Aims

The History panel aims to:

1. stimulate interest in, and enthusiasm for, the study of history;

2. equip students with a knowledge of selected periods or themes / topics in order to foster an understanding of historical concepts, generalisations and trends;

3. enhance the understanding of history as a discipline based on the critical study of evidence;

4. develop a range of skills which can foster critical thinking, the making of sound judgements, creativity and effective communication;

5. promote the ability to develop personal and social values through encouraging an awareness and appreciation of the past;

6. prepare the Junior form students taking the subject in Senior forms

Assessment Policy (2011 - 2012)

FORM ONE TO FORM THREE

Assessment Method

Mark Allocation

Daily Assessment

30%

Test and quiz

10%

Homework

10%

Small task (group work)

10%

Examination

70%

Total

100%

FORM FOUR

Assessment Method

Mark Allocation

Daily Assessment

30%

Reading preparation

10%

Homework

10%

Test

10%

Examination

70%

Total

100%

FORM FIVE

Assessment Method

Mark Allocation

Daily Assessment

30%

Reading preparation
  In-class revision exercise

5%
  5%

Homework

10%

Test

10%

Examination

70%

Total

100%

FORM SIX AND FORM SEVEN

Assessment Method

Mark Allocation

Daily Assessment

30%

Test

10%

Homework (Essay)

10%

Homework (DBQ)

10%

Examination

70%

Total

100%

 

S1 – S3 HISTORY: SCHEMES OF WORK 2011-2012

 

S1 HISTORY: SCHEME OF WORK (2010-2011) 

Date

Topics (Resources)

 

Approaches (A)/Concepts (C)/Skills (S) and Recommended Activities (RA)

Exercises from textbook (TB) or workbook (WB) or GHS teachers (GT)

Sept – Nov  2011

Introduction to history study

(World History Express [WHE]: Introduction to History Study, p.3-21; Framework in the Study of History, ppt produced by GHS teachers)

A: Instructional / Inquiry
C: History / Prehistory / Timeline / Cause and effect / Historical evidence / Archaeology / Periodization
S: Data reading and organization / Map reading / Empathy / Perspective building / ICT / Creativity

RA: Participation game (for “History of me / Use of sources”): Ask students to bring back THREE things from home to identify themselves or an important personal event and bring them to class for discussion.

(1) History of me / Use of sources (GT)
(2) Arranging the order of historical events (TB p.11)
(3) Periodization (TB p.13)
(4) Evidence (TB p.16)
(5) Classification of sources (TB p.18-19)
(6) What is history (WB p.1)
(7) How do we study history (WB p.2-3)
(8) Collecting evidence (WB p.4)

(9) Comprehensive exercises (WB p.6-9)

Dec 2011 – Feb 2012

Life in Ancient Rome

(WHE Life in Ancient Rome, p.3-42)

A: Instructional / Inquiry
C: (Rome) Mediterranean Sea / Greco-Roman civilization / Latin / Foundation myth / Republic / Democracy / Aristocracy / Monarchy / Dictator / Causes of war / Rise and fall / Town planning / Christianity / Sports and culture / Law and justice
S: Data handling and interpretation / Map reading / Short essay writing / ICT / Creativity / Problem solving

RA: Participation and Inquiry game (for “Impact of Rome on modern world”): Ask each student to find ONE item which can show the influence of the Romans and bring it to class for discussion.

1) Political system of early Roman republic (TB p.11-12)
(2) Evaluation of Julius Caesar’s rule (TB p.19)
(3) Roads built by Romans (TB p.25-26)
(4) Rome and Christianity (TB p.28)
(5) Social life in ancient Rome (TB p.32)
(6) Data-based questions (TB p.40)
(7) Essay question: impact of Rome on modern world (TB p.41)
(8) DBQ: Classical civilization, Roman government, Map of Roman Empire, Entertainment of the Romans, Roman aqueduct, laws and architecture (WB p.1-8)
(9) Comprehensive exercises (WB p.9-11)
(10) Essay question (WB p.12-14)

Mar – May 2012

Introduction to traditional and 19th century Hong Kong

(WHE Traditional rural life of Hong Kong, p.16-32)

A: Instructional / Inquiry / Participatory
C: Prehistoric sites / Excavation / Dynasty / Virtual exploration / Timeline / Archive / Heritage / Surname clans / Ancestral worship
S: Data handling and interpretation / Map reading / Comparison / Critical thinking / Problem solving

RA: Participation and Inquiry game (for “Studying local history through historical relics”): Ask each student to take photos of ONE historical relic in Hong Kong and bring them for class discussion.

1) Economic activities in early Hong Kong (TB p.20)
(2) Walled villages in NT (TB p.23)
(3) Traditional study halls in HK (TB p.25)
(4) Bun festival (TB p.28-29)
(5) Five great clans (WB p.5)
(6) DBQ: Rural education, Traditional religions (WB p.6-8)
(7) Comprehensive exercises (WB p.10-12)

 

S2 HISTORY

Date

Topics
(Resources)

Approaches (A)/Concepts (C)/Skills (S)

Resources

Sept – Nov 2011

Growth and Development of Hong Kong up to the early 20th century

(WHE Growth and Development of Hong Kong in the 20th century, pp.3-60)

A: Instructional / Inquiry / Small task
C: Treaty / British administration / Cession / Opium wars / Entrepot / Free port / Unequal treaties / Cession / Lease / British administration / Colonialism / Executive and Legislative Councils / Plague / Social instability / Curfew / Ethnic groups / Hongs / Historical buildings / Charity and power / Voluntary organizations

S: Data handling and interpretation / Problem solving / Map reading / Understanding continuity and change / Understanding cause and effect / Critical thinking / Making informed judgment / Bias detection / ICT / Creativity and empathy / Essay writing / People’s skills

(1) Development of Hong Kong (TB, p.4)
(2) Sanitary conditions (TB, p.13)
(3) Policemen in 19th century HK (TB, p.16)
(4) Population growth (TB, p.26)
(5) DBQ (TB, pp.38-39)
(6) Essay (TB, p.39)
(7) Topical exercises (WB, pp.1-9)
(8) Comprehensive exercises (WB, pp.10-14)
(9) Essay (WB, pp.15-17)

Dec 2011 – Feb 2012

The French Revolution
(WHE The French Revolution, pp.3-41)

A: Instructional / Inquiry / Participatory
C: (French Revolution) Colonies / Revolution / Absolute monarchy / Divine right of kings / Enlightenment / Reason / Right to revolt / Class system / Privileges / Rights of Man / Constitutional monarchy / Reign of Terror / Liberalism / Nationalism / National unification
S: Data handling and interpretation / Problem solving / Map reading / Understanding continuity and change / Understanding historical development and trends / Critical thinking / Making informed judgment / Bias detection

(1) Background to revolutions (TB, p.4)
(2) Bill of Rights (TB, p.10)
(3) Comparing despotism and enlightenment (TB, p.12)
(4) Social situation (TB, pp.16-7)
(5) Financial situation (TB, p.19)
(6) Third Estate (TB, p.23)
(7) Comparison (TB, pp.24-5)
(8) Revolutionary song (TB, p.26)
(9) Reign of Terror (TB, pp.28-9)
(10) Napoleonic Wars (TB, p.35)
(11) Congress of Vienna (TB, p.41)
(12) Topical exercises (WB, pp.1-9)
(13) Comprehensive exercises (WB, pp.10-15, excluding the essay-type question)

Mar - May 2012

From the Qing Dynasty to the PRC (up to 1978)

A: Instructional / Inquiry / Participatory
C: concepts and themes related to
1. Three Key Concepts in Chinese History: dynastic cycle, mandate of heaven, unity and division
2. The Qing Dynasty: early expansion and greatness, internal decline and rebellions, external threat and invasions, reform efforts, revolution
3. The Republican Period: age of revolutions, struggle for national unity, Nanking Decade, Japanese threat, success of Chinese communism
4. The Establishment of the People’s Republic of China: socialism, people’s democratic dictatorship, the first five-year plan, Three Red Banners, Cultural Revolution
S: Data handling and interpretation / Problem solving / Map reading / Understanding continuity and change / Understanding cause and effect / Critical thinking / Making informed judgment / Bias detection / ICT / Creativity and empathy / Essay writing

Exercises prepared by GHS teachers:
1.1 Concept of a “dynastic cycle” to understand Qing Dynasty
1.2 Chinese rulers (past and present) and “mandate of heaven”
1.3 Importance of “unity and division”
1.4 Comparing Qing China or People’s Republic of China
2.1 The greatness of the Qing Dynasty
2.2 Qing emperors as Confucian scholars
2.3 Understanding the cartoon
2.4 Importance of 1842 in modern China
2.5 Comparing relative importance: internal rebellions or external invasions
2.6 Explaining Boxers’ hatred
2.7 Qing losing its mandate
3.2 Yuan and warlordism
3.3 Explaining student demonstration in 1919
4.1 “Rural line” in Chinese communism
4.2 Promoting Yanan tourism
4.4 CCP’s success in 1949
5.1 Explaining “people’s democratic dictatorship”
5.2 Reasons in launching movements against anti-revolutionaries and the rightists
5. Key features of China’s First Five-Year Plan
5.4 Causes and consequences of the Three Red Banners
5.5 Would the Cultural Revolution return?
2nd Term: February - May 2012 Humanities Project Learning: History of Kwun Tong as F2 Local History and Project Learning Exemplar

0. Aim of this local history project and its key component parts
(a) introduction
(b) key features
(c) continuity and change
(d) cause and consequence
(e) use of historical sources and evidence
(f) use of time line
(g) reference system
1. Kwun Tong History in Brief (from Leung Ping-wah’s The Story of Kwun Tong
2. How the History of Kwun Tong is Compiled: the Use of Historical Evidence - Discourses on Salt and Iron as an example
3. The Story of Salt - Kwun Fu and Lantau
4. The Stone-making Industry and its Demise in 1967
5. The Tragic Story of Sau Mau Ping, June 18, 1972 and Beyond: The Use of Official Documents
6. The Tragic Story of Sau Mau Ping (continued): The Use of History – Learning from Mistakes

Exercises:
1.1 Salt making industry in old Kwun Tong
1.2 Government involvement
1.3 Urban development in Kwun Tong
1.4 Importance of Ta Chiu
1.5 Leung’s book: primary or secondary source
1.6 Web search on housing estates in Kwun Tong
2.1 The threat of private industrialists
2.2 Reasons for nationalizing salt production
2.3 Abuses of government monopoly
2.4 Methods to deal with abuses
3.1 The massacre of Lantau inhabitants
3.2 Kwun Fu Garrison: reasons of formation
3.3 Understanding the Chinese word “salt”
3.4 Pattern of continuity: government intervention in salt production
4.1 Hakka in stone making industry
4.2 Explanation of their dominance
4.3 Causes of demise
4.4 GHS and stone quarries
4.5 Barren slopes in Kwun Tong
4.6 Finding out old Kwun Tong photos
5.1 Causes of 6.18 tragedy
5.2 Importance of the street just north of Kai Liu
5.3 Recommendations to MacLehose
5.4 Pros and cons of using official documents
6.1 Document: primary or secondary source?
6.2 Importance of primary sources
6.3 Comparing the two sites of tragedy
6.4 Comparing photos: MacLehose in 1972 and 1976
6.5 Need of urgency

 

S3 HISTORY

Date

Topics

Approaches (A)/Concepts (C)/Skills (S)

Resources

Sept 2011– Jan 2012

The First World War
~ Causes of the War
~ Events leading to the War
~ Course of the War
~ Results and impact of the War

 

A: Instructional / Inquiry / Participatory
C: Splendid isolation / Alliance system / Arms race / Colonial rivalries / Extreme nationalism / General war / Western and Eastern Fronts / Trench warfare / Submarine warfare / Paris Peace Conference / Indemnity / War guilt / League of Nations / Total war
S: Data handling and interpretation / Problem solving / Map reading / Understanding continuity and change / Understanding cause and effect / Critical thinking / Making informed judgment / Bias detection / ICT / Creativity and empathy / Essay writing

International Conflicts and Threats to Peace in the 20th Century (Aristo): pp.2-43

Feb – May 2012

The Second World War
~ Background of the War
~ Events in the 1930s: underlying causes of the War
~ Results and impacts of WWII

A: Instructional / Inquiry / Participatory
C: Totalitarianism / Great Depression / Militarism / Personality cult / Appeasement policy / Axis powers / Wartime propaganda / Concentration camps / United Nations / Decolonization / Atomic bomb
S: Data handling and interpretation / Problem solving / Map reading / Understanding continuity and change / Understanding cause and effect / Critical thinking / Making informed judgment / Bias detection / ICT / Creativity and empathy / Essay writing

International Conflicts and Threats to Peace in the 20th Century (Aristo): pp.46-69

NOTES

1. The textbooks for S1 (2010-11) and S2 (2011-12) are the World History Express topic-based series (selected topics with workbooks for S1 and S2), published by Ling Kee Publishing Co. Ltd. 2010. S3 will use International Conflicts and Threats to Peace in the 20th Century (Issue-enquiry series), published by Aristo Educational Press Ltd. The teaching resources for China from GHS history teachers will be used.

2. Teaching approaches will evolve gradually from “instructional” (S1) towards “inquiry and participatory” (S3) when students are more adapted to the secondary teaching/learning environment.

3. Concepts or themes are selected which are particularly relevant to liberal studies. Teachers are reminded to prepare and deliver their lessons with the broad NSS Liberal Studies curriculum in mind.

4. Skills which are generic to both history and liberal studies have been indicated.

5. Curriculum planning follows a global-regional-local strategy for S1 and S2. S3 will focus on 20th century global history (the First World War). The China component in S2 (taught in largely a thematic approach) is targeted to provide a basic knowledge of modern Chinese History useful for upper-form history and liberal studies.

6. To reduce the workload of students (and teachers), apart from the normal exercises, S1, S2 and S3 students will be assigned only one or two small task per year.

7. Evaluation (tests and exams) will be based on what has been taught. If students show further progress beyond what has been taught, some open and extended questions of a higher level may be added. The target is to let students achieve good marks: they know that their efforts pay.

 

S4-S7 History: Schemes of Work (2011-2012)

 

Date

Topics

September 2011

Introduction
- Course introduction
- The Making of the Modern World
4.1 The Two World Wars and the Peace Settlements
I.  Outbreak of the First World War and its results

October 2011

4.1 The Two World Wars and the Peace Settlements
II.  Causes of the Second World War
 i. Impact of the Paris Peace Conference on the international order
 ii. Attempts at collective security and their results
III.  Course of the Second World War

November 2011

4.1 The Two World Wars and the Peace Settlements
IV.  Settlements on post-war international order
V.  Historical significance of the two World Wars

December 2011

Revision & mid-term examination

January 2012

4.2 Major Conflicts After the Second World War and Attempts to Make Peace
I.  Superpower rivalries and detente
 i. Origins, features and development of the Cold War
ii. Detente between the US and the USSR

February 2012

4.2 Major Conflicts After the Second World War and Attempts to Make Peace
I.  Superpower rivalries and detente
 iii. End of detente
 iv. End of the Cold War: Collapse of the USSR and Warsaw Pact

March 2012

II.  Other major conflicts and attempts at making peace
i. Conflicts between Israel and the Arabs
ii. Racial conflicts in the Balkans
iii. Apartheid in South Africa
iv. Role of the United Nations in peacekeeping efforts

April 2011

5.1 International Economic Co-operation
I.  Post-war economic problems and recovery in Europe
II.  Roles of the US and the USSR in Europe’s economic reconstruction and development

May 2011

 5.1 International Economic Co-operation
III.  Towards economic integration in Europe and its significance
- Revision

June 2012

Final Exam

S5 Scheme of Work 2011-2012

Date

Topics

September 2011

The Quest for Co-operation and Prosperity

  • 5.1 International Economic Co-operation

III. Towards economic integration in Europe and its significance

  • 5.2 International Social and Cultural Co-operation

I. International co-operation in population and resources
II. International co-operation in environmental protection
III. International co-operation in medicine and science and technology
IV. Evaluation of international social and cultural co-operation

October 2011

Modernisation and Transformation of China

  • 2.1 Early Attempts at Modernisation – Reforms and Revolutions

Concept of modernisation
I. Late Qing Reform
II. 1911 Revolution

November 2011

(Cont’d Reforms and Revolutions)
    III. May Fourth Movement
    IV. Attempts at modernisation by the Nanjing Government

December 2011

Revision & mid-term examination

January 2012

(Cont’d Reforms and Revolutions)
    V. Communist revolution and establishment of the People’s Republic of China

  • 2.2 Socialist Modernisation in the Maoist Period and the Evolution of “Socialism with Chinese Characteristics” in the Post-Mao Period

I. Political structure of the PRC
II. Transition from New Democracy to socialism

February 2012

(Cont’d Socialist modernisation in the Maoist Period)
III. Attempts at modernisation in the Maoist period

March 2012

(Cont’d Socialist modernisation in the Maoist Period)
    IV. Reform and opening-up since 1978

April 2012

Modernisation and Transformation of Hong Kong

1.1 Political and Institutional Changes in Hong Kong from early 20th Century up to 1997
I. Structure of the Hong Kong government in the early 20th century
II. Major characteristics and trend of development of Hong Kong political system in the early 20th century

May 2012

(Cont’d Political and Institution Changes in HK from Early 20th Century up to 1997)
III. Japanese Occupation of Hong Kong
IV. Major political and institutional changes in 1945-1997

  • 1.2 Development of Hong Kong as an International City

I. Economic development, urbanisation and population changes
II. Co-existence and interaction of Chinese and foreign cultures
III. HK’s relationship with the mainland and its role in the Asia-Pacific Rim

June 2012

Final Exam

F6 Scheme of Work 2011-2012

Date

Topics

Sept 2011

Modernisation and Transformation of Japan and Southeast Asia

  • 3.1 Changes in Japan

I.Modernisation of Japan in early 20th century
II. Reconstruction and growth after WWII

Oct 2011

(Cont’d Changes in Japan)
    II. Reconstruction and growth after WWII

The Quest for Co-operation and Prosperity

  • 5.2 International Social and Cultural Co-operation

I. International co-operation in population and resources
II. International co-operation in environmental protection
III. International co-operation in medicine and science and technology
IV. Evaluation of international social and cultural co-operation

Nov 2011

Modernisation and Transformation of Japan and Southeast Asia

  • 3.2 Southeast Asia: From Colonies to Independent Countries

I. Legacy of Western colonialism
II. Reasons for decolonisation
III. Independence movements in Southeast Asia
IV. Post-colonial developments in Southeast Asia

V. Regional co-operation – the evolution of ASEAN

 

Dec 2011- Feb 2012

Revision

Mar 2012

Final Exam

F.7 Scheme of Work 2011 - 2012

Date

Topics (Paper I: Europe)

Topics (Paper II: China and Japan)

Sept 2011

1. Impact of the Paris Peace Conference on the international order
2. German history: Weimar Republic

1. China from the 1911 Revolution to the Northern Expedition

2. The beginning of Chinese communism

Oct 2011

3. Nazi Germany, its background and main ideology and features

 

3. Framework of modern Japanese history

4. Japan at the beginning of the 19th century

Nov 2011

4. Russian history: the Tsarist rule
5. The 1905 Revolution

 

5. The downfall of the Tokugawa Shogunate

6. Meiji modernization and expansion

Dec 2011

6. The 1917 Revolutions
7. Russia under Lenin

 

 

7. Rise and fall of party rule

8. Rise and fall of Japanese militarism

Jan 2012

8. Russia under Stalin
9. Revision on European history

9. Revision on Chinese history

10 Revision on Japanese history

Feb 2012

Mock Exam

 

Mar 2012

AL Exam

 

 

Members

Dr Yuen Kwok Keung (Panel Chairman)

Mr. Henry Chan

Mr Paul Chan

Mr Matthew Drysdale

Miss Fanny Keung

Miss Jenny Lau