curriculum unit pack final

EDUC6618, History Major Methods Curriculum Unit Pack Anastasia Stitch

Curriculum Unit Pack: How did World War II affect the people of Hong Kong?

Statement

During the PGDE History Major Methods course, I acquired the knowledge and skill set required to develop a series of meaningful lessons. As a result of this experience, I was able to construct a Curriculum Unit Pack designed for Year 9 (Form Three) students, preparing them for the International Baccalaureate Diploma Program. My intention was to create a scheme of work that would enable a transition from a British oriented Middle Years program (which culminates in IGCSE exams) to a more internationally focused MYP. My inspiration to do so stems from the fact that this has been a serious consideration of staff, parents and management at King George V over the course of the past few years.

The intention of this Curriculum Unit Pack entitled “How did World War II affect the people of Hong Kong” is to evoke historical consciousness as well as empathy amongst students. I am a strong believer in making history relevant and current in order to achieve the intention aforementioned. Therefore, instead of viewing WWII as a primarily European phenomenon, the ensuing CUP brings the focus to the Asia Pacific theatre of war, more specifically, the student’s homes, Hong Kong.

By the end of the course, all students will be in a position to produce a tangible piece of work illustrating their knowledge and understanding of key historical skills as well as subject content. As is outlined in the SOW, both formative and summative assessment is used. For example; formative assessments will occur in every lesson in order to have an indication of each students progress. These assessments will be set for class and homework and feedback is varied.

The lessons outlined within this Curriculum Unit Pack take into account and cater for individual differences in the classroom as well as how to evoke the historical consciousness of ones students, whilst simultaneously encouraging empathy in order to give history real meaning to the individual. Not an easy feat to say the least.

The Curriculum Unit designed in the pages that follow is an attempt to synthesize theory with practice. This CUP provides a cohesive path for exploring the impact of World War II on Hong Kong. The inquiry focus is: How did WWII affect the people of Hong Kong? The objective of the Curriculum Unit Pack is to provide students with a framework of constructive enquiry and investigation into how and why the Japanese Occupied Hong Kong during the Second World War. This enables them to not only study the Second World War as a European phenomenon, but to consider the other theatres of war that are often neglected.

How to evoke historical empathy is a difficult question amongst even the most experienced historians, however, making the topic under consideration relatable for students is a good start. The Curriculum Unit Pack “How World War Two affected the people of Hong Kong” is a response to this challenge. Applying WWII to the Asia Pacific Region, more specifically, to the experience of Hong Kong citizens at that time, increases the relatability of the topic for students. Students can then go home and discuss what they learned in class with their grandparents who may very well have been affected by the Japanese Occupation.


Through contextualizing the global phenomenon and applying it to the student’s immediate surroundings it increases the likelihood of developing empathy and historical consciousness amongst them. This Curriculum Unit Pack is comprised of 8, one hour lessons, drawing upon a variety of methods and assessments. Whilst it does not lend itself specifically to a particular curriculum, it uses the skills espoused by the International Baccalaureate, and is designed for Year 9 (Form 3) students in an international school setting.

The Scheme of Work set out in the following pages outlines 8 lessons for the course “How did the Second World War affect the people of Hong Kong” as well as supplementary lessons for what would follow. However, for the sake of time and word count, this Curriculum Unit Pack will only provide lesson plans and resources for the 8 lessons aforementioned.

All of the lesson plans, power points and resources outlined in this CUP are of my own design.


How did the Second World War affect the people of Hong Kong?

Time Allowance

Key Questions Classroom Activities

(Learning experience)

Resources

(To help pupils reach the AT’s)

Historical Skills

SEN Activities

Evaluation Assessment

1-2 Lessons How did a European War turn into a World War?

Power Point overview of key causes of WWII

Fact files of key leaders (Allied forces and Axis Powers)

Card Sort Activity- Japanese Expansionism

Power Point Display

Fact Files

Japanese Expansion Point and Evidence Cards

Worksheets supporting Cards

Map reading and annotating,

Inference (which leaders, according to the information on fact files were aligned to axis/allied powers), cooperative learning

Paragraph using Point, Evidence, Analysis explaining How “the attack on pearl harbor turned a European War into a World War”.

1 Lesson The Fall of Hong Kong Map Work- Plotting Japanese Invasion of Hong Kong.

Map Cards (chronology of events)- differentiated into three sets

Blank Map of Hong Kong

Final Map: accuracy of annotations and key, quality of content, overall presentation (No grade given, just comments)

1 Lesson How and Why did Hong Kong Fall to the Japanese?

Using Maps and Sources, answer guided questions in groups.

Individual Maps, 5 sources accompanied with guiding questions, table separated into defensive weaknesses and aggressive strengths, overarching “extension” questions on board

Source Analysis, using maps to facilitate understanding of geo-strategic factors contributing to the fall of HK.

Continuum Plenary- aggressive strength/ defensive weakness? Each students writes a verdict sentence and posts it on


board. Verbally justifying stance.

1 Lesson How did Japanese Expansionism affect Hong Kong?

Look at reasons for Japanese aggression.Why did Japan seek to expand its empire and how did this affect HK? Students work individually on laptops to complete comprehensive worksheet.

Worksheet The questions on the worksheet are differentiated in terms of outcome. All students can access and complete, however some students will go above and beyond others.

Completion of worksheet including paragraph on Japanese imperialism and research grid completion.

1 Lesson Consolidation: The main reason for the Fall of Hong Kong (geographic, strategic weaknesses, inadequate, inexperienced soldiers…_)

Group presentations on individual factors, consolidating knowledge, using sources and work from previous classes.

All resources necessary that have been used in previous lessons

Comparative significance

Verbal presentation, ppt., group collaboration.

2 Lessons The Fall of HK Book Design Individual assignment. Each student works on book design using the criteria distributed.

Students can use any of the resources and research completed in previous lessons as well as additional resources. Bibliographies are compulsory.

Citing sources, non-fiction writing, literature skills, writing historically accurate synopsis.

Book Cover, introduction and blurb, graded A-D, comprehensive rubric.


How have events in the 20 th Century affected my life?

Time Allowance



Resources


Historical Skills

SEN Activities


2 Lesson What was life like in Hong Kong during the Japanese occupation?

Look at descriptions of life in Hong Kong during the War. 3 information packs:,1.Life for ordinary Chinese people, 2. Life in Stanley Prison Camp, 3. Life as a Prisoner of War.

Write a diary entry for 2 days for one of the above people

3 information packs:,1.Life for ordinary Chinese people, 2. Life in Stanley Prison Camp, 3. Life as a Prisoner of War.

G&T Evaluate which group of people suffered the most during the War

Diary entry

4 Lesson How did World War II affect Hong Kong?

Identify sites in Hong Kong associated with the events in the War

Possible groups and themes:

Fall of HK – New Territories and Sai Kung and the resistance

Fall of HK – Kowloon, KGV, Peninsula, Star Ferry

Fall of HK – HK Island, Coastal Defence, Wong Nei Chung Gap, St Stephen’s School

Occupation of HK – Prisoner of War and internment Camps

Occupation of HK – everyday life under Japanese rule.

Photograph analysis and deduction from evidence.

Photo Exhibition and commentary on Hong Kong during the War.

Could invite parents in to see the work


How have events in the 20 th Century affected my life?

Time Allowance



Resources


Historical Skills

SEN Activities


1 Lesson Summary: what patterns can we identify about migration from China to HK?

Students share the stories from last lesson, complete timeline of when people came to Hong Kong and why.

Print and display the timelines. Generalise about the historical events that influenced people’s lives. Classify them into political/economic/personal

Using information from last lesson. Produce timeline on laptops?

Time line

1 Lessons How can photographs add to our knowledge about the experience of refugees arriving in HK in the later 20th Century?

Students choose one of the decades from HK’s history: 1950’s, 1960s, 1970s, 1980s, 1990s

Students find pictures that illustrate refugees:

What kind of challenges, if any, did people face when they arrived?

What opportunities did they face?

Extension activity: students write a newspaper report or record radio interview with HK refugee describing their experiences. Vocaroo?

SCMP Photo archive (JE to upload details of how students can access this archive. Onto Lionel?)

Also Life on Googlesite – images from 1962 HK refugees from China

Gwulo website (CB to upload link to Lionel when Lionel page is ready?)

2 Lesson Family History: Who do you think you are? What do you

Students read an extract from Frances Tsui’s Extended Essay. What sources did he consult?

EE Extract. HK Magazine p/cs.


know about how and why your family came to Hong Kong?

Or Famous Person

??Students read interviews from HK Magazine giving profile stories of how people came to HK.

Research a person from your family or friend of the family and find out their story.

Transcribe key details of the interview and write their biography.


History Lesson Plan Lesson One (Part one of two part lesson)Topic : How did WWII affect the people of HK?Key Question to inquire:How did a European War turn into a World War?

Learning Objectives/Expected pupil outcomes (Use behavioural terms to spell out the objectives/outcomes) e.g. Through [event / person etc], it is hoped that pupils will be able to [use a verb, avoid know, understand, grasp ] …..

To identify the key leaders involved in WWII; To identify the long, medium and trigger causes of WWII; To assess the relative importance of each cause.Topic taught in the last lesson :

The Slave Trade

Prior knowledge that can be referred to in this lesson:Use of a timeline (minimal experience)Level : Y8

No. of Pupils : 27Character of class: Very differentiated, respond well to clear direction and structure

DEVELOPMENTSET / INTRODUCTION ( 5 minutes)“Trigger” analogy to understand how certain seemingly inconsequential acts trigger huge reactions (paving the way to understanding causes of WWII). What was WWII?


Time(mins)

Sequence of Key Points or concepts

Teacher Activities(Teacher does)

[including guiding questions]

Pupil Activities(Pupils do)

Remarks (e.g. to cater for individual differences, assessment for learning, AV , classroom setting etc)

Objectives Check15

5

20-25

PWP covering causes of WWII (not in chronological order)

Source distribution and instruction setting.

Source analysis and timeline

Mini lecture of key causes in scrambled order, brief points for each cause (including Hitler invades Poland, Wall St. Crash, Mussolini invades Ethiopia etc.)

Clear instructions for the main body activity: need to consider the five sources based on the information in PWP and any additional info given in the caption, place them in chronological order and of relative importance.

Facilitate students, check they are on task and it is well understood.

Active listening: writing down any pertinent questions.Opportunity to ask questions.

Listen

Students work in pairs to place sources (key causes) in chronological order (x axis) and to assess their relative importance (y axis), encouraging debate and discussion.

Concrete facts, appropriate for this age group: despite transmitting information, audio visual aids are used to encourage listening and memorization.

Instructions made explicit to minimize confusion later on.

Cooperative learning between students of different outlook and ability fosters deeper understanding and communication skills.


CONCLUSION ( 10 minutes)

Select random student to come to the front of the class and “teach” the chronology of the key causes. After chronology is established, random students will be selected to argue the relative importance of each cause (varied responses producing lively discussion and comparison).

FOLLOW-UP WORK / HOMEWORK

Option for G&T students to write a paragraph expressing the key cause of WWII, using the source to construct a Point, Evidence, Analysis argument.

CATERING FOR INDIVIDUAL DIFFERENCES

The lesson incorporated A/V aids for different learners as well as cooperative learning to allow stronger students to support and verbally explain their choice for the relative importance of each cause.

___________________________________________________________________________________________________________SELF EVALUATION

N/A


Power Point Slides

Resources

Sources as well as A3 sheet of blank paper to draw x and y axis are to be distributed. X-axis labeled ‘chronology of events’, Y-axis labeled ‘relative importance’. Title of the graph is ‘Causes of the Second World War’.

Sources

1. “Any account of the origins and course of the Second World War must give Hitler the leading part. Without him a major war in the early 1940s between all the worlds great powers was unthinkable” British Historian Professor Richard Overy, writing in 1996.


2. Cartoon entitled “The Awful Warning”. Origin: the Punch, British Newspaper, 1935.


3. Poster which reads:“$100 will buy this car, must have cash, lost all on the stock market”.

4. Painting entitled “Guernica”, by Pablo Picasso.


5. German Troops parade through Warsaw after the invasion of Poland, September 1939.

6. Financial Clause, Article 248 of the treaty of Versailles, signed 28th June 1919.

Article 248

Subject to such exceptions as the Reparation Commission may approve, a first charge upon all the assets and revenues of the German Empire and its constituent States shall be the cost of reparation and all other costs arising under the present Treaty or any treaties or agreements supplementary thereto or under arrangements concluded between Germany and the Allied and Associated Powers during the Armistice or its extensions.


History Lesson Plan Lesson Two (Part two of two part lesson series)Topic : How did WWII affect the people of HK?Key Question to inquire:How did a European War turn into a World War?


To identify the alliance systems of the Second World War. To recognize Japan’s role in the development of the war into a world war. To explain why America used the Nuclear bomb on Japan in 1945.Topic taught in the last lesson :

The Causes of WWII

Prior knowledge that can be referred to in this lesson:Long, Short, Trigger causes of World War II, Chronology, relative importance

Level : Y8

No. of Pupils : 27

Character of class: Very differentiated, respond well to clear direction and structure.

DEVELOPMENTSET / INTRODUCTION ( 2-3 minutes)Key Word Jumbler (website) Axis powers, Winston Churchill, Hirihoto, Manchuria, Sino-Japanese War. Starter task is to engage students on the topic we are about to consider. They will be familiar with some of the words and less familiar with others.

http://www.teacherled.com/resources/keywords/keywordload.html

http://www.teacherled.com/resources/keywords/keywordload.html


Time(mins)






Objectives Check


5

15-20

20

Locate key countries on map

Fact file and map completion

Japanese Imperialism

Clip of Pearl Harbour

Instructions set: on the maps in front of you, use the countries on the whiteboard to label your map.

Instructions: using the fact files of the 6 key leaders of WWII, fill out your map ( one example, Hitler, is done as a class, demonstrated on the board).

Instructions and facilitating.

Before video: Why is President Roosevelt concerned about Japan in 1940?

Play video, assess damage then ask guiding questions leading to plenary.

Label map

Fill in leader and aims next to labled country.

Match the point and evidence cards whilst filling out the worksheet.

Students randomly selected to verbalise response.

Easily accessible for all levels, low order exercise to be developed on.

Students can cross-check their work with their neighbours.

Cooperative learning

Caters for students who have strong verbal reasoning skills.


10


The Attack on Pearl Harbour turned a European War into a World War, Explain. Students randomly selected to explain the statement before being let out of class.

FOLLOW-UP WORK / HOMEWORK

Write a PEA structured paragraph addressing the statement addressed in the plenary.


CATERING FOR INDIVIDUAL DIFFERENCESA range of tasks both individually and group oriented incorporating a range of styles to cater for a diverse body of students. Low order activities are used to increase confidences in less academically able students e.g. initial map exericise. This is later developed to challenge G&T students.

___________________________________________________________________________________________________________SELF EVALUATION


Power Point Slides:


Resources

KEY:

On your map label the six countries on the board

ç

ç


Japanese Imperialism Imperial Japan was characterized by aggressive expansionism. Ever since Japan took over Manchuria in 1931 there were fears in the West about Japanese Expansionism. This was heightened in 1937, the second Sino-Japanese War. Look at the cards and separate them into events and reasons for Japanese Expansionism. Place the events in Chronological order and use the reasons to answer the questions.

ç

On September 18th, 1931, in what is known as the Manchurian Incident, the Japanese Imperial Army staged an attack on Japan’s South Manchuria Railway, accusing Chinese dissidents of the attack.

ç

Japan had a lack of natural resources and was heavily reliant on the west for imports of oil, tin, rubber and other essential raw materials. The aim of the Greater East Asia Co-prosperity Sphere was to decrease Japan’s dependency on Western imports.

The post-invasion “Manchurian Crisis” led to the dramatic walk out of Japanese delegates from the League of Nations in 1933.

The Second Sino-Japanese War began on July 7th, 1937 and lasted until September 9th, 1945.

The Tripartite Pact’s purpose was to counterbalance British and American opposition to Japanese Policies.

On August 1, 1940, Foreign Minister Matsuoka Yosuke announced government’s policy to build a “Greater East Asia Co-prosperity Sphere”.

ç

ç


ç

The second Sino-Japanese war was the result of a decades-long Japanese imperialist policy aimed at expanding influence in the region.

Using the incident to their advantage, the Japanese Imperial Army responded with a full-scale invasion, leading to the occupation of Manchuria and the establishment of its puppet state Manchukuo, six months later.

Imperial Japan withdrew from international organizations, moving further away from cooperation and closer toward aggression.


Why was Japan involved in World War Two?

From War, to World War1939-1945


Japanese Imperialism

What were the main reasons for Japanese Expansionism in Asia?

What does Japan’s expansionist foreign policy tell us about their ambitions?

How did the war turn from a European conflict in 1939, to a World War by 1941?

Why was America so concerned about Japan? Why did America ban trade with Japan? How would

this make the Japanese government feel?

The pacific theatre

In pairs, use your point and evidence cards of Japanese imperialism to answer the following questions. Use the space below the questions to record your answers.


History Lesson Plan 3, Japanese Expansion Consolidation WorksheetTopic :How did WWII affect the people of Hong Kong?Key Question to inquire:Why did Japan invade Hong Kong in 1941?


To identify why Japan wanted to expand its empire; To determine how Hong Kong was impactedTopic taught last lesson :

Japanese Imperialism, Pearl HarborPrior knowledge that can be referred to in this lesson:Causes of WWII, Japanese expansionismLevel : Y8

No. of Pupils : 27

Character of class : Clear differentiated learning abilities, participatory, quickly engaged through constructive group activities

DEVELOPMENTSET / INTRODUCTION ( 15 minutes)Using the point and evidence cards on Japanese imperialism, students will answer the questions: “in what ways did Japan attempt to expand its empire?” They will record their answer using the P.E.E. chain structure to write a paragraph.

Time(mins)






Objectives Check


10

20

15

Why was Japan a threat

Picture of KGV school Hall, 1941

Research Task

Brief explanation of the three pillars of threat: Political, Ideological, Economic. Instructions: work in pairs to come up with a few points for each pillar.Brief introduction of the picture (no key information given), fostering inquiry: “In your table groups, come up with three or four well thought out Questions that you need answering about this picture”. Oversee and facilitate direction of questioning.

Based off the questions asked, students will begin research task:

State what the task must include: timeline of occupation, map, reasons.

Research techniques- crediting sources and summarizing findings.

Write down under pillars two/ three points regarding why Japan was a threat to its neighbours.

Students work together to come up with questions. Write down the best three on post-it notes and stick on white board.

Come up with a title as a class

Differentiated outcomes: some students may produce more points/ higher order responses.

Cooperative learning, different pre-exisiting knowledge can be used to help those who may not know anything about the occupation.

Individual work, development of research skills and citing.


CONCLUSION (2 minutes)

Recap of the objectives and what we achieve throughout the lesson

FOLLOW-UP WORK / HOMEWORKNext lesson will be research and structuring their response to the inquiry task.


Differentiated in terms of outcomes- for the group work stronger student will have the opportunity to lead discussions and offer their insight, whilst less academically able students can benefit from cooperative learning. Having the preparation before the research task provides the less confident students the opportunity to learn from their peers.

___________________________________________________________________________________________________________SELF EVALUATION


Power Point Slides

Resources

Japanese Imperialism1. Match the words with the definitions:

Political to do with ideas about how the world works


Economic to do with power, how a country is run

Ideological to do with money, this could include the wealth of a country

2. In pairs, using your point and evidence cards, write down a minimum of one point per category.

Politics Ideology Economy

3. Using the table above, construct a response to the question: “in what ways did Japan attempt to expand its empire?” using a P.E.E. chain structure.

4. Look closely at the picture below. Use the table to write down any questions related to it.


Question Hypothesis Investigate ReflectWhere is the picture taken?

Why are the soldiers in the school hall?

Who is on the stage?


History Lesson Plan Lesson Four Map WorkTopic : How did WWII affect the people of HK?Key Question to inquire:How and Why did Hong Kong Fall to the Japanese?


To plot the journey of Japanese Imperial army from the Mainland to the occupation of Hong Kong;

To identify how the Japanese occupied Hong KongTopic taught in the last lesson :Japanese Imperialism, Pearl HarbourPrior knowledge that can be referred to in this lesson:The Causes of WWII, Japanese ImperialismLevel : Y8

No. of Pupils : 27Character of class: Very differentiated, respond well to clear direction and structure

DEVELOPMENTSET / INTRODUCTION ( 5 minutes)You are general Maltby, the Japanese have bomb Pearl Harbour and are expanding throughout the Asia Pacific region, where do you concentrate your forces? (Open class discussion, looking at map on the board, call up individuals to point out and explain).


Time(mins)






Objectives Check5-10

35-40

Instructions, resource explanation and expectations

Main Body

Using the maps and narrative of Japanese occupation trace the occupation of Hong Kong by the Japanese Imperial army

Monitor and guiding students with their map plotting, asking guiding questions along their way to gage level of understanding for next lesson preparation.

Listen to instructions

Use narratives to plot the route of Japanese occupation, criteria includes the use of a key, annotations to explain plotted points on the map, a title, as well as dates and times to be incorporated as far as possible.

Differentiated chronology and narratives (x3 sets).


On mini whiteboards students write down a response to: WWII affected the people of Hong Kong because…


FOLLOW-UP WORK / HOMEWORKComplete maps ready for next lesson.

CATERING FOR INDIVIDUAL DIFFERENCESDifferentiated narratives provide scaffolding for three ability levels in the class. Language is simplified and key locations/times highlighted to help less academically able students, whereas more challenging vocabulary is provided for G&T students.

___________________________________________________________________________________________________________SELF EVALUATION

N/A


Power Point Slides

Resources


Chronology of Events leading up to the Japanese Occupation of Hong Kong

7th December 1941

8th December 1941

9th December 1941

10th December 1941

11th December 1941

12th December 1941

13th – 17th December 1941

18th December 1941

25th December 1941

Japan attacks Pearl Harbor naval base in Hawaii.

Japanese Planes attack Kai Tak airbase in Hong Kong

Japanese troops cross the border into the New Territories. By the evening they have reached Fo Tan.

The Shingmun Redoubt falls.

British forces retreat to Golden Hill.

By 0700 the line had been taken at Golden Hill. At 1200 hours troops are given the order to wait until night, then to retreat to Kowloon.

Last Star Ferry sails for the Island.

Japanese forces take the Kowloon peninsula.

Bombing of the Island by Japanese guns and aircraft.

Japanese soldiers cross to the Island.

General Maltby surrenders to the Japanese forces.

Chronology of Japanese Advance


0800, December 8th, 1941, eight hours after the attack on Pearl Harbour, Japanese Imperial Army launch assault on Hong Kong

Commonwealth troops dug in along the “Gin Drinkers Line”, right behind the border (British Major General Michael Maltby lost the little aircraft under his command at Kai Tak

whilst Japanese troops advanced in great numbers) Meanwhile, Major General Takeo Ito, commander of the Japanese 38th Division, was watching

his troops; the 228th, 229th and 230th regiments supported by three battalions of mountain artillery, pour across the Sham Chun River on a wide front.

During the night of December 9th, Colonel Doi’s 228th regiment attacked the key to the western sector, the Shing Mun Redoubt

Early hours of December 11th the Japanese attacked and by 0700 Golden Hill was seized and Gindrinker’s Line was broken.

Kowloon was forced to be abandoned , oil supplies were destroyed, the last Star Ferry sails for the Island

On the night of the 18th of December, after days of bombing, six battalions of the Japanese 38th

Division began their landings from North Point to Aldrich Bay. By the morning they were in possession of three peaks: Mt. Parker, Mt. Butler and Jardine’s

Lookout and were advancing to Wong Nei Chong Gap. General Maltby attempted to stabilise the position by countering the Japanese push towards

Repulse Bay. However, with limited resources it was impossible and Maltby listened to his subordinates, withdrawing his forces on the East of the island toward the Stanley peninsula where it was hoped a counter-attack could be mounted.

Meanwhile, in the West of the island, a small Canadian force consisting of three platoons of the Winnipeg Grandiers were tasked with securing the important Wong Nei Chong Gap. They were too late the 228th Regiment was already on the ground and in greater strength. The Canadians could only hold Mt. Butler for a few hours.

Fighting continued throughout the centre and eastern part of the island for six days more. On Christmas Day, 1941, following General Maltby ‘s decision, a formal surrender took place at

1800 and the 6500 survivors were lead off into captivity


History Lesson Plan FiveTopic : How did WWII affect the people of Hong Kong?

Key Question to inquire: How and why did Hong Kong fall to the Japanese?


To identify how and why Hong Kong fell to the Japanese in 1941.

To assess whether Hong Kong fell to the Japanese due to defensive weakness or aggressive strength.

Topic taught last lesson :The Fall of HK (Japanese Invasion Plotting on Map)Prior knowledge that can be referred to in this lesson:The Causes of WWII, Japanese Imperialism, Pearl HarborLevel : Form 2 (Year 8)

No. of Pupils : 28

Character of class : Wide variety of academic abilities, inquisitive, participatory, enthusiastic

DEVELOPMENTSET / INTRODUCTION (5 minutes)Map exercise:You are General Maltby, Commander in Chief of the British Troops. Using your individual maps and the maps on the board talk discuss with the person next to you what are your priorities to defend?Temporal context:Timeline: From Manchurian Incident to surrender of HK. Emphasis on short-term timeframe from Dec 8th- Dec 25th, 1941.Instructions for Source Analysis group activity.

Time(mins)






Objectives Check


40 Source Analysis with guiding questions and comparison table.

Oversee timings and transitions of groups from table to table. Prompt responses to guiding questions if necessary. Facilitate comparison table note taking.

Students spend 6 minutes on each hub containing one source and a series of questions to assist them in determining whether the source points toward Japanese strength or British weakness.

The Sources are differentiated, Source five is particularly difficult to digest due to the high-level vocabulary used. Students are urged to use the guiding questions as an aid to determining whether the source points to Japanese strength or British weakness as a reason for the fall of HK. Some sources have “additional” questions, for students who complete the points on their table and answer the questions quicker than others.

CONCLUSION ( 15-20 minutes)Plenary:The questions “to what extend was the rapid fall of Hong Kong due to Japanese aggressive strength or British defensive weakness?”Students are given post it to post on the continuum on the white board, on one side will be Japanese aggressive strength, on the other will be British Forces defensive weakness.


FOLLOW-UP WORK / HOMEWORKFollow up “interview” with parents/ grandparents about “Black Christmas”.

CATERING FOR INDIVIDUAL DIFFERENCES The source ‘stations’ are differentiated , source five in particular is more challenging in order to push the less academically oriented students and to encourage the top tier to reach their potential. Furthermore, some questions are more philosophical or abstract than others to accommodate for the top students such as Ghurav and Frankie. The questions are merely aids for filing in the table so students grappling with the trickier question needn’t feel excluded.

___________________________________________________________________________________________________________SELF EVALUATION


Power Point Slides


Resources

Source One:

“If Japan goes to war there is not the slightest chance of holding Hong Kong or relieving it. It is most unwise to increase the loss we shall suffer there. Instead of increasing the garrison it ought to be reduced. Japan will think twice before declaring war on the British Empire, and whether there are two or six battalions at Hong Kong will make no difference. I wish we had fewer troops there, but to move any would be noticeable and dangerous.”- Winston Churchill, January 7th, 1941.

Source Two: (Map 2)

The Gin Drinker’s Line was a string of defence points, primarily pillboxes and trenches

surrounded by wire and situated on various hills separating Kowloon from the New Territories. The key defensive position on this 18 kilometre line was the Shing Mun Redoubt, located on a spur overlooking Shing Mun Reservoir.

Map 2 is a Japanese intelligence map showing many of the British defence positions. The three large Japanese characters on the top left of the map relate to Shing Mun (an important part of the Gin Drinkers line), Tai Mo Shan and the location of the main Japanese attack on the mainland.

The Japanese had excellent intelligence sources and are believed to have built a mock up of the Shing Mun Redoubt to practice their assault tactics.


Source Three:

An Assessment of the British Forces in Hong Kong in December 1941.

Royal Scots

900 men

A long established regiment with a strong fighting tradition. Most experienced officers have been transferred to Europe. Some troops have had little training and others have been sick with Malaria. The battalion has been in Hong Kong since 1936

Middlesex Regiment

900 men

Arrived in Hong Kong in 1937. These man are trained as a machine gun battalion to man static (unmoving) defences around Hong Kong.

Rajputs – 900 men

Punjabis – 900 men

Arrived August 1940. Many experienced officers and troops have been called to Europe and India to expand the armies there. Battalion has been strengthened with quickly trained, inexperienced troops.

Winnipeg Grenadiers

1000 men

Part time soldiers. Enthusiastic but graded as insufficiently trained for combat. Troops very young and many have not completed basic training. Some have never used grenades or anti-tank guns.

Royal Rifles of Canada

1000 men

As above.

Mainly from the French speaking parts of Canada. Only 20 of their 212 vehicles have been transported to Hong Kong.

Hong Kong Volunteer Corps

1000 men

Local volunteer force of many nationalities. Part-time soldiers, generally too old for the professional army. Enthusiastic, especially because their role is to defend their home. Good local knowledge.


An assessment of the Japanese Forces in China in December 1941.

Japanese Forces on Hong Kong border.

50,000 men

Well trained and experienced fighters. Had won many victories in China and morale was high. Well equipped with good air support.

Source Four:

An account by a soldier from the Royal Scots Regiment (Company B), describing events at the Shing Mun Redoubt.

We were positioned at the Shing Mun Redoubt, an important part of Gindrinkers line, just above the Jubilee Reservoir. We knew that the Japanese had crossed the border but we were reassured that it would take at least one week before they reached us. There was nothing to worry about. We soon learned differently – the attack was unexpected and we could do nothing – it was too late. After suffering losses we were forced to withdraw and, I am saddened to say, the Redoubt fell within the hour. This was a major disaster as its loss endangered the whole of the left flank and indeed the whole of Gindrinkers line.


Source Five:

“On paper the Hong Kong Garrison looked reasonably strong with more than six line battalions, and a considerable number of artillery guns. However, these numbers are deceptive because of numerous problems which included:

· The two Canadian Battalions had only been in Hong Kong for one month and were not familiar with the terrain or other units. Both units were also inexperienced and did not have all their heavy equipment, especially transport. The Canadians have claimed that they were sent to Hong Kong not expecting to be involved in any fighting with some of their personnel officially classified as ‘unfit for combat’.

· The two British Battalions had lost many of their most capable officers and men to redeployments in Europe .

· The RAF and Royal Navy had been stripped of their primary assets for the War in Europe and the Japanese obtained total air superiority after destroying the obsolete RAF aircraft at Kai Tak.

· The majority of the defences had been designed to withstand a naval attack, and most of the fixed artillery was positioned to engage ships at sea. There was also a lack of High Explosive (HE) shells because armour piercing shells were required to engage warships

· There was a general contempt for the fighting ability of the Japanese and inadequate preparations were taken to defend Hong Kong from a determined and capable attacker.

· The attempt to defend the Gin Drinker’s Line on the Mainland spread the British Forces too thinly. With only three Battalions to defend 18 Kilometres, originally designed to be held by six Battalions, dispersed the units allowing for a spectacular early defeat from which they never had chance to recover.

In comparison the Japanese forces were based around the 38th Infantry Division under General Sano. This Division had three infantry Regiments, the 228th, 229th and 230th. Each of the Regiments had about 3,000 fighting troops with their own company of 75mm guns and light mortars. The Division also had some thirty-six 75mm Field Guns to provide artillery support. These troops were battle hardened having fought the Chinese for nearly five years. It was to be the 228th Regiment under Colonel Doi Teishichi who would attack and capture Shing Mun Redoubt and the surrounding area. We do not know if he had his full complement of troops, but he certainly did not have any of his wheeled artillery to support the attack. The total Japanese Forces, including the air force and navy, used in the invasion of Hong Kong was approximately 40,000 men”

- Cartwright, J, ‘The Defence of Hong Kong, Shing Mun Redoubt and the Gin Drinker’s Line’ <http://www.hksw.org/Shing%20Mun.htm> accessed 1 March, 2015


Source Six:

“Britain did not have enough men, or enough guns, tanks, ships and aeroplanes for the war against Germany. So it was impossible to send sufficient men and supplies for the defence of Hong Kong. These include the men of the Hong Kong Volunteer Defence Corps. These men- English, Chinese, Eurasians, Portuguese and others- whose homes were in Hong Kong, prepared to defend the Colony from attack.” Stokes, G. Hong Kong in History, Hong Kong, Government Printer, 1965.

Questions:

Source One

What was Winston Churchill suggesting when he said “if Japan goes to war there is not the slightest chance of holding Hong Kong or relieving it”?

What does this quote tell us about British strategic planning in Hong Kong before the invasion of Japan?

If Winston Churchill would have taken the Japanese threat more seriously would Hong Kong have encountered the same fate on Christmas Day, 1941?

Source Two

What can Map 2 tell us about Japanese intelligence sources in World War II? Why might this map have contributed to the rapid occupation of Hong Kong by the Japanese?

Source Three

What does this Source suggest about the organisation of British Forces in Hong Kong? What are the main differences between the British and Japanese forces?

Source Four

Why did the Shing Mun Redoubt fall so quickly to the Japanese? Why would the dissemination of the Gindrinker’s Line be an issue for the British Forces? (You

may use your maps for assistance)

Source Five

According to source five, why might the Japanese have had a military advantage to the British forces?

Was it the strength of the Japanese Imperial Army or the weakness of the British Forces that led to the occupation of Hong Kong?


Source Six

What were the reasons for the weakness of the British forces? How does this help to explain the rapid occupation of Hong Kong by Japanese forces?

Defensive Weakness Aggressive Strength


History Lesson Plan 6 Consolidation of Reasons for Fall of HKTopic : How did WII affect the people of Hong Kong?Key Question to inquire:How and why did Hong Kong fall to the Japanese


To consolidate ones understanding of the reasons why and how Hong Kong fell to the Japanese.

To identify the most significant reasons. To collate information for book designs.

Topic taught last lesson :Aggressive strength of the Japanese Imperial Army and defensive weaknesses of the British forces consolidation lesson.Prior knowledge that can be referred to in this lesson:Causes of WWII, Japanese Imperialism, the Japanese invasion of Hong Kong

Level : Form two (Year 8)

No. of Pupils : 27


DEVELOPMENTSET / INTRODUCTION ( 10 minutes)

Bingo of key terms learnt so far (Gindrinker’s line, General Maltby, Black Christmas, Shing Mun Redbout…) Introduction and instructions for the lesson: we are consolidating our understanding of the reasons how and why HK fell to the

Japanese. This is going to help us design a book cover, blurb and introduction on the Fall of Hong Kong. Must collect URL’s at the very least of all websites you use for pictures, information etc. (bibliographies, research etiquette).

Time(mins)






Objectives Check


25-30

15

Research and collation of findings.

Group mini presentations

Distribute question and focus research. Facilitate consolidation of the reason each group is focusing on.

Probe/ prompt questions following presentations.

Given a reason why HK fell e.g. mistakes that were made and have to consolidate what they already know through a mini ppt, the more creative the better e.g. pictures, maps, role play to reenact events.

Students present their creative consolidation of their research focus. Whilst one group presents, the others fill in tables that they will use for their book designs.

The holistic nature of this group work enables the stronger students to link cause and effect, looking at the macro picture and answering broader questions whilst lesser academically able students can help to share their input in any way they choose (spokesperson for the group, collect images, design ppt).

A fun way to collate information and ensure all students are up to date with their research and understanding of the topic under consideration.

CONCLUSION ( 5 minutes)Last time we focused on Japanese strength and British weakness, today we have taken it one step further:There will be 5/6 headings jotted around the room. Students are instructed to stand by the sign they think is the most important factor for the fall of HK. They will be asked to explain.


FOLLOW-UP WORK / HOMEWORKN/A

CATERING FOR INDIVIDUAL DIFFERENCESThe lesson is based on cooperative learning and consolidation. This is to ensure that the weaker students (Zain, Lucy, Oscar amongst others) have the opportunity and the time to catch up. This ensures that all students will be capable to do the assessment, which is to design a book on the Fall of HK.

Furthermore, the lesson caters to kinesthetic learners (most younger students need to get up and move around anyway!) with the presentations as well as the plenary.___________________________________________________________________________________________________________SELF EVALUATION

N/A


Power Point Slides


Key Word Bingo


KEYWORD BINGO

Questions for Bingo

How many soldiers approximately did the Japanese Imperial Army have? 50,000 men

What was a key area/ defensive headquarters of the Gindrinkers line? Shingmun Redoubt

What was the name of the Governor of Hong Kong at this time? Governor Mark Young

How was the alliance between Japan, Italy and Germany formalized? The Tripartite Pact

How was Hong Kong involved in the war? It was a British Colony How long did it take for the Shing Mun Redoubt to fall? One hour What was the name given to the string of defence points, primarily

pillboxes and trenches surrounded by wire and situated on various hills separating Kowloon from the New Territories? The Gindrinker's Line

Who was the commander of the British forces during the Japanese Invasion of Hong Kong? General Chrisopher Maltby.

What was the name given by locals to the day Hong Kong formally surrendered to the Japanese? Black Christmas


Reason Explanation

Defences of Hong Kong

Mistakes that were made

Insufficient number of soldiers

Hong Kong should have surrendered earlier

Geographic factors


Example of Power Point Presentation to be produced by groups:


History Lesson Plan 7 and 8 Book Design Assessment Topic : How did WII affect the people of Hong Kong?Key Question to inquire:How and why did Hong Kong fall to the Japanese?


To consolidate ones understanding of the reasons why and how Hong Kong fell to the Japanese.

To design a book cover, introduction and blurb on the Fall of HK.

Topic taught last lesson :Aggressive strength of the Japanese Imperial Army and defensive weaknesses of the British forces consolidation lesson,Prior knowledge that can be referred to in this lesson:Causes of WWII, Japanese Imperialism, the Japanese invasion of Hong Kong

Level : Form two (Year 8)

No. of Pupils : 27


DEVELOPMENTSET / INTRODUCTION ( 5 minutes)Turn to your neighbor, choosing one of the reasons explored for the fall of HK, explain to your partner why HK surrendered on “Black Christmas”, 1941.

Time(mins)






Objectives Check


30

20

Instructions, criteria, PWP and example of Book Design

Students commence book designs

Go through criteria and example of what is to be expected as a class.

Monitor progress of book designs, distribute criteria, assist in formatting.

Ask any questions regarding the assessment.

Students commence book designs, they have the rest of the lesson, homework and one additional lesson to complete and print ready to be subm

Less academically able are assisted by class “IT” specialists who take it in turn to help struggling students with formatting their designs.

CONCLUSION ( 5 minutes)An exemplar draft to be shared with the class.

FOLLOW-UP WORK / HOMEWORKContinue with designs at home.



IT savvy students help the less technologically competent students with their book designs when they have a few minutes spare.

_____________________________________________________________________________________________________SELF EVALUATION

N/A

curriculum unit pack final

Documents