Subject: History
Subject Teachers: Ms M. Chan
Focus
St. Mary’s Canossian College
Scheme of Work 2015/16
Form: Five
Date: 14 September 2015
Form Coordinator: Ms M. Chan
Panel Chair: Ms. Maggie Chan
Suggested Target
Knowledge, Suggested Activities
Time
Skills and Attitudes
Allocation
Teaching Resources Suggested
Remarks
Student Work or
Activities
for
Formative
Assessment
Revision
2 lessons
Revision of F.4 topics
Corrections of
Lessons 1F.4
summer
2
assignments
SBA
2 lessons
Reminders of SBA General reminders for
Students
will Students who
Lessons 3- procedures
and the
whole
class,
work on the Title cannot meet the
4
regulations
followed by individual
Proposal.
teacher during
guidance.
lesson time will
make another
appointment
with the teacher
after school.
Part
1: 20 lessons
Modernization Lessons
and
5-24
transformation
of Hong Kong
Political
and 8 lessons
Students are able to:
Discovery
learning: A worksheet which Students will be Comparison:
institutional
Lessons 5Students
will
be helps students to guided to examine Students will be
 Grasp
the
changes: main 12
these asked
to
essence of the guided to under the identify the features whether
Page 1 of 8
trends
of
development
Political
and 12 lessons
institutional
Lessons
changes:
13-24
characteristics
of
different
stages
of
development
1945-97
term
“characteristics”
Students are able to:
 Grasp
the
essence
of
presenting the
developments of
historical events
with a “trace and
explain”
approach.
 Distinguish the
salient features
of
different
stages
of
political
and
institutional
development.
major
political of
British
developments
and administration in the
trends
during
the early 20th century.
British administration
that have shaped the
contemporary
Hong
Kong.
DI: Interview on Interview report
different
historical
events:
Students
will
be
divided into groups
and each group will be
responsible
for
interviewing
people
who have experienced:
 1967 riot
 Widespread
corruption in
Hong
Kong
before
the
1970s
 Widespread
support
in
Hong Kong to
students’
features
still compare
the
persisted in Hong main features of
Kong by year British
2000.
administration
of Hong Kong
with the main
features
of
Japanese
occupation of
Hong Kong.
By interviewing, Collaboration
students will be with
the
able to collect Heritage Team:
first-hand
data Students will be
which help them encouraged to
to
build
up interview past
history.
students
or
teachers so as to
build up school
history.
Page 2 of 8

Part
2:
Development
of Hong Kong
as
an
international
city
Economic
development,
urbanization
and population
changes
movement in
Beijing 1989
Transitional
period of Hong
Kong 1982-97
24 lessons
Lessons
24-47
6 lessons
Lessons
24-29
Students are able to:
 Search
for,
select, analyse
and synthesise
information
through various
means,
and
arriving
at
conclusions.
Students will have
discovery learning or
interview to find out
the reasons for the
changes in economic
development in Hong
Kong in 1945-2000 or
changes in population
structure in Hong
Kong in the same
period.
A set of guided
questions
about
economic
development
or
population changes
in Hong Kong.
Students
will
present a mind
map to the class
which feature the
economic
development
or
population
changes in Hong
Kong.
Students who
are able to link
up
economic
development,
urbanization,
population
changes
in
Hong Kong will
be
awarded
merit slips.
*Those who are
able to link up
the learning in
History
with
that of Hong
Kong Today in
LS will be
awarded with
Page 3 of 8
Coexistence
6 lessons
and interaction Lessons
of Chinese and 30-35
foreign cultures
Relationship
12 lessons
with
the Lessons
Mainland and 36-47
the role in AsiaPacific Rim
Students are able to:
DI:
Discovery
learning
 Develop
and
maintain
an
 Students will
inquisitive
be divided into
attitude towards
groups to have
Hong
Kong
research on any
culture.
one aspect of
Hong
Kong
 Tolerate
and
culture,
e.g.
respect different
dining,
cultures
shopping,
fashion, etc.
Students are able to:
Students will be shown
 Observe
the a video about the
changes in the economic development
in Hong Kong in order
relationship
between Hong to find out the reasons
the
changing
Kong and the for
relations
Mainland in the economic
th
between Hong Kong
20 century
 Identify
the and the mainland.
roles of Hong
Kong in AsiaPacific Rim

A
sample
powerpoint
which shows
the
coexistence
of Chinese
and foreign
cultures
in
Hong Kong
Students
will
present
their
research, followed
by
peer
assessment
and
teacher’s
comment.


Video
A worksheet
which helps
students
to
trace
and
explain the
changing
relationship
between
Hong Kong
and
the
mainland
A worksheet
which helps
students
to
Students will be
guided to find out
the
present
relationship
between
Hong
Kong and the
mainland.

extra
merit
slips.
Those who are
able to highlight
the
development of
the sense of
identity
of
“Hongkonger”
will be awarded
with merit slips.
*Those who are
able to link up
the learning in
History
with
that of LS Hong
Kong
Today
will be award
merit slips.
Students will also
be guided to find
out the present
roles of Hong
Kong in AsiaPacific Rim.
Page 4 of 8
identify the
changing
roles of Hong
Kong
in
Asia-Pacific
Rim
Test
SBA
1 lesson
2 lessons
Lessons
49-50
Drilling
of 3 lessons
answering skills Lessons
51-54
SBA coaching
General reminders for
the
whole
class,
followed by individual
guidance.
Students are able to:
Group discussion on
 Have a better essays of past HKCEE
grasp
of and HKDSE papers.
different kinds
of
question
words in essays
and DBQ.
Christmas and New Year holidays
Mid-year Examination
Mid-year Examination corrections
Part
3: 18 lessons
Modernization Lessons
and
55-72
transformation


Past HKCEE
and HKDSE
papers
A Manual of
Question
Words used
in History
Students will start Students who
working on the cannot meet the
Study Outline.
teacher during
lesson time will
make another
appointment
with the teacher
after school.
The outstanding
works will be
copied for the
whole class so
that
students
can learn from
peers.
Page 5 of 8
of China
Late
Qing 12 lessons
Reforms,
the Lessons
1911
55-66
Revolution and
the May Fourth
Movement
Attempts
in 6 lessons
modernization
Lessons
of the Nanjing 67-72
Government
Students are able to:
 Examine
the
effectiveness
and
ineffectiveness
of these events
in modernizing
China.
Students are able to:
 Compare
and
contrast
the
nature
and
reform
programmes of
the Late Qing
Reforms
and
that
of
the
Nanjing
Government
Students
brainstorm
one another about the
criteria
of
modernization
and
then
choose
a
nowadays country and
examine it with the
criteria.
Students will work in
pairs to compare and
contrast the nature and
reform programmes of
the Late Qing Reforms
and that of the Nanjing
Government.
A worksheet which
lists the criteria of
modernization and
the effectiveness of
modernization
of
these events.


A worksheet
which helps
students
to
make
comparisons
of the two
reform
movements.
Essay
assessment
criteria
Students will have
group presentation
about
their
assessment.
Brainstorming:
How to further
modernize
China in spite
of these failed
attempts?
Students will learn
from
the
outstanding essays
of
fellow
classmates.
Students will be
guided to make
similar
comparisons of
the
1911
Revolution and
the May Fourth
Movement
Chinese New Year
Part
4: 25 lessons
Socialist
Lessons
modernization 73-97
in the Maoist
period:
the
institutional
set-up and the
transition
Page 6 of 8
from
New
Democracy to
socialism
The
13 lessons
establishment
Lessons
of the PRC and 73-85
the
different
attempts
at
modernization
in the Maoist
period
Socialism with 8 periods
Chinese
Lessons
characteristics
86-93
and
the
development of
regional
economy
Test
1 lesson
China’s role in 4 lessons
Asia
Lessons
94-97
Students are able to:
 Detect
biased
viewpoints,
ambiguous
assumptions and
unsubstantiated
arguments
By learning the mass
movements initiated
by Mao, students will
find out the different
criteria
of
modernization
according to Mao
Zedong
and
the
ordinary criteria.
Students are able to:
 Compare
the
rationale behind
the
policies
introduced
by
Mao
Zedong
and
Deng
Xiaoping
Students will make up
a comparison table
which features the
different
rationale
behind the policies of
Mao and Deng.

DI: Different
kinds
of
sources
which show
the policies
in the mass
movements
and
their
harms
and
benefits
to
China.
 Essay
assessment
criteria
Video clips which
show lives under
Mao
and
Deng
respectively.
Students will have
role
plays
to
present lives of
Chinese
during
the
mass
movements.
From the role
plays,
students
will
find
out
whether the mass
movements could
modernize China.
Essay: To what
extent did the
Cultural
Revolution
modernize
China?
Students will have
discovery learning
to find out the
benefits
and
harms brought by
the social and
economic policies
of Deng.
Students are able to:
Students will identify News clips which Students will be *Collaboration
 Understand the the roles of China in show the rising asked to examine with LS: This
reasons for the Asia and then examine China’s international the strengths and knowledge
Page 7 of 8
rise of China the impacts of
since the late growth in Asia.
20th century
Revision
and 4 lessons
further
Lessons
enhancement of 98-101
questioning
words
its status
years.
Students are able to:
Group discussion on
essays of past HKCEE
 Consolidate
and HKDSE papers.
their
understanding of
different kinds
of
question
words.
Final Examination and corrections


recent drawbacks of 21st provides
a
century China.
foundation for
students
to
understand
Modern China
of LS.
The outstanding
Past HKCEE
works will be
and HKDSE
copied for the
papers
whole class so
A Manual of
that
students
Question
can learn from
Words used
peers.
in History
in
Page 8 of 8