Lesson ObjectivesStarter: How long did it take to fly from GB to Hong Kong in 1941? To find out watch from 29:30 to 32:10
The goal of this lesson is to think "Did that really happen here?" It is tempting to look at events in other places and not see the relevance to your heritage. However, as part of the same conflict there was a process of dehumanisation that also occurred in Hong Kong during the Japanese occupation between 1941-45. We are going to start exploring these stories today... |
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1. Getting an overview of the impact of WW2 on Hong Kong
a) Watch the rest of the documentary section on Hong Kong in WW2 from 29:00 to 32:35. Complete the Cornell note taking frame below.
| cornell_notes_template__1_.doc |
b) Now start to immerse yourself in the stories of the war from Hong Kong, look at the SCMP link (below) on the effects and war in Hong Kong. Pick a story as a pair, read through and complete the discovery, wonder and link document (below).
2. What can we learn from Primary Sources about what life was like?
Starter 2
b) ATL RESEARCH: Oral Histories
Use the interviews below to get an overview of how life changed for the people of Hong Kong under the occupation of Japan.
b) ATL RESEARCH: Oral Histories
Use the interviews below to get an overview of how life changed for the people of Hong Kong under the occupation of Japan.
| ww2_hong_kong.docx |
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Discussion: Why do historians have to be careful when using real life witnesses as evidence? NOPVL
3. The Battle of Hong Kong - Introduction to the war
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Watch the video to the right which focuses on the invasion of Hong Kong and the consequences from a Canadian perspective.
Complete a Frayer Diagram (link below) to gather your notes. As you are watching the documentary consider these themes: How did the Canadian troops feel about Hong Kong / the Japanese? How do the actions of both sides link to the theme of Dehumanisation? |
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4. Did that really happen here? Mapping Hong Kong in WW2
a) ATL COLLABORATION & COMMUNICATION
YOUR JOB IS TO CREATE A GIANT DISPLAY MAP IN YOUR GROUP THAT EXPLAINS WHAT HAPPENED AT KEY LOCATIONS DURING WW2.
i) You will be given an A3 print out of this large map of Hong Kong. Stick it onto the large poster paper so that there is a considerable margin. You will be given coloured pieces of card, pins and string.
ii) In pairs you will use the links below to research one of the key areas. You will identify sites where key events occurred in your area and explain what happened there on a card - these will then be arranged around the margins, with a string connecting to the correct location on the map.
iii) You will need to be organised and communicate with each other:
- Talk as you go - "I'm doing this site" will really help you to see if multiple events are happening at the same location.
- Creative Director - someone will need to additionally take charge of the overall look of the poster - how should each of the cards 'look' - (i.e. subtitle? make sure everyone draws lines for the text, what size, any images? Punching the pins through the paper can ruin it - someone who is neat and careful should do this? What should your overall title be?)
- As you research, make key notes on the back of the card you are working with, then write up formally on the front in your own words.
Research Links:
ALL PAIRS SHOULD REVIEW THEIR WORK FROM THE PAST TWO LESSONS TO SEE IF THEY CAN IDENTIFY ANY LOCATIONS THAT HAVE ALREADY BEEN MENTIONED AND START TO CREATE A CARD FROM THEM.
Once you have finished this, move onto the research links below.
YOUR JOB IS TO CREATE A GIANT DISPLAY MAP IN YOUR GROUP THAT EXPLAINS WHAT HAPPENED AT KEY LOCATIONS DURING WW2.
i) You will be given an A3 print out of this large map of Hong Kong. Stick it onto the large poster paper so that there is a considerable margin. You will be given coloured pieces of card, pins and string.
ii) In pairs you will use the links below to research one of the key areas. You will identify sites where key events occurred in your area and explain what happened there on a card - these will then be arranged around the margins, with a string connecting to the correct location on the map.
iii) You will need to be organised and communicate with each other:
- Talk as you go - "I'm doing this site" will really help you to see if multiple events are happening at the same location.
- Creative Director - someone will need to additionally take charge of the overall look of the poster - how should each of the cards 'look' - (i.e. subtitle? make sure everyone draws lines for the text, what size, any images? Punching the pins through the paper can ruin it - someone who is neat and careful should do this? What should your overall title be?)
- As you research, make key notes on the back of the card you are working with, then write up formally on the front in your own words.
Research Links:
ALL PAIRS SHOULD REVIEW THEIR WORK FROM THE PAST TWO LESSONS TO SEE IF THEY CAN IDENTIFY ANY LOCATIONS THAT HAVE ALREADY BEEN MENTIONED AND START TO CREATE A CARD FROM THEM.
Once you have finished this, move onto the research links below.
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IN THE NEWS (Extras)
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b) ATL: CONNECTIONS & REFLECTIONS
- What did you find out that surprised you?
- If you looked out from the top of your building during WW2, what might you have witnessed? This could be things you saw directly, or things you might have heard/seen vaguely in the distance... (hint: you can look at all different colours from your presentation to give a range of events, as well as those of other groups)
- If you could do this task again, what might you do differently?
- If you looked out from the top of your building during WW2, what might you have witnessed? This could be things you saw directly, or things you might have heard/seen vaguely in the distance... (hint: you can look at all different colours from your presentation to give a range of events, as well as those of other groups)
- If you could do this task again, what might you do differently?
5. How do historians use sources to find the truth in History?
1. Watch and discuss this presentation as a class.
In groups you will a) use post it notes to stick on the board for each heading at slide 3 b) Write group answers to questions 1 and 2 on a shared doc and share with your teacher and one other group for marking at the end.
Here is the mark scheme that we can use for these answers. Next lesson you will write one on your own as a mini-assessment.
2. Click here for: Presentation for assessment lesson (Lesson 2. Students watch the rest of the documentary we started with at the top of the page when they are done)
Assessment itself is in the S Drive
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