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
Elective Part
The Making of the Modern World
+
Values and
attitude
1. Comparative studies
Modernisation and Transformation in 20th
century Asia
Conflicts and Cooperation in 20th century
World
2. Issue-based studies
3. Local and heritage studies
Historical thinking Skills
Chronological
thinking
Historical
comprehension
and analysis
(one of the following)
Historical
enquiry
Historical
interpretation
Organization and communication
Assessment :
Internal assessment
Public assessment SBA
Assessment:
Internal assessment
Public Assessment – SBA
Public Examination
Organization and communication
HKCEE vs. HKDSE
HKCEE
HKDSE
- From British rule to HKSAR
- Political and institutional changes
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.
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.
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?
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.
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.
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)
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)
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)
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.
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.
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.
Modernization and transformation of Hong Kong
Political 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.
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.
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)
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.
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.
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)
Thank you!