Sara+Chan's+Research+Project

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MY JOURNAL

RED COLOURED TEXT IS EVIDENCE OF LEARNING (Refer to "Week 7 Wednesday 16th of March 2011" journal entry to find out why it is red)
= HIGHLIGHTED TEXT IS EVIDENCE OF COMMUNICATION AND COLLABORATION.=

**Week 1 Tuesday 1st of February 2011**
Today Mr. Stav introduced us to Integrated Studies and the purpose of of Research Based learning. After a brief explanation of the course outline, he introduced us to Wikispace: an interactive learning site, in which we're required to document our research progress. We had to wait for Mr. Stav's invite to join his Wikispace via our edmails.

To assist with choosing our group members and to understand our personal learning styles, we also completed a learning style quiz. Despite my even spread over different learning styles, I discovered that I'm more of a 'common sense' learner: one who prefers to consider things through thoroughly, take risks and experiment to learn new things. I found out that I'm also quite analytical as my score for this area was almost identical to my common sense learning style and that there were also a few learning qualities in this area that perfectly described my personal learning style. These included: the fact that I like very structured learning tasks;I like to show my understanding of new information by writing or giving a presentation; and, in particular, I don't like the idea of open-ended tasks, where there are many choices, as I tend to get frustrated. Although, it was recommended that I use this information to choose my group members (i.e. those who are innovative, analytic and dynamic-different to what I am) in order to maximise work efficiency, I decided to work with my friends: Nhi, Stephanie and Hien because most of us are different learners (besides Nhi and Steph who are analytic) anyway, and we also work quite collaboratively together.

Towards the end of the lesson, I learned a variety of useful resources to assist with gathering information for my research project. Here's a few: Secondary resources: Internet: .com, .org, .edu, .gov, .army/ Books/ Magazines/ Encyclopedia/ Media ( videos, podcasts, documentaries, news)/ Newspaper/CD ROM/etc. Primary resources: Professional bodies/ Interviews/ Surveys/Teachers/ People/ etc.

After today's lesson, I feel that things are still a little vague.I don't completely understand the course structure, and I still don't know what my topic of research is going to be. I hope that by the end of this week I'm more well-informed about the RBL requirements, and that I have a good idea of my topic of interest. I'm still a little worried, but at least I know who I am working with.

**Week 1 Wednesday 2nd of February 2011**
Today's lesson began with burden and ended with a burden. I had relentless difficulties logging onto the WHS computer system in order to access my edmail and accept Mr. Stav's invite into WIkispace. So I spent the whole lesson looking for the IT managers, with Hieu, Cherry and Rohan, to help solve the problem, but things just weren't going our way. They were no where to be found. Seeing how stressed and panicked I was about falling behind, Nhi suggested that I logged onto her computer. It was a success. The problem was the actual computer itself! I quickly logged onto the intranet, accepted Mr. Stav's invite and created an account on his Wikispace using Nhi's computer. A fter familiarising myself with Wikispace, I learned how to create a new page in order to write my journal entries and how to customize it. To edit the page you click 'edit' and a tool bar appears containing various customisation options for usage, such as changing the colour, size and format of the text, embedding a file, a widget, etc. I also learned how to post messages on the discussion forum. By simply clicking on '+ new post', typing in your message and clicking 'post', my message would be available in the discussion forum for everyone to view. At this point, I was now up to date with everybody else.

During the second lesson, Nhi, Stephanie, Hien and I completed the 'Subject Starter' pack to help formulate ideas for our research project. At this stage, we had presumed that we were all researching the same topic, so we began brainstorming a few areas of interest. Following a civilised group deliberation we reached consensus on four topics: the Egyptian Revolution; sexualisation in the media; the global financial crisis; and advancing technology. Nhi was still a little undecided on these topics due to her consideration of the amount of information available,thus, we left it up to her to pick the topic she felt most confident in researching out of the four. She agreed to do sexualisation in the media.

By the end of the lesson, our group was satisfied with our accomplishments during the lessons, but soon discovered that our research topics were supposed to be individual. Just when things were starting to make sense, it becomes even more confusing. Most of our marks were allocated on group work and collaboration, but how are we supposed to meet these requirements if we're focusing on different topics? Why would we discuss with our group members our own topics? What's the point of even having a group? I'd always thought that the research project was a group researching ONE topic, as this was the case last year when my brother did it. We decided to clarify this with Mr. Stav who informed us that the purpose of doing this was to inform each other on our progress, and assist one another when required. I was absolutely puzzled at this point. Confounded,I left the class feeling even more concerned than yesterday. Due to my eagerness to find the correct answer, a common personality trait of a 'common sense learner, my goal for the next lesson was to fully understand the learning and assessment requirements.

**Week 1 Friday 4th of February 2011**
For today's lesson I had three objectives in mind: 1.Work out what topic I'm interested in researching 2. Find out what the assessment requirements are 3. Work on my journal At the beginning of the lesson, we all logged onto our Wikispace to continue working on our journals. But before we did, Mr. Stav instructed us to create one new page specifically for ourselves to write our journals and document all our research progress on, as he realised that a few students were creating new pages for every journal entry they wrote. During this time, after completing my journal entry, I briefly analysed the assessment overview available on Mr. Stav's Wikispace. I learned that the course aimed to develop 5 capabilities including communication, citizenship, learning, personal development and work and that we were assessed on mainly practical work, group work as well as our folios and discussions; however, details of these three components were not available.

At about half way through the lesson, Mr. Stav instructed us to locate the assessment rubric for Integrated Learning using the search engines available on the computer. The purpose of the exercise was to learn how to allocate information using key words. On Google I typed in 'SACE requirements' before clicking onto the official SACE website. After navigating the website using the prompts, I came across an 'Integrated Learning Subject Outline' document containing the assessment rubric and significant information about the course outline and requirements, so I saved it onto my USB. By the end of the lesson, I had a partial idea of what was required in Integrated Learning and was beginning to understand what was going on. Just before we left, I learned that the numbers on the 'Assessment Design Criteria' on the Assessment Overview corresponded to the statement number on the assessment rubric. It indicated what we were being marked on for each assessment topic.

**Week 2 Monday 7th of February 2011**
During today's lesson, we were required to consider a 'guiding question' for our chosen topic. Listening to Mr. Stav's lecture about the purpose of this statement as well as reading it's official definition on Word, I learned that our research project was to revolve around answering this specific question. But, because our chosen topic in Wednesday's lesson last week was disregarded after we were informed that our topics were suppose to be individual, I had to reconsider my topic of interest using the subject starter pack again. Here's evidence of my topic formulation progress:

[|Develop Topic of Research.docx]

I also took time to view the course schedule to see if we were up to date with all the learning requirements: we were well ahead, in fact, we weren't even suppose to be choosing our topics of interest until next week! After examining this, I felt more aware of upcoming tasks and reassured about where we were suppose to be. Although, I was unsuccessful at finding out whether we had to work in groups with individual topics, Nhi and I were going to ask Mrs. Miller tomorrow.

Towards the end of the lesson, we watched a year 12 video explaining why students had to do the research project, how it was going to help us in the future and the processes of research based learning; i.e, locating information; developing a hypotheses; referencing; etc. In viewing this video I gained some useful tips to succeed in Integrated Studies such as: backup your work; allow time for homework; reference your work; and DON'T PROCRASTINATE.

By the end of tomorrow's lesson we all had to finalise our topic of interest as well as our focus question.

**Week 2 Tuesday 8th of February 2011**
Today I finally decided what my topic of research and my focus question was going to be: //How did the Cambodian revolution following Polpot's rise to dictatorship unfold?// During the lesson, I also created a concept map on 'Webspiration' to formulate some ideas to research, and considered a few sources of information.



I also practiced referencing a few books on the 'Online Referencing Generator' in the senior school section. I found it very useful because all you had to do was type in the details beside each heading and it would assemble the reference in a single line. Here's an example of what I did.

**Week 2 Wednesday 9th of February 2011**
Today I discovered that Mr. Stav had made a mistake. Just as I'd presumed, we were suppose to be working in groups of four on one specific topic, not on four different topics. I tried not to be too pessimistic about having wasted 5 lessons formulating and documenting ideas because it was still the early weeks of this course, and I realised that there were bound to be mistakes. Additionally, there were also some benefits that came out of this amendment. For instance, each member of our group was now more clear about their topic of interest, therefore, all we had to do was decide on which topic seemed the best. Furthermore, we were now also clear about how were being assessed on group work.

I also continued practicing how to reference. Here's three that I did using the 'Online Referencing Generator':

1- Cunningham, A, Eagleton, T, Wicker, B, Redfern, M & Bright OP, L 1966, 'Slant Manifesto' Catholics and the Left, Sheed and Ward LTD, London and Melbourne.

2- James, M, Derbogosian, M, Bowen, S, Raphael, S & Moloney, J 1999, Chemical Connections 1, 3rd edn, John Wiley & Sons Australia Ltd, Queensland.

3- Collins, S 2010, The Hunger Games: Mockingjay, Scholastic Australia Inc, New South Wales.

Just before I left class to attend a dentist appointment, my group hastily decided what our topic of research was going to be. Since I was quite passionate about my topic, Stephanie and Hien agreed to do our in depth research on this as they were both fairly interested. Once again it came down to Nhi's final decision, but because she was already intrigued about the topic when I'd first mentioned it to her last lesson, she didn't hesitate to approve.=D

**Week 3 Monday 13th of February 2011**
Today Mr. Stav informed us that our guiding questions were due this Friday. I was away for the rest of the lesson as I had to get my ID photo taken. I missed out on watching the videos about primary and secondary resources, but I decided that I would watch them tonight as they were available on the home page.

**Week 3 Tuesday 15th of February 2011**
Today we began the lesson watching a few videos, that we were supposed to watch yesterday, defining and explaining primary and secondary resources. From this, I gained a better understanding on how to differentiate a primary resource from a secondary resource. I learned that primary resources were first-hand original accounts,evidence and objects created at the time of an event. They can also be created retrospectively, at a later date by a person, who has experienced or was present at the time of those events. Some examples of primary resources include journals, speeches, police reports, law documents, interviews, surveys, statistics, etc.

I also learned that historical newspapers are also classified as a primary resource, regardless of its source of information or interpretations during the time of publication. Since it details events that occurred in earlier periods, it is regarded as a primary resource. Modern newspapers, on the other hand, are only a primary resource if the reporters provide information based on their own eye witness accounts or experiences. If the the article contains information based on a series of reports or a different person's account, then it is classified as a secondary resource.

Finally, secondary resources are second hand pieces of information. They are descriptions, explanations and interpretations that are composed after investigating and sifting through primary resources. Some examples include: text books, internet websites, encyclopedias, magazine/ newspaper articles that analyse certain events, videos, movies,etc.

Towards the end of the lesson, Stephanie, Nhi, Hien and I gathered for a group discussion on our guiding questions that were due this Friday. After an engrossed discussion, we decided to focus our question on the 'whats and hows', but were still ambivalent over what we really wanted to find out. Here's a few questions the we formulated before the lesson ended: //What were the events that occurred during Pol Pot's reign over Cambodia and what were the motives behind his actions?// //How did the revolution following Pol Pot's rise to dictatorship over Cambodia unfold?// //Why did Pol Pot wish to create a purely Cambodian nation with out foreign interference?// __//Sub Questions that we want to find out//__ //How did he gain political dictatorship over Cambodia?// //How did he rule Cambodia ?//

**Week 3 Wednesday 16th of February 2011**
During today's lesson, we worked on finalising our focus question. In the middle of our discussion, we were called up by Mr. Stav to give him feed back on our progress. He embedded our guiding questions onto the home page, before recommending a few things about our focus question. He suggested that we link our focus question to the present day and its relevance to us as people. As quoted, " There has to be a level of maturity and depth to your focus question.It's not a year 9 SOSE project anymore. You have to make it live today for ourselves and other people our age." After his knowledgeable advice, I learned that there was more to the research project than I'd presumed. I learned that it was not just about researching a topic and providing answers to the question, but defining its significance to us and others in the modern era. It had to be 'fresh'. With this in mind we decided to reconsider our focus question. Here's what we brainstormed:

__Focus question brainstorm__ 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?

As we analysed each question to determine the appropriate focus question, we realised that most of them were quite similar in most aspects. They were practically asking the same question. Therefore, it came down to deciding which one sounded best. This was when our true colours manifested. I found out that Nhi kept choosing the 'What' questions, due to her analytical learning style, Hien favoured the 'Why' questions, showcasing her innovative qualities, and I kept going for the 'How' questions as I was a common sense learner. Most of us were split on deciding our focus question because of the differences in our learning styles, so it came down to Stephanie, who chose, "How is studying history relevant to us as people of a modern society?". We all agreed, knowing how ambivalent we were when it came to decision making. I began to realise at this point that our group members were quite passive as neither one of us was willing to take the lead. What our group really needed was a leader: someone decisive, initiative and willing to take risks.

Here's our finalised research guiding questions:

__Guiding Questions:__ //What were the events that occurred during Pol Pot's reign over Cambodia and what were the motives behind his actions?// //How did the revolution following Pol Pot's rise to dictatorship over Cambodia unfold?// //Why did Pol Pot wish to create a purely Cambodian nation with out foreign interference?// //What were the effects on the Cambodian people?//
 * __FOCUS QUESTION:__** //How is studying history relevant to us as people of a modern society?//

**Week 3 Friday 18th of February 2011**
Today Mr. Stav introduced us to Monkey Surveys, a resourceful site which enables us to create our own surveys and analyse the results conveniently. T hrough following the prompts, my group and I learned how to create our own survey about our chosen topic. During the process however, we had a lot trouble defining our purpose, so we decided to brainstorm the things that we wanted to find out from conducting this survey. Here's a few question we wrote down: 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?]

From this we constructed a few questions for our survey that would help provide answers to the above questions and our focus question overall. This is our progress so far: //Survey Questions // We also decided to slightly alter our focus question to "//How is history relevant to us as people of a modern society?"// as we were mainly targeting how history in general is significant to us, rather than the importance of studying it. After today's lesson, I learned something very important about producing surveys. After experiencing the difficulties my group and I encountered, I learned that you had to have a clear purpose of what you want to find out before you even consider the types of questions that will be asked. Otherwise, you find yourself asking questions that are unrelated to what you really want to find out, and confused about whether you're asking the right questions. By clearly establishing your purpose, it's much easier to formulate questions that will give you accurate responses to help achieve your purpose. (Refer to the brainstorm above). This showcases the process that we used to help construct our survey questions.
 * 1) Do you like history?
 * 2) How important is history in your life?
 * 3) Do you understand the significance of history?
 * 4) Do you value history?
 * 5) Has any historical event impacted on your life?

**Week 4 Monday 21st of February 2011**
For today's lesson, we continued working on our surveys and our journal entries. Mr. Stav also handed out some useful 'sentence starters' to help summarise our analysis and interpretations of the results and information that we would acquire. Upon completion of our surveys, we were instructed to start considering some primary and secondary resources to help answer our guiding questions.

When we thought we had completed the survey, we asked Mr. Stav to check it to give us some suggestions and recommendations. The only defect, according to Mr. Stav, was that it appeared we had repeated a question: //Do you like history?// and //Do you value history?// But to us it seemed like two different questions. Thus, we decided to keep both questions and reflect upon it after we had gathered all the responses.

I also found out today that we were required to maintain a portfolio of our research progress- a hard copy of our electronic file. This may include our purpose, proposal (what we intend on doing and how we would go about achieving it), concept maps, sources of information, etc. To showcase an example of this, Mr.Stav replayed the video clip regarding the research project at Seaview High School. After watching it, I was still unsure about how we're supposed to do this, as I thought that our research progress was supposed to be documented on Wikispace, so I decided to clarify this with Mr. Stav next lesson.

**Week 4 Tuesday 22nd of February 2011**
At the beginning of today's lesson, we finalised our surveys and embedded it onto each of our wiki pages and posted it onto the discussion forum. Here's the website to our survey: [] These are question that we asked on our surveys:
 * 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?

While I waited for everyone to complete our survey, the Reliever for the lesson, Alan (I can't remember his last name), and I discussed a few ideas to help diversify and successfully complete our research project. He suggested that we compare the Cambodian Revolution with other revolutions of the 20th century in order to analyse the defects of each government. He also mentioned two very intriguing novels, //Animal Farm// and //1984,// that may help with the analysis. The discussion really helped stimulate some new ideas and approaches to our research project that I hadn't considered. However, I was still eager on answering our focus question using the Cambodian revolution as an example.

**Week 4 Wednesday 23rd of February 2011**
I found out from Mr. Stav today, that the purpose of maintaining a portfolio was to use it as evidence when we have our discussion assessment at the end of the semester**.** This can be found on the homepage in one of the embedded video clips regarding the research project. During today's double lesson, my group and I gathered to discuss how we were going to conduct our research project. As we jotted down the things that we needed to find out under each of our guiding questions, it became increasingly evident that our group was still confused about how we were going to answer our focus question by researching the Cambodian Revolution. We felt as though we were researching two completely different topics ! I suggested that maybe we were required to research the Cambodian Revolution and then draw a conclusion about why history is significant to us using this revolution as evidence to support our opinions, but my group members were still unsure.We decided to keep that on pause for the moment, and decided instead to brainstorm some possible sources of information to answer each guiding question. I also shared and translated my mum's personal journal, that recounted the events during Pol Pot's reign over Cambodia, and her experiences as a refugee. It was such a valuable source of information, so we decided to use this as one of our primary sources of information.

Due to our need for structure and a plan to follow, we created a concept map on "Webspiration", an amazing online oranisational tool which enables you to efficiently plan out ideas and brainstorms, to organise our possible sources of information under each guiding question. Here's what we did: Once complete, Hien, Stephanie and I, headed down to the library to find some books on the Cambodian Revolution, while Nhi perfected the concept map. With the assistance of the nice librarian we managed to gather three very useful text books that detailed the Khmer Rouge Regime.

**Week 4 Friday 25th of February 2011**
At the beginning of today's lesson, Nhi and I worked on embedding the above concept map onto our Wikispaces. We had some dilemmas opening the saved file on my account, so we had to access it through our "Webspiration" account, print screen the page, and then save it as a j.peg. Even though it required a lot of patience and perseverance, it was a success. I now know how to properly embed a picture onto my Wikispace. =)

At this stage, we were ready to begin our actual research project. At least, we thought we were. Inevitably, the dilemma about how we were going to link our research to our focus question resurfaced to frustrate us. Stephanie mentioned that we were going to have to obtain more primary and secondary sources of information that would directly help us answer the focus question about how history is significant in the present era. I realised that the real reason behind our predicament was because we hadn't established our __purpose/proposa__l yet. We were in such a rush to start gathering information, that we neglected the core of our project. Our goal for next lesson we was to define our purpose before commencing.

**Week 5 Monday 28th of February 2011**
Due to extended home group for our sports day meeting, the lesson commenced a little later than usual. Our instruction for today was to continue gathering information for our research projects. My group and I felt so behind; we were no where near locating and analysing information yet. We were still in the planning stages of our project! But, I learned that it was best to establish the foundation of our project before starting, other wise, as experienced previously, there was bound to be relentless confusion.

I found out that the Nhi was having trouble relating the guiding questions to the our focus questions as they were two completely different concepts. But Hien, Stephanie and I helped explain to her that the guiding questions corresponded to the Cambodian Revolution, not the actual focus question itself. We articulated that by researching the Cambodian Revolution, we were going to use this information as evidence to support our opinions on why history is relevant to us as people of a modern society. This definitely cleared up the confusion. We were now back on track. We documented our purpose as written below:


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

To re-ensure that it was suitable, we ran it through Mr. Stav for his approval. He confirmed that it was an excellent choice, suggesting that we analyse how accurately the revolution was recounted by comparing a variety of primary and secondary resources. I discovered that we were not researching a topic and simply 'regurgitating' the information, but drawing conclusions using different forms of evidence. After learning this, I felt that my knowledge and understanding of research was expanding. There is a certain level of depth to our research project; it's not just about processing information and presenting it in your own words, but drawing connections and differences between a variety of primary and secondary resources, interpreting evidence, and providing justified opinions to prove/disprove a point.

**Week 5 Tuesday 29th of February 2011**
For today's lesson, my group and I gathered to allocate our individual jobs, by planning it out on "Webspiration". We were planning on assigning each group member one of the guiding questions as their focus question to research, before analysing the relevance of history to us as people of a modern society together. Whilst we were doing this, our relief teacher for the lesson came by to check on our progress, and during the process, inspected our topic of research. Like the knowledgeable teacher he was, he articulated some valid points about history that we had not yet considered. For example, I learned how Kellog's Cornflakes became a multinational breakfast cereal company in the modern era. Two brothers who accidentally came up with the idea of flattening out wheat berries and baking them into crisp flakes, was an example of how a historical event had impacted on us as people of a modern society. Although his intriguing anecdote shredded some light on some other possible ideas and approaches, he had unintentionally brought us back to our resented state of confusion. Just when we thought the chaos was dissipating.

We spent the rest of the lesson re-evaluating our focus question, where my group and I reached the conclusion that our focus question was too broad. After all these great suggestions from various teachers, I found that there were just too many approaches to answering the question! It was too open -ended. After a productive discussion, we devised a more precise focus question: How did the Cambodian Revolution impact on Australia?. However, due to our analytical learning styles we inevitably realised that we'd be concentrating on researching the Australian history in depth rather than the Cambodian revolution, and that we would need to reconstruct our entire research project in order to carry out the research project properly. Our goal for the next lesson was to narrow our focus question down to what we wanted to find out.

After today's lesson, I also gained some more knowledge about the productivity of my group; I learned that we were 'thorough thinkers' and that we would always take the opinions and suggestions of others into consideration due to our strive for excellence. Although our group members were conscientious and academically intelligent, I learned that our analytical qualities and this strive for perfection that we all acquired made us counter-productive. I realised that what my group and I really needed was to be able to take risks; take initiative and just do what we want to do regardless of other people's opinions. However, I also learned that our thoroughness did provide some benefits. It enabled us to clearly extract what our real purpose was and what we really wanted to find out. And by discussing the problems of each idea, it would lead us to the construction of a better idea.

**Week 5 Wednesday 2nd of March 2011**
LESSONS WERE CANCELLED DUE TO SPORTS DAY

**Week 5 Friday 4th of March 2011**
We continued our incessant endeavour for the perfect focus question today. With our first focus question, How is history relevant to us as people of a modern society?, we were considering developing a hypothesis of our opinions regarding what we think the importance of history is in all of our lives (as in people in general), and gathering evidence through research to justify this hypothesis. But then the dilemma of linking the Cambodian revolution materialised itself, once again, as it was insufficient evidence to support our opinions. We continued discussing intensively in hope of narrowing down our focus question. As seen in the developmental process of our focus question below, we had much difficulty phrasing our question in order to achieve our intended purpose of researching the Cambodian revolution in depth. In fact, I realised that our discussions kept going around in circles because as soon as any idea came about, we would always pinpoint the defects and forget to jot down our progress. For this reason, as quoted from Nhi, "The cement mixture just kept going around and around, and thus, the foundation of our assignment was never laid ". I learned that for analytical and common sense learners, like us, we need to record our progress so that we don't encounter the same dilemma repetitively! It wastes too much time.

__Development of focus question process during our discussion:__ **Problem:** The Cambodian revolution didn't impact on everyone, and in this case, we were going to have to get primary resources from all around the world which was unreachable.
 * S uggested question: ** How did the Cambodian Revolution impact on us as people of a modern society? (with 'us' being the global population)

**Suggested question:** How is a historical event relevant to us as people of a modern society? **Problem:** Once again, there were multiple approaches to answering this question-researching the Cambodian was inadequate. A historical event could be anything from the first landing on the moon, and the assassination of president Lincoln to the Greeks' suggestion of matter consisting of tiny indivisible particles called atoms- a fundamental concept that contributed greatly to our understanding of modern Chemistry today. Realising this, we continued narrowing down the question further.

**Suggested question:** How does a revolution impact on us as people of the modern society? **Problem:** At this stage, we thought that we had produced the perfect focus question, but inevitably we discovered a flaw within the question. To research how a revolution impacted on us (as in people in general), we were going to have to research several revolutions of the 20th century in order to achieve the most accurate results. The Cambodian Revolution was only one example of one horrific event that negatively impacted upon us, among the many others- some revolutions were even beneficial for a few nations. Due to its complexity, we decided to neglect this question.

After our thorough deliberation, we still hadn't produced our perfect focus question yet! Frustrated, Stephanie explained the real reason behind our predicament. I learned that we were having difficulties linking this historical event to the modern era. Additionally we were also finding it difficult to formulate a ‘fresh’ idea- a topic that no one had researched before. Upon realising this, Stephanie insisted that we disregard the above idea, due to its complexity, but that was out of the question as we had to include it.

The lesson was concluding, so we decided that we needed to catch up on the weekend to decide our topic and purpose. We were already five weeks into the term, and yet we were no where near commencing our research yet! Our goal was to establish our focus question before Monday. Stephanie and Nhi were going to come over to my house on Saturday afternoon to complete the research scaffold.

** Weekend session Saturday 5th of March 2011 **
As soon as Nhi and Stephanie arrived at my house, we went straight down to business. Our discussion underwent the following process:

-Firstly, we decided that we would use the Cambodian revolution as an example to answer how revolutions impact on us as people of a modern society-->problems : the Cambodian Revolution is insufficient to explain the how the importance of revolution’s impact on us

- We then narrowed down the focus question to: How did the __Cambodian Revolution__ impact on us as people of a modern society-->Problems: The Cambodian Revolution didn’t impact on all of us

-We further narrowed down the question to: How did the Cambodian revolution __contribute to our current Australian society__--> Problems: We were going to have to completely change our research project and focus on things like multiculturalism in Australia; the history of the Australian society; migration; etc. We weren’t going to be concentrating on researching the Cambodian Revolution at all.

After debating the pros and cons of these three questions, we decided to go to the library to actually find out what sources of information we had available. The only libraries that were open at that time were the Hindmarsh Library and the State Library in the city. From the Hindmarsh Library, we managed to obtain one worthy book that documented the Khmer Rouge Regime called //Southeast Asia Past and Present// by D.R. SarDesai. But, it was the State Library that had the goldmine of books. There was literally a whole bookshelf consisting of both primary and secondary resources all dedicated to the Khmer Rouge Revolution! It was too bad that we were not permitted to borrow them.

Whilst skimming through these books, I realised that what we really wanted to research was the Khmer Rouge Revolution and not the Cambodian Revolution. I learned that the Cambodian Revolution actually contained three changes in government: firstly, Cambodia was part of a French colony that was ruled by the French; following that, was the Khmer Rouge governance; and then finally, Vietnam took over the nation. Our interests were predominantly on the atrocities that had occurred during the Khmer Rouge regime. Hence, knowing this, we now had a better idea of how to structure our focus question.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">When Nhi and Stephanie left my house, I began contemplating our focus question while the purpose of our research was still fresh in my mind, and came up with this:

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How does knowing about the atrocities of the Khmer Rouge revolution contribute to our understanding of a proper government in the modern society? //

At that moment, I also learned something about myself as a learner: that I can think coherently when I’m alone. In other words, I understand things best when I can consider ideas and concepts through thoroughly on my own which is a common personality trait of a 'Common Sense' learner. This is not to say that I don’t work well with others, but that I prefer to learn independently. I now know that in order to maximise our group work efficiency, I need to thoroughly consider the topics, after each group discussion, on my own before I give my group members feedback on my opinions.This way I can provide more articulate responses, rather than just blurting out on-the-spot thoughts from my mind into the discussion to confuse everyone.

**Week 6 Monday 7th of March 2011**
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;"> At the beginning of today’s lesson, Nhi and I announced our new focus question to the remaining members of our group, as Hien was unable to attend the weekend session and Stephanie had other matters to attend to after leaving my house. They both agreed that it was more comprehensible than our initial question and were all very satisfied. We also updated Mr. Stav on these amendments. He commented that our new focus question seemed much more complex and in depth than our previous one, and that it was very high-ordered thinking. This made us vigilant as we had presumed that this was much easier. But we tried not to take his opinion too seriously, seeing as this was one of the factors that caused us to be counter-productive.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">For the rest of the lesson, we continued working on our research project scaffold to help us plan how we were going to answer our focus question, and proceeded with updating our journal entries.

**Week 6 Tuesday 8th of March 2011**
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">Our focus question experienced yet another modification today. Nhi and I began discussing how we were going to define a ‘proper’ government as there was no such thing as one. Thus, we came to the conclusion that we would have to research more about politics and governments to acquire a more precise explanation. For instance, we would have to talk about communism, democracy, capitalism etc. and the laws and legislation enforced in these types of governments, in order to define a proper government. But, this was not our initial intention. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">As a result, we changed the question to: //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">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? //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">This way, we’d be drawing a conclusion about the qualities that comprise a proper government, as opposed to what doesn’t and why, using the Khmer Rouge Revolution as a source of evidence to justify our reasoning. It would not be as government related.

<span style="background-color: #ffff00; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">After running this through Mrs. Miller, she advised us to replace ‘proper government’ with a more accurate phrase, as the word ‘proper’ seemed incongruous in this sense. She suggested words like: successful; fair; future; etc. We decided to use ‘successful’ as the adjective, and thus, arose our final and established focus question: //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">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? //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">FINALLY, we had found our perfect focus question. Hopefully, it won't experience any more alterations. =D <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">We were now ready to finish off our planning and begin researching at last.

**<span style="font-family: 'Arial','sans-serif';">Week 6 Wednesday 9th of March 2011 ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;"> Just to ensure that our research topic was suitable for our project, our group decided to let Mrs. Would –the research project coordinator- review our plan before today’s lesson commenced. We were relieved and delighted to hear that we were heading down the right track and had done an excellent job constructing our project. To hear those words coming from her, took a heavy burden off our backs, and brought back our motivation to continue our strive for excellence. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">We spent the first lesson completing the planning sections of our research scaffold, such as the hypothesis, definition, guiding questions and method.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">The second lesson was used to modify our initial resources concept map. We also created another one for our research into aspects of the Australian government to be used as evidence in our comparison, as seen below in the Research Project section at the bottom of my journal. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 0px; margin: 0cm 0cm 10pt; overflow: hidden;">

Towards the end of the lesson, I discovered that my very first resources concept map had gone missing and that it had been replaced with another one about drink driving. I initially thought that someone had gone onto my page and edited it on purpose, but after going through the file system to re-embed my concept map, the drink driving one kept reappearing. I was panicking at this stage, so I sought assistance from Stephanie, and learned that someone had saved their concept map under the same name as mine, and thus, replaced my file. Luckily, I saved a back-up file at home. All I had to do now was re-embed it with a different name. After experiencing this, I decided that I would make a post on the discussion forum to make other students more aware about saving their files with a different name, so that they don’t have the same dilemma. This can be seen below:

**Week 6 Friday 11th of March 2011**
The lesson commenced with Mr. Stav, showcasing the Year 11 Integrated Learning marks book, which contained all our grades so far. Most of us were on Bs and Cs, however, they were only suggested marks, as Mr. Stav clarified. His main purpose in displaying this, was to emphasise what we were being assessed on and how to obtain the highest grades. I learned that in order to achieve the highest grade possible we had to provide evidence of our learning and collaboration. My group and I had to embed all our Word documents that we had created onto our Wikipages.

I was also refreshed about the five capabilities: communication; personal development; citizenship; learning; and work. I learned that we were mainly being assessed on capabilities 1,3,4 and 5, which were communication, personal development, citizenship and learning.

We were instructed to maintain an assessment rubric on the ** Performance Standards for Stage 1 Integrated Learning ** on our Wikipages, so that we could refer to it when we were completing assessment tasks.Here's one below:



Following his lecture, my group and I gathered to create another concept map to allocate or jobs [as seen below in the Research Project Section at the bottom of my journal]. As the lesson concluded, my group and I decided that we were going to meet up at my house to finish off our concept maps as well as watch a few documentaries, which I was going to obtain from my Khmer teacher, on the Khmer Rouge revolution.

**Public Holiday session 14th of March 2011**
During this productive session, we managed to get more things complete, than we'd initially intended. We completed:


 * **Our "Jobs" concept map (Refer to Research Project section at the bottom of my journal)**

__What do you think about the Khmer Rouge government?__ (Refer to Research Project section at the bottom of my journal) __What do you think about the Australian government?__ (Refer to Research Project section at the bottom of my journal)
 * **Our two surveys (these will be uploaded on Tuesday):**


 * **and our interview question, which will be used to interview the victims of the Khmer rouge regime (****Refer to Research Project section at the bottom of my journal)**

We also watched an amazing documentary, that I received from my Khmer teacher, called //Return to the Killing Field//. The purpose of this was to give Stephanie, Hien and Nhi more of an insight into what the Khmer Rouge revolution was about and to familiarise themselves with the event. Other than this, we also watched the documentary to acquire some important facts and figures.

**Week 7 Tuesday 15th of March 2011**
Today I got a first glance of our grades thus far. The reliever for the lesson told us that Mr. Stav had instructed us to view our grades on the 'Class list' Excel document embedded on the homepage. In doing this, I discovered that so far I was on a B for application, D for investigation, C for communication and collaboration, and B for reflection. I was really surprised with the results and slightly confused, after comparing my grades with my group members. They all achieved the same results as me except in collaboration. Stephanie and Hien got an A, while Nhi got a B. I was confounded over how I got a C when I collaborated equally with in my group as well as with other members of our class. I decided to send a message to Mr. Stav, to organise a discussion about my results. From this, I learned how to send a message to the teacher on Wikispace, and how to review the message that you've sent.

**Week 7 Wednesday 16th of March 2011**
Today I talked to Mr. Stav about my grades. I learned that I needed a more in depth explanation on my own learning progress and that I had to continuously refer to the assessment rubric to find out how we were being assessed. As for my C grade, that I achieved for collaboration was a mere mistake on Mr. Stav’s part, however it helped me clarify that I needed to clearly display evidence of collaboration. Upon realising this, I decided to read through my journal and highlight the evidence (in red) of my learning progress to evaluate how I could improve on reflecting, and whether I had sufficient evidence of learning. I realised that I was mostly recounting the events occurring during each lesson, rather than focussing on what I’ve learned. I now know that for my journal, I need to focus predominantly on reflecting on my learning progress and providing evidence of such learning. I also discovered from a fellow classmate that we were only suppose to be journaling once a week, not every single day. To hear this was such a relief, as I felt that I was spending most of my lessons writing my journal entries, rather than doing my research project. We also checked our survey questions before uploading them onto our discussion pages and discussion forum.

**Week 7 Friday 18th of March 2011**
The school had a black out, thus, I could not work on my research project. Instead, we spent the lesson brainstorming a few ideas on what makes an excellent oral presentation. For me, oral speaking is a dreaded weakness that I have, therefore during the discussion I focused intently on the aspects that could help me improve on this skill. I learned that knowledge of content and preparation were the most important components to successfully conduct an oral presentation as confidence effectively relies on these two aspects. I also learned that oral presentations can be interactive as well: it doesn't just mean presenting information in front of the class. You can bring in props, hand out pictures, information, etc. related to you topic in order to successfully engage your audience. I also found it intriguing how each of our research projects were interconnected in some way. For instance, missionary work is linked to poverty which results from war, or corrupted governments, such as the Khmer Rouge government, thus, they are linked. Following the discussion, my group and I provided some oral feedback to the class about our research progress for two minutes.

**Week 8 Monday 21st March 2011**
Today I began researching my focus question on the doctrines, philosophies and ideologies that the Khmer Rouge government used to run the nation. I managed to find some really good websites as listed below: [] [] [] [] [] []**<-excellent sight** [] **< -- -excellent site for Khmer Rouge events in chronological order ** ** Nhi take a look at this site!!! ** [] [] [] [] [] [] [] [] []> **Example of a biased website **  I plan on using these sites when I'm ready to gather information. Some of these sites are irrelevant to my guiding question, but I listed them anyway for my group members to look through as there were valuable sources of information that might be useful in their topics of research.
 * __ Internet Websites __**
 * Good webites for primary resources:**

**Week 8 Tuesday 22nd of March 2011**
During today’s lesson, I learned something very valuable about conducting surveys from Hien Lam, a friend whom we asked to take our survey. He suggested some valid points to improve it such as: providing an introduction at the beginning to give participants insight into what the survey is about, and ensuring that everyone can contribute as much information as they can. The survey question: //Do you know about the Khmer rouge revolution? If no, thank you for your contribution. Please press ‘done’ at the end of the survey. If yes, please continue,// was the defect in our survey as we weren’t giving participants the opportunity to answer the rest of the questions that essentially don’t need prior knowledge of the revolution in order to answer it. Hien suggested that we provide a brief, unbiased introduction or explanation about the event, so that the audience can deliberate and express their opinion about this topic on the survey. This way, the most accurate results are acquired. From this I learned that, ALL GOOD SURVEYS ALLOW EVERYONE TO PROVIDE THEIR KNOWLEDGE ABOUT THE TOPIC, AS THIS WAY, THE MOST ACCURATE RESULTS CAN BE OBTAINED.

**Week 8 Wednesday 23rd of March 2011**
At the beginning of today’s lesson, Mr. Stav taught us how to utilise “Advance Search” on Google. I never realised that such a useful tool existed on Google, therefore, I am grateful that Mr. Stav taught us how to use it. I learned that the option assists in refining our search to the sources we want our information from, and essentially increase efficiency in our research. Here’s an example of what I did to obtain information about the Khmer Rouge Revolution from reliable sources such as .edu, .org and .gov.



After familiarising myself with this tool, Mr. Stav informed us that we had to develop a hypothesis along side our focus question for our research project. The purpose of this was to help narrow down what we really wanted to find out. I learned that our research was focused primarily on proving/ disproving this statement, and that it would help draw a conclusion about our topic. We encountered difficulties trying to develop our hypothesis, thus we sought assistance from Mr. Stav. As we deconstructed our focus question during our discussion, it became evident that there were still a few problems with our focus question. I learned from Mr. Stav that a 'successful government' has multiple meanings. For example, from our perspective, a successful government was one that served its people and ran on the three core values of equality, justice and freedom. However, from Mr. Stav's perspective, it was one that achieved its own goals and had dictatorship over a nation for a long period of time. We had not considered it from that perspective, and as a result, lost track again. We only managed to formulate one hypothesis which was: //Atrocities such as the one by the Khmer Rouge will never occur Australia.// However, we were unsatisfied with this statement as we weren’t interested in researching the Australian government in depth. Therefore, as a part of our learning progress, we all agreed to organise an appointment with Mrs Would, the Research Project Coordinator, to give us some advice on how to go about conducting this research project.

Week 8 Thursday 24th of March 2011
__**Appointment with Mrs. Would for assistance with our hypothesis**__ Stephanie and I attended the appointment with Mrs. Would after school as, Hien and Nhi had other matters to attend to. Before our discussion commenced on our focus question and hypothesis, Mrs Would informed us about some important things to be wary of when conducting our research project. I learned from her that due to the sensitive nature of our war topic, we had to consider the ethnic boundaries of our research project because it was liable to provoke post-war trauma in people who had been negatively affected by the regime. She strongly advised us not to go too in depth with obtaining information from those impacted by the event, and to avoid conducting interviews completely. She suggested to obtain such evidence from case studies as an alternative. Following this, Mrs. would helped us narrow down and simplify our focus question to what we really wanted to find out as our focus question was too complex- we were attempting to compare a past government to a modern government which was way beyond our potential in the time that we had available. This complexity was reflected in our countless dilemmas that we’d been having. I also discovered that our focus question was not neutral. It was biased. Our focus question was already assuming that the Khmer Rouge government was a bad government and that Australia's was good, which was why were encountering problems trying to construct our hypothesis. Mrs. would helped us compose a question that was unbiased and we came up with this: //What was the impact of the Khmer Rouge Revolution and how does it contribute to our society today?// For this question, we would only have to focus on researching the Khmer Rouge Revolution and then briefly explain how it has contributed to our society today.We could also develop our hypothesis since the question was neutral: So our hypothesis would be something along the lines of; //The Khmer Rouge government had a negative impact on Cambodia's people at that time, and has contributed to our society in a number of ways.//

**Week 8 Friday 25th of March 2011**
After informing Hien and Nhi about our new focus question and the limitations to our research projects that we discussed with Mrs. Would yesterday, we began formulating our hypothesis. The change in focus question really helped relieve our confusion on how to go about developing our hypothesis. The simplicity and clarity of the question made me realise that complexity isn't always going to give you the best results; it is simplicity, in this circumstance, that prevails in the end. It also brought up a saying that my Digital Imaging teacher once said to me, "Keep it simple, stupid.". After this experience of countless dilemmas whilst trying to formulate our perfect focus question, I have learned that the best product doesn't always mean it's the most complex.

Week 8 Saturday 26th of March 2011
I decided to use my time at home to complete the surveys of my fellow classmates. I managed to complete all of them and provided some feed back as a post on the discussion forum. Overall, their surveys were great, and had vastly improved from their previous surveys. Here's what I suggested to improve the survey of one of my classmates:

Week 9 Monday 28th of March 2011
As I was unable to attend the library session on Sunday with my group members, Nhi kindly photographed of few book resources related to my topic of research. Even though I wasn't able to attend, I used my time at home to do some further online researching. I found that the websites that I had obtained previously were very brief in explaining the philosophies and ideologies of the Khmer Rouge government, therefore, I decided to narrow down my research to these two aspects of the Khmer Rouge regime using the Advance Google Search. I found some amazing sources of information from very reliable websites such as .edu and .org. I managed to obtain two pages worth of notes. One thing that I was puzzled about, was whether documents posted on Google were counted as an internet source. Most of my information that I obtained from the internet were mostly from Google Documents, so I decided to ask Stephanie on what she thought. Although Stephanie was unsure, I learned from her that it was most likely to be counted as an internet source, if it does not specify the title, author, and date/place of publication of the book on the page. Just to be sure, I was going to check it one of the librarians who were experts at referencing.

I also re-watched the //Investigative Report: Return to the Killing Fields// to take thorough notes on the ideologies of the Khmer Rouge. The report was very informative, and much easier to comprehend than the slabs of information that I was reading through as it was so intriguing.

During class, I began note-taking while reading through the books that Nhi had photographed. I found the information very overwhelming as it was quite elaborate and complex in explaining the ideologies and doctrines of the Khmer Rouge government. Thus, I decided to focus on summarising the main points discussed in the books rather than trying to include all the information. Whilst reading through this information, something also occurred to me about the Khmer Rouge leaders. They were hypocrites. Their goal of cleansing Cambodia of all foreign influences, including other factors that they considered to be corrupt, in order to create a pure communist Cambodian society was hypocritical as they themselves were corrupt and influenced by foreign ideologies. All of them had undertaken tertiary studies in France, which was essentially where their doctrines derived from. Discovering this, surprisingly, instigated anger inside me. I never knew such information could be so compelling.


 * My notes that I took, can be found at the bottom of my journal in the Research Project section.

Week 9 Tuesday 29th of March 2011
Today I took a thorough look through the body of our Research Project Scaffold. We were a little a confused about what was required for our research on each guiding question, in particular what was required for: the background information; comparison and synthesis of source materials; analysis and evaluation of evidence; and the summary of research. Nhi and I decided to seek Mrs. Would for assistance tomorrow about this particular matter. For the rest of the lesson, I proceeded with note-taking for my research.

__Sometime after lesson:__ Puzzled about what we were required to do for our Body/Analysis in our research report scaffold, Nhi and I also decided to seek assistance from Chuong Van, a student from our English class. My common sense learning style played a major role in this idea: I was trying to search for the correct answers. We recalled him talking about a source analysis that he had completed for Society and Culture. He showed us his task sheet which provided an explanation of what was required in a source analysis. Although it was a lot more in depth than what were suppose to be doing, it gave us a good general idea of what our analysis was leaning towards. I learned that for each guiding question, we were mostly comparing and evaluating information from the sources we used.

Week 9 Wednesday 30th of March 2011
I continued to read through and take notes from the photographed books during today's lesson.

Even though Mrs. Would strongly reiterated for us not to use interviews as a source of information due to the sensitive nature of our topic, I was wondering if we still could if the interviewees willingly agree to participate, as this way we won't necessarily be crossing the ethnic boundary of our project. I decided to discuss this with my group members because it was such a good option. We came up with some good ideas on how to go about conducting the interview such as: creating an agreement form for the interviewees to sign before participating; and giving them the opportunity to refuse answering any question that they feel uncomfortable with. We agreed to run it through one of the Research Project coordinators in the library just to be on the safe side.

__During supervised study:__ Nhi and I went to find Mrs Would in order to gain a better understanding of the requirements on the research report scaffold. I learned that: for background information all that was needed was the information that we gathered; for the comparison and synthesis of source materials, we had to describe the similarities and differences between the sources that we used; for analysis and evaluation of evidence, we had to identify the best source, describe which sources were biased, provided the wrong information, etc., and explain why; and finally for the summary of research, we only had to write a synopsis on what the research was about.

**Week 9 Friday 1st of April 20011**
During today's lesson, it occurred to us that we were supposed to complete the whole scaffold in only 1000 words. This meant that for each of our four guiding questions, the background information, comparison and synthesis of source materials, analysis and evaluation of evidence, and the summary of research was only allowed to be 250 words! This seemed quite extreme to us, so Nhi and I sought assistance from Mr. Stav, who was also equally puzzled. Therefore, Nhi and I decided to clarify this with Mrs. Would during our supervised lesson at the end of the day. For the rest of the lesson, I worked on referencing my sources of information.

__During supervised lesson:__ Nhi and I located Mrs. Would in the library to ask for her about the word limit to our research report scaffold. I learned that 1000 words accounted for the whole scaffold, without the bibliography. This manifested to us that we had to be able to condense our writing, and articulate with accuracy and clarity as the SACE board was not going to continue to read our work if we go over the limit.

While we were at the library, we also asked Mrs. McInnes about conducting interviews on people who had been affected by the revolution. I learned that we were allowed to interview them if they willingly agree to participate, but to be on the safe side, we have to run the questions through them beforehand to see if it's okay with them. I also found out that the interview doesn't necessarily have to be face to face. We can provide them with the opportunity to answer them in written or oral format, depending on which they feel most comfortable with. I learned that we have to be very sensitive about our approach to this method of gathering information as, once again, we may instigate post-war trauma in people. We also enquired about creating consent forms for the interviewees to participate in our interview. Mrs McInnes handed us a "Survey Letter & Permission Form" scaffold and suggested that we use it when it came to doing this. Nhi and I were going to show it to Mr. Stav on Monday.

Week 10 Monday 4th of April 2011
Nhi and I informed the class about the word limit on the scaffold, and the survey letter/permission form today. Following the lesson, at home, I located a scanner and embedded the survey onto the homepage for my fellow classmates to use in their surveys. I sent a post to my classmates via the discussion forum to inform them about it as seen below:

Week 10 Tuesday 5th of April 2011
Today my group memebers and I evaluated the work that we had done our scaffolds thus far. I discovered that I was doing the scaffold completely different to what my group memebers were doing: for the evaluation and synthesis of source materials I was analysing the similarities and differences betweeen the actual information provided by the sources, and commenting on why they were or were not reliable sources of information. My group members on the other hand were analysing the reliabiltiy of the sources, and comparing the actual website. I believe the reason for this confusion was because of our varying interpretations of what the scaffold was asking for and the miscommunication between group members. We were not keeping detailed track of our progress, and therefore could not check to ensure that everyone was one the right track. To relieve this confusion we resorted to asking Mrs. Would once again for assistance, but failed to find her as she was at a whole day conference.

From this I have learned that next time mwe ask for assistance, we should ask until we completely understand.I found that when Mrs. would was explaining how to do the scaffold, I understood her explanation quite well, but then when it came to actually completing the scaffold, I realised that I was still unsure about the correct way of doing it. I learned that before we ask for assistance, my group and I should clarify amongst ourselves what we really want to find out and ask that essential question when we have the opportunity; otherwise we're just wasting our own time and the teacher's time. <span style="font-family: Arial,Helvetica,sans-serif;">We decided to continue doing it our own ways and obtain teacher feedback when we get Mr. Stav to take a look at it.

-We had problems completing the evaluation and synthesis of source materials as we were not sure whether we were analysing the information or the sources. -Is the 'analysis and evaluation of evidence' actually analysing the information obtained from primary sources? -My group members were doing completely different things on their scaffolds; thus, we decided to once again seek Mrs. Would for assistance, but failed to find her as she was at a whole day conference meeting.

Week 10 Wednesday 6th of April 2011
-While analysing the Khmer Rouge National anthem, what I found interesting was how the Khmer Rouge portrayed themselves as a 'democratic, egalitarian, and just' society when they were completely the opposite. -I found out today that we were being marked on 2 capabilities __NOTES TAKEN WHILE MR. STAV GAVE A LECTURE ON TWO OF THE CAPABILITIES: WORK AND LEARNING__ LEARNING -Reflect critically -various methods of inquiry -making decisions -self-knowledge -use a range of theinking skills -critical thinking maybe involved in learning from others, providing -interacting with a range of people -peer and self assessment -direct application of of skills to a real-world situation

WORK -collaborative processes to work together to maximise own and other's learning -value of diversity, social complexity, gain understanding and confidence -self-knowledge, respect and respect for the knowledge and understanding of others

Week 10 Friday 8th of April 2011
-I was informed today that our research project was to be completed by week 4 of term 2 -My group memebers and I were skeptical about this, as we had been told from other subject teachers that the next semester began in week 9 -Therefore we decided to research the year 11 timetable for Integrated Learnng on the SACE website to find out if this was true. -Found good website about Year 11 integrated learning--->http://www.hss.adelaide.edu.au/student/secondaryschools/teachers/CarolineWoudWoodvilleHighSchool.pdf\

Week 11 Monday 11th of April 2011
-Discussed about what tasks we had left to do to complete our research project -Created a 'Need to do list' for the remaining 8 weeks -Located Mrs. Would to re-clarify what we had to for the analysis section of our reseach project scaffold- discovered that I was doing it the correct way, only it was to be written in paragraph form -At home promoted our online surveys via Windows Instant Messaging- also posted it on my Personal Message for everybody to complete on my contacts list

Week 11 Tuesday 12th of April 2011
-Printed out surveys -Nhi sent a message to everyone in the class to complete the survey

Week 11 Wednesday 13th of April 2011
-Photo copied surveys at the library - Continued encouraging others outside the class to do them -Decided to post it on MSN and Facebook -Identified an error in question 6 of our photocopied surveys -Printed out interview permission for Mr. Sokho Chau. I will be interviewing Mr. Chau during the holiday

=﻿TERM 2=

Week 1 Wednesday 4th of May 2011
-Had a discussion with Mrs. Lawless about what we've done so far -She told us we were on the right track, but she just needed to clarify with Mrs. Would on how we were suppose to present our report and what was required for assessment. Is it the script/ scaffold/ presentation -She gave us some advice for our Research Project in year 12: I learned, the we have to really narrow down what we want to find out; it can't be broad, otherwise, we're going lose track. (we had done this is previously) -I also learned that much of the research project this year was focused on the learning process, and gaining insight into the research project for next year. -We could now begin our multimodel presentation

Week 2 Monday 9th May 2011
-Analysed and formed a conjecture for the survey results

Week 2 Tuesday 10th of May 2011
-Completed forming conjectures for the survey -worked on connecting the evidence with our focus question -had difficulties as the survey was related to our previous guiding question

Week 3
-Looked at examples of research project folios from last year- decided to do a group folio incorporating indivisual work -looked at the interview answers received from Mr. Sokho Chau -We're exhilarated at haveing been able to obtain such a valuable primary source of information -Organised and printed out work to be put inot folios

RESEARCH PROJECT


 * = Concept Maps (Our Planning Process) =

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 10pt;">

=**<<<---**---This will not be used as we are not comparing governments anymore (Refer to journal entry 24/03/11 "Appointment with Mrs. Would")=




 * =<span style="background-color: #42aadc; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Research Notes on Khmer Rouge philosophy; doctrine and ideology from book, internet, and audiovisual resources.** =
 * = Primary Sources of information obtained =

-Interview with Pol Pot [Khmer Rouge Leader]
media type="youtube" key="BQMyX80jCF8" width="425" height="350"media type="youtube" key="3qhgmfnRJio" width="425" height="350" AhmekKhmer, 19 April 2010, 'Cambodia: POL POT THE INTERVIEW AND CONFESSION (1of2)[KH&EN] ', //YouTube//, online video, accessed 04 April 2011, <http://www.youtube.com/watch?v=BQMyX80jCF8>. AhmekKhmer, 21 April 2010, 'Cambodia: POL POT THE INTERVIEW AND CONFESSION (2of2)[KH&EN] ', //YouTube//, online video, accessed 04 April 2011, <http://www.youtube.com/watch?v=3qhgmfnRJio&feature=related>.
 * References:**

**-Khmer Rouge National Anthem**
media type="youtube" key="UTeGfSkQPCA" width="425" height="350"
 * Reference:** AhmekKhmer, 4 May 2007, 'Cambodia: THE KHMER ROUGE NATIONAL ANTHEM [KH] ', //YouTube//, online video, accessed 04 April 2011, <http://www.youtube.com/watch?v=UTeGfSkQPCA&feature=player_embedded>.

**KHMER ROUGE NATIONAL ANTHEM [English Translation]**

The bright red blood was spilled over the towns And over the plain of Kampuchea, our motherland, The blood of our good workers and farmers and of Our revolutionary combatants, of both men and women. Their blood produced a great anger and the courage To contend with heroism. On the 17th of April, under the revolutionary banner, Their blood freed us from the state of slavery. Hurrah for the glorious 17th of April! That wonderful victory had greater significance Than the Angkor period! We are uniting To construct a Kampuchea with a new and better society, Democratic, egalitarian and just. We follow the road to a firmly-based Independence. We absolutely guarantee to defend our motherland, Our fine territory, our Magnificent revolution! //Khmer Rouge Page// 15 August 1995, Cambodian Information Centre, accessed 04 April 2011, <http://www.cambodia.org/khmer_rouge/>.
 * Reference:**

**-Photographs:**
//Tuol Sleng Rules//, 1999, Photograph, Asiapics, accessed 04 April 2011, <http://www.edwebproject.org/asiapics/tuolsleng.rules.jpg>.
 * Security Regulations at Tuol Sleng Torture Centre for those under suspicion of treason**
 * Reference:**

** Newspaper Photograph of Khmer Rouge Revolution  ** //Title of Newspaper: (unknown)// Year of Publication: (unknown), 'Cambodia Reds Are Uprooting Millions As They Impose a \'Peasant Revolution\'', Date Of Issue: (unknown), accessed 04 April 2011, <http://www.columbia.edu/itc/hs/pubhealth/boothby/forced_migration/images/CambodiaReds.gif>.
 * Reference:**

=== **A painting of Cambodian peasants working on constructing dykes and canals for rice cultivation under Khmer Rouge command (showcasing the Khmer Rouge's achievement of their goal in creating a peasantry nation)** ===


 * Reference:** //Title of Image: Unknown//, 2004, Painting, Sala Trapeang Sva, accessed 05 April 2011, <http://andybrouwer.blogspot.com/2008/01/wall-paintings-at-sala-trapeang-sva-1.html>.

-For speeches/quotes refer to "Research Information Notes Sara Chan" Word Document.

 * =<span style="background-color: #42aadc; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Surveys** =

How important is history in you life? : [] What do you think about the Khmer Rouge Government? : <[]> What do you think about the Australian Government? : <[]>

**Current Khmer Rouge Revolution survey: [|<http://www.surveymonkey.com/s/LLRNGSL>]**

 * =<span style="background-color: #42aadc; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Finalised Group Research Report Scaffold <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[[file:SHSN's Research Project Scaffold [FINALISED FOR TERM 1].docx]][Last Updated: 6/04/2011] ** =
 * <span style="background-color: #42aadc; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">My Section of the Research Scaffold

<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%; margin: 0cm 0cm 10pt;">The Khmer Rouge ideology was that to maintain equality among all Cambodian citizens and the nation’s noble heritage, Cambodia had to return to its ancient glory of Angkor Wat. They believed that foreign influences imposed from the west were depreciating Cambodia’s noble heritage and thus, wished to sanitise Cambodia of what they considered to be impediments in order to create a one-generational, ‘pure’ communist Cambodian society; one that was self-dependent and relied exclusively on agricultural production to prosper. Their ruling principles were a combination of Stalinism, Maoism, and Racism. <span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 0pt;">Secondary Sources
 * <span style="background: yellow; font-family: 'Arial','sans-serif'; font-size: 120%; margin: 0cm 0cm 0pt;">2nd Guiding / focus questions: Under what doctrine/ philosophy did the Khmer Rouge rule the nation under? **
 * <span style="background: yellow; font-family: 'Arial','sans-serif'; font-size: 120%; margin: 0cm 0cm 0pt;">What doctrine/ ideology did the Khmer Rouge use to rule Cambodia? **
 * <span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; font-size: 110%; margin: 0cm 0cm 10pt;">Background information **
 * <span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; font-size: 110%; margin: 0cm 0cm 0pt;">Comparison and synthesis of source materials **

<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-the Khmer Rouge goal was to achieve an ethnically “pure” Cambodian nation. <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-Khmer Rouge believed that foreign influences were depreciating Cambodia’s noble heritage; thus, wanted to purify the nation by eradicating what they believed to be corrupt. <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-Khmer Rouge doctrine/ideolgy strongly promoted self-sufficiency, mutual production, mutual ownership, and a society reliant on rice cultivation to advance. <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-Khmer Rouge believed that Phnom Penh was the centre of corruption, containing those who had been “infected” by foreign cultures and customs; therefore, the Khmer Rouge took instant dislike to them, turning everyone in the city into their enemies that had to be eradicated. || <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-Sideshow by Carvin provided biased information- portraying the Khmer Rouge as unpleasant beings using emotive language.i.e: // “Khmer Rouge marched the boulevards of Phnom Penh with __icy stares carved into their faces.__” // // - //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Slideshow by Ear, wrote the Khmer Rouge Proverb as // "To __keep__ you is no __benefit__. To destroy you // // is no loss." //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">while the article by Spinelli wrote, // ”To __spare__ you is no __profit__, to destroy you is no loss” // [underlined are the differences in words] <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-The RDDK by Etcheson mentioned Khmer Rouge embracing Parisian Jacobinism ideologies. <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">-The book written by Jackson and the article by Spinelli focused more so on Pol Pot’s discrimination against higher classes of the Cambodian society. ||
 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Name of Source ** |||| **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Comparison and Synthesis of Source Materials ** ||
 * ^  ||^   || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Similarities ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Differences ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Internet ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Genocide in Cambodia: The Human Rights Violations of the Khmer Rouge //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">by Spinelli || <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">All agreed that:
 * ^  || //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Justice, Forgiveness, andthe Khmer Rouge Tribunal //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;"> by Ear  ||^   ||^   ||
 * ^  || //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">External and Indigenous Sources of Khmer Rouge //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">by Kiernan  ||^   ||^   ||
 * ^  || //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">From Sideshow To Genocide: Stories of the Cambodian Holocaust //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;"> by Carvin  ||^   ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Books ** || //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">The Rise and Demise of Democatic Kampuchea //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">by Etcheson   ||^   ||^   ||
 * ^  ||  //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Cambodia 1975-1978 Rendezvous with Death //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">by Jackson   ||^   ||^   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Audiovisual (Documentary) ** || //<span style="font-family: 'Arial','sans-serif';">Investigative Reports, Return to the Killing Fields //  ||^   ||^   ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Survey: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Quotes/Speeches: ** //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">“The essence of our revolution is to crush the oppressor classes. … The party should serve and represent the true interest of the poor classes.” //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;"> (Pol Pot 1977: H5) [Cambodia1975-1978, p.55, Jackson, 1989] __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Analysis: __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">This quote is evidence to support Pol Pot’s discrimination against the higher classes of the Cambodian society, and their objective of maintaining equality by eradicating such people.
 * <span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; font-size: 110%; margin: 0cm 0cm 0pt;">Analysis and evaluation of evidence **

<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Quote by Khieu Samphan [Political Leader], Spinelli, 2010 à <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;"> Refer to Research Information Notes __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Analysis: __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">This quote showcases the Khmer Rouge’s belief that higher-class individuals were of no benefit to the nation, and their intention of converting them into what they believed to be more productive figures of the society: peasants in the rice cultivating industry. This supports their ideology of communal production.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Slogan: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Khmer Rouge National Anthem: ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Analysis: __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">The Khmer Rouge anthem is a form of propaganda that displays their misunderstanding of a democratic society. //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">“We are uniting // //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">To construct a Kampuchea with a new and better society, // //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Democratic, egalitarian [equal] and just.” // <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%; margin: 0cm 0cm 10pt;">They were portraying themselves as a society which they were not. They were not democratic as they stripped away freedom of speech, and obliterated those who opposed their governance. Essentially, it was an example of the party trying to gain the citizen’s compliance with their ruling principles.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Interviews: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Photographs: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Newspaper photograph: **

<span style="font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt;">Do we analyse these primary sources and draw a conclusion about what we found?

<span style="font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt;">Refer to background information <span style="font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">The extreme doctrines and philosophies embraced by the Khmer Rouge prove that the revolution negatively impacted upon Cambodia’s people.Since their goal was to eradicate all foreign influences and customs that they considered to be borrowed from other cultures and religions, this meant that almost the whole of Cambodia was affected as the nation was already culturally diverse and had naturally been ‘borrowers’ of other foreign customs.
 * <span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; font-size: 110%; margin: 0cm 0cm 0pt;">A summary of research **
 * <span style="background: #d9d9d9; font-family: 'Arial','sans-serif'; font-size: 110%; margin: 0cm 0cm 0pt;">Connection between hypothesis and research **

**__﻿BIBLIGGRAPHY/REFERENCE LIST__** <span style="font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt;">Harvard Reference System of all Primary and Secondary resources used in your research. <span style="font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt;">WHS SASLA reference generator on WHS Intranet.

**__<span style="font-family: 'Arial','sans-serif';">Secondary Sources __** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Internet: ** <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">Spinelli, J 10 Decemeber 2010, //Genocide in Cambodia: The Human Rights Violations of the Khmer Rouge//, Google docs , accessed 27 March 2011, []

<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">Ear. , S 12 September 2008, //Justice, Forgiveness, andthe Khmer Rouge Tribunal//, Navel Post Graduate School, Department of National Security Affairs, accessed 27 March 2011, <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">[|http://docs.google.com/viewer?a=v&q=cache:r3YPttF-y6gJ:www.csua.berkeley.edu/~sophal/berkeley.pdf+Khmer+Rouge+philosophy+site:.edu&hl=en&gl=au&pid=bl&srcid=ADGEESgnsTF39pJcFM3b6ib-Pf1kItdOkTybk6A6895dRra1PV-Bl-yg8FYF3m_LWm0CM5Frq3zDmfrSS53C0IidM8L18HrzDdgz0IWX79L9EKqcPilaVPxKWOaHNxrvU1MJNTwYQAhV&sig=AHIEtbTC9jYjmuH6tA76uw472ESHynjTgw]

|| <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10.5pt; text-align: left;"> ﻿ Kiernan, B No Date of Publication, //External and Indigenous Sources of Khmer Rouge//, Yale, accessed 27 April 2011, [] || <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: normal; margin: 0cm 0cm 0pt;">Carvin, A Last Update: (Unknown), //From Sideshow To Genocide: Stories of the Cambodian Holocaust//, Edwebproject, accessed 27 March 2011, []

**<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Book: ** <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Etcheson, C 1984, //The Rise and Demise of Democatic Kampuchea//, Westview Press Inc., United States of America, Colorado.

<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Jackson, K 1989, //Cambodia 1975-1978 Rendezvous with Death//, Princeton University Press , USA, Princeton, New Jersey.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Audiovisual: ** //<span style="font-family: 'Arial','sans-serif';">Investigative Reports, Return to the Killing Fields //<span style="font-family: 'Arial','sans-serif';">26 September 2000, videorecording, A & E Home Video, Place of Recording: Unknown.

**__<span style="font-family: 'Arial','sans-serif';">Primary Sources: __** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Survey: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Quotes/Speeches: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Slogan: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Khmer Rouge National Anthem: ** __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Audio: __ <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">AhmekKhmer, 4 May 2007, 'Cambodia: THE KHMER ROUGE NATIONAL ANTHEM [KH] ', //YouTube//, online video, accessed 04 April 2011, <http://www.youtube.com/watch?v=UTeGfSkQPCA&feature=player_embedded>. __<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Lyrics [English Translation]: __ //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Khmer Rouge Page //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;"> 15 August 1995, Cambodian Information Centre, accessed 04 April 2011, <http://www.cambodia.org/khmer_rouge/>.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Interviews: ** <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">AhmekKhmer, 19 April 2010, 'Cambodia: POL POT THE INTERVIEW AND CONFESSION (1of2)[KH&EN] ', //YouTube//, online video, accessed 04 April 2011, <http://www.youtube.com/watch?v=BQMyX80jCF8>.

<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">AhmekKhmer, 21 April 2010, 'Cambodia: POL POT THE INTERVIEW AND CONFESSION (2of2)[KH&EN] ', //YouTube//, online video, accessed 04 April 2011, <http://www.youtube.com/watch?v=3qhgmfnRJio&feature=related>.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Photographs: ** //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Tuol Sleng Rules //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">, 1999, Photograph, Asiapics, accessed 04 April 2011, <http://www.edwebproject.org/asiapics/tuolsleng.rules.jpg>.

//<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Title of Image: Unknown //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">, 2004, Painting, Sala Trapeang Sva, accessed 05 April 2011, <http://andybrouwer.blogspot.com/2008/01/wall-paintings-at-sala-trapeang-sva-1.html>.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Newspaper photograph ** //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;">Title of Newspaper: (unknown) //<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt; line-height: 115%;"> Year of Publication: (unknown), 'Cambodia Reds Are Uprooting Millions As They Impose a \'Peasant Revolution\'', Date Of Issue: (unknown), accessed 04 April 2011, <http://www.columbia.edu/itc/hs/pubhealth/boothby/forced_migration/images/CambodiaReds.gif


 * = **Interview Questions** =