste them into an appropriate place in the story and give them a caption.
2. Swimming to Hong Kong was a desperate, tragic move.
Discuss: Why would anyone do this? Push/Pull factors.
3. Watch this video as a class. Students should write two paragraph explaining:
"Why did many people seek to flee China in the 1960s and 70s?"
1. Now read the story here. The photos from last lesson are all linked to the story - can you give a caption to each one? Copy and paste them into an appropriate place in the story and give them a caption.
2. Swimming to Hong Kong was a desperate, tragic move.
Discuss: Why would anyone do this? Push/Pull factors.
3. Watch this video as a class. Students should write two paragraph explaining:
"Why did many people seek to flee China in the 1960s and 70s?"
4. Extension: Do some independent research. What was life like in Hong Kong in the 1960s and 70s? Explain what might have been the 'pull' factors that made Hong Kong (and not other places) the destination of choice?
More on the Cultural Rev
More on the Cultural Rev