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Mr . CHOW Chi-leong St . Stephen’s Girls’ College

NSS Learning and Teaching Strategies for the History Curriculum Series : (1) Compulsory Part Hong Kong: Political and institutional changes. Mr . CHOW Chi-leong St . Stephen’s Girls’ College. A Diagrammatic Presentation of NSS History Curriculum Framework and Assessment. Compulsory Part

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Mr . CHOW Chi-leong St . Stephen’s Girls’ College

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  1. NSS Learning and Teaching Strategiesfor the History Curriculum Series : (1) Compulsory PartHong Kong: Political and institutional changes Mr. CHOW Chi-leong St. Stephen’s Girls’ College

  2. A Diagrammatic Presentation of NSS History Curriculum Framework and Assessment Compulsory Part The Making of the Modern World + Modernisation and Transformation in 20th century Asia Conflicts and Cooperation in 20th century World • Elective Part • (one of the following) • 1. Comparative studies • 2. Issue-based studies • 3. Local and heritage studies Values and attitude Historical thinking Skills Chronological thinking Historical enquiry Assessment : Internal assessment Public assessment - SBA Organization and communication Historical comprehension and analysis Historical interpretation Assessment: Internal assessment Public Assessment – SBA Public Examination Organization and communication

  3. HKCEE vs. HKDSE

  4. HKCEE

  5. HKDSE

  6. - From British rule to HKSAR - Political and institutional changes

  7. Learners will identify the main features of British administration in the first half of the 20th century. They will describe the major administrative changes from 1945 to 1997. Through an examination of the role of local Chinese leaders and associations in the process of these administrative changes, learners will assess the factors/forces fostering changes and continuity. Through enquiring into the major political and institutional changes that occurred in Hong Kong from the beginning of the 20th century to 1997, students will identify the main trends of political development, as well as different stages of development and their salient features.

  8. Modernization and transformation of Hong Kong Political and institutional changes (1) 1900‐1945 Background • The topic is to be introduced to S4 students. • Students should have developed some basic skills of chronological thinking, historical comprehension, empathy, enquiry, critical thinking and communication at junior secondary level. • Students should have acquired some basic knowledge regarding the political and administrative changes in Hong Kong through S1–3 History curriculum or other related PSHE curricula such as “Integrated Humanities”, “Economic and Public Affairs” and “History and Culture”. • Besides using the textbook materials, students will be asked to engage in various learning activities like group discussion, presentation and research.

  9. Modernization and transformation of Hong Kong Political and institutional changes (1) 1900‐1945 Enquiry questions: • What were the structure of the Hong Kong government and its features in the early 20th century? • What were the features of Japanese rule during the Japanese Occupation? What challenges did the Japanese rule bring to the British rule of Hong Kong?

  10. Modernization and transformation of Hong Kong Political and institutional changes (1) 1900‐1945 No. of periods required: • 5 (some double periods preferred) • Each period lasts for 40 minutes.

  11. Modernization and transformation of Hong Kong Political and institutional changes (1) 1900‐1945 Teaching objectives Students are expected to: • acquire knowledge and develop understanding of the political and institutional conditions of Hong Kong in the 1st half of the 20th century; • understand basic historical concepts, such as cause and effect, change and continuity, and similarities and differences; • search for, select and synthesize information through various means, and consider ways of arriving at conclusions; • appreciate the challenges that the government faced in the past.

  12. What were the structure of the Hong Kong government and its features in the early 20th century? (3 periods) • Students are asked to share in groups what they have learned at junior forms regarding the political development of Hong Kong in the 20th century and record their discussion in the format of a mind map. (Appendix 1.1) • Teacher summarizes the ideas, and explain the structure of the Hong Kong government in the early 20th century. • Students study the text on the features of the Hong Kong government in the early 20th century. • Teacher distributes activity cards and asks students to distinguish structure and features. (Appendix 1.2) • Students complete source study – How powerful was the Governor of Hong Kong? (Appendix 1.3)

  13. What were the structure of the Hong Kong government and its features in the early 20th century? (3 periods) • Students are asked to share in groups what they have learned at junior forms regarding the political development of Hong Kong in the 20th century and record their discussion in the format of a mind map. (Appendix 1.1) • Teacher summarizes the ideas, and explain the structure of the Hong Kong government in the early 20th century. • Students study the text on the features of the Hong Kong government in the early 20th century. • Teacher distributes activity cards and asks students to distinguish structure and features. (Appendix 1.2) • Students complete source study – How powerful was the Governor of Hong Kong? (Appendix 1.3)

  14. What were the structure of the Hong Kong government and its features in the early 20th century? (3 periods) • Students are asked to share in groups what they have learned at junior forms regarding the political development of Hong Kong in the 20th century and record their discussion in the format of a mind map. (Appendix 1.1) • Teacher summarizes the ideas, and explain the structure of the Hong Kong government in the early 20th century. • Students study the text on the features of the Hong Kong government in the early 20th century. • Teacher distributes activity cards and asks students to distinguish structure and features. (Appendix 1.2) • Students complete source study – How powerful was the Governor of Hong Kong? (Appendix 1.3)

  15. What were the features of Japanese rule during the Japanese Occupation? What challenges did the Japanese rule bring to the British rule of Hong Kong? (2 periods) • Students are invited to share what they have learnt about the Japanese Occupation of Hong Kong. (The topic is covered in S3 History curriculum, or some other PSHE curricula.) • Teacher explains the political changes brought by Japanese Occupation of Hong Kong. • Teacher shows movie clips about Hong Kong under Japanese Occupation. • Students complete worksheet on Japanese rule of Hong Kong. (Appendix 1.4) • Students discussed in groups the challenges the Japanese Occupation posed on the British administration of Hong Kong. • Teacher consolidates and concludes the issue.

  16. What were the features of Japanese rule during the Japanese Occupation? What challenges did the Japanese rule bring to the British rule of Hong Kong? (2 periods) • Students are invited to share what they have learnt about the Japanese Occupation of Hong Kong. (The topic is covered in S3 History curriculum, or some other PSHE curricula.) • Teacher explains the political changes brought by Japanese Occupation of Hong Kong. • Teacher shows movie clips about Hong Kong under Japanese Occupation. • Students complete worksheet on Japanese rule of Hong Kong. (Appendix 1.4) • Students discussed in groups the challenges the Japanese Occupation posed on the British administration of Hong Kong. • Teacher consolidates and concludes the issue.

  17. What were the features of Japanese rule during the Japanese Occupation? What challenges did the Japanese rule bring to the British rule of Hong Kong? (2 periods) • Students are invited to share what they have learnt about the Japanese Occupation of Hong Kong. (The topic is covered in S3 History curriculum, or some other PSHE curricula.) • Teacher explains the political changes brought by Japanese Occupation of Hong Kong. • Teacher shows movie clips about Hong Kong under Japanese Occupation. • Students complete worksheet on Japanese rule of Hong Kong. (Appendix 1.4) • Students discussed in groups the challenges the Japanese Occupation posed on the British administration of Hong Kong. • Teacher consolidates and concludes the issue.

  18. Modernization and transformation of Hong KongPolitical and institutional changes (2) 1945‐1997 Teaching objectives Students are expected to acquire knowledge and develop understand of: • political and institutional changes of Hong Kong in the 20th century; • understand basic historical concepts, such as cause and effect, change and continuity, and similarities and differences; • understand the inter‐relations of major events that shaped the main trends of political development in Hong Kong; • search for, select and synthesise information through various means, and consider ways of arriving at conclusions; • appreciate the challenges that the government faced in the past.

  19. What were the major political and institutional changes that occurred in Hong Kong from 1945 to 1997? And why did these changes happen? (5 periods) • Teacher explains briefly the different stages of political development after 1945. • Students are directed to explore the response of the Hong Kong government to the challenges of the Japanese occupation, based on the role‐play sheet distributed. (Appendix 2.1) • Teacher explains why political changes took place after 1945.

  20. What were the major political and institutional changes that occurred in Hong Kong from 1945 to 1997? And why did these changes happen? (5 periods) • Students present the findings on the major events and political development after 1945 stage by stage. (Appendix 2.2) • Teacher points out the inter‐relations between various trends/events and concludes the features stage by stage. (Teacher can use teaching aids like video clips, sources, text and photos) • Students complete the whole table to illustrate the political and institutional changes, and the background leading to such changes. (Appendix 2.2)

  21. Compare the administration of Hong Kong today with the British administration in the early 20th century. (1 period) • Students compare the structure and the features of British rule in Hong Kong in the early 20th century with the present‐day situation, and complete a comparison table. (Appendix 2.3) • Students are directed to explore concepts of change and continuity based on the comparison table. • An open forum on whether Hong Kong experienced fundamental changes politically in the 20th century can be conducted.

  22. Compare the administration of Hong Kong today with the British administration in the early 20th century. (1 period) • Students compare the structure and the features of British rule in Hong Kong in the early 20th century with the present‐day situation, and complete a comparison table. (Appendix 2.3) • Students are directed to explore concepts of change and continuity based on the comparison table. • An open forum on whether Hong Kong experienced fundamental changes politically in the 20th century can be conducted.

  23. What were the features of British rule in Hong Kong in the early 20th century? To what extent did the features persist in the 1990s? Extended assignment • Students complete the extended writing at home – “What were the features of British rule in Hong Kong in the early 20th century? To what extent did the features persist in the 1990s?” (Students may focus the discussion on the British rule.) (Appendix 2.4)

  24. Thank you!

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