Journal+entry-+Hien

__YEAR 11 INTERGRATED LEARNING 2011.__ =**__Please re-take our surveys __**= =[]= writing with blue highlighted is collaboration and communication

__HIEN PHAM'S JOURNAL__

WEEK 1

**Wednesday, 2th February (Lesson 5&6)** On the 2nd of January, during our double lessons in Intergrated Learning, I finally know how to access wikispaces. Mr. S demonstrated how to use wikispaces. After logging on wikispace, we divided a group form of 4 students. My group is Stephanie Mac, Sara Chan, Nhi Nguyen and I. We formed our group based on friendship. After that, we started to list down the five topics that interested us. They were the Egyptian Revolution, technology, Art, Economics and Finances and Media. We thought that we had to do the same topic that was why we spent too much time on discussing what topic is the most interesting. When the lesson finished, we came and asked Mr. S about the topic and he said that everyone has to research different topic but work together. We were very frustrated because we spent more than a lesson to choose one topic.

= **WEEK 2** =

**Monday, 7th of February (Lesson 1)**

In lesson one on Monday, I was thinking about choosing the topic that I want to research. First,I have no idea what I want to do. So I asked Mr. S and he gave me a lot of ideas beased on my interest. After that, I thought about lots of topics that i want to research on so I started to fill out the starter pack with five areas that im interested on which are: After that, I listed down a question for each areas.While I was thinking about what topic to do, I thought about Facebook and Myspace which are very popular to every teenagers daily life. So, I came up with an idea " How is social network impact on teenager's life?" I decided to research this topic. After that, I took time looking throught the scheulde for the term and how we will be mark on.
 * 1) **Maths **
 * 2) **technology **
 * 3) **environmental/ global warming **
 * 4) **social networking (Facebook, MySpace) **
 * 5) **music **

**Wednesday, 9th of February (Lesson 5&6)** At the start of the lesson, Mr S accounced that every group have to do one topic. I was so frustrated when I heard that because I spent so much time choosing one topic for my own. After a while, we got told to have a try of reference books. We have to choose three books from the teacher's desk and use the online reference generator to see how it is reference. Here's an example of online reference generator:

Our group gathered around to decide what topic to do. We talked about each topic that we chose before and start choosing the most interesting topic. We discussed and chose " The Cambodian Revolution" to be our topic because one of our members Sara Chan was so in to the topic and the rest of the members and I wanted to know more about it so we agreed to research that topic.

= **WEEK 3** =

**Tuesday, 15th of February (Lesson3)**

At the start of the lesson, Ms. Miller showed us a few videos about primary and sencondary sources. It gave me a clearer understanding of each sources. Primary sources are first hand written like historical books and newspaper that had written at the same time as the event happened, photographs..... Sencondary sources are second- hand written like modern newspaper, text books, websites, ..... Afterwards, our group gathered around and diccussed about our focus topic on Cambodia Revolution. We came up with four questions to pick from. They were:

**1. How did the revolution following PP rise to dictatorship over Cambodia unfold?** **2.Why did PP wish to create a pure Cambodian Nation without foreign interference?** **3. What were the events occurring during his regime & what were his motives behind his actions?** **4. What were the effects on the Cambodian people?**

**Wednesday, 16th of February (Lesson 5&6)** at the start of lesson 5 on Wednesday, our group gathered around and continued to discuss abour our focus topic will be. Mr. S called our group up and gave us some suggestions on the focus quesions. He said the focus question could be how is historical impact on our present? and then talk about to the Cambodian Revolution. So, we gathered around again and discuss about it. We came up with five quesions. They were:

**1. How is studying history relevent to us as people of a modern society?** **2. What is the importance of understanding historical events?** **3. Why must we record history as accurately as possible?** **4. Why must history be an important part of lives?** **5. Why is it important to save history for future records?**

During the dicussion, Sara chose //How is studying history relevant to us as people of a modern society?,// Nhi chose //What is the importance of understanding historical events?,// Stephanie doesn't mind what quesion because most of the questions have similar ideas and I chose //Why is it important to save history for future records?.// This also show the different colour of our learning style. Sara is a comon sense style that's why she wants to find out //How// question//,// Nhi is an Analytical style that's why she chose //What// question and I'm an Innovation learner style that's why I chose //Why// question. After all the dicussion and a lot of talking, we dicided to choose our focus question which is //How is studying history relevant to us as people of a modern society?// and everyong agreed to it.

**Friday, 18th of February (Lesson 3)** During this lesson, our group gathered around a dicussed what question to put in our survey. We used the "Monkey Survey" program to make our survey and these are some notes during our dicussion:
 * **How is studying history relevant to us as people of a modern society? **
 * **· 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?] **

After the dicussion we came up with 5 survey quesions. They are :


 * 1) **<span style="font-family: Arial,Helvetica,sans-serif;">Do you like history? **
 * 2) **<span style="font-family: Arial,Helvetica,sans-serif;">How important is history in your life? **
 * 3) **<span style="font-family: Arial,Helvetica,sans-serif;">Do you understand the significance of history? **
 * 4) **<span style="font-family: Arial,Helvetica,sans-serif;">Do you value history? **
 * 5) **<span style="font-family: Arial,Helvetica,sans-serif;">Has any historical event impacted on your life? **

<span style="font-family: Arial,Helvetica,sans-serif;"> We dicided to make these questions in our survey because we wanted to know how is history impact in our modern society. Also we wanted to link these questions to our focus question for the research project which is // How is studying history relevant to us as people of a modern society ?//.

= **WEEK 4** =

**Monday, 21st of February (Lesson 1)** At the start of the lesson, Mr. S gave us the sentence starters and showed us a video. After that, we gathered around and double check our survey. During the dicussion we decided to change our focus question to //How is history relevant to us as people of a modern society?// because we wanted to know whats history means to people and the modern society. During this lesson, we brainstormed what sort of questions that can answer our questions. [|Brainstorm for Survey.docx]

**Tuesday, 22nd of February (Lesson 3)** We checked our survey again and finalised it. After that, we chose to upload it up in the discussion room so everyone can take our survey. Here is our survey <[]> The questions are: 1. How old are you? 2. Do you like history? 3. How is history important in your life? Rate yourself our of 5. 1) Not important at all 2)Considerably important 3)Important 4)Quiet important 5) Very important 4. Do you understand the significance of history? If yes, please tell us abit about what you understand.   5. Do you value history?  6. Has any historical event impacted on your life? If yes, please specify the event and how it has impacted on your life? (i.e Migrated to Australia because of the Vietnam War.)

**Wednesday, 23rd of February (Lesson 1&2)** During lesson one and a the beginning of lesson two, our group gathered around to make a concept map and listed all our sources for each of the questions. We listed all the primary and secondary sources that we can find to get our imformation.



After finishing the concept map, Stephanie, Sara and I went down to the library to find some sources about the Cambodia Revolution. There was some limitation because there were not a lot of books have Cambodia Revolution.

= **WEEK 5** =

**Tuesday, 1st of March 2011 (Lesson 3)**

Our group gathered around and divided jobs for each of the members. During this lesson, we got so confused because the relief teacher, he gave us a few suggestions such as These suggestions made us even more confused because we thought that we need to include it in but in reality is we don't have to, it was just suggestions. During this lesson, we dicussed what was our hypothesis and how can we link it together. We made it more complicated for us because we always think logically.
 * How is the cambodian revolution impacted to Australia society?
 * How is they impacted our our culture and our diverse society?
 * How about imagration?

**Friday, 4th of March 2011 (Lesson 4)** During this lesson, we dicussed a lot of things especially our focus questions. We tried to change our focus question so it's not too complicated. So, during this lesson, we came up with a new focus quesion which is //How is a revolution inpacted on our modern society?// so for our research we will use Cambodian as an example to show how it is impacted on our lives. But after a while, we thought about the revolution around the world because every revolution have a different meaning and the Cambodian revolution doesn't really impacted on all of us in the mordern society so we were really confused about our focus question. So, we were thinking we are going around the circle and back to our starting point. It's not because of the questions that we couldn't understand, it's because we are making it too complicated to ourself.

= **WEEK 6** =

**Monday, 7th of March 2011 (Lesson 1)** Our group gathered around and dicussed about our focus question and how to link it and Sara came up with a an idea to our focus question. Which was: //How is knowing the actrocities of the Khmer Rouge Revolution contribute on our understanding of a proper government?// Once again, this focus question didn't last very long because one of our members came up with how does we know which government is proper? Is it the way the government treated us? the values? or the fairness? This made us so confused about picking the right focus question that can link to Cambodia Revolution. In the mean time, we planned out our steps how to get to our final product. In this process, we planned out to find what is a proper government and give a brief definition what is a proper government to us and we can use the survey as evidence. Also, after getting information of a proper government we will compare it with the Cambodian governement to pointed which government is the better according to the people who live under that government. We thought this might be too complicated because everyone has different beliefs and thoughts about the proper government and proper doesn't really a word to use in the government. I'm an innovative learner and when I saw our group doesn't have a common guiding question I feel so stressful and frustrated because we have spent half of our term just for a focus question.

**Tuesday, 8th of March 2011 (Lesson 3)** At the start of the lesson, Nhi and Sara shared the new idea for our focus question which was //How is knowing the actrocities of the Khmer Rouge Revolution contributed to our understanding of the quality of a successful government in a modern society?// We dicussed about it for a while and everyone agree to it so we chose this to be our focus question and hoping this is the last changing because we've spent too much time on chooosing a focus question. After the agreement we realised that we have been spending too much time on discussing and not updating our journals so we spent our lesson on writing journals. Also, during this lesson, we decided to start to make our interview questions. As soon as we start to write what will be on our survey, the bell rang.

**Wednesday, 9th of March 2011 (Lesson 5&6)** At the beggining this lesson, our group gathered together and started to use web aspiration program to brainstorm the resources.



This is our resources for our Khmer Rouge resources. We changed a few questions therefore we have to make a new concept map and new resources. We will research on the Kmer Rouge deeply to help to answer our guiding questions. This is our concept map for Australia government and questions that we wanted to know and help to do our project. Because we don't want to research on Australia deeply therefore the resources that we will be using are mainly internet, books, speeches, survey and interviews. After analysing the information we will compare it to the Kmer Rouge

**Friday, 11th of March 2011** During this lesson, Mr. Stav talked about the grades and how we will be assesed on the five capabilities. The capabilities are Communication, Personal Development, Citizenship, Work and Learning. The capabilities 1, 3, 4 and 5 that will be assessed on. After the talk, he told us to have a look at our grades. I looked at it and I got no idea our i got those grades because I don't know what he want to hear/ read from us. I got really confused. Mr. Stav said that our group is an A group but because we didn't updated our evidence and our plan on our journal pages that's why we got those grades. I thought about it and i thought we got a lot of evidence already. Also during this lesson, our group gathered aroud, dicussed and plan out our scaffold.<span style="font-family: Arial,Helvetica,sans-serif;">﻿ We started writing down our Focus question to how how can we have our final product. We thought about our final product in many different ways. We thought about doing essay but then we thought 800 words would be a a little less for us so we thought about either do ing an oral or a video. We thought about doing an oral but then once again, we might not know when is 3 minutes and we wouldn't know when it will be end so the best way of presenting our final product is a 3 minutes video. A 3 minutes video is more convenient because we would know the time limited and how to organise our speech. When making the scafforld, I learnt that we have to be more organise on planning out things first before getting started and I think ouit group is quiet good when planning it out. [|Research Report scaffold.docx]

= **WEEK 7** =

**Monday, 13th of March 2011** On Monday, all of the members in our group gathered around Sara's house to continue our research project because we felt like we needed more time spending on it and we also needed to watch a Khmer Rouge videos. When we arrived, we started to watch the videos and the videos were from Sara's Khmer teacher. There were three videos but one didn't work, the other one we can't hear it because the talking wasn't clear enough and the last one finally work out well. It was an investigative report called "Returning to the killing field". We watched the video and discussed through. When finished the video, we dicussed what part of the video will help us to answer some of our questions and what type of sources was it. I learnt that Pol Pot thought that he was helping the country to become better but what he was thinking was completely wrong. After that, we dicussed what we need to do and we started to continue with our concept map of dividing jobs because we thought we didn't finish it during class time. Because I'm an innovative learner, I work better in groups and with other people so I chose to research "What were the effects of the Cambodian people" as my mainly question on the Khmer Rouge.For the Australian government, we only have two questions to research we are " Under what doctrine/ philosophy does the Australian government use to run the nation?" and "What type of government does the Australia have?" Because Nhi and Stephanie are Analytical learners so they chose to research "What type of government does the Australia have?". Sara is a common sense and dynamic learner and I'm an Innovative learner so we chose to work together to find out " Under what doctrine/ philosophy does the Australian government use to run the nation?" question. These are only divided so that everyone can have their own focus questions to work on and find out to have a bit of idea on the topic but we can also healp each other our if they needed. After that, when everyone finished researching we will gather around and share what we've got and what we need to add it in. After that we started to make surveys and managed to get it done before going home. The reason that we were re- making our surveys because the last survey that we did wasn't relevant to answer our new focus questions.We dicussed what we will put in the survey and used monkey survey to do it. The first survey that we did was "What do you think of the Khmer Rouge Government?" We chose to do this survey because we wanted to know what people think and feel when they lived under the Khmer Rouge government. Here is our survey link: [] When we finished our Khmer Rouge government survey we started to talk about our comparison to Australian government. We dicussed what we wanted to know what people who live under the Australian government think and feel about it. We came up with similar questions to the Khmer Rouge survey because we want to compare the two goverments and pick our the best and suitable government that is good for the people. Here is our survey link: []

When we finished the surveys, we started to ome up with some questions to our interview. The person who is beeing interview is Sara's Khmer teacher (Mr. Chau) and he will be interviewed by Sara. We came up with many different questions. First, We don't really want to go in depth too much because the person who is beeing interview might be so emotional and can't control their feelings. For example, if we ask him about his family he might be sad, angry or even start to cry. So, later on, we thought about it and everyone agreed to " You don't have to answer the all the questions, you can skip some of the questions and answer any questions that you want to share to us as new generation wanting to know about the past."

At the end of today, I've learnt new things about the Khmer Rouge after watching the videos. Before, I thought that it wasn't that big event but when I saw the documentary, it changed my point of view. It was a horrible event that occurred just because Pol Pot wanted to help the nation to become better when it is just making it worst.

**Tusday, 15th of March 2011** We got told to go and check our grades by the relief teacher. I checked and I don't really know how and why I got those grades. I was really confused. I was wondering why I have a B for my journal. At the start of the year, Mr. Stav told us to write our journal in detailed and we have to write jounal at least one a week. I did that and I have a B for it. Also, during this lesson, I sent Mr.Stav a message to ask how I got those grades. The rest of the lesson, we used it to update our journals.

**Wednesday, 16th of March 2011** In this lesson, our group asked Mr. S how we got those grades and he showed us the rubric and explained it to us. When we finished, we continued to write our journals. After that, our group gathered around and checking our surveys for the last time and see if there is any changes. We were happy with our surveys that we made on Monday at Sara's house and we finally updated up on our personal journal pages and also in the discussion. We've realised that some of the groups had already started to research their topic but our group didn't. For the last few weeks, what we mainly did was planning, discussion and writing journals. We thought that we should start research our topic now because according to Mr. S, he said that he will be marking on our journals and see how we go on our research. We must or at least try to get two or more of our questions done and it have to be shown in our personal journal pages.

**Friday, 18th of March 2011** On Friday, our school had black out so we can't use the computers our. Instead of using the computers, our class gathered around and brainstormed what are can give you a good grades when doing an oral. We talked about : After that, Mr. S told us each group have to make a talk about two minutes to our whole class talking about what topic is every group doing, what are the focus questions, where did you get your resources from and is there any trouble that you need help? Our oral presentation went really well. Everyone had a chance to speak about their topic and how to get sources from.
 * clear voice
 * good body language
 * eye contact

= **WEEK8** =

**Monday, 21st of March 2011** During this lesson, I started to research and analysing the information to my own focus question which was //"What were the effects on the Cambodian people?"// At the start of the lesson, I had some trouble logging on the Ebsco host because I don't know whether you sign up or not. Now, I still can't figure out how to go on that page yet but I'm an innovative learner which I can work best with other people, I will ask my classmates who know who to use it and I'll tell them to show me. So I started to use internet as my first secondary source to find some informations for my own focus questions. I asked Sara which websites are good to find sources for the Kmer Rouge because she had found some really useful websites. She gave a a list of websites that i can use. The first website that I used to start my project was [] for Cambodian today and what was life in Cambodia like when it was under the Kmer Rouge government.

**Informations that I found on this webpage:**

 * 1) __**Life under the Khmer Rouge government:**__
 * The government want to change the whole Cambodia into a rural, classless society with no rich people, no poor people, and no justice. To make this rule come true, they cancelled all money, free markets, normal schooling, private property, foreign clothing styles and traditional Khmer culture.
 * They also used public schools, pagodas, churches, universities, shops and government buildings to make prisons, stables, reeducation camps and granaries. Their life at that time was so difficult because there were no public or private transportation, no private property, no entertainment and there were hardly no free time activities happening in this time.
 * People accross the country was command to wear black costumes, which were their traditional revolutionary clothes. At this time, no one have the rights to talk, dicuss or making speech to each other, even with other family members because the government belived that they are the enimemies and they should be arrested.
 * During this revolution, they arrested and killed thousand of soldiers, millitery officers and civil servant from the Khmer Republic regime, who the Kmer Rouge government thought that they are their enemies.
 * As a servant, the Cambodians were expected to make at least three tons of rice per hectare throughout the country. This also meant that people had to work through out the year. In most places, the Khmer Rouge government forced people to work more than 12 hours a day without rest or any provided food.

2. **__Cambodians and todays's life__**
 * The Cambodia nation nowadays is called Democratic Kampuchea.
 * At the 20th century, there were nearly two million Cambodians died from a lack of medicines and medical services, starvation, execution, or exhaustion from overwork.
 * Tens of thousands people are widows and orphans after that period of time and those who lived through the regime at that time were traumatized by their experiences.
 * There were also a hundred thousand Cambodians who escaped their own country and became refugees.
 * In millions of mines were buried by the Khmer Rouge and government forces, there were thousands of deaths and disabilities people in the 1980s.
 * A large amount of the Cambodian people have mental problems because their family members were lost and their damaged.

**Tuesday, 22nd of March 2011** During this lesson, I took one of the members survey. I don't really get some of the questions so I asked them to explain to me. Also, during this lesson, one of our friend Hien suggested that our Kmer Rouge survey is not really a good survey due to the question 3 on our survey, it said //"Do you know about the Khmer Rouge or Pol Pot's regime?// //If no, thank you for your contribution. Please, press 'done' at the end of the survey. If yes, please continue",// which can also mean that if people don't know anything about the Kmer Rouge revolution they would skip the survey and end it there without looking at our valuable questions after that. He also said that, to make a good survey, we're sup posed to make a yes or no answer. We should give them a brief summary of the even so they might know a lilttle bit about it and answer the question. It's like a scenerio. So, our group dicided to change our survey for a bit.

**Wednesday, 23rd of March 2011** Our hypothesis is "K//nowing the actrocities of the Khmer Rouge Revolution contributed to our understanding of the quality of a successful government in a modern society".// During this lesson, Mr. S taught us how to use advanced search on google. It was a new thing for me to learn because I didn't know it before. Advanced search helped us to decreased the amount of websites down into the wedsite that you wanted do. For example: If you only want edu websites, you have to type into the box edu and the searching will coem up with all edu website. You can also type in key words that can relate to the topic and they will find it for you. I found out that, this website is very useful because it can save our time instead of going through all un-useful websites. Also, in this lesson, Mr. S suggested that our hypothesis is not that clear enough because a successful government can be the Kmer Rouge because they can run/ achieved their goal in 5 years without a lot of people knowing the event. All of our members got confused once again because successful have different meanings. To us, a successful government is a government that can make their people feel happy, safe and privileged but to other people like Mr. S, he might think a successful government is the government that can achieve what they wanted or their goals. So, Mr. S told we should go and have a talk to Ms. Woud about out hypothesis. Sara and Step h chose to go and see Ms Woud and Nhi and I are staying to fixing our surveys.

**Friday, 25th of March 2011** Yesterday, after discussed with Ms Woud after school, Stephanie and Sara shared the conversation and what are the changing. On MSN yesterday night, Steph told me that they had changed the focus again because Ms Woud said it would be complicated if we compare it to Australian government because the time is so much different. So we decided to discuss our hypothesis. Later, we came up with " //<span style="font-family: 'Arial','sans-serif';">The Khmer Rouge Revolution negatively impacted on Cambodia’s people at that time and has contributed to our society in a number of ways ?"// and our focus question is <span style="background-color: #00ffef; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">//"What was the impact of the Khmer Rouge Revolution and how does it contribute to our society today?".// Ms. Woud said that it's better not interview people who had lived under the Khmer Rouge government because it might cause them being too emotional and remind them about the past so we decided to not doing surveys anymore. After that, we started to fix our our scaffold due to the new hypothesis. This is our new scaffold - [|Research Report scaffold (Finalised).docx]

**Sunday, 27th of March 2011** On Sunday, our group realised that we're quiet behind because we haven't start research our focus questions yet. So, we decided to go to the State Library to find some helpful sources. Unfortunately Sara couldn't come because she was busy so only stephanie, Nhi and I went to the State Library. At the State Library, we went to get books related to our topics and started reading and analysing. Everyone did their own job which was analysing their own focus questions. My question was //"What were the effects on the Cambodian people?"// I had a few trouble of analysing sources because when I read the book, the timeline was not in order. for example, page 30 were talking about life under the Khmer Rouge, page 35 was talking Life in America and page 39 were talking about what was happen to the people during the revolution. I was so confused and frustrated because I had to flip the page to the one that I want to. Also, we didn't have a chance to look at all of the books because there were lots of good books and there were so thick. During the analysing time, because I'm an innovative learner, whenever I read something new to me I always share it with Stephanie and Nhi.

= WEEK 9 =

**Wednesday, 30 of March 2011** During this lesson, I typed up the notes that I got from Sunday onto Word document so I can upload it up on my Wikispace. Also, I spent the rest of the lessons on researching my topic. During the researching time, I got confused because my question was "What were the effects on the Cambodian people", I don't really know that if I have to research the effects on the Cambodian under the Khmer Rouge time only or with what are the effects on the Cambodian people now?. So I asked the members in my group about it and they said it's best to research the time when it is under the Khmer Rouge only because it can be a reference towards our hypothesis.

= WEEK10 =

**Monday, 4th of April 2011** On monday we got told to go and check our grades that Mr. S did during the weekend. I was confused about my grades because the assessment that Mr. S did on excel about my communication and collabration is totally different. I was about to ask him about it but I totally forgot.

the other problem that I had was I don't really know what is the difference between Background information and A summary of research. I thought both of the questions were smilar so what I did for my scaffold was I wrote in "A summary of research" same as background information. I was about to ask Mr. S about the difference but he wasn't there. When I went home, I was thinking about putting a video clip up but I don't know how to so I was thinking to not upload it up but when I went to Nhi's wikispaces and I saw the videos on her page, so I asked her how to put it on wikispaces through MSN. I asked her and she told me to go on widget and click on youtube and get the embed link, paste it onto the box and save.
 * Tuesday, 5th of April 2011** Our group gather around and discussed about where and what we are up to on our scaffold. There was a problem about <span style="background-attachment: scroll; background-image: none; background-position: 0% 0%; background-repeat: repeat;">Comparison and synthesis of source materials and Analysis and evaluation of evidence because we were so confused about what things we need to put on it. Is it the camparison of each sources like which one give more relevant information or are we actually comparing the the notes from each sources. We didn't know which one was the right one so we planned to go to Ms. Woud to ask because she was the one who made the scaffold. So, we decided to go to the Sose's office at lunch to ask her and we found out that she was at the conference all day. So we went to the libray to ask Ms.McGuiness because she was one of the teacher that did Intergrated learning last year. We thought she might have some knowledge about it so we went to the library. when we went to the library and she wasn't there. After a while, our group decision was "Do whatever you think it's right for now and we will change it if we did it's wrong".

**Wednesday 6th of April 2011** During this lesson, Mr.S went throught the things that we need to focus on in the Learning capability. He highlighted things that he wanted to see in our learning skill. The assessment of our grades will be on Learning and one of our other part - real world task - peer and self assessment - thinking skills
 * Learning**

-collaborative proccess -work together to minimize learning -gain an understanding and confidence realated to others - self knowledge and respect other's knowledge - promote their success as a team - work cooperatively, listen effectively, ask appropriate questions etc.. -teamwork, employability skills, self management
 * Work**

At the start of the lesson, Mr. S said to us that he had a phone call with Ms. Lawless about our due date for our research project. He said that, according to Ms. Lawless, our research project due in week 4. We were all scared and confused about the due date and Mr. S made an accouncement that it's only rumours but be careful, it might be true. So, my group was so scared that we might not finish our final product on time. Also, during this lesson, Stephanie showed me how to use Ebsco Host because she's better at using technology than me. She told me that for the username and password, I have to use the school's one to log in and I can't make a log in and password by my own. So, I tried to log on Wbsco Host, and it worked. I typed down "Khmer Rouge Revolution" and it came up with lots of articles such as "The Khmer Rouge" <[]>, etc... So, I've decided to look throught Ebsco Host throughout this lesson.
 * Friday, 8th of April 2011**

Our group used this lesson to plan our group schedule for the holiday because we have decided to catch up during the holiday to continue on our research. We gathered around, crossed out days that one of the members is busy, brainstormed and listed down the things that we need to do towards our final product. Days that all of our members can gather around are days during the first week of the holiday. Also, we came up with a list of things that we need to do during the holiday. They were:
 * Monday, 11 of April 2011**
 * //**Analyse our survey results - First we have to promote them and hand printed copys out.**//
 * //**Conduct our interviews**//
 * **//Translate Sara's mum's journal for Nhi//**
 * **//Perfect our scaffolds//**
 * **//Analyse interview with Polpot 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//**

Today, two of our members Stephanie and Nhi printed out 30 copies of our surveys to hang out for people. I had decided to give out in my Vietnameses class on Saturday school because I remembered my Vietnamese teacher talked about Pol Pot during her escaping away from Vietnam War. Also, we dicided to post our survey on facebook so we can have a range of different answers from everyone.
 * Wednesday, 13th of April 2011**

We've decided to go to Sara's house to continue with our research project during this two weeks of holiday. First, Sara was helping Nhi and I to translate her mother's journal so we can take notes about it. The journal is about her mother's journey under the Khmer Rouge government and how she escape etc.. After that, we discussed about what's our final product will be. First we thought of making a video (look like a documentary) but then we changed our mind to make a power- point oral presentation.
 * Monday, 18th of April 2011**

=
After a long group discussion, we dicided to do an oral presentation including a power-point for our final product instead of a video. We also decided to get 100 participants for our survey so it is easier to calculate.=====

=TERM 2=

=WEEK 1=

Wednesday, 4th of May 2011
During the double lessons, we were having a discussion with Ms. Lawless and told her where we're up to. We introduced our topic and what we've done so far and she told that we are in the right track. Also, she gave us some tips and ideas that for Intergrated Learning in year 12. She also said that we can start our muti-modal now. What I've learnt from the discussion with Ms. Lawless was we have to narrow our hypotheses so we won't get confuse and it is easier to answer.

Friday, 6th of May 2011
During this lesson, my group members and I gathered around to do a conjecture for our surveys.

Monday, 9th of May 2011
On Monday, Stephanie and Nhi were doing the timeline and Sara and I were planning for what we need to do toward our final product.

Wednesday, 10th of May 2011
=﻿WEEK 2=

During this week, we completed the surveys conjecture

<span style="background-color: #a000ff; color: #00f5ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%; text-align: center;">RESEARCH





=__SOURCES and INFORMATIONS__= =__Books__: [|The effects on Cambodians by books.docx]=

=__Internet__ : = =__Online Newspaper Article:__=

· Richburg, K 1998, 'Khmer Rouge Head Pol Pot dies in Cambodia at age 73', //The tech//, Friday, April 17, 1998, accessed 04 April 2011, <http://tech.mit.edu/V118/PDF/N20.pdf>.
 * Reference:**

During my research, I found this article bout Pol Pot. So, I've listed down few points what were the things that Cambodian thought about his death in this article =__Photographs:__=
 * Some of the people thought pol pot died so easily
 * They wanted to bring him to justice
 * They want him to try and live like the victims and feel the pain
 * People never forgive what he have done through his genocide


 * Reference:**

//Deputy leader of Khmer Rouge indicted for war crimes in Cambodia// 16 Sep 2010, The telegraph, accessed 05 April 2011, <http://www.telegraph.co.uk/news/worldnews/asia/cambodia/8005623/Deputy-leader-of-Khmer-Rouge-indicted-for-war-crimes-in-Cambodia.html>. Vogel, R 16 September 201, //Khmer Rouge leaders indicted by Cambodian genocide tribunal//,, accessed 05 April 2011, <http://www.guardian.co.uk/world/2010/sep/16/khmer-rouge-leaders-indicted>.

**Documentary: We watch this documentary about the Khmer Rouge Government and this documentary belong to Sara's Khmer teacher. **
media type="youtube" key="sRpGJ2pPjIM" height="390" width="480" align="center"

Reference: Investigative report: Return to the Killing fields 2000, motion picture, A&E home video, Cambodia In <-- my scaffold- What were the effects on the Cambodian people? =**Survey**:= For our new survey, we haven't promote people to do it yet due to busy working on our plans and analysing notes. So, the total amout of people who did our new survey is only 6. This evidence is just for now, but we will be promoting our survey sometime next week. Our survey title is **"What do you think of the Khmer Rouge government?"**






 * Overall:** I think our survey can help us to understand more about what other people think about our research project's topic. Some of the responses were really good. This might not give an accurate results because the amount of the people who take the survey wasn't that much. Hopefully, we will get more people to do our survey so we can get more accurate results.

**survey's link:**[| http://www.surveymonkey.com/s/LLRNGSL]
<-- our group scaffold