Curriculum Unit Pack Final

EDUC6618, History Major Methods Curriculum UnitPack AnastasiaStitch
Curriculum Unit Pack: How did World War II affect the people of Hong Kong?
Statement
Duringthe PGDE HistoryMajor Methodscourse,I acquiredthe knowledge andskill setrequiredto
developaseriesof meaningfullessons. Asaresultof thisexperience,Iwasable to constructa
CurriculumUnitPack designedforYear9 (FormThree) students,preparingthemforthe International
Baccalaureate DiplomaProgram.My intentionwastocreate a scheme of workthat wouldenable a
transitionfrom a BritishorientedMiddle Yearsprogram(whichculminatesinIGCSEexams) toa more
internationallyfocusedMYP.My inspirationtodosostemsfromthe fact thatthishas beena serious
considerationof staff,parentsandmanagementat KingGeorge V overthe course of the past few years.
The intentionof thisCurriculumUnitPackentitled“How didWorldWarII affectthe people of Hong
Kong”is to evoke historical consciousness aswell asempathy amongststudents.Iama strong believer
inmakinghistoryrelevantandcurrentinorderto achieve the intentionaforementioned.Therefore,
insteadof viewingWWIIas a primarilyEuropeanphenomenon,the ensuingCUPbringsthe focustothe
AsiaPacifictheatre of war,more specifically,the student’shomes,HongKong.
By the endof the course,all studentswill be inapositiontoproduce a tangible pieceof workillustrating
theirknowledgeandunderstandingof keyhistorical skillsaswell as subjectcontent.Asisoutlinedinthe
SOW,both formative andsummative assessmentisused.Forexample; formativeassessmentswilloccur
ineverylessoninordertohave an indicationof eachstudentsprogress.These assessmentswill be set
for classand homeworkandfeedbackisvaried.
The lessonsoutlinedwithinthisCurriculumUnitPacktake intoaccount and cater forindividual
differencesinthe classroomaswell ashow to evoke the historical consciousnessof onesstudents,
whilstsimultaneouslyencouragingempathyinordertogive historyreal meaningtothe individual.Not
an easyfeatto say the least.
The CurriculumUnitdesignedinthe pagesthatfollow 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
focusis: HowdidWWII affectthe 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
SecondWorldWar as a Europeanphenomenon,buttoconsiderthe othertheatresof war that are often
neglected.
How to evoke historicalempathyisadifficultquestion 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.
ApplyingWWIItothe AsiaPacific 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. ThisCurriculumUnitPack iscomprisedof 8, one hour lessons, drawinguponavariety 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,forthe sake of time andwordcount,thisCurriculumUnitPack will onlyprovide 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 Pointoverview of key causes of WWII
Fact files of key leaders (Allied forces and Axis
Powers)
Card Sort Activity- Japanese Expansionism
Power PointDisplay
Fact Files
Japanese Expansion Pointand
Evidence Cards
Worksheets supportingCards
Map readingand
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- PlottingJapaneseInvasion 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?
UsingMaps and Sources,answer guided
questions in groups.
Individual Maps,5 sources
accompanied with guiding
questions,table separated into
defensive weaknesses and
aggressivestrengths, overarching
“extension” questions on board
Source Analysis,
usingmaps to
facilitate
understandingof
geo-strategic
factors
contributingto the
Continuum
Plenary- aggressive
strength/
defensive
weakness? Each
students writes a
verdict sentence
and posts it on

fall of HK. board.Verbally
justifyingstance.
1 Lesson How did Japanese
ExpansionismaffectHong
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
imperialismand
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 thathave
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 arecompulsory.
Citingsources,
non-fiction writing,
literatureskills,
writinghistorically
accuratesynopsis.
Book Cover,
introduction and
blurb,graded A-D,
comprehensive
rubric.

How have events in the 20th
Century affected my life?
Time
Allowance
Resources
Historical Skills
SEN Activities
Evaluation
Assessment
2 Lesson What was lifelikein Hong
Kong duringthe Japanese
occupation?
Look at descriptions of lifein HongKong during
the War.3 information packs:,1.Lifefor
ordinary Chinesepeople, 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.Lifefor
ordinary Chinesepeople, 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
Possiblegroups and themes:
Fall of HK – NewTerritories andSai Kung
and the resistance
Fall of HK – Kowloon,KGV,Peninsula,Star
Ferry
Fall of HK – HK Island,Coastal Defence,
Wong Nei ChungGap,St Stephen’sSchool
Occupationof HK – Prisonerof War and
internmentCamps
Occupationof HK – everydaylifeunder
Photograph
analysisand
deduction from
evidence.
Photo Exhibition
and commentary
on Hong Kong
duringthe War.
Could invite
parents in to see
the work

Japanese rule.

How have events in the 20th
Century affected my life?
Time
Allowance
Resources
Historical Skills
SEN Activities
Evaluation
Assessment
1 Lesson Summary: what patterns can
we identify aboutmigration
from China to HK?
Students sharethe stories from lastlesson,
complete timeline of when people came to
Hong Kong and why.
Printand display thetimelines. Generalise
about the historical events that influenced
people’s lives.Classify them into
political/economic/personal
Usinginformation from last
lesson.Producetimeline on
laptops?
Time line
1 Lessons How can photographs add to
our knowledge about the
experience of refugees
arrivingin 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 illustraterefugees:
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 interviewwith HK
refugee describingtheir 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? Whatdo you
know about how and why
your family cameto Hong
Kong?
Or Famous Person
Students read an extract from Frances Tsui’s
Extended Essay.What sources did he consult?
??Students read interviews from HK Magazine
givingprofilestories of how people came to
HK.
Research a person from your family or friend
of the family and find out their story.
Transcribekey details of the interview and
write their biography.
EE Extract. HK Magazinep/cs.

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 : 27
Character of class: Very differentiated,
respond well to clear direction and
structure
DEVELOPMENT
SET / 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 Check
15
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

PowerPoint 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)
HK?
How did a European War turn into a World
War?
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 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
in this lesson:
Long, Short, Trigger causes of World War
II, Chronology, relative importance
Level : Y8
No. of Pupils : 27
structure.
DEVELOPMENT
SET / 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

Time
(mins)
concepts
Teacher Activities
(Teacher does)
Pupil Activities
(Pupils do)
assessment for learning, AV ,
classroomsetting etc)
Objectives Check

5
15-20
20
10
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.

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

A 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

PowerPoint Slides:

Resources
KEY:
On your map label the six countries on the board

ç
Imperial Japanwascharacterizedbyaggressive expansionism.Eversince JapantookoverManchuriain 1931
there were fearsinthe Westabout Japanese Expansionism.Thiswasheightenedin1937, the secondSino-
Japanese War.Look at the cards and separate themintoeventsandreasonsforJapanese Expansionism.Place
the eventsinChronological orderanduse the reasonstoanswerthe 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 ManchuriaRailway,
accusing Chinese dissidents
of the attack.
ç
Japanhad 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
dependencyon Western
imports.
The post-invasion
“Manchurian Crisis”
led to the dramatic
walk out of Japanese
delegates from the
League of Nations in
1933.
ç
Under the new militant
government, there was a
push for economic self-
sufficiency through
expansion of empire in the
mineral-rich region
surrounding Japan.

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.
The Second Sino-
Japanese War began on
July 7th
, 1937 and lasted
until September 9th
, 1945.
ç
The Tripartite Pact’s
purpose was to
counterbalance British
and American
opposition to Japanese
Policies.
ç
On August 1, 1940,
Foreign Minister Matsuoka
Yosuke announced
government’s policy to
build a “Greater East Asia
Co-prosperity Sphere”.
The Tripartite Pact was
signed between Germany,
Italy and Japan in Berlin on
27th
September 1940.

ç
ç
Using the incidentto their
advantage,the Japanese
Imperial Army responded
with a full-scale invasion,
leadingto the occupationof
Manchuriaand 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 War
1939-1945
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.

 What were the main reasons for Japanese
Expansionism in Asia?
 What does Japan’sexpansionistforeign policy tell us
about their ambitions?
 How did the war turn from a Europeanconflict 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?

History Lesson Plan 3, Japanese Expansion Consolidation Worksheet
Topic :
How did WWII affect the people of Hong Kong?
Why did Japan invade Hong Kong in 1941?
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 why Japan wanted to expand its empire;
 To determine how Hong Kong was impacted
Topic taught last lesson :
Japanese Imperialism, Pearl Harbor
Prior knowledge that can be referred to in this lesson:
Causes of WWII, Japanese expansionism
Level : Y8
No. of Pupils : 27
Character of class : Clear differentiated learning abilities,
participatory, quickly engaged through constructive group
activities
DEVELOPMENT
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)
concepts
Teacher Activities
(Teacher does)
Pupil Activities
(Pupils do)
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 introductionof the picture (no
keyinformationgiven),fostering
inquiry:“Inyourtable groups,
come up withthree or fourwell
thoughtout Questionsthatyou
needansweringaboutthispicture”.
Oversee andfacilitatedirectionof
questioning.
Basedoff the questionsasked,
studentswill beginresearchtask:
State what the task mustinclude:
timelineof occupation,map,
reasons.
Researchtechniques- crediting
sourcesand summarizingfindings.
Write down under pillars
two/ three points regarding
why Japan was a threat to
its neighbours.
Studentsworktogetherto
come up withquestions.
Write downthe bestthree on
post-itnotesandstickon
white board.
Come up witha title asa
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,
developmentof research
skillsandciting.

CONCLUSION (2 minutes)
Recap of the objectives and what we achieve throughout the lesson
Nextlessonwill be researchandstructuringtheirresponsetothe inquirytask.
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

PowerPoint Slides

Resources
1. Match the words with the definitions:
Political to do with ideasabouthow theworld works
Economic to do with power,how a country is run
Ideological to do with money,thiscould 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 closelyatthe picture below.Use the table towrite downanyquestionsrelatedtoit.
Question Hypothesis Investigate Reflect
Where is the picture
taken?
Why are the soldiers
in the school hall?
Who is on the stage?

History Lesson Plan Lesson Four Map Work
HK?
How and Why did Hong Kong Fall to the
Japanese?
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 plot the journey of Japanese Imperial army from the Mainland to the
occupation of Hong Kong;
 To identify how the Japanese occupied Hong Kong
Topic taught in the last lesson :
Japanese Imperialism, Pearl Harbour
in this lesson:
The Causes of WWII, Japanese
Imperialism
Level : Y8
No. of Pupils : 27
structure
DEVELOPMENT
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)
concepts
Teacher Activities
(Teacher does)
Pupil Activities
(Pupils do)
assessment for learning,
AV , classroom setting
etc)
Objectives Check
5-10
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…

Complete maps ready for next lesson.
Differentiated 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

PowerPoint Slides
Resources

Chronology of Events leading up to the Japanese Occupation of Hong Kong
7th
December1941
8th
December1941
9th
December1941
10th
December1941
11th
December1941
12th
December1941
13th
– 17th
December
1941
18th
December1941
25th
December1941
Japanattacks Pearl Harbor naval base in Hawaii.
Japanese PlanesattackKai Takairbase inHong Kong
Japanese troopscrossthe borderintothe New Territories. Bythe eveningtheyhave
reachedFoTan.
The ShingmunRedoubtfalls.
BritishforcesretreattoGoldenHill.
By 0700 the line hadbeentakenat GoldenHill. At1200 hours troopsare giventhe
orderto waituntil night,thentoretreatto Kowloon.
Last Star Ferry sailsforthe Island.
Japanese forcestake the Kowloonpeninsula.
Bombingof the IslandbyJapanese gunsandaircraft.
Japanese soldierscrosstothe Island.
General Maltbysurrenderstothe Japanese forces.

Chronologyof 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 Five
Topic : 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.
The Fall of HK (Japanese Invasion Plotting on Map)
The Causes of WWII, Japanese Imperialism, Pearl Harbor
Level : Form 2 (Year 8)
No. of Pupils : 28
Character of class : Wide variety of academic abilities,
inquisitive, participatory, enthusiastic
DEVELOPMENT
SET / 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)
concepts
Teacher Activities
(Teacher does)
Pupil Activities
(Pupils do)
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 “interview” with parents/ grandparents about “Black Christmas”.
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

Resources
Source One:
“If Japan goesto warthere is not theslightest chanceof holding Hong Kong or relieving it. It is mostunwiseto
increase theloss we shall sufferthere. Instead of increasing the garrison it oughtto be reduced. Japan will
thinktwice beforedeclaring waron theBritish Empire,and whetherthere are two or six battalionsatHong
Kong will make no difference. I wish we had fewertroopsthere, butto moveany would benoticeableand
dangerous.”- WinstonChurchill, January7th
, 1941.
Source Two: (Map 2)
The Gin Drinker’sLine wasa stringof defence points,primarilypillboxesandtrenches
surroundedbywire andsituatedonvarious hillsseparatingKowloonfromthe New
Territories. The keydefensive positiononthis18 kilometre linewasthe ShingMun
Redoubt,locatedona spuroverlookingShingMunReservoir.
Map 2 is a Japanese intelligence mapshowingmanyof the Britishdefence positions. The
three large Japanese charactersonthe top leftof the map relate toShingMun (an
importantpart of the Gin Drinkersline),Tai MoShan andthe locationof the main
Japanese attackon the mainland.
The Japanese hadexcellentintelligencesourcesandare believedtohave builtamockup
of the ShingMun Redoubttopractice theirassault tactics.

Source Three:
An Assessmentofthe British Forcesin Hong Kong in December1941.
Royal Scots
900 men
A longestablishedregimentwithastrongfighting
tradition. Mostexperiencedofficershave been
transferredtoEurope. Some troops have had little
trainingandothershave beensickwithMalaria. The
battalionhasbeeninHongKong since 1936
MiddlesexRegiment
900 men
ArrivedinHongKong in1937. These manare trained
as a machine gunbattalionto manstatic (unmoving)
defences aroundHongKong.
Rajputs – 900 men
Punjabis– 900 men
ArrivedAugust1940. Many experiencedofficersand
troopshave beencalledtoEurope and Indiato
expandthe armiesthere. Battalionhasbeen
strengthenedwithquicklytrained,inexperienced
troops.
WinnipegGrenadiers
1000 men
Part time soldiers. Enthusiasticbutgradedas
insufficientlytrainedforcombat. Troopsveryyoung
and manyhave not completedbasictraining. Some
have neverusedgrenadesoranti-tankguns.
Royal Riflesof Canada
1000 men
As above.
Mainlyfromthe Frenchspeakingpartsof Canada.
Only20 of their212 vehicleshave beentransported
to Hong Kong.
Hong Kong VolunteerCorps
1000 men
Local volunteerforce of manynationalities. Part-time
soldiers,generallytoooldforthe professional army.
Enthusiastic,especiallybecausetheirrole istodefend
theirhome. Goodlocal knowledge.

An assessmentof the Japanese Forces in Chinain December1941.
Japanese Forces on Hong Kong border.
50,000 men
Well trainedandexperiencedfighters. Hadwon
manyvictoriesinChinaandmorale washigh. Well
equippedwithgoodairsupport.
Source Four:
An account by a soldierfrom the Royal Scots Regiment(CompanyB), describingeventsat the Shing Mun
Redoubt.
We were positionedatthe ShingMunRedoubt,animportantpart of Gindrinkersline,justabove the Jubilee
Reservoir. We knewthatthe Japanese hadcrossedthe borderbutwe were reassuredthatitwouldtake at
leastone weekbefore theyreachedus. There wasnothingtoworryabout. We soon learneddifferently –the
attack was unexpectedandwe coulddonothing – itwas too late. Aftersufferinglosseswe were forcedto
withdrawand,I am saddenedtosay,the Redoubtfell withinthe hour. Thiswasa majordisasteras itsloss
endangeredthe wholeof the leftflankandindeedthe wholeof Gindrinkersline.

Source Five:
“On paperthe Hong KongGarrison lookedreasonablystrongwithmore thansix line battalions,anda
considerable numberof artilleryguns. However,these numbersare deceptivebecause of numerousproblems
whichincluded:
· The twoCanadianBattalionshadonlybeeninHongKong for one monthand were notfamiliarwiththe
terrainor otherunits. Both unitswere alsoinexperiencedanddidnothave all
theirheavyequipment,especiallytransport. The Canadianshave claimedthat
theywere senttoHong Kongnot expectingtobe involvedinanyfightingwith
some of theirpersonnel officiallyclassifiedas‘unfitforcombat’.
· The twoBritishBattalionshadlostmanyof theirmostcapable officersandmentoredeploymentsin
Europe .
· The RAFand Royal Navyhad beenstrippedof theirprimaryassetsforthe War inEurope and the Japanese
obtainedtotal airsuperiorityafterdestroyingthe obsolete RAFaircraftatKai
Tak.
· The majorityof the defenceshadbeen designedtowithstandanaval attack,and mostof the fixed
artillerywaspositionedtoengage shipsatsea. There wasalsoa lack of High
Explosive (HE) shellsbecause armourpiercingshellswere requiredtoengage
warships
· There was a general contemptforthe fightingabilityof the Japanese andinadequatepreparationswere
takento defendHongKong froma determinedandcapable attacker.
· The attemptto defendthe GinDrinker’sLine onthe Mainlandspreadthe BritishForcestoothinly. With
onlythree Battalionstodefend18Kilometres,originallydesignedtobe heldby
six Battalions,dispersedthe unitsallowingforaspectacularearlydefeatfrom
whichtheyneverhadchance to recover.
In comparisonthe Japanese forceswere based aroundthe 38th
InfantryDivisionunderGeneral Sano. This
Divisionhadthree infantryRegiments,the 228th
,229th
and 230th
. Each of the Regimentshadabout3,000
fightingtroopswiththeirowncompanyof 75mm gunsand lightmortars. The Divisionalso hadsome thirty-six
75mm FieldGunstoprovide artillerysupport. These troopswere battlehardenedhavingfoughtthe Chinese
for nearlyfive years. Itwasto be the 228th
RegimentunderColonel Doi Teishichi whowouldattackand
capture ShingMun Redoubtandthe surroundingarea. We do notknow if he had hisfull complementof
troops,but he certainlydidnothave anyof hiswheeledartillerytosupportthe attack. The total Japanese
Forces,includingthe airforce andnavy,usedinthe invasionof HongKongwasapproximately40,000 men”
- Cartwright,J,‘The Defence of HongKong,ShingMun Redoubtandthe Gin Drinker’sLine’
<http://www.hksw.org/Shing%20Mun.htm>accessed1March, 2015

Source Six:
“Britaindidnot have enoughmen,orenoughguns,tanks,shipsandaeroplanesforthe waragainstGermany.
So itwas impossible tosendsufficientmenandsuppliesforthe defenceof HongKong.These include the men
of the Hong KongVolunteerDefenceCorps.These men- English,Chinese,Eurasians,Portugueseandothers-
whose homeswere inHongKong,preparedtodefendthe Colonyfromattack.”Stokes,G. HongKong in
History, Hong Kong,GovernmentPrinter,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 HK
Topic : How did WII affect the people of Hong Kong?
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.
Aggressive strength of the Japanese Imperial Army and
defensive weaknesses of the British forces consolidation
lesson.
Causes of WWII, Japanese Imperialism, the Japanese
invasion of Hong Kong
Level : Form two (Year 8)
No. of Pupils : 27
DEVELOPMENT
 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)
concepts
Teacher Activities
(Teacher does)
Pupil Activities
(Pupils do)
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.
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.

N/A
The 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

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 PowerPoint 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?
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.
Aggressive strength of the Japanese Imperial Army and
defensive weaknesses of the British forces consolidation
lesson,
Causes of WWII, Japanese Imperialism, the Japanese
invasion of Hong Kong
Level : Form two (Year 8)
No. of Pupils : 27
DEVELOPMENT
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)
concepts
Teacher Activities
(Teacher does)
Pupil Activities
(Pupils do)
Objectives Check

30
20
Instructions, criteria, PWP
and example of Book Design
Studentscommence book
designs
Go throughcriteriaand example of
whatis to be expectedasa class.
Monitorprogressof bookdesigns,
distribute criteria,assistin
formatting.
Askany questionsregarding
the assessment.
Studentscommence book
designs,theyhave the restof
the lesson,homeworkand
one additional lessonto
complete andprintreadyto
be subm
Lessacademicallyable are
assisted byclass“IT”
specialistswhotake itinturn
to helpstrugglingstudents
withformattingtheirdesigns.
An exemplar draft to be shared with the class.
Continue 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

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