Nhi+Nguyen's+Stage+1+Research+Project

Note: Highlighted in yellow represents communication and collaboration. Written in red represents learning.

= Journal Section: =

= **Term 1:** =

= **Week 1** =

//02/02/11 (Wednesday) - Lesson 5 & 6// After a brief introduction on Monday's lesson about Integrated Learning and //Wikipace//, I was finally invited to 'Stage1ResearchProject' //Wikispace// page on Wednesday. This was a website where I could view, share and showcase my work and progress to other people in our class. While I was browsing the web page, I also learnt how to edit, make a new page and gained understanding on where things were in this //Wikispac//e page.

On Monday's lesson, I took a quiz to find out what my preferred learning style was, which was used to help choose the 'ideal' group for the project, even though it was not compulsory. To have the perfect group, it would need to contain one person from every learning style: dynamic, innovative, common Sense, and analytical. After completing the quiz, I discovered I was an analytical learner; followed by Common Sense; then innovative and lastly dynamic. Through this, I have identified myself as an organised learner who learns best when I communicate with others to fully comprehend and understand the content. I like to deconstruct information and elaborate explanations thoroughly as well. I also like step-by-step and structured learning tasks. I find examples and demonstrations beneficial for my understanding because I find visual explanations easier to understand. I am also a learner who spends time thinking through things before placing it into practice.

My group consisted of Stephanie, Hien and Sara. They're learning styles were analytical learner, innovative and common sense respectively. Although it was not entirely the ideal group, we had already agreed to be in a group anyway because we were all friends and our styles were similar.

The first thing we decided to do was figure out what our research topic would be about. We used the starter pack on the home page as a guide. We came down to four options, but we were leaning more towards sexualisation in the media. Due to my ambivalence about the final topic, I slowed down the process. After the bell rang for the sign of end of our double lesson, I was sure I wanted to research about sexualisation in the media. However, we were informed that it was an individual topic.

//04/02/11 (Friday) - Lesson 4// In the middle of the class, our class did a little exercise to help understand how information could be obtained by typing in key words in a search engine. In this exercise, I typed in 'Future SACE/', 'SACE' and similar phrases in the search engine to find the Stage 1 Integrated Learning performance standard rubric in the official SACE board web page. I learnt about the assessment overview and what was being accessed on. From the rubric, I learnt what an A, B, C etc. represented and how the numbers on the 'Stage1ResearchProject' //Wikispace// homepage assessment related to the rubric. The numbers (e.g. 1, 2) refers to the number refers to the sentence in the rubric.

Where to discover the rubric online: []

= **Week 2** =

//07/02/11 (Monday) - Lesson 1// My **goal** this week is to think of a topic to research on. Mr Stav finished explaining to the class about the assessment overview. Afterward he told us we had to figure out what we are researching by tomorrow (Tuesday). We watched a video created by students whom had researched about the 'Research Project' in the last 20 minutes of the lesson. By viewing this video, I learnt what was required of us in this subject, how to go about doing it and why it may be useful for us in the future.

//08/02/11 (Tuesday) - Lesson 3// This was the day where we had to finalise our research topic. I used the starter pack as a guide and came down with 5 topics overall. They were the Amazon Rainforest, Human Trafficking, Teeth, Ancient World and Eyes. I ended up choosing the Amazon Rain forest because I was interested in it since I did a little research about it for SOSE last year. The final specific sentence was, "How does Deforestation of the Amazon Rain forest affect us?" By asking Ms Millar for assistance, she made me feel really confident about my decision on this topic and I felt really satisfied. We were also introduced to our new task: Referencing correctly. I did not have time to do this task this lesson because I was still organising my chosen topic.

//09/02/11 (Wednesday) - Lesson 5 & 6// Before the lesson had commenced, Sara, Stephanie and I had a supervised lesson with Mr Stav for lesson 3. He told us his error and that the research topic will actually be with a group of four with one topic. I was quite happy with this revelation because previously I was irritated that we would be marked on group work when we weren't even researching on one topic as a group. Although the news was great, I felt like it should have been known before the second week of this subject, but the past is the past and we should not dwell on things we cannot change.

However, a positive outcome of this was that we were given the opportunity to thoroughly think of our own interests for a research topic. This has led to more options than previously in the first week where we just casually chose our topic (Sexualisation in the Media). Now that we have identified more interests, we have decided not to choose that topic anymore. I also reflected on my interests in this time. Today, I also started to practice referencing in the Widget located in the homepage ([]). This helped me understand referencing more as I would need to learn to reference properly in the future.



And the other two were:

Morrison, E & Borosage, V 1977, //Human Sexuality//, 2nd edn, Mayfield Publishing Company, Palo Alto, California. Campbell, K 1970, //Body and Mind//, Doubleday & Company, Inc., Garden City, New York.

I already knew who I was in a group with; they were Stephanie, Sara and Hien. However,   Sara had to leave early because she had a dentist appointment, so we made a quick decision to choose a topic. I guess we had four options: Cambodian Revolution, Gaming effects on students' learning and education, Social networking and the deforestation of the Amazon Rain forest. Sara was really enthusiastic and invested about her topic, and Stephanie and Hien was enthusiastic as well. It was down to my decision once again, and I was also enthusiastic about the topic because Sara was telling me about it the other day. Stephanie, Hien and I also agreed that we didn't know much about the topic so it would be a really great topic to learn more about.

= **Week 3** =

//14/02/11 (Monday) - Lesson 1// This morning, I had to figure out my guiding questions for the research which is due at the end of this week. I couldn't really do anything since Sara had to leave midway through the lesson to take her ID photo, while Stephanie and Hien came to class late because they went to take their ID photo as well. Nevertheless, since I didn't know much about the topic to find guiding questions, I went to read about it on the internet to have a summary.

//15/02/11 (Tuesday) - Lesson 3// We watched three //Youtube// clips to help us understand more about primary and secondary sources. I learnt that: Primary sources are identified as first hand original accounts, evidence and objects created at the time of the event. These sources help us view the past in its natural light, but it can however be seen as bias of the time period in which they were created. They include video recordings, audio recordings, memoirs, diaries, magazines newspaper, letters, notes, photographs, interviews etc. However, newspapers may have been considered as secondary sources back in the days, but today, it would be considered as a primary source because it was created at that period of time. People who were participants of the events are also considered primary sources even if they wrote or talked about it on a later day.

Secondary sources are identified as recreations and explanations of past history because it looks through and reuses primary sources to create a product. These second hand evidences can be descriptions, interpretations, and explanations of primary sources. They include movies, textbooks, websites, essays, reviews, magazines and journal articles that analyse events or ideas. These sources may be used for educational and entertainment purposes.

The rest of the lesson was used by grouping together as a team and deciding a focus question. During our discussions, I realised that Sara wanted to know 'how'; Hien was a 'why' person, I was a 'what' type of person and Stephanie was all of them combined. I found this to be truly fascinating since it reflected on our learning styles. Common sense learners are typically known to ask, "How?" who likes to put information into action. While innovative people tend to ask "Why?" to see the reason for new learning, and analytical learners tends to ask, '"What?" because they want to know what people have to say.

//16/02/11 (Wednesday) - Lesson 5 & 6//

We began the lesson by continuing our discussion on possible guiding questions. Not too long into the lesson, Mr Stav called us over to discuss about our focus topic. Our possible guiding questions were then recorded on the homepage of //Wikispace//. They are:


 * �89 396� || Nhi Nguyen || The Cambodian Revolution || How did the revolution following PP rise to dictatorship over Cambodia unfold? ||
 * || Sara Chan || The Cambodian Revolution || Why did PP wish to create a purely Cambodian Nation without foreign interference? ||
 * || Stephanie Mac || The Cambodian Revolution || What were the events occurring during his regime & what were his motives behind his actions? ||
 * || Hien Pham || The Cambodian Revolution || What were the effects on the Cambodian people? ||

Afterward, Mr Stav suggested making these questions relevant to us or a question related to present day to create an initial theme. This is because there has to be a level of maturity and depth into our research since we are year 11's now and this is a big research project. This led to a series of ideas for possible focus questions created by our group: How is studying history relevant to us as people of a modern society? What is the importance of understanding historical events? Why must we record history as accurately as possible? Why must history be an important part of lives? Why is it important to save history for future records? (Similar to 'What is importance of recording history for future generations?') //(Initially written in Sara Chan's journal)//

Afterward, we had to choose one focus question and these were the choices: Sara's choice was 'How is studying history relevant to us as people of a modern society?' Hien chose 'Why is it important to save history for future records?' I chose 'What is the importance of understanding historical events?' Stephanie was ambivalent because she was satisfied with all of the ideas.

During our decisions, we realised that the three questions we chose were very similar, but it was just rephrased differently. It also occurred to me that the descriptions of ourselves from yesterday was applied today; how Sara's choice was 'How?', Hien's choice was 'Why?', while my choice was 'What?'. Stephanie, similar to yesterday was fine with all of them. In the end Stephanie chose 'How is studying history relevant to us as people of a modern society?' which Hien and I were satisfied with, because we felt they were all the same question but rephrased differently which had caused us to be quite indecisive. By using this focus question we will use the Cambodian Revolution as the main topic for 'history' to answer it.

What the homepage looks like now:
 * �131 431� || Nhi Nguyen || The Cambodian Revolution || How did the revolution following PP rise to dictatorship over Cambodia unfold? ||
 * || Sara Chan || The Cambodian Revolution || Why did PP wish to create a purely Cambodian Nation without foreign interference? ||
 * || Stephanie Mac || The Cambodian Revolution || What were the events occurring during his regime & what were his motives behind his actions? ||
 * || Hien Pham || The Cambodian Revolution || What were the effects on the Cambodian people? ||
 * ||  ||   || FOCUS QUESTION: How is studying history relevant to us people of a modern society? ||

//04/02/11 (Friday)// Today our class discussed about 'Monkey Survey', an online website dedicated to surveys. After learning how to create a survey, our group grouped together to create one with the main question being our guiding question, 'How is studying history relevant to us people of a modern society?' Here is our plan:

- How many people are interested in history? - How many people understand the significance of history? - How many people value history? - How does history impact on their lives? -- [Does it impact on them at all?]

While the survey questions we came up with were:


 * 1) How old are you?
 * 2) Do you like history?
 * 3) How important is history in your life?
 * 4) Do you understand the significance of history?
 * 5) Do you value history?
 * 6) Has any historical event impacted on your life?

At the end of the lesson, Stephanie saved our survey, followed by loading a new page. She went back to our old page and discovered that all our work was missing. We were surprised and learnt to be sure to save in the future.

= **Week 4** =

//21/02/11 (Monday) - Lesson 1//

Today I learnt that our group needed physical evidences of our work which may consist of our purpose, photocopies, photographs etc. Our class also re-watched the video of the high school students informing us about what the research project is about and what it will do for us in the future.

We also found out that our survey did not end up gone in the World Wide Web forever, but it was actually saved in our account. That brought a sigh of relief for our group because we thought we had to re-do the survey again.

For the rest of the class, Hien, Sara, Stephanie and I continued finishing our survey. Our group decided to change our guiding question to //'How is history relevant to us as people in the modern society?'// We did this because most of our survey questions were related to history in general, and not studying it.

Mr Stav also handed out a sheet of paper to all the students. The paper contained useful sentence starters to assist us in answering our questions in our research project.

//22/02/11 (Tuesday) - Lesson 3// Today we finalised our survey and put in the discussion in our class //Wikispace//. Our group took the survey first, and then I went around promoting our survey to classmates. Here is our survey on Monkey Survey:

[]

//23/02/11 (Wednesday) - Lesson 5 & 6// The four of us discussed throughout the lesson. I think we were really organised and worked amazingly well together as a team. We gave out new ideas, asked for opinions and gave our opinions. I think this lesson was well spent and very productive. We began the lesson by agreeing to create a new concept map for our questions on //[|www.mywebspiration.com]//. Originally, Sara had created one when we were not in a group yet, but since there were changes, we agreed to do it again. However, we were confused if we should do a concept map/planning or collect our resources first. We firstly began by creating a concept map for our questions, but halfway through we decided to do a map for the resources which is needed to answer the 4 sub-questions:

//What were the events that occurred during Pol Pot's reign over Cambodia// //What were the motives behind his actions?// //What were the effects on the Cambodian people?// //Why did Pol Pot wish to create a purely Cambodian nation without foreign interference?//

It was near the end of the day, so I decided to fix the map to fit in size with the screen since it was originally too small on a word document, while Sara, Stephanie and Hien went to our resource centre to look for books.

Today, Sara had also showed us her mother's journal about being a refugee during Pol Pot's reign over Cambodia. She also translated the Khmer writing into English for us to understand.

//'This is not a year 9 SOSE project' - Mr Stav//

//25/02/11 (Friday) - Lesson 3//

Yesterday we had troubles with saving the resource map, so Sara and I spent the beginning of the lesson trying to get the document to open in any program. Unfortunately, it failed and we sadly decided to either re-do it on //mywebspiration//, or to re-do it by hand on a piece of paper. None of us wanted to re-do it either way because we spent a lot of time on creating it yesterday, so Stephanie and Sara went on our account on //mywebspiration// and luckily for us, it was saved on our account. That saved us a lot of time, and this time, we didn't save it, but we print-screened it so the size would fit perfectly on the computer.

However, it did take a while to get the map on //Wikispace// because at first it didn't show up. Secondly we realised we had a few errors so we fixed the original map and placed it in Sara's journal, but the map didn't show the new map, but the old map. In the end we solved our problem, learnt new techniques and learnt from our mistakes to solve the mystery of embedding a picture. Here is our resource concept map:

==

= **Week 5** =

//28/02/11 (Monday) - Lesson 1// Our lesson was cut short with the morning because we had a sports day meeting.

When we arrived to class, our group decided we needed to sort out our confusion and finish the 'foundation' of the project. Sara and I firstly discussed how the four questions //(What were the events occurring during his regime?; what were the effects on the Cambodian// //people?; Why did PP wish to create a purely Cambodian nation without foreign interference? and what were his motives behind his actions?)// were related to our focus question. Originally, I was confused as to how the questions could connect to the focus question and why they were the main questions. Initially, I thought it should be something along the lines of this: "History is relevant to us because our grandparents were victims of so-and-so, thus enduring so-and-so during the person's rule over the nation." However, Sara, Stephanie and Hien helped me understand how we were going to do the project. The four questions are not related to the focus questions, but the Khmer Rouge, which we will link towards our focus question. So, it seems like we are doing two different researches at first glance, but in the end, we will connect them together. The Khmer Rouge will be our example to help as evidence and proof as to why history is important to us in people of the modern society.

We also wrote our purpose during this lesson.


 * Purpose:** to research the Cambodian Revolution and use this is as evidence to answer our focus question

At the end of the lesson we decided to ask Mr Stav if researching about the Khmer Rouge and drawing our conclusion with it was okay for our project. He then suggested that we compare primary and secondary sources, explain how our facts on history are true -from primary sources- etc. Now, for the next lesson, we have to continue to evaluate again to make sure we know what we are doing.

//01/03/11 (Tuesday) - Lesson 3//

We were going to discuss our allocated jobs but relief teacher talked with us and we began going in a circle again by questioning our purpose.

We spent the whole lesson revising our research project. We thought the focus question was too broad and the Cambodian Revolution was insufficient to how history is relevant to us in modern society. We then thought of how did the Cambodian Revolution impact on Australia, but then realised we would be altering our topic, so we scraped that.


 * Analogy** - We haven't built our foundation yet, but the cement for the foundation is continuously going round and round in the cement truck. Soon, it will dry up if we don't finalise it!

//04/02/11 (Friday) - Lesson 3//

Our discussion for the perfect focus question continued. We forgot the main arguments for our discussion on Tuesday, we have now learnt to document all our work and process. In our discussion I learnt that we were developing a hypothesis with our opinion and to find evidence to justify our research.

We then discussed how history was relevant to us as people of the modern society with the audience 'us' meaning people in general. I learnt that we're using the Cambodian revolution as an example to how it is relevant to the global history and the impact it has caused.

Here is the process of our focus question: **Question**: How did the Cambodian Revolution impact on us as people of a modern society? **Problem:** The problem with this question was that it didn't affect us and the audience was too wide.

**Question:** How is a historical event relevant to us as people of the modern society? **Problem:** The problem with this was that it was too vague and broad as historical event could be anything and only using one event seemed inadequate..

**Question:** How does a revolution impact on us as people of the modern society? **Problem:** We thought it was perfect but then questioned if researching just one revolution was sufficient enough because it would be more "accurate" if you research in general with all the revolutions.

We also discussed that if we do 'revolution' we would need to revise our whole project because we think the Khmer Rouge would be too insufficient. For a revolution, it would be better to research in general, but then we realised the revolutions have different backgrounds. E.g. Cambodian revolution was about change of government, while the F rench revolution was about liberty and equality.

At the end of the day, I realised our group was going in circles, not because of the research, but because of us. This was because we were all analytical about everything and hence why we question many of our ideas.

//Saturday (05/03/11)://

Since it was week 6 soon, we realised we haven't even finalised our focus question yet. With Sports Day taking up our double lesson, Stephanie and I decided to go to Sara's house to finalise our main question; Hien was unable to make it. Our **goal** today was to formulate a guiding question, and if we did that, then go to the library to find book sources.

This was our process:

- We learnt that it was not the Cambodian revolution we wanted to know, but it was the Khmer Rouge revolution since we only had that in mind. - If we used 'us' in general, the global population would be too broad, so we thought of using either the Australian or Cambodian population. We then thought of having the focus question of, 'How did the Cambodian revolution impact on the Australian society today?' However, with that question, we realised we would be researching more about Australian history to answer our question and the Khmer Rouge would be somewhat irrelevant to the project. - The next focus question was, 'How did the Cambodian Revolution contribute to Australian society today and what did it teach us about past atrocities.' We thought we could use as a way of showing that people would think to never repeat the event again. We also thought of making it contribute to Australia's wide diversity in multiculturalism, however we had troubles with 2 more questions for the topic. Then afterward, we realised it was another change of topic, since it was half Khmer Rouge research, and half Australian society research and none of us wanted to do that.

We even communicated with Sara's brother, Darren, to help aid us in finding a focus question. He gave a few suggestions and told us we were thinking too much into it. We already knew the latter, and although we did not use his suggestions in the end, I felt the suggestions were valuable for our group's benefits anyway.

At the end of the day, Sara came up with the focus question, 'How does knowing about the atrocities of the Khmer Rouge revolution contributes to our understanding of a proper government in the modern society?'

= **Week 6** =

//07/03/11 (Monday) - Lesson 1//

Sara and I told Stephanie and Hien our new focus question which we discussed about and were all pretty satisfied with it because it was narrowed down and still involved the Khmer Rouge Revolution. However, Mr Stav said it was 'deep' and was going to be hard, which made us wary because we thought it wouldn't be that in depth.

//08/03/11 (Tuesday) - Lesson 3//

Sara and I discussed our focus question. We knew there was no such thing as a 'proper government'. We learnt that if we had just that, then we would have to research a whole load of government background which would be too wide, so we narrowed it down to 'qualities of a proper government'. It was also beneficial because viewers who view our project will automatically assume that we would be talking about governments in general e.g. communism, democratic etc. and also what involves in the government e.g. laws, legislation etc.

Focus question: How does knowing about the atrocities of the Khmer Rouge revolution contribute to our understanding of the qualities of a proper government in the modern society?'

Ms Millar suggested that we use a different word instead of 'proper' government because it didn't feel right. She suggested fair, successful, future etc. Therefore, our new focus question is 'How does knowing about the atrocities of the Khmer Rouge revolution contribute to our understanding of the qualities of a **successful** government in the modern society?'

She also suggested that we used our research to suggest something about future governments. We will research in depth about the Khmer Rouge, then analyse it and say how so-and-so was not a successful government to its people. Then we will state the qualities that they lacked, and what the qualities of a successful government will be. We are also comparing today's Australian government's qualities as evidence to what a successful government is. During our process on finding the 'right' focus question for us, I learnt that we shouldn't take every suggestion given to us and take put it into our question. I also realised that my learning style was evident in this process since I communicated with my team members to fully comprehend and understand the topic or in this case, the focus question.

We spent the rest of the lesson writing our journal entries.

= Week 7 =

//14/03/11 (Monday)// Our **goal** today was to watch all the documentaries Sara received from her Khmer teacher and to do as much as possible with our project. My group watched a documentary called '//Return to the Killing Field//s' to gain knowledge about the Khmer Rouge. I learnt quite a lot about what had occurred during that period; how Pol Pot thought that what he was doing was the best for the country and completely disregarded that it was hurting them. Secondly, we finished our concept map for allocated jobs. From my learning style, I realised that I was a 'what' type of person so I ended up choosing what events occurred during Pol Pot's regime. Then we created 2 surveys (the Australian survey and the Khmer Rouge survey) and lastly we created the interview questions as well. I was really satisfied with our achievements today since we got quite a lot done.

//15/03/11 (Tuesday) - Lesson 3// I spent the lesson writing my journals.

//19/03/11 (Friday) - Lesson 3// We had a two minute oral presentation about what we were going to do for our research project. I learnt that what a good oral presentation needs is: enthusiasm, clear voice, appropriate tone, confidence, eye contact (depends on audience), engaging etc. During my talk to the class, I learnt that I must be able to communicate effective to the audience for them to understand me. When I spoke to the class about what we were going to do with our research project, I think I needed to improve on my techniques. For example, I need to speak more slowly when explaining something, to stop fiddling and moving my hands around and finally, to have more confidence in front of the class! This is my new **goal** and I plan on improving my skills by having lots of practice.

= **Week 8** = My **goal** this week is to gather resources and read it.

//21/03/11 (Monday) - Lesson 1//

I have begun my research on my section which was the events occurring during the Khmer Rouge regime. I plan on researching on the internet for now, and to look at books on Sunday. During my research, I was appalled and fascinated how the Khmer Rouge thought they were doing a good deed for everybody by killing off the people they deemed inadequate for their 'Utopian' world of ancient Cambodia number two. Something that I found ironic was that Pol Pot and his crew were not pure at all. The most prominent leaders in the Khmer Rouge lived in France for a while, which obviously defeated the purpose of their 'pure country who has no foreign interference'. Not only that, but he even got the idea of communism during his stay in France. However, I suppose the Khmer Rouge didn't want any intellectuals in their country since they could have threatened their leadership.

//22/03/11 (Tuesday) - Lesson 3//

Hien Lam, who did our survey gave a few good suggestions to improve our surveys. A few of them were to: - Introduce the topic in the beginning of survey for unaware participants. I felt this idea was good because then more people would be able to participate in our survey and that people would not just close our survey if they found it too difficult, as I admit have done so. I have also learnt that a good survey would not have a participant press 'done' if they do not know what the survey is about. Our group discussed if we should alter our survey and as a group we decided we should to have a more accurate result and ore participants. If we did not incorporate the suggestion, we knew we would regret it afterward.

//23/03/11 (Wednesday) - Lesson 5&6//

I was just informed that a hypothesis (statement) in a scaffold is essential. With this hypothesis, you will research to prove that the statement is true or not. This is similar to a science practical report where you have you have a hypothesis, you do a practical to prove if it is true or false, then you write a conclusion, but instead of a practical, you research.

Mr Stav helped us with our hypothesis by deconstructing our focus question to form a statement. By doing so, I have learnt that successful as many meanings to it. Our group was looking at it from the perspective of a good government being able to listen to their citizens and to govern fairly. However, from another perspective, successful can be seen as being able to be in power and dictate for a long period of time. As in this case, it was the Khmer Rouge. In this context, the Khmer Rouge was successful by having longevity of four years without any foreign countries knowing about it. They were also successful about being on route with their plans to dominate and create a 'pure' country, even if it meant inhumane actions. These were valid reasons as to why successful was not the right term to use in our focus question, thus we pondered as to what to do next.

I learnt about Advanced Google Search where searching is more effective and efficient. I also learnt from this tool, you could place a specific site or domain e.g. edu, org, gov which cuts out of the unreliable websites. I plan on using this technique to find results easier and faster.

//25/03/11 (Friday) - Lesson 3//

Part of our learning was by going to Ms Woud for assistance in our project. S tephanie and Sara visited her for assistance yesterday after school. From what they have told me and by looking through Sara's journal: - The comparison we were trying to achieve between modern Australian government and past Cambodian government was too complicated, thus needed to revise our focus question. - We were bias and assumed that the Khmer Rouge was a terrible government in our focus question and that we needed to be neutral. - The discussions led to the formulation of the new guiding question:


 * //What was the impact of the Khmer Rouge Revolution and how does it contribute to our society today?//**

I found it a bit irritating and funny that this focus question was similar to what we had a few weeks back. However, from this experience, it has shown a progression of our learning process. I have also decided to not think too deeply into this focus question or else I will cause troubles for myself and make project harder. Anyway, it was a win-win situation for us since we did not have to dramatically change our topic since it was still related to the Khmer Rouge. It was also beneficial for us because we could disregard the Australian Government research secrion which made me content.

I have come to the conclusion that the problems we encounter is because of the complexity of the question, and a simple one would be far more effective and easier. I have also decided that I need to learn to be more dynamic and innovative in my learning style, since I remember those two were my lowest section in learning styles.

I had learnt how to post a notice on the discussion page for our brand new survey which was the Khmer Rouge one which anybody is able to take it. I have also learnt a lesson to take notes while watching a documentary or any video! I should have taken notes down while I watched the documentary last week, which now means I have to re-watch the video. Throughout this week, I have also been posting more in //Wikispace// and have tried taking all my classmates' surveys. What I learnt about the research project is that my classmates' topics can be interconnected with ours. For example, a group is researching about modern society and technology. This topic can be connected to the Khmer Rouge, for instance, would the impact on the nation have been worst if people were able to connect to social networking sites such as //Twitter// and //Facebook//, as in the case of a few current countries e.g. Egypt, Libya.

However, I have learnt there will be a limitation to this research. Since this research topic is sensitive, we will not be conducting interviews as it may cause post-war trauma. However, we will focus more on case studies and such.

//27/03/11 (Sunday)//

We went to the library to gather information from books. I felt the books were so overwhelming since there were more than ten books and all of which contained so much information. At the end, I only got through 1 book and mid way through the second book. I took photos of the pages to read more over the week. Since Sara was busy and could not attend I took photos of a chapter in the book //The Rise and Demise of Democratic Kampuchea// by Craig Etcheson and //Cambodia 1975-1978 Rendezvous with Death// by Karl D. Jackson (the 2 books I read//)// which talks about the Khmer Rouge's ideology.

While I was reading, I found a simple but informative table about the main leaders of the Khmer Rouge. I felt it was ideal for Stephanie's guiding question, so I took the photo of it for her. Found in Etcheson, C 1984, //The Rise and Demise of Democratic Kampuchea,// Westview Press, Inch., Colorado.

One thing I learnt from reading was that S-21 was created to torture the 'traitors', whom were all important party, government and military personnel. I had previously thought torture chambers were used for anybody and had pondered why 'only' 20,000 were killed there when approximately 2,000,000 were killed during the whole regime.

= Week 9 =

// 28/03/11 (Monday) - Lesson 1 & 29/03/11 (Tuesday) - Lesson 3 //

My **goal** this week is to learn as much about the events during the regime and finish my part of the scaffold.

I continued my research and discovered more about the horrors of Pol Pot's Democratic Kampuchea (Cambodia's name in that period).

29/03/11 (Tuesday) During one of my lessons, I overheard a classmate, Chuong Van, discussing about source analysis for one of his classes. I knew that the scaffold included source analysis, so Sara and I went to ask for his assistance. He directed us to a few sheets of paper he received in his class which he allowed us have a read of it. I found the explanations to be very useful and valuable for us. I watched the documentary, //Return to the killing fields// again to write down notes. This time, I focused more on the documentary since I think it was because there were no other people there. I felt the pictures of victims in S-21 and the killing fields were so horrifying and haunting. I learnt a lot watching this documentary, and I guess it affected me more than by reading a block of words since there were videos and pictures to show what occurred during Pol Pot's regime. This reflects on my learning style because I learn better with visual help. What I find so sad and offensive was that Pol Pot thought what he was doing was something good for the benefit of the citizens. Nate Thoyer, who interviewed Pol Pot years ago, quoted Pol Pot saying, "Look at me, am I a savage? I came to help my country, not to hurt them."

//30/03/11 (Wednesday) - Lesson 3&4// I continued to read the many book pages that I took a photo of. I learnt more about the regime such as that the Khmer Rouge killed all former government politicians, their supporters, police officers and their families which even included young children. I find this to be so devastating, especially because Nate Thoyer had mentioned that Pol pot said killing the women and children was a mistake and that he didn't want to speak about it. Not only that, but some of the Khmer Rouge were our age!

One thing is certain, this revolution has definitely impacted on the Cambodian society in more than one way. It's fascinating how a country can rebuild itself after such traumas they endured during those 4 years.

I also found a website for Hien that had surveys on victims of the regime, which would be a good primary source for the effects of people.

There was confusion within the group as to whether or not we should conduct interviews because it would be a good primary source. We even thought of coming up with an agreement form for people to sign before the interview to say they are perfectly okay to be interviewed. They would even have the option to skip questions, as we had originally decided weeks ago.

//31/03/11 (Thursday)// Sara and I were unsure on what to write for the source analysis section in the scaffold, so we asked Ms Woud. She helped us understand what to write on it, and overall, I thought the questions asked were pretty repetitive.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">// 01/04/11 (Friday) // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: normal; margin: 0cm 0cm 10pt;">My //Wikispace// page was being a pain since the font was being dysfunctional. I had to spend the majority of the lesson fixing it up. Sara and I asked Ms Woud if the word count was correct since we found the 750-1000 word too insufficient. I learnt that what we write in the scaffold was 1000, excluding the bibliography. This means that for each focus question, only 250 words will be used if there are 4 questions. I guess this scaffold will force us to be extremely succinct with our words and to pick out relevant information. I also released that this scaffold was not centred around the information, but more about analysing the sources I obtain.

We also asked the librarian about interviewing people. I learnt that our group can conduct an interview but it depends on the individual if they agree or not. We should also run the questions through them beforehand and they can answer the ones they want to answer. We can also ask if they want to answer the questions verbally or in written form. Overall, we must be weary because we do not want to cause post-war trauma because this is a sensitive topic for many and that with this way we will be in line with the ethnic guidelines. We must take into consideration of people's views, opinions, religions, cultures etc.

We also asked about creating a consent form for interviews, and the librarian handed us a SACE survey/interview consent form, which we will show Mr Stav on Monday.

After reflecting on these questions, I have realised that we have collaborated with quite a few people such as Mr Stav, Ms Woud, the librarian (Ms McInnes), several relief teachers, classmates, Sara's brother, friends, our own group (in group discussions which we have frequently) and possibly many more. This has helped with our learning process because they were all valuable interactions to enhance our project.

//Weekend// I spent the weekend organising my journal and uploading my research. I also had trouble trying to make my scaffold section succinct.

= **Week 10** =

My **goal** this week is to complete my section of the scaffold by being completely succinct! Thus, with this completed, the next goal is to finalise our group scaffold. From this process, I will develop my succinct skills in writing and understanding relevant information, which is all part of learning.

//04/04/11 (Monday) - Lesson 1// In the beginning of the lesson, Sara and I talked to the class about what we discovered on Friday. We told everybody about the 1000 word limit on the scaffold and about the survey/interview permission form. This opportunity allowed me to improve on my oral presentation skills which was one of my goals. I think I was more confident during this time round and I didn't move my hands as much. However, I was very unprepared for it like previously, which caused me to not be as eloquent and articulate as I would have hoped. I guess I'm not that great with impromptu speeches, which is now a new **goal** to attempt to improve.

Here is the survey/interview permission form that Sara scanned, which the librarian (Ms McInnes) gave Sara & I on Friday.

I have not gotten the opportunity to obtain primary sources besides photographs and what was inside some of the secondary sources e.g. books contained quotes and photographs but were still secondary sources. After reflecting on my progress this term, my next **goal** is to obtain primary sources such as analyse the surveys with my team, look at Sara's mum's journal, interviews, newspaper articles, more photographs and possibly many more primary sources.

I spent the remaining lesson trying to make my scaffold succinct.

//05/04/11 (Tuesday) - Lesson 3// Sara and I firstly discussed about the scaffold. We had realised we wrote the analysis in the scaffold completely different from each other. We then discussed with Stephanie and Hien about the scaffold and realised we had no idea how exactly we were going to do it. For instance, in my scaffold, I was analysing the source, but Sara was analysing the information in //Comparison and synthesis of source materials//, while our //Analysis and evaluation of evidence// was completely different altogether. I have a feeling Sara did the scaffold the correct way, which makes me feel bad because Stephanie and Hien had my format as an example so we would have somewhat of a similar format. This error helped us learn to communicate more effectively with each other before committing into a project. I also guess whichever way is the right way to write a scaffold will at least be a stepping stone and learning progress for us.

During lunch, our group planned to go see Ms Woud again to ask what the right way to do the scaffold was, however, we discovered that she was in a conference all day. We also tried going to the library to see Ms McInnes, but unfortunately she was not there. I have learnt to be 100% sure I understand next time I ask for help. Sara and I thought we understood what Ms Woud said when she explained to us, but when we wrote our fragment of the scaffold, we found her explanation too vague and that we did not ask the most effective questions. I plan on asking appropriate and more relevant questions next time, which in this case is asking what we are actually analysing and evaluating, information OR source.

During our group discussion, we also looked through the SACE website to find any student's work as examples. The website://http://www.sace.sa.edu.au/subjects/stage-1/cross-disciplinary/integrated-learning//

Our class had found out that we were only being marked on two capabilities (learning and one of our choices). Not only that, but we are not being marked on "Understanding".

//06/04/11 (Wednesday) - Lesson 5&6// In our supervised lesson, our group added all our sections of the scaffold together in one document. I believe through this process in collaborating as a team, we were able to successfully produce a scaffold, even if it may not be correct. For next term, we plan on revising the scaffold anyway.

What I found fascinating and ironic was that the Khmer Rouge renamed Cambodia as Democratic Kampuchea in 1976, even though they were communists. They even called themselves the Kampuchea Communist Party (KCP), and __Rouge__ in Khmer Rouge symbolises red, which is the colour of communism. This period of the Khmer Rouge definitely feels like propaganda to me.

Our class discussed the capability learning and a random choice -work- which we will be marked on next term: **Analysis and evaluation of __learning__:** - Reflect critically - Various methods of inquiry - Making decisions - Range of thinking skills and learning - Interacting with a range of people - Peer and self-assessment - Real-world task - Learning from others

**Analysis and evaluation of __work__:** - Collaborative processes - Work together to maximise their own and others' learning - Diversity and social complexity - Gain an understanding - Confidence - Relate to others - Establish relationships - Self-knowledge - Respect for the knowledge and understanding of others - Promote as success as a team - Work cooperatively and sensitively, listen effectively, ask appropriate questions, express opinions, and consider others' perspective - Employ-ability skills, teamwork and self management - Collaboration among students in school, community group etc.

For the rest of the day, our group had another group discussion where we communicated about our grades. We also went to Mr Stav to tell him to look at our revised scaffold, but it somehow turned into a grading talk.

//08/04/11 (Friday) - Lesson 3// Our class was told that Integrated Learning was going to end in week 4, but it was only a rumour and we that we should be wary. I thought this was quite bizarre since the semester was extended by 3 weeks from what I've been told, which meant it ended in week 9. I guess we should quicken our pace anyway just in case this rumour turns out to be a fact. During the lesson, Sara and I checked on the internet to find a SACE time table for Integrated Learning. We were unsuccessful in our attempt, but we did find a good website to help us: []

= Week 11 =

//11/04/11 (Monday) - Lesson 1// During this lesson we wanted to make sure what we needed to do in the holidays and what we needed to complete in our last few weeks. Here is the list:
 * Analyse our survey results - First we have to promote them and print copies out.
 * Conduct our interviews
 * Translate Sara's mum's journal for Nhi
 * Perfect our scaffolds
 * Analyse interview with Pol Pot and Khmer rouge National Anthem
 * Brainstorm ideas for video - Our final product
 * Draw up a conclusion
 * Answer final guiding question


 * Our optional to do list:
 * Make a timeline of the events of the Khmer Rouge
 * Go on Ebsco Host to find newspaper articles

During the day, our group went to find Ms Woud to ask her about the scaffold. We discovered that we were analysing the information and to put it into paragraphs. During this process, I have learnt to be more precise and to understand properly on what I am told before putting it into practice.

//12/04/11 (Tuesday) - Lesson 3// Since the majority of the class had not participated in our new survey, I decided to be initiative in promotions by sending a mail to everybody in this //Wikispace.// This was a far more effective method than asking people personally in class as that would take too long and this method would reach everybody. As people do not necessarily look at others' discussions pages and do the survey, by sending a mail, people would actually at least view it and most likely take the survey.

I also printed a survey during this lesson to photocopy more copies since not everybody could take the survey online.

//13/04/11 (Wednesday) - Lesson 5 & 6// Stephanie and I promoted the survey to a few students in our supervised class. During the "promotion campaign" I questioned if this survey was even relevant to our new hypothesis since this was created prior to the change and was targeting the government focus question. Stephanie and I were confused over this because we had originally thought "...contributed to our society in a number of ways." in the hypothesis implied things such as immigration, refugee increase etc. However, when we asked Sara, she said the survey was somewhat relevant to our hypothesis because we were not looking at what Stephanie and I thought because that was a whole other project then, but it was implied to the contribution to citizens. This made more sense to us. By this confusion, I have decided that I should understand every detail or else I will get confused and that our group should discuss every detail so we all have the same thing in mind.

At lunch our group photocopied 30 copies of our survey so that anybody can do it. I also asked various people in the library to participate in our survey which was another form of promotions.

In class we realised we made an error in our survey as it had repeated a few lines. This made us cross out the lines individually for 30+ copies of the survey. While our classmate Rohan was doing our survey, he was confused as to what to do for question 6 in our survey. This was because we thought the government had none of the qualities we had listed. This made us ponder and realised that we had forgotten to add a "none of the above" box. We huddled in a group discussion and decided to place one in there as this would also make future participants less confused. This also made us add a "none of the above" box individually for the physical copies. This journey of the survey has made us more aware to check everything before putting it into practice and I plan on doing so in the future!

We had also discussed where else to post our survey to get more participants and figured to make the use of the social networking site, //Facebook.// Since Stephanie and Hien were the only ones who have //Facebook//, they will put it on there and that Sara and I will place it on our instant messaging site, Windows Live Messenger.

Since I had discovered a coloured permission form for surveys and interviews we decided to make it look good by writing it on the computer than printing it for our permission form for our interview with Mr Chau.

On Wednesday evening, I volunteered as a guide for parent teacher interview so I decided to grasp this opportunity to get teachers to take our survey as we needed people other than in the 10-19 age range. I promoted the survey as much as possible to teachers who were not busy and was able to get about 25-28 participants.

//15/04/11 (Friday) - Lesson 3// This lesson, we mainly talked about surveys and what to do with it and what we were going to do on Monday. I had also collected Sara's survey participants from her Kumon.

//18/04/11 (Monday)// Today our group decided that instead of presenting a video as our final presentation, we will instead do a presentation with power point accompanied by an oral presentation. We also decided that we will try aim for 100 participants in our survey. My **goal** this week is to fix my part of the scaffold and to get as much people to do our survey as possible. Today, I had also promoted to my friends via online Windows Live Messenger.
 * Vacation:- **

//24/04/11 (Thursday)// Our group collaborated together by promoting our survey to acquaintances and friends until we achieved our goal of 100 participants. When we achieved our goal, we combined the surveys together and analysed it as a group. However, when we were analysing the survey and trying to connect it with our hypothesis, we realised there were many limitations and issues related to our survey. One issue involved our second question which asks for participants' nationalities. Our group learnt that a huge sum of respondents interpreted the question incorrectly by mixing ethnicity with nationality. However, when our group was discussing this problem, we were also confused as we never discussed in depth of which 'nationality' we were aiming to achieve because from researching online, we discovered there were two types of nationality- birth place or citizenship. Ways to improve was to have this question established by the group or give an example to participants. We ended up removing this question from our analysis anyway because it was incorrect and unnecessary. The rest of the survey analysis can be seen in our survey report. We divided in groups of two (Sara and Hien in one group, and Stephanie and I in the other)to analyse the individual essay responses in question 5 and 7 and wrote a short generalisation. Afterward, we communicated as a group to discuss about what we were trying to find from our project to write a conclusion. We dotted down some points which we plan to ask for assistance from Ms Lawless. We also communicated with Stephanie's brother, Adrian and learnt what a left wing and right wing government meant. I've learnt that left-wing means a government who operates as a whole, were everybody is equal except for the government who has the most power, all of which is similar to communism. Whilst, right-wing involves capitalism, where the ruler favours his own ideas and has the most power over others. I discovered that the Khmer Rouge used a right-winged ideology to create a left-wing government system. Lastly, our group revised our interview questions and e-mailed the questions to our interviewee, Sohko Chau.

**Term 2**

**Week 1:**

//02/05/11 (Monday) - Lesson 1// My **goal** this week is to complete the time line (draft) with Stephanie.

//03/05/11 (Tuesday) - Lesson 3// Stephanie and I collaborated as a team to make a time line which may be used to give to students (audience) when we present our oral. We compiled a list of most important dates and events before, during and after the Khmer Rouge by going through our work again, which helped us learn to pick information that was relevant enough. During the lesson, the whole group formed a "group discussion" to talk about what we were going to discuss about our research to with Ms Lawless.

//04/05/11 (Wednesday) - Lesson 5 & 6// Our whole group updated Ms Lawless about our research project, our learning and process. This was what was suggested: - Narrow down research if not then it will be too difficult - Keep in mind for next year (learning process) but keep hypothesis the same for now as it is too late - This will be a heads up for year 12 - Ms Lawless will ask Ms Woud about scaffold/script/presentation - Start presentation

For the remaining class time, Stephanie and I continued completing the draft of the time line.


 * Week 2 **

//09/05/11 (Monday) - Lesson 1// My **goal** this week is to complete the time line (good copy) with Stephanie. Our group analysed our survey responses.

//10/05/11 (Tuesday) - Lesson 3// We completed our survey analysis and created a conjecture based on the responses and what was relevant for our research. I also looked at more websites to learn more about what happened during the Khmer Rouge. Our group looked at the final conclusion again and considered changing the hypothesis to revolve around "equality" or "I feel lucky because..." but decided not to because we would have to research more. We decided we could write this in our reflection at the end about issues.

//11/05/11 (Wednesday) - Lesson 3 & 4// We wrote our time line on Microsoft Word as a good copy. Our group huddled in a group discussion and wrote another planner but this one was for the remaining weeks left. We plan on using this as a guide and schedule to help make our time productive and organised. So for this week, we are meant to update our journal entries and for Stephanie and I to finish the timeline. We also asked Ms Lawless about the presentation and discovered that the scheduled presentation week clashed with year 11 midfterm exams so the date was rescheduled to an earlier date.

We discovered from discussing with Ms Lawless and her discussing with Ms Woud that the scaffold was not necessary to finish, but it was still evidence of learning and work. We've learnt that what we did wrong was not exactly because of lack of communication as we discussed a lot, but it was because we did not understand the questions in the same way.

**week 3:**

//16/05/11 (Monday) - Lesson 1// My **goal** this week is to fix up my journal, scaffold and focus question. Today, Stephanie and I finally completed our timeline which I think turned out fairly well. Our group had also looked through previous year's integrated learning folders.

//18/05/11 (Wednesday) - Lesson 5 & 6// The lesson began by having a group discussion about organising group folders and when we would purchase it, print out our work and place in the folder. Today, I placed the original concept maps on a word document, while Sara, Stephanie and Hien updated the latest concept maps on Photoshop & Paint. The remaining time left in our lesson was used to look through all our documents and consider which one was suitable to print out.

We had also looked through last year's folders again to get a better understanding on what to write for the de Bono Hats and where to organise our work. I have learnt that the: - White hat symbolises the information e.g. there was not enough money for the government to fund... - Red represents emotions e.g. at first I didn't feel confident about... - Black means the errors/problems that were encountered (bad points) e.g. due to our learning styles, our project was put on hold...  - Yellow symbolises optimism and the good events that occurred (good points) e.g. our group worked efficiently...  - Green represents what could have been (creativity) e.g. the power point was fresh and innovative. - Blue means the thinking process and organisation e.g. the folder was very organised and neat.

//19/05/11 (Thursday)// We purchased our group folder and organised it by discussing as a group and taking last year's folders into consideration.

**Week 4:** My **goal** this week is to: - start my transcript - finish my notes - begin my presentation - Finish the survey report

This week I began writing the report for the surveys. I completed most of what I could do but I still needed assistance from my peers on the ov erall summary and assumptions. I also needed my group to revise over the report to fix it and make it better. Collaborating as a team for this will help enhance the report to make it the best it could possibly be.

Hien discovered newspaper articles that were printed out in the 1970s and gave me the link. It helped me understand how foreign countries, organisations and journalists completed disregarded the revolution because of issues such as leaving the country before evacuations; not believing the extent of the terror the Khmer Rouge put in placed etc. It also helped me gather more resources on how a typical citizen's life was like.

**Week 5:** My **goal** this week is to give the survey report for my group members to revise, print out all my notes and evidences, discuss about the presentation with the group and to review each others' work. Our group discussed about the time left until the presentation, so we concluded that by Wednesday lesson, our transcript and power point section should be completed. This will allow us to compile them together to form the group's power point and for each member to revise each others' work.

On Tuesday, we asked Ms Lawless for assistance on our conclusion. We've been having troubles with it because it was so wide. We learnt that we should have made it narrower, which we will keep in mind for next year's Research Project. Sara and I discussed about it and realised that due to the sudden changes in our research, we haven't been connecting our research with the hypothesis (society). I foresee a lot of trouble in the future because of this.

During the week, our group discussed about the little amount of time left until our final presentation, and realised we needed to fasten our pace.

Throughout this term, I've learnt that learning styles have impacted on the productivity of our research project. Our group consists of analytical members which means we think too deeply into anything, and hence can easily get set us back. However, a good point with having these types of learners in our group is that we can get things done to the best of our ability.

My **goal** this week is to finish the transcript and presentation with my team members. Sara and I worked together to edit the transcript, while Stephanie and Hien worked on the power point. When Sara and I asked Ms Lawless to go through the conclusion, she gave us a few websites to gain further knowledge on social media and its effect on revolutions in countries such as Egypt and Tunisia. I have learnt by having to write the conclusion with Sara was that having a narrow hypothesis would be so much easier because you would only have one conclusion. Our hypothesis had multiple approaches in answering it, which made it quite difficult and confusing for Sara and I.
 * Week 6: **

This week, I researched about the effects of the regime on people to help enhance Hien's focus question. I was able to successfully finish the research and have learnt multiple facts about the impact on the people who lived under the Khmer Rouge. For instance, from a survey conducted by the University of Berkeley, they found that 83% of respondents lived under the regime, and out of that percentage, the majority (93%) considered themselves as victims. Another study by the United States found that 62% of the Cambodian refugees surveyed suffered from Post Traumatic Stress Disorder (PTSD), while 52% had depression. A problem Sara and I realised was that we asked Hien to research about the impact of the regime when it occurred, when it was primarily supposed to be after it occurred. We realised we should have thought about it more clearly before placing it into practice.

While Hien, Sara and I were fixing the transcript and drawing graphs for the power point, we realised we wrote A LOT. We mentally calculated how many pages we'd need to print out and realised it was practically a novel. I have learnt that our group needs to be extremely succinct from now onwards.

I was also able to successfully finish the survey report with the help of Sara and Hien.

**Week 7:**

Note: incorporate 5 capabilities.

IMPORTANTLY: You need to format your journal appropriately, i.e. by date, time and correct spelling and grammar
 * What have you achieved
 * What you want to achieve/ goals
 * Positives/ successes
 * Negatives/ limitations/ problems
 * Interesting comments
 * This will pretty much help you write everything that you need to show evidence of learning = + journal

= **Research Section:** =

__To do list for remaining weeks of semester:__
- Interview - read more books - Wikipedias - Get as many people to do survey (promote it), followed by analysing information obtained. - Obtain photographs - Time line (with Stephanie) - Draw up conclusion with group - Finalise scaffold with group - Create slide slow in Microsoft Power Point - Write oral speech (whole group) - Practice the speech - The final presentation.

** Concept Maps: **
= =

**This concept map for the Australian government is no longer in use.**

= =

= **Disregard the Australian government research in the allocated job concept map.** =

= =

** Surveys: **
How is history relevant to us as people of a modern society survey:[]" //[22/02/11 (Tuesday) - Lesson 3//] What do you think about the Australian governmentsurvey: [] [//14/03/11 (Monday)//] First What do you think of the Khmer Rouge government survey:[] [//14/03/11 (Monday)//]
 * Previous surveys:**
 * Current Survey - Second What do you think of the Khmer Rouge government survey: [| http://www.surveymonkey.com/s/LLRNGSL] ** //[23/03/11 (Wednesday) - Lesson 5&6// ]

**Interview questions if we do conduct an interview:** (Sara's print screen)
= =

** My section of the scaffold: **
A **//reason//** for the **//choice of research//**, indicating an appreciation for the significance of the research. I was first introduced to the topic by my team member Sara Chan when we were choosing individual projects. She was very passionate about this topic since it had affected her family, and during the process in telling me about it, I became fascinated as well. When we combined as a group, all the team members and I were content and happy to learn more about the Khmer Rouge. I admit, before this, I never even heard about the Khmer Rouge Revolution, and I suppose it sparked an interest in learning about a topic from an Asian country since we don't tend to learn much about their history in school. This means that I will be learning something new which had affected millions of lives. I also decided to choose this topic because I want to share it with other people, since I’m sure many of my age do not know about it. I want people to have knowledge about what the Khmer Rouge have done to their citizens and the effect of the genocide to society. So this is why I chose to research about the Khmer Rouge and what it has done to our society.

1st Guiding / focus questions WHAT WERE THE EVENTS DURING HIS REGIME? (FOCUS ON SOCIETY & CITIZENS)

Background information The Khmer Rouge Revolution caused millions of deaths because of executions, diseases, exhaustion, illnesses, malnutrition etc. There were evacuations of cities, agricultural labour, security centres, eradication of money; schools; markets etc which destroyed everything that once built the old Cambodia.

Comparison and synthesis of source materials **Common characteristics:** **Bias:** (CBKRR 2007), (CBKRR 2010), (Terith n.d.) **Neutral:** (The CGP n.d.), (Background Note: Cambodia 2011), (Etheson 1984), (Jackson 1989), (HOOTKR n.d.), (RTTKR 2000) **Reliability:** Majority reliable because on well-known sites, .gov, .edu, .org, academic researchers as authors, gives facts, contains primary sources within **Primary or secondary:** All secondary – some contains primary sources within them (quotes, photographs, interviews etc.) **Information:** Cross-referencing information to determine if true or false, showed information was all similar except death estimates because there cannot be an accurate guess. **Usefulness:** All sources

Analysis and evaluation of evidence **Method:** Harvard system **Best source:** (Jackson 1989) **Audience:** academic, college etc. **Why:** extensive analysis, reliable, primary sources (photographs, quotes etc.), neutral, author: scholar, professor, expert etc. **Second best source:** (RTTKF 2000) **Why:** informative, reliable, engaging, interviewed citizens; experts and former Khmer Rouge, visual recordings, primary sources (photographs, interviews etc.), **Third best source:** (HOOTKR n.d.) **Audience:** public with interests to judicial process of former Khmer Rouge **Why:** simple, informative, timeline, reliable, expert opinions, primary sources (photographs etc.), academic researchers

A summary of research Events during 1975-1979 include: evacuations, jailing, farming, executions etc.

Connection between hypothesis and research Cambodia –big scar on society with the terror and violence the citizens faced, rebuild society after 1979. Neighbouring countries – Many escaped Cambodia’s borders, thus affect society with increase of refugees. Other countries – Awareness of such cruel methods, thus reflect back on their society

**References:** 1) Cambodia’s brutal Khmer Rouge regime 19 September 2007, BBC NEWS, accessed 21 March 2011, <http://news.bbc.co.uk/2/hi/asia-pacific/7002629.stm> 2) Cambodia's brutal Khmer Rouge regime 19 July 2010, BBC News, accessed 22 March 2011, <http://www.bbc.co.uk/news/world-asia-pacific-10684399>. 3) The CGP n.d., Yale University – Cambodian Genocide Program, accessed 22 March 2011, <http://www.yale.edu/cgp/> 4) Background Note: Cambodia 28 January 2011, U.S. Department of State, accessed 24 March 2011, <http://www.state.gov/r/pa/ei/bgn/2732.htm>. 5) Historical Overview of the Khmer Rouge n.d., Cambodia Tribunal Monitor, accessed 24 March 2011, <http://www.cambodiatribunal.org/history/khmer-rouge-history.html> 6) Terith, C n.d., Coping with the Psychological Trauma of the Khmer Rouge, DCCam, accessed 25 April 2011, <http://www.dccam.org/Projects/VOT/Legacy%20Paper.pdf>. 7) Etcheson, C 1984, The Rise and Demise of Democratic Kampuchea, Westview Press, Inch., Colorado 8) Jackson, K 1989, Cambodia 1975-1978 Rendezvous with Death, Princeton University Press, New Jersey 9) Return to the Killing Fields 2000, motion picture, A&E home video, Cambodia.

**Photographs:**
A few examples of pictures I discovered through the book: Jackson, K 1989, //Cambodia 1975-1978 Rendezvous with Death,// Princeton University Press, New Jersey ( photographs compiled by David Hawk )

**Audiovisuals:**
This is the documentary Sara obtained from her Khmer teacher and the one our group watched. I found it on //Youtube.//This investigative report is separated into 5 different videos, so this is the first out of the five videos. The rest can be found on //Youtube.// Original reference: Return to the Killing Fields 2000, motion picture, A&E home video, Cambodia media type="youtube" key="sRpGJ2pPjIM" height="390" width="480" . <span style="display: block; height: 1px; left: -10000px; overflow: hidden; position: absolute; top: 2678px; width: 1px;"> <span style="background: none repeat scroll 0% 0% yellow; font-family: "Times New Roman","serif"; font-size: 12pt;">Stephanie was ambivalent about what to ask because she was fine with any of them. <span style="background: none repeat scroll 0% 0% yellow; font-family: "Times New Roman","serif"; font-size: 12pt;">Sara's choice was 'How is studying history relevant to us as people of a modern society?' <span style="background: none repeat scroll 0% 0% yellow; font-family: "Times New Roman","serif"; font-size: 12pt;">Hien chose 'Why is it important to save history for future records?' <span style="background: none repeat scroll 0% 0% yellow; font-family: "Times New Roman","serif"; font-size: 12pt;">And I chose 'What is the importance of understanding historical events?'