I. Modernisation and Transformation of Hong Kong
B. 1.Development as an international city: Economic Development
I. Modernisation and Transformation of Hong Kong
B. Development as an international city
B1 Economic Development
Number of periods required:
5 (Each period lasts for 1 hour.)
1. Teaching Background
a. To be conducted in the 1st term of S4. There are 40 students in the
class.
b. Students have finished studying “Political and institutional changes”,
and have some understanding of the history of Hong Kong in the 20 thcentury.
c. The students are of average and below-average in study , weak in
analytical skills and relatively passive.
2. Learning Objectives
a. To enquire into the three stages of Hong Kong’s economic development
in the 20th century and their features;
b. To enquire into the development and changes of various types of
industry in Hong Kong after the Second World War;
c. To enquire into the features of Hong Kong’s early industries;
d. To enquire into the difficulties that challenged Hong Kong’s industry
and the countermeasures taken by Hong Kong industrialists.
e. To enquire into the relationship between Hong Kong’s economic
development and external factors.
3. Learning and Teaching Strategies
a. Hong Kong’s Economic Development in the 20th Century (1.5 hours)
i. Teacher explains the three stages of economic development in
the 20th century with the textbook. Students make a list of the
features of each stage of development.
ii. In groups, students discuss factors for the economic
development at different stages, with reference to what the
teacher gives.
iii. Students present their discussion results with mind maps.
iv. Teacher makes further elaboration and conclusion on “Factors
for the development of Hong Kong’s economy at different
stages in the 20th century” with Appendix 1.
b. Hong Kong’s Industrial Development in Early 20th Century Opportunities and Challenges (1.5 hours)
i. Show video Seventy Years of Hong Kong Industry. It lasts
about 25 minutes. See Appendix 2 for a brief introduction about
the video;
1
I. Modernisation and Transformation of Hong Kong
B. 1.Development as an international city: Economic Development
ii. Students complete Worksheet 1 in groups;
iii. Students report outcomes of their group discussion; and
iv. The teacher makes further elaboration and conclusion.
c. Group Discussion: (1 hour)
i. Topic for group discussion: “To what extent was the
development of Hong Kong’s economy affected by external
factors?” Divide the whole class into 8 groups, with 4 groups
taking the Affirmative Side (Groups 1 to 4) and 4 the
Opposition Side (Groups 5 to 8 ).
ii. Debate Time: Group 1 presents its arguments, and Group 5
responds. Then Group 6 presents its arguments, and Group 2
responds, and so on. At the end both Sides give summaries .
iii. Finally the teacher concludes the discussion.
d. Extended learning activity: (1 hour)
i. Essay writing: “To what extent was Hong Kong’s economic
development affected by external factors?”
ii. Students may take their own standpoint with reference to the
arguments made by various groups in class, and write the
essay. They may do a self-assessment or a peer-assessment
with the Marking Criteria (Appendix 3) before handing in their
essay.
iii. The teacher marks the students’ essays using the Marking
Criteria.
4. Expected Outcomes / Difficulties:
a. This teaching resource package requires students to spend more time on
discussion and doing worksheets. The teacher may arrange the students
to do group discussions or to finish the worksheets after class if there is
not enough class time, and use the class time for interaction among
students and debating, so as to enhance learning effectiveness.
b. The teacher may choose freely the mode of group according to different
school context.
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I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Worksheet 1
“Seventy Years of Hong Kong’s Industry”
Part I “The Years of Hard Work”:
1. What does the phrase “Made in Hong Kong” represent?
Good things with low prices.
2. What economic and social situations are being reflected by the phenomenon that the
female workers borrowed Identity Cards to claim a false age?
Economically, Hong Kong ’s industry prospered in those days, and
required large number of workers to go into production, and therefore
even under-aged girls would borrow ID cards or claim a false age in
order to work in a factory. Socially speaking, it reflects that most
Hong Kong people in those days were poor and of low education
standard. many female workers worked in the factories to support
their families after completing the six -year free education.
3. Why was Hong Kong’s electronics industry able to develop?
It was because in the 1970s, American manufacturers asked Hong
Kong factories to assemble electronic parts.
4. What achievements did Hong Kong’s watch industry make?
Hong Kong’s watch industry was way ahead of its neighboring
countries. It was the Kingdom of Watches in Asia. In world rankings,
it was just second to Switzerland.
5. What features were there in Hong Kong’s industries in its early years?
Hong Kong’s industry in the early years was predominantly of small
scale. 90% of the industry hired less than 50 persons. M ost of the
small manufacturers started their business with very little capital.
When they set up their business, most of the small manufacturers did
not have factories and used their home as the production place.
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I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Part II “Bits and Pieces of Impression”:
6. What were the purposes of setting up the Chinese Manufacturers’ Association of Hong
Kong ? What were its functions?
The Chinese Manufacturers ’ Association of Hong Kong was set up in
1934. At that time there were some tariff barriers in the mainland, and
the Chinese industrialists need to set up a common organisation that
would open the markets for Hong Kong manufacturers. Its function
was to fight for rights for Chinese industrialists.
7. What changes did Hong Kong’s economy undergo during the 1980s and 1990s?
In the 1980s and 1990s, H ong Kong’s traditional labour-intensive
industries gradually lost their supremacy. In 1979, the mainland
adopted the policy of Reform and Opening -up, which provided Hong
Kong industrialists a good opportunity of development. In the 1980s,
Hong Kong’s industries moved north one after another. By the mid 1990s, Hong Kong ’s economic structure had already changed into that
of service industry. After the financial stor ms, Hong Kong’s economy
experienced another round of restructuring, with its focus shifting
towards high value -added and knowledge -intensive industries driven
by innovative technologies.
8. What type of industry does the Octopus Card belong to?
The Octopus Card is a creative technology industry.
4
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Appendix 1
Factors for the development of Hong Kong’s economy
in the 20th century
With reference to the outline below, the teacher may conclude the factors of development of
Hong Kong’s economy in the 20th century.
First Stage: Entrepot (mid-19th century – 1950s)
Favorable Conditions:
1. The free trade policy of the Hong Kong government
2. Political stability
3. Favorable geographical location
4. Comprehensive port facilities, and banking and shipping services
Second Stage: Industrial Centre (1950s – 1980s)
Challenges to Re-exports:
1. The United Nations enforced an embargo on China after the outbreak of the Korean War
Favorable Factors:
1. Migrants from the mainland rushed into Hong Kong after the end of the civil war in
China
2. Tariff privileges offered by the British Commonwealth, and European and American
countries
3. Hong Kong government’s non-intervention policy on economic development
4. Supportive policies of the Hong Kong government, such as setting up the Hong Kong
Trade Development Council, etc.
Third Stage: International Financial Centre (1980 - 99)
Challenges to the Industrial Centre:
1. Rise of production cost
2. Competition from other Asian countries
3. Economic protectionist policy of the West
Favorable Factors:
1. No control of foreign exchange and gold
2. Low tax rates
3. Linked exchange rate
4. Favourable geographical position enables it to become a window of China’s trade
5. Hong Kong’s time zone
6. A sound legal system
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I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Appendix 2
Brief Introduction on video
“Seventy Years of Hong Kong’s Industry”
“Seventy Years of Hong Kong’s Industry – Bits and Pieces of Feelings”
Planning and Directing: Li Qinghua ; Producer: Li Yaoming; Joint -Production:
Chinese Manufacturers’ Association of Hong Kong & RTHK, 2005.
The programme comprises two parts:
Part I
“The Years of Hard Work ”: introduces the successful stories of
entrepreneurs, industrialists and owners of small factories from different
background during the period of industrial development in Hong Kong.
Part II “Bits and Piece s of Impressions ” : arouses the collective memories
of Hong Kong people through the stories of female garment workers of the
1960s and 1970s and the history of the Hong Kong Brands and Products Expo
that have been held for several decades.
Source: http://www.rthk.org.hk/rthk/tv/70yrhkindustry/
The video can be borrowed from the library of the Universit y of Hong Kong.
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I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Appendix 3
Essay-type Question
To what extent was the development of Hong Kong’s economy affected by
external factors?
Marking Criteria
**Before handing in their work, students should circle the grade they think their essay attains .
Criteria
Grade Marks
- Coherent presentation with reasonable analysis of the
importance of the external factors relative to other factors in
A
14-15
affecting Hong Kong’s economic development, supported by
solid examples.
- Shows good understanding of the question’s theme, clearly
examine the importance of the external factors relative to other
B
12-13
factors in affecting Hong Kong’s economic development.
Examples cover a significant part of the 20th century.
- Shows good understanding of the theme of the question, and
make concrete attempts to analyse the importance of the
external factors relative to other factors in affecting Hong
Kong’s economic development, but the discussion is obviously
unbalanced to the external factors or other factors. It also
C
10-11
contains underdeveloped arguments. Examples cover a
significant part of the 20th century.
- As a whole, it demonstrates a correct understanding of the
question, and a clear organisation and presentation.
- Shows general understanding of the question, and the
discussion attempts to deal with both external and other
D
8-9
factors, but marred by rough arguments and/or vagueness in
discussing “extent”.
- Shows awareness of the question, narrates on external and
other factors and attempts to reach a conclusion about
“extent”, though marred by rough argument and
E
6-7
overgeneralization.
- Contains obvius factural errors.
- A narration of the external factors in affecting the
development of Hong Kong’s economy, without mentioning
any other factors; or
E/F
5
- Attempts to discuss “extent”, though primarily on “other
factors” and largely ignores external factors.
- A narration of factors other than external in affecting the
developemtn of thong Kong’s economy; or
F
3-4
- A narration of the development of Hong Kong’s economy,
without discussing the factors affecting its development.
Adapted from “Sample Paper and marking scheme reference for HKDSE History 2009” with
permission of the Hong Kong Examinations and Assessment Authority
7
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
I. Modernisation and Transformation of Hong Kong
B. Development as an international city
B 2 Urbanisation and Population Changes
Number of periods required:
6 (Each period lasts for 1 hour.)
1. Background of Teaching and Learning
a. To be conducted in the 1st term of S4. There are 40 students in the class.
b. Students already have some understanding of the history of China in the
20th-century through studying Chinese History in the junior secondary
years.
c. The students learning abilities are average and below average, with weak
analytical skills , and are relatively passive.
2. Learning Objectives
a. To enquire into the causes for Hong Kong’s population changes;
b. To enquire into Hong Kong government’s attitude and policy towards
migrants from the mainland;
c. To enquire into how the Hong Kong government control the growth of
population; and
d. To enquire into the relationship between Hong Kong’s urbanisation and its
population changes.
3. Learning and Teaching Strategies
a. Causes for Hong Kong’s Population Changes (1 hour)
i.
Teacher asks students to complete Worksheet 1.
ii.
Teacher may, through questioning, review with students major
incidents that occurred in China. Students may take turns to
introduce the incident briefly.
iii.
Teacher delivers Appendix 1 “Hong Kong people go northwards
after half a century” as supplementary information.
iv.
With reference to Sources 1 and 2 (Worksheet 1), students
summarise the relationship between China’s situation and Hong
Kong’s population changes.
v.
With reference to Source 3 (Worksheet 1), students analyse
Hong Kong’s overall population change in the second half of the
20th century.
vi.
The teacher may then supplement the information with Appendix
1 “Hong Kong people go northwards after half a century” and
Appendix 2 “Population changes – supplementary information”.
vii. Teacher may summarise with the following: Hong Kong’s
population, in terms of its inflow and outflow of people, was
8
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
b.
c.
d.
e.
affected by situations in the mainland; furthermore, the birth rate
and death rate also affected Hong Kong’s population growth.
What attitude did the Hong Kong government hold towards migrants from
the mainland? (1 hour)
i. Teacher may first ask students what the immigration policy of the
current Hong Kong government is, so as to arouse students’
interests and to facilitate the tracing of changes in Hong Kong’s
population policy.
ii. In groups, students discuss the causes behind the policy and
measures adopted by the Hong Kong government at the time with
regard to migrants from the mainland. They may, with reference to
the textbook, consider from economic perspective Hong Kong’s
economic development at the time, and analyse the relationship
between the two.
iii. Teacher asks students to search, after class, information on
problems that migrants from the mainland brought to Hong Kong,
and give a report in the third lesson.
“Influx of Illegal Entrants, Venturing Out Alone in Hong Kong” (1 hour)
i. Show video “Influx of Illegal Entrants, Venturing Out Alone in
Hong Kong” . The video lasts for about 20 minutes. Content of the
video could be seen on pp.198-205 of Hong Kong History Decode,
produced by Information Division, News Department, ATV ; Hong
Kong: Ming Pao Publications; 2007.
ii. Students complete Worksheet 2 in groups.
iii. Students report outcomes of their group discussion.
iv. Teacher elaborates and summarises
How did the Hong Kong government solve the problem of rapid population
growth? (1 hour)
i. Students report on information about problems brought to Hong
Kong by migrants from the mainland. Teacher supplements and
summarises the topic.
ii. Teacher divides class into 10 groups. Every 2 groups discuss a
topic. Students may take the role of the Hong Kong government at
the time, and discuss how they would solve the problem of rapid
population growth. Discussion may focus on housing, education
and methods to control population growth.
iii. Students report outcomes of their group discussion, and evaluate
the effectiveness of the policies of other groups. Refer to the
textbook for figures of population growth.
iv. The teacher may do the deepening and summarising with a
presentation.
Economic development and urbanisation: (1 hour)
i. Using the textbook, teacher may discuss the features of the five
stages of urbanisation (1841–98, 1898-1920, 1930-45, 1945-70,
9
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
After 1985).
ii. The teacher shows the video “Hundred Years’ Foundation – the
History of Hong Kong’s Real Estate” Episode 2008-07-12
“Towards New Towns” (about 8 minutes).
iii. After showing the video, the teacher may ask the students
questions about the video. Refer to Appendix 3 for the questions
and suggested answers.
iv. Finally, the teacher may do the deepening and summarising with
data-based questions. See Worksheet 3 for the data-based
questions.
v. Lastly, the teacher supplements with information in the textbook on
the reclamation projects on the Hong Kong Island and the
Kowloon Peninsula, urban redevelopment, and development of
new towns.
f. Deepening Activity: (1 hour)
i. Essay writing: “Trace and explain the Hong Kong government’s
population policies in the second half of the 20th century.”
ii. Before writing the essay, students may search and read other
relevant information according to the knowledge they learnt in
class. Before handing in their essay, they may do a self-evaluation
or peer-evaluation on it using the Marking Criteria (Appendix 4).
iii. The teacher may mark students’ essays using the Marking Criteria.
4. Expected Outcomes / Difficulties:
a. Historical facts from this teaching resource package can be supplemented
accordingly with worksheets, briefings and appendixes.
b. However, students may not fully master some historical facts before group
discussion and may be more reliant on the teacher. With regard to more
active students, teacher may encourage them to do information research
before class, so as to enhance learning effectiveness. This will enable
students to write their essay with richer content.
c. The data-based questions and the essay may be done at home if there is
not enough time.
10
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Worksheet 1
Population Changes in Hong Kong
Study the following sources, and then answer the questions.
Source 1: Below are statistics of population in Hong Kong:
Year
1999
1991
1986
1981
1976
1971
1961
1951
1947
1945
1941
1931
Total
6,840,600
5,647,114
5,395,997
4,986,560
4,439,250
3,950,000
3,133,131
2,013,000
1,750,000
750,000
1,600,000
864,117
Source: http://www.demographia.com/db-hkhist.htm
Demographia: Hong Kong Population History
1.
What changes were there in the population of Hong Kong in the period 1931-1999?
The population of Hong Kong was increasing in great numbers.
Source 2: Below is a table of a few important events taken place in China.
Please fill in the name of an event in the appropriate box:
Year
Event
1912
Establishment of the Republic of China
1931
Shenyang Incident
1937
Lugouqiao Incident ( War between China and
Japan formally began )
1945
End of the Sino-Japanese War
1946-49
The Civil War (between KMT and CCP)
1949
Establishment of the People’s Republic of China
1966-76
The Cultural Revolution
1979
Beginning of “Reform and Opening-up”
11
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
2.
Do you agree that China’s situation affected Hong Kong’s population growth? Explain
your answer with reference to Sources 1 and 2.
Agree. China’s situation affected Hong Kong’s population growth . As
reflected in Source 2, China ’s situation was very unstable. Wars such
as the Sino-Japanese War and the Civil War between KMT and CPC,
and political instability such as the Great Cultural Revolution made
people’s life in the mainland very hard. Relatively speaking, Hong
Kong under British administration was more stable, and the quality
of life was better . Therefore, many people in the mainland migrated
to Hong Kong.
3.
Apart from the factors shown in Source 2, what other factors may explain the changes in
Hong Kong’s population?
Apart from the situation of the mainland shown in Source 2, birth
rate and death rate also affected Hong Kong ’s population change.
Source 3: The table below records the figures of births and deaths in Hong
Kong from 1961 to 1995
.
“Extended de facto” Approach
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
No. of Births
No. of Deaths
Year-onTotal
year Crude Fertility
percentage
Birth Rate (2)
('000) change (%) rate (1)
(3)
Year-onyear Crude
percentage Death
('000) change (%) Rate (1)
Male Female
19.3
20.9
20.3
18.7
18.2
19.3
20.2
19.4
19.3
20.0
20.4
21.4
21.3
21.9
21.6
22.6
23.3
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
67.8
67.7
68.5
69.1
70.1
69.6
70.1
110.9
112.5
114.6
107.6
101.1
91.8
88.2
82.7
82.5
79.1
79.8
80.3
82.3
83.6
79.8
78.5
80.0
N.A.
1.5
1.8
-6.0
-6.1
-9.2
-3.9
-6.3
-0.2
-4.1
0.8
0.7
2.4
1.6
-4.5
-1.6
1.9
35.0
34.0
33.5
30.7
28.1
25.3
23.7
21.7
21.3
20.0
19.7
19.5
19.4
19.1
17.9
17.4
17.5
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
3 459
3 315
3 177
2 967
2 666
2 480
2 376
12
N.A.
+8.3
-2.8
-8.3
-2.7
+6.1
+5.1
-3.9
-1.0
+3.8
+1.9
+5.0
-0.7
+3.0
-1.3
+4.8
+3.2
Average life
expectancy at
birth (years)
6.1
6.3
5.9
5.3
5.0
5.3
5.4
5.1
5.0
5.1
5.0
5.2
5.0
5.0
4.8
5.0
5.1
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
N.A.
75.3
75.4
75.9
76.3
76.8
76.2
76.7
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
“Extended de facto” Approach
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
No. of Births
No. of Deaths
Year-onTotal
year Crude Fertility
percentage
Birth Rate (2)
('000) change (%) rate (1)
(3)
Year-onyear Crude
percentage Death
('000) change (%) Rate (1)
Male Female
81.0
82.0
85.3
86.8
86.1
83.3
77.3
76.1
71.6
70.0
75.4
69.6
67.7
68.3
70.9
70.5
71.6
68.6
23.8
25.1
25.0
24.8
25.4
26.5
25.5
25.3
25.9
26.9
27.7
28.7
29.1
28.4
30.6
30.6
29.9
31.5
70.6
70.6
71.6
72.3
72.6
72.3
73.2
73.8
74.1
74.2
74.4
74.2
74.6
75.2
74.8
75.3
75.7
76.0
1.2
1.3
4.0
1.7
-0.7
-3.3
-7.2
-1.5
-5.9
-2.3
7.8
-7.7
-2.7
0.8
3.9
-0.7
1.7
-4.2
17.3
16.8
17.0
16.8
16.4
15.6
14.4
14.0
13.0
12.6
13.4
12.3
12.0
12.0
12.3
12.0
11.9
11.2
2 272
2 120
2 047
1 933
1 860
1 722
1 559
1 491
1 367
1 311
1 400
1 296
1 272
1 281
1 347
1 342
1 355
1 295
+2.1
+5.4
-0.5
-0.7
+2.3
+4.4
-3.8
-1.0
+2.6
+3.9
+2.8
+3.9
+1.4
-2.4
+7.5
+0.1
-2.2
+5.2
Average life
expectancy at
birth (years)
5.1
5.2
5.0
4.8
4.8
5.0
4.7
4.6
4.7
4.8
4.9
5.1
5.2
5.0
5.3
5.2
5.0
5.1
76.7
76.9
77.9
78.5
78.4
78.4
79.0
79.2
79.4
79.7
79.9
80.0
80.3
80.7
80.7
80.9
81.5
81.5
Crude Birth Rate: Number of new born persons per thousand people each year
Crude Death Rate: Number of persons die per thousand people each year
1. Per 1000 population.
2. Per 1000 female population excluding female foreign domestic helpers.
3. The fertility rate after 1981 have been compiled using a population denominator which has excluded female
foreign domestic helpers. Total fertility rates presented in this table may be different from those presented
earlier. It is partly because the coverage of life births born in Hong Kong to Mainland women used in the
compilation of the total fertility rate has been revised to include live births born in Hong Kong to Mainland
women transients (whose spouses are Hong Kong residents) holding People’s Republic of China passports.
Source: www.censtatd.gov.hk/hong_kong_statistics/statistical_tables/index.jsp?tableID=004
“Census and Statistics Department, Hong Kong Special Administrative Region”
4.
According to Source 3, what changes were there in Hong Kong’s birth rate in the period
1961-95?
According to Source 3, the birth rate was decreasing in the period
1961-95. The number of births in 1963 was the highest in the 1960s.
5.
According to Source 3, what changes were there in Hong Kong’s death rate in the period
13
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
1961-95?
According to Source 3, the death rate in Hong Kong did not change
much in the period 1961 -95, varying mainly between 6.1% and 4.6%.
14
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Worksheet 2
“Hong Kong History Decode”
Part I “Influx of Illegal Entrants” :
1. What was the most popular landing place in Hong Kong for illegal entrants?
Tung Ping Chau
2. What danger were illegal entrants facing when they tried to enter Hong Kong illegally?
They might encounter the risk of strong wind and rough waves, rapid sea currents
and arrest by border guards.
3. Why did illegal entrants want to come to Hong Kong despite such great danger?
At first, people from the mainland could enter and exit Hong Kong freely even after
Hong Kong had become a British port. But the Hong Kong government
implemented immigration control in 1950. After that situation of China turned
worse and worse. Thus an influx of illegal entrants was induced . Starvation
occurred in China in the late 1950s while their relatives in Hong Kong wanted to
help them. As a result, the first mass escape occurred in 1962, with hundreds of
thousands of people entering Hong Kong illegally within a very short period of time.
In the mid 1960s, the Cultural Revolution broke out in the mainland. Many young
intellectuals could not see their future, and so came to Hong Kong illegally in search
for a new life. Generally speaking, illegal entrants from the mainland came to Hong
Kong in pursuit of freedom and a better life.
Part II “Making a Living Alone in Hong Kong” :
4.
How was the “Black stamp” Identity Card different from the “Green stamp”
Identity card?
“Black stamp” Identity Card holders were those who came to Hong Kong through
application. They enjoyed permanent residency in Hong Kong. “Green stamp”
Identity Card holders were those who came to Hong Kong illegally. They could only
stay in Hong Kong temporarily.
5. Why would the Hong Kong Marine Police hoist the British national flag for the illegal
entrants?
They wanted to pick up illegal entrants.
15
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
6. Identify the Hong Kong government’s attitude towards illegal entrants as reflected from
the incident that Hong Kong Marine Police hoisted the British national flag for them.
It reflected that the Hong Kong government did not refuse illegal entrants from the
mainland.
7. Using Liang Liren and Liu Mengxiong as examples, what are the common features of
illegal entrants from the mainland? How would these features contribute to the
development of Hong Kong?
Most of them were hard working and willing to accept low wages. They became the
cheap labour that enabled Hong Kong’s industry to take off at the time.They also
made contributions to Hong Kong in different areas. For example, in the early days
when Liang Liren came to Hong Kong, he was a cinema usher. Later on he joint the
training class of a televsision, and then produced a series of popular TV dramas at
ATV. Furthermore, he was the inventor of the “fast code” and “nine squares”
Chinese characters input methods. When Liu Mengxiong first came to Hong Kong,
he worked in a factory. Later on, he made use of an unexpected opportunity to enter
the futures market. Very soon he became famous and wrote a book to tell his
experience, thus earning for himeself the name of “godfather of futures”. He is now
the Chairman of a listed company.
16
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Worksheet 3
Data-based Questions
Source 1
The chart below shows the regional distribution of Hong Kong’s population.
Geographical Distribution of the Hong Kong Population
Percentage
80
60
40
20
0
Kowloon
New Territories
Marine
Source: www.censtatd.gov.hk/FileManager/EN/Content_1064/C1_E.pdf.
“Census and Statistics Department, Hong Kong Special Administrative Region”
1.
What changes were there with regard to populations of Hong Kong Island, Kowloon, the
New Territories and the floating population in the period 1966-2006?
(6 marks)
L1
Able to tell the changes briefly, but fails to cite data to explain
【max 3
marks】
L2
Able to tell the changes in detail, and to cite data to explain 【max 6 marks】
e.g.:
Three changes as below:
 Percentage of population in Hong Kong Island and Kowloon kept
decreasing, from more than 80% in 1966 to less than 50% in 2006.
 On the contrary, percentage of population in the New Territories rose
considerably to over 50% in the same period.
 The floating population kept decreasing, from 2.8% in 1966 down to less
0% in 2006.
17
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
2.
Why were there such changes in Hong Kong’s population in the period 1966-2006?
Explain your answer with reference to Source 1 and using your own knowledge. (6 marks)
L1
L2
Answer is lopsided, merely making reference to the Source or citing
relevant historical facts
【Max. 3 marks】
Answer is comprehensive, both making reference to the Source and citing
relevant historical facts
【Max. 6 marks】
e.g.:
Possible causes:
 The population concentrated in the Hong Kong Island and Kowloon in the
period 1966-86 because of urbanisation which was a result of economic
development.
 But later on, the population kept migrating from the developed urban areas to
the New Territories, reflecting the effectiveness of the government’s policies of
developing new towns and redeveloping old districts.
 The floating population decreased to 0% because its younger generation no
longer made their living by fishing, nor did they live in their boats. Instead,
they moved to the Hong Kong Island, Kowloon, or the New Territories.
18
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Appendix 1
Refer to the article in Wen Wei Po[2006-12-27]
Title: Hong Kong People Go Northwards after Half a Century
Webpage: http://paper.wenweipo.com/2006/12/27/CH0612270002.htm
Appendix 2
Population changes - Supplementary Information
1. Baby boom:
This refers to the phenomenon of a rapid increase in birth rate. Such a
phenomenon occurred in Hong Kong in the 1960s. See Source 3 for
relevant figures.
2. The trend of mass migration in the 1980s and 1990s:
The trend of mass migration of people from the mainland su bsided after
the Hong Kong government had cancelled the “touch base policy”.
However, in the 1980s and 1990s, a trend of mass migration to overseas
countries arose. This was because on 19 t h December 1984, the PRC and
Britain signed the Sino-British Joint D eclaration which confirmed that
China would resume the exercise of sovereignt y over Hong Kong in 1997.
Many of the Hong Kong people did not have confidence in the rule of the
mainland over Hong Kong, thus a trend of mass migration to overseas
countries began. Moreover, the June -Fourth Incident in Beijing occurred
in 1989, making more Hong Kong people feel pessimistic and fearful
about the prospect after 1997, thus a large -scale mass migration occurred
in Hong Kong. Many Hong Kong people migrated to Canada, A ustralia and
the USA. However, from 1996 onwards, when the situation became clear,
a round of mass return occurred .
19
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Appendix 3
“Real Estate – A History of Hong Kong Estate 12 July 2008
Towards the New Towns”
Source: http://www.youtube.com/watch?v=eUBgyhxh6b4
1. Why did the government have to build large number of houses after the 1967 riot?
It was because the Hong Kong government understood that a crowded living
environment might easily make people cruel and fierce. Violent people might use
radical methods to express their discontent and thus led to social instability.
2. How did the Hong Kong government get land to build houses?
By reclamation and expropriation of agricultural land.
3. The Hong Kong government had plans to develop new town in 1939 and in 1948. Why
were the two plans shelved?
World War II broke out in 1939, and the population grew too fast in 1939.
4. Which town did the Hong Kong government develop in 1954? What was the name of
such town?
Kwun Tong. It was called “satellite town”.
5. Why did the Hong Kong government use the name “new town” to replace the name
“satellite town”?
It is because the name “satellite town” gives people the feeling of remoteness and
isolation.
6. Who proposed the “Ten-year Housing Programme”?
Hong Kong Governor MacLehose.
7. Give a few examples of new towns of the first and second generation. What are their
differences?
Shatin, Tsuen Wan, and Tuen Mun are examples of 1st generation new towns while
Yuen Long, Sheung Shui and Tai Po are in the category of the 2nd generation. New
towns of the 2nd generation are located farther away from Kowloon.
20
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
Appendix 4
Essay-type Question
Trace and explain Hong Kong government’s population policies in the
second half of the 20th century.
Marking Criteria
** Before handing in their work, students should circle the grade they think their essay attains.
Criteria
Grade Marks
- Coherent presentation with balanced treatment of “tracing”
and “explaining” the population policies of the Hong Kong
government in the second half of the 20th century, such as the
“touch-base policy”, “repatriate immediately after arrest” na
dfamily planning, and to explain the reasons behind various
A
14-15
policies.
- Able to periodise when tracing, and to provide corresponding
explanation for each sub-period. The answer is supported by
solid historical examples that cover considerably the period.
- Shows good understanding of the question, able to provide a
generally balanced treatment of “tracing” and “explaining” the
population policies of the Hong Kong government in the
second half of the 20th century, such as the “touch-base
policy”, “repatriate immediately after arrest” and family
B
12-13
planning, and to explain the reasons behind various policies.
- Able to periodise when tracing, and to provide corresponding
explanation for each sub-period. Historical examples cover a
considerable part of the period in question; possibly marred by
minor lopsidedness.
- Shows good understanding of the question, able to provide a
gnerally balanced treatment of “tracing” and “explaining” the
population policies of the Hong Kong government in the
second half of the 20th century, but obviously weak in
C
10-11
periodising when tracing and explaining the policies.
Historical examples cover a good part of the period in
question; possibly marred by lopsideness.
- Shows general understanding of the question, and the
discussion attempts to deal with both external and other
D
8-9
factors, but marred by rough arguments and/or vagueness in
discussing “extent”.
- Shows awareness of the question, but discussion is marred by
overgeneralization without effective use of historical
examples.
E
6-7
- Lopsided to either tracing or explaining the policies, with
obvious factual errors.
- Primarily a narration of the major population policies of Hong
E/F
5
Kong government, without obvious attempt to trace and
21
I. Modernisation and Transformation of Hong Kong
B.2 Development as an international city: Urbanisation and Population Changes
explain the policies.
- A narration of the major population policies of Hong Kong
government, and/or shows no efforts of tracing (i.e. how the
F
3-4
policies evolved) and explaining the policies.
Adapted from “Sample Paper and marking scheme reference for HKDSE History 2009” with
permission of the Hong Kong Examinations and Assessment Authority
22
I. Modernisation and Transformation of Hong Kong
B.3 Development as an international city: Coexistence and Interaction of Chinese and foreign cultures
I. Modernisation and Transformation of Hong Kong
B. Development as an international city
B3 Coexistence and Interaction of Chinese and foreign cultures
Number of periods required:
3 (Each period lasts for 1 hour.)
1. Background of Teaching and Learning
a. To be conducted in the 1st term of S4. There are 40 students in the
class.
b. Students have already studied how foreign cultures affected Hong
Kong’s popular culture in their junior secondary years, and understand
the topic to a certain degree.
c. Before this topic, the students have already studied Hong Kong’s
political, economic and social history in the 20th century.
d. The students are of average and below average abilities with weak
analysing ability, and are relatively passive.
2. Learning Objectives
a. To understand the definition of “culture”;
b. To enquire into the features of Hong Kong’s culture;
c. To enquire into how foreign cultures affected Hong Kong culture;
d. To enquire into how Hong Kong culture affected foreign cultures; and
e. To enquire into the causes for co-existence and integration of Chinese
and foreign culture in Hong Kong.
3. Learning and Teaching Strategies
a. How did foreign cultures affect Hong Kong culture? (1.5 hours)
i. Teacher asks students how they understand the term “culture”.
ii. Students may form groups to examine the features of Hong
Kong culture and factors affecting. Teacher may do an overall
summary with a presentation.
iii. Teacher may ask students to take a look at their belongings to
see which of them came from foreign countries. For example,
students in general like cartoon figures such as Mickey Mouse
and Doraemon, and they were from foreign countries.
iv. Teacher asks students to form groups, and to list the
definitions of “culture” as explained before, and then list
examples of how they were affected by foreign cultures.
Students report in groups, and teacher may make a summary
with a presentation.
v. Teacher briefly explains the homework: teacher asks students
to form groups of four each. The topic of the essay is: How did
Western culture or Japanese culture affect Hong Kong?
23
I. Modernisation and Transformation of Hong Kong
B.3 Development as an international city: Coexistence and Interaction of Chinese and foreign cultures
Students should search for sources and report to the class
next time. Teacher may mark according to the Marking Criteria
(see Appendix 1) and do an oral report on the marking.
b. How did Chinese culture influence overseas culture through Hong
Kong? (1 hour)
i. Teacher explains: Although Chinese culture might affect Hong
Kong, Chinese culture also spread overseas through Hong
Kong. The typical example is martial art movies, and Bruce
Lee, followed by Jacky Chan, were the representative figures
for spreading martial art movies overseas.
ii. Teacher may ask students questions about Bruce Lee and
Jacky Chan, and give a brief introduction on Bruce Lee and
Jacky Chan with a powerpoint presentation.
iii. Students may discuss in groups the extent of popularity of
martial art movies overseas, and to give examples for
illustration.
iv. Finally, teacher summarises with a powerpoint presentation.
c. Causes for co-existence and integration of Chinese and foreign
cultures in Hong Kong (0.5 hour)
i. Teacher asks students to discuss the causes for the coexistence and integration of Chinese and foreign cultures in
Hong Kong from political, economic and social perspectives.
ii. Students report their discussion outcomes, and teacher makes
a summary with the help of the textbook.
4. Expected Outcomes/Difficulties:
a. Students should have great interest in this topic because it is closely
related to their daily lives. This topic should be easier to master than
other topics.
b. When teaching this topic, the trend of changes of Hong Kong culture
throughout the 20th century should be noted, so as to avoid the
information from becoming piecemeal.
c. If students have great interest in this topic, they could be encouraged
to use this topic for SBA, and conduct further research on it.
24
I. Modernisation and Transformation of Hong Kong
B.3 Development as an international city: Coexistence and Interaction of Chinese and foreign cultures
Appendix 1
Oral Report Marking Criteria
How did Western culture or Japanese culture affect Hong Kong?
Conditions
Marks (0-5)
Idea: Able to tell clearly how Western or Japanese culture influences Hong
Kong.
Example: Are examples of historical facts ample and accurate ?
Expression: Is the report clear and fluent?
Total:
25
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
I. Modernisation and Transformation of Hong Kong
B. Development as an international city
B4 Relationship with the mainland and its role in the Asia-Pacific Rim
Number of periods required:
4 (Each period lasts for 1 hour.)
1. Background of Teaching and Learning
a. To be conducted in the 1st term of S4. There are 40 students in the
class
b. Before this topic, the students have already studied Hong Kong’s
political system, economy and social development. The knowledge
would help the students understand this topic, and so they should find
it easier to master.
c. The students are of average and below average abilities with weak
analysing ability, and are relatively passive.
2. Learning Objectives
a. To enquire into Hong Kong’s relationship with the mainland in the
political, economic and social aspects; and
b. To enquire into the role Hong Kong played in the Asia-Pacific Rim.
3. Learning and Teaching Strategies
a. Hong Kong cares about the development of the situation in the
mainland (1 hour).
i. Firstly, the teacher introduces briefly the close relationship
between Hong Kong and the mainland. People living in the two
places are compatriots of the Chinese nation. Therefore, every
time when their compatriots in the mainland encountered crises or
disasters, people of Hong Kong would offer assistance with
enthusiasm.
ii. Show video “Hong Kong History Decode－Sun Yat-sen Studies to
Run the Country and Cure People”. The video lasts about 20
minutes. Content of the video could be seen on pp.124-131 of
Hong Kong History Decode, produced by Information Division,
News Department, ATV ; Hong Kong: Ming Pao Publications;
2007. (The teacher may summarise with Appendix 1.)
iii. Teacher asks students to search for information about antiJapanese activities in Hong Kong. (See Appendix 2 for the
reading list.) Finally, teacher may summarise that Hong Kong
joined the anti-Japanese movement in various ways, such as
organising anti-Japanese demonstrations, producing anti-
26
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Japanese movies, setting up anti-Japanese organisations, and
offering financial and material assistance etc.
iv. In addition to supporting revolutionary and anti-Japanese activities,
teacher may also give some explanations on the Campaign to
Defend the Diaoyu Islands. For reference, one may consult “Bao
Diao – Riben Qin Hua Zhuan Ji” produced by the Hong Kong
Professional
Teachers’
Union
(see
Source:
http://www.hkptu.org.hk/society/pubin/fish/), as well as news
footages on 1 October 1966, which describe the Campaign in
Hong Kong:
Source:
http://www.youtube.com/watch?v=Sy0bjU2nAFY&feature=related,
http://www.youtube.com/watch?v=4riIw330KIk&NR=1,
http://www.youtube.com/watch?v=Em4Je4lK9H4&NR=1
v. In addition to the close political relationship between Hong Kong
and the mainland, teacher should also ask students to recall what
they have learnt on their economic and social relationships.
vi. Teacher may make the following summary: Hong Kong people and
their compatriots in the mainland are like blood thicker than water.
Major events that occur in the mainland are closely related to
Hong Kong.
b. How important is the mainland to the development of Hong Kong? (1
hour)
i. Teacher asks students to form groups and discuss the
importance of the mainland to Hong Kong’s economic
development with reference to what they have learnt earlier on
about Hong Kong’s economic development. Students report their
discussion outcomes. Teacher may refer to Appendix 3, “The
importance of the mainland to Hong Kong’s economic
development”, to give a summary.
ii. Teacher asks students what items in our everyday life come
from the mainland. Teacher may summarise that the staple food
and drinking water in our daily life are from the mainland. With
regard to the supply of drinking water, one can view the first 5
minutes of the video Hong Kong Rearview Mirror – People
Downstairs Turn Off Your Taps
Part II..
(Source:
http://www.youtube.com/watch?v=E9llKVkjljo) This video clip tells
how the mainland supplied water from Dongjiang (East River) in
order to solve Hong Kong’s problem of water shortage.
iii. Teacher explains that Hong Kong also offer aids to natural
disasters that occurred in the mainland. Teacher may use the
Sichuan Earthquake in 2004 as an example to prove that Hong
Kong people and people in the mainland went through thick and
27
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
thin together. Other examples include the East China floods in
1991, the South China floods in 1994, the flooding in East China
and South China in 1996, for which Hong Kong launched largescale fund-raising activities to offer aids to victims of the disasters.
(Appendix 4). A video showing fund-raising activities in Hong
Kong for the 1994 East China floods can be seen on
http://www.youtube.com/watch?v=uABaPPvUod8.
v. Teacher summarises that Hong Kong and the mainland are
closely related, mutually affecting each other’s development.
(Appendix 5)
c. What role has Hong Kong played in the Asia-Pacific region? (1 hour)
i. Teacher asks students what places are included in the Asia-Pacific
region. Teacher may use a world map to point out that the region
includes the Asian regions on the west coast of the Pacific Ocean
such as East Asia and Southeast Asia, Australasia , and various
islands in the Pacific Ocean.
ii. Teacher may ask students what role Hong Kong plays currently in
the Asia-Pacific region. Students may discuss in groups, or write
their personal views on the blackboard, so as to stimulate other
students to think. Teacher may also explain “Hong Kong’s
relationship with the Asia-Pacific Region” with Appendix 5.
iii. Teacher may further elaborate and summarise on “What role does
Hong Kong play in the Asia-Pacific Region” with Appendix 6.
d. Why can Hong Kong play an important role in the Asia-Pacific region?
(1 hour)
i. Teacher and students recall the role played by Hong Kong in the
Asia-Pacific region.
ii. Teacher asks students to form groups and discuss the external
and internal factors that enabled Hong Kong to play an important
role in the Asia-Pacific region. Students report in groups after
discussion.
iii. Teacher may make a summary on “Why is Hong Kong able to play
an important role in the Asia-Pacific region” with Appendix 7.
4. Expected Outcomes / Difficulties:
a. It should not be hard for students to master the historical facts because
they have already got some understanding of the history of Hong Kong.
b. If time allows, teacher may show the video “Hong Kong History Decode
－the Great Rescue” . The video lasts about 10 minutes. Content of
the video could be seen on pp.174-177 of Hong Kong History Decode,
28
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
produced by Information Division, News Department, ATV ; Hong
Kong: Ming Pao Publications; 2007.
c. As a piece of homework, teacher may also ask students to write an
essay using the discussion outcomes in the third and fourth lessons.
29
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Appendix 1
“Hong Kong History Decode－
Sun Yat-sen Studies to Run the Country and Cure People”
Questions for Discussion:
In what ways was Hong Kong favorable to Sun Yat-sen’s revolutionary
activities?
1. Sun Yat-sen studied in Hong Kong where his revolutionary ideas began to
grow.
2. Chen Shaobai, a revolutionary and Sun Yat -sen’s good friend, founded the
China Daily in Hong Kong. It became a tool to promote revolution.
3. Hong Kong was the base where he planned his revolutionary activities.
4. He raised funds for carrying out revolution from rich merchants in Hong
Kong such as Li Jitang.
5. Hong Kong was a place for the revolutionaries to take refu ge after their
revolutionary activities have failed.
In addition to this video, teacher and students may study the article “Sun
Yat-sen’s Relics and the 1911 Revolution ” written by Dr. Leung Ping Wa.
The Internet link to the article is:
http://www.edb.gov.hk/FileManager/TC/Content_3419/CH_S1-3_AV_22.pdf
30
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Appendix 2
Reading list
No.
Editor/Writer
Name of Book
Publisher
1.
高添強
香港今昔
三聯書店(香港)有限公司
2.
高添強
香港戰地指南(1941)
三聯書店(香港)有限公司
3.
高添強
香港日佔時期
三聯書店(香港)有限公司
4.
林友蘭
香港史話
上海印書館
5.
魯 言
香港掌故（第一集）
廣角鏡出版社
6.
葉德偉等
香港淪陷史
廣角鏡出版社
7.
謝永光
香港淪陷
商務印書館
Ko Tim-keung
Ruins of War: a guide to
Hong Kong’s battlefields
and wartime sites
Joint Publishing (H.K.) Co., Ltd.
8.
31
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Appendix 3
The importance of the mainland to Hong Kong’s economic development
Students may analyse the importance of the mainland to Hong Kong’s economic development
chronologically:
1.
Hong Kong was an important entrepot for the mainland in the late 19th century and the
early 20th century. It was the main window of China’s foreign trade. Entrepot trade was
the main economic pillar of Hong Kong in those days.
2.
As China supported North Korea in the Korean War, embargo imposed on China by the
United Nations. Entrepot trade was thus affected.
3.
After the outbreak of the Second World War, migrants from the mainland poured into
Hong Kong, and provided Hong Kong with capital, technology and labour power which
facilitated industrial development.
4.
Hong Kong’s manufacturers moved their production lines northwards after China began
the “Reform and Opening-up”. Hong Kong’s industry grew further.
5.
Beginning from the second half of the 20th century, various Chinese-capital enterprises,
banks and insurance companies invested in Hong Kong. This helped to make Hong
Kong an international financial centre.
32
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Appendix 4
Fund-raising for East China floods
The East China region suffered floods in July 1991. The flood killed more than a thousand
people and destroyed vast areas of farmland, causing serious economic loss and making
millions of people homeless. People of Hong Kong from various sectors, various major
groups and business organisations launched fund-raising campaigns one after another. The
performing arts sector even initiated disaster-relief evening shows to raise funds overnight,
thus fully embodying the kindred feeling of “blood is thicker than water”.
Appendix 5
Hong Kong’s Relationship with the Asia-Pacific Region
Asia-Pacific
Region
Hong Kong
World
Hong Kong is like a window in the Asia-Pacific region. It is through Hong Kong that the
Asia-Pacific region is linked to the World.
33
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Appendix 6
What role does Hong Kong play in the Asia-Pacific Region?
1.
2.
3.
4.
5.
Hong Kong was the bridge through which China communicated with the World

In the 30 years before the Reform and Opening-up, China rarely communicated with
the World. Hong Kong was the window through which the mainland communicated
with it. It was also through Hong Kong that the World got to understand the
mainland.

The mainland understood the Western world through the Chinese-funded enterprises
in Hong Kong, and learnt the mode of operation of capitalism through Hong Kong’s
economy, so as to the development the mainland’s economy.
Facilitated the development of China and Southeast Asia

In the 1970s, industrialists in Hong Kong moved their production lines to Southeast
Asia. As a result, the economy of Southeast Asia experienced a take-off.

After the mainland began its Reform and Opening-up, Hong Kong businessmen
invested in the Zhujiang Delta region, thus facilitated the development of its
economy.

The fact that Hong Kong entrepreneurs brought new technologies and modern
management into the mainland and Southeast Asia. It was a major factor for the
fast development of China and Southeast Asia.
Financial Centre of the Asia-Pacific Region

Banks of world-class established their headquarters for the Asian region in Hong
Kong.

Hong Kong’s stocks market is a major stocks market in the Asia-Pacific region.

Hong Kong’s stocks market ranks with the London and New York securities
markets as the world’s three major stocks markets.
A place where world corporations locates their headquarters for the Asia-Pacific region

Hong Kong has become a good place for world corporations to invest because it is
politically stable, with an efficient and clean government and a sound legal system,
and it allows free trade.

A large number of international commercial and financial organisations set up their
headquarters in Hong Kong in order to run and develop their business in the AsiaPacific region.
Headquarters of international non-government organisations in the Asia-Pacific region

Hong Kong offers relatively greater political and press freedom, and is wellequipped with transport and communication facilities. In additional to world
corporations, international non-government organisations such as workers’ unions,
religious bodies also set up their Asia-Pacific headquarters in Hong Kong.
34
I. Modernisation and Transformation of Hong Kong
B.4 Development as an international city: Relationship with the mainland and its role in the Asia-Pacific Rim
Appendix 7
Why is Hong Kong able to play an important role in the
Asia-Pacific Region?
Internal factors:
1.
Advantageous geographical location: in the centre of the Asia-Pacific region
2.
Politically stable, sound legal system, government free from corruption
3.
There is a sound foundation for economic development
4.
It has a well developed network of traffic and transport
5.
Its people has a relatively higher level of education than those in the neigbouring
regions
6.
The government gives its people more and greater freedom, such as freedom of
speech
External factors:
1.
The mainland was politically unstable in the 2nd half of the 20th century
2.
The decolonisation movements in Southeast Asian countries
35