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Nam Wah Catholic Secondary School_History Work Scheme
Form：S6AYear：09-10Prepared by: Kan Yuen YuiPanel Chairperson’s Name：Y.Y. Kan※Core topics ◎Extended topics
Cycles / Date / Teaching Progress(Chapters/Topics) / Teaching Aims /
Objectives / Teaching Aids / Strategies /
Homework/Test
/Assessment / Four Key Areas / 9 Generic Skills / Learning with the use of IT /Remarks
1-4 / 3-9-09
to
3-11-09 / Paper 1:
Modern Western History, circa 1800-1980
※Topic One:
The development and growth ofliberalism and nationalism
- The American democratic experience
- Liberalism in Britain
- Liberalism and nationalism on the European Continent
- Colonialism and imperialism
- Reforms under the Czars; the revolutions of 1905 and 1917
(2)To help students develop analytical power and critical thinking through discussion.
(3)To make themunderstand Britain’s parliamentary reforms and the democratization of Britain.
(4)To make them understand how to become a responsible citizen.
(5)To make themunderstand the 1830 and 1848 revolutions; the Italian and the German unification movements; the Balkan independent movements; and France under the Second Empire.
(6)To make students understand Europe’s colonial experience in Africa and Asia, and the reasons for the decline of the Ottoman Empire.
(7)To make them understand the gospel train spread by the Jesuits.
(8)To make themunderstand the Czars’ reforms and the revolutions of 1905 and 1917. / (1)Lecturing and note taking for consolidation (about 20-25 minutes per lesson)
(2)Peer collaboration through group discussion among students for deep thinking and helping them develop analytical power and critical thinking (about 10-15 minutes per lesson).
(3)An electronic mapof Europe for understanding the rise of national states in 19thcentury Europe.
(4)Students should be guided to discuss nationalism and liberalism as a force of change in 19th century Europe. / (1)Essay (2 times each month)
(2)Test (2 times each month)
(3)Interactive Assessment (daily scores given per lesson as a way to assess students’ participation) / (1)Learning from reading: Bring students to the school library and introduce to them books relating to Liberalism and Nationalism in 19th century Europe.
(2)Each one should read at least one related reference book.
(3)Encourage students to borrow books and then ask them to make short summary of the books read in order to strengthen their self- management ability.
(4)During weeks 1-15, the teacher should download news relating to Liberalism and Nationalism, and then ask students to hold a 5-10 minute discussion on the news watched in order to indoctrinate students with moral and ethnic values, and to train their analytical, communicative, problem-solving power etc. / (1)Providing students with relevant web sites, and to teach them how to search for and then download relevant information from and .
(2)Teaching students how to use word processing to finish written assignment and to email this assignment to the teacher.
(3)Power Point Presentation of “the Two unification movements”.
(4)Students to email written assignment to the teacher.
(5)Setting up of a chat room in the School’s Intranet for students to discuss important historical issues relating to “Development and growth of liberalism and nationalism”.
5-7 / 4-11-09
to
8-12-09 / ※Topic Two:
The Quest for International Harmonyand Cooperation
- Concert of Europe
- European alignments and alliances
- Attempts at collective security (1914-1980)
- The ending of the European colonial empires after World War II
(2)To make themunderstandEurope’s diplomatic relations,international treaties and alliances.
(3)To make themunderstand the wartime diplomacy; international conferences and agreements; international organizations; and military and economic cooperation.
(4)To make themunderstand the background and the significance of decolonization; and the making of the Commonwealth. / (1)Lecturing and note taking for consolidation.
(2)Peer collaboration through group discussion among students for deep thinking and helping them develop analytical power and critical thinking.
(3)An electronicmapof Europe for understanding the working of the Concert of Europe.
(4)Students should be guided to discuss factors contributing to peace in 19th-20th Europe. / (1)DBQ (03 A Level Paper 1)
(2)Essay (2 times each month)
(3)Test (2 times each month)
(4)Interactive Assessment (daily scores given per lesson as a way to assess students’ participation) / Learning with the use of IT
The teacher should help students register E-class Learning provided by the Publisher in order to let students test the topic learned themselves at home or to download more reference materials relating to the topic. / (1)Providing students with relevant web sites: and
(2)Power Point presentation of “The Quest for International Harmonyand Cooperation”.
(3)Students to email written assignment to the teacher.
(4)Setting up of a chat room in the School’s Intranet for students to discuss important historical issues relating to “Quest for International Harmonyand Cooperation”.
10-12-09
to
18-12-09 / First Term Examination
22-12-09
to
3-1-10 /
Christmas and New Year Holidays
7-9 / 4-1-10to
9-2-10 / ※Topic Three:
Major Threats to Peace and Democracy
- The Two World Wars: causes and effects, including those related to society, the economy and international relations
- Establishment of totalitarian regimes in Fascist Italy, Nazi Germany, Communist Russia in Europe:, the background and main ideologies and features of these regimes
(2)To help them learn the basic features and ideologies of Fascism, Nazism and Communism.
(3)To help them find out the evilness of totalitarianism, and how to become a responsible citizen.
(4)To understand the basic causes and results of the two world wars. / (1)Lecturing and note taking for consolidation and peer collaboration through group discussion.
(2)An electronic world map to show the changes brought by the two world wars.
(3)Students should be guided to discuss the major causes and results of the two world wars, and how the two world wars changed the political, social and economic conditions of the major powers. / (1)DBQ (04 AL Paper 1)
(2)Essay (1 time)
(3)Test (1 time)
(4)Interactive Assessment (Group discussion one time) / Project Work
Before the end of the First Term, the teacher should ask students to do a group project relating to the two World Wars in order to train students’ power to analyze, communicate and solve problems etc., and to strengthen their use of IT. / (1)Providing students with relevant web sites:
(2)Power Point presentation of “the Major Threats to Peace and Democracy”.
(3)Students to email written assignment to the teacher.
(4)Setting up of a chat room in the School’s Intranet for students to discuss important historical issues relating to “Major Threats to Peace and Democracy”.
11-2-10
To
21-2-10 / Lunar New Year Holidays
10-11 / 10-2-10
to
18-3-10 / ◎Topic Four: Economic, Social and Cultural Developments
(1)Transformation of industry, agriculture and commerce
(2)Population growth and urbanization
(3)Major developments in science and technology
(4)Major cultural and intellectual trends / (1)To make students know the factors behind 20th century’s transformation of industry, agriculture and commerce and their effects on world politics at the time.
(2)To make them know the social/ political effects of the population growth and urbanization in Europe.
(3)To make them know nationalism, socialism, industrialism, romanticism and totalitarianism.
(4)To make them learn about the social and political impact of these various trends on the world as a whole. / (1)Lecturing and note taking for consolidation and peer collaboration through group discussion.
(2)An electronic map of Europe to show the major economic changes in 19-20th century Europe.
(3)Students should be guided to discuss what caused the major economic, social and cultural changes in the 19th and 20th centuries. / (1)Essay (2 times each month)
(2)Test (2 times each)
(3)Interactive Assessment (daily scores given per lesson as a way to assess students’ participation) / Each one should read at least one related reference book. / (1)Providing students with relevant web sites: and
(2)Power Point presentation of “Economic, Social and Cultural Developments”.
(3)Students to email written assignment to the teacher.
(4)Setting up of a chat room in the School’s Intranet for students to discuss important historical issues relating to the“Economic, Social and Cultural Developments”.
12-13 / 19-3-10
to
29-4-10 / Paper 2
Section A: China
※Topic 1: The Decline and Collapse of Imperial Rule (1800-1912)(1)Internal Stability
(2)Foreign Imperialism / (1)To make students know the factors explaining the decline and then the collapse of the Qing imperial rule during 1800-1912
(2)To make them learn about foreign imperialism in China during 1839-1901 / (1)Lecturing and note taking for consolidation and peer collaboration through group discussion.
(2)An electronic map of China to show China’s position in the period 1800-1912.
(3)Students should be guided to discuss why China was large but weak in the late Qing period, and why China remained weak in the Republican period. / Interactive Assessment (daily scores given per lesson as a way to assess students’ participation) / Learning from reading:
(1)Bring students to the school library and introduce to them books relating to China’s Decline and Collapse of Imperial Rule.
(2)Each one should read at least one related reference book.
(3)Encourage students to borrow books and then ask them to make short summary of the books read in order to strengthen their self- management ability.
(4)During weeks 23-32, the teacher should download news relating to China’s Decline and Collapse of Imperial Rule, and then ask students to hold a 5-10 minute discussion on the news watched in order to indoctrinate students with moral and ethnic values, and to train their analytical, communicative, problem-solving power etc. / (1)Providing students with relevant web sites:
(2)Power Point presentation of “China: 1800-1945”.
(3)Students to email written assignment to the teacher.
(4)Setting up of a chat room in the School’s Intranet for students to discuss important historical issues relating to “China: 1800-1945”.
30-3-10
to
11-4-10 / Easter and Ching Ming Festival Holidays
13 / 16-4-10
to
13-5-10 / (3)Reforms
(4)Revolution
※Topic 2:
The Republican Experience
- National disintegration and reintegration.
- China under Guomindang rule
- The War of Resistance against Japan and the Civil War
(4)To make them learn about Sun Yixian’s revolutionary activities in the late Qing period, and reasons for the success of the Chinese revolutionary movement.
(5)To identify the main features of Warlordism, foreign imperialism, the intellectual revolution, the First United Front, the Northern Expedition and mass movements.
(6)To discuss the rule of the Guomindang, its foreign relations and Japanese aggression.
(7)To identify the outbreak of the war with Japan and the Second United Front, CCP- Guomindang relations and the Communist victory in the Civil War. / Same as above / (1)Essay (2 times each month)
(2)Test (2 times each)
(3)Interactive Assessment (daily scores given per lesson as a way to assess students’ participation) / Same as above / Same as above
15-16 / 14-5-10
to
9-6-10 / ◎Topic 3:
Socialist Revolution and Modernization (1949-1980)
- Internal development.
- Foreign relations
(2)Learning to one side, peaceful co-existence, struggle against American imperialism. / (1)Lecturing and note taking for consolidation and peer collaboration through group discussion.
(2)An electronic map of China to show the position of China under Communist rule.
(3)Students should be guided to discuss the major changes brought about by PRC. / (1)DBQ (03 AL Paper 2)
(2)Essay (2 times each month)
(3)Test (2 times each month)
(4)Interactive Assessment (daily scores given per lesson as a way to assess students’ participation) / (1)Providing students with relevant web sites:
(2)Power Point presentation of “China: 1949-1980”.
(3)Students to email written assignment to the teacher.
(4)Setting up of a chat room in the School’s Intranet for students to discuss important historical issues relating to“China: 1949-1980”.
11-6-10
to
22-6-10 /