Political and
institutional changes
Part 2: 1945-1997
I. Modernisation and Transformation of Hong Kong
A. Political and institutional changes
Part 2: 1945-1997
Enquiry questions:
1. What were Hong Kong’s major political and institutional changes in the period 1945 to 1997? Why did these changes happen?
2. Compare the administration of Hong Kong today with the British administration in the early
20th century.
No. of periods required:
6 (some double periods preferred)
Each period lasts for 40 minutes.
1. Background
a. The topic is to be introduced to S4 students.
b. Students should have developed some basic skills of chronological thinking, historical
comprehension, empathy, enquiry, critical thinking and communication at junior secondary
level.
c. Students should have acquired some basic knowledge regarding political and administrative
changes in Hong Kong through S1–3 History curriculum or other related PSHE curricula
such as “Integrated Humanities”, “Economic and Public Affairs” and “History and Culture”.
d. Students should have prior knowledge of the structures of the government of Hong Kong and
its features in the early 20th century.
e. While making use of the materials presented in the textbooks, students will be asked to
engage in various learning activities like group discussion, presentation and research.
2. Teaching objectives
Students are expected to acquire knowledge and develop understanding of:
a. the political and institutional changes of Hong Kong in the 20th century;
b. basic historical concepts, such as cause and effect, change and continuity, and similarities
and differences;
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Political and
institutional changes
Part 2: 1945-1997
c. the inter-relations of major events that shaped the main trends of political development in
Hong Kong;
d. search for, select and synthesis information through various means, and consider ways of
arriving at conclusions;
e. understand the challenges that the government faced in the past.
3. Strategies
Enquiry question 1:
What were the major political and institutional changes that occurred in Hong Kong from 1945
to 1997? And why did these changes happen? (5 periods)
a. Teacher explains briefly the different stages of political development after 1945.
b. Students are directed to explore the response of the Hong Kong government to the challenges
of the Japanese occupation, based on the role-play card distributed. (Appendix 2.1)
c. Teacher explains why political changes took place after 1945.
d. Students present the findings on the major events and political development after 1945 stage
by stage. (Appendix 2.2)
e. Teacher points out the inter-relations between various trends/events and concludes the
features stage by stage. (Teacher can use teaching aids such as video clips, sources, text and
photos)
f. Students complete the whole table to illustrate the political and institutional changes, and the
background leading to such changes. (Appendix 2.2)
Enquiry question 2:
To what extent did Hong Kong experience great political and institutional changes in the 20th
century? (1 periods)
a. Students compare the structures and the features of British rule in Hong Kong in the early
20th century with the present-day situation, and complete a comparison table. (Appendix 2.3)
b. Students are directed to explore concepts of change and continuity based on the comparison
table.
c. An open forum on whether Hong Kong experienced fundamental changes politically in the
20th century can be conducted.
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Political and
institutional changes
Part 2: 1945-1997
Extended assignment
Students complete the extended writing at home – “What were the features of British rule in Hong
Kong in the early 20th century? To what extent did these features persist in the 1990s?” (Students
may focus the discussion on the British rule.) (Appendix 2.4)
4. Reflection
a. Learning activities should be conducted with the prior knowledge and experience of students
in mind. Teachers need to find out what students know about the political and institutional
changes in 20th-century Hong Kong.
b. Students should be directed to delineate the major trends and patterns of development
in the period under study and to make links between major events through employing
such historical concepts as cause and effect, change and continuity, and similarities and
differences.
c. Whenever appropriate, peer assessment can be arranged and each group comments on the
other groups’ findings. The teacher then gives feedback by pointing out the strengths and
weaknesses of each group’s presentation.
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Political and
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Part 2: 1945-1997
Appendix 2.1
Case study – What should be done by
the government after the Japanese Occupation?
Role-play (1)
Situation:
After the Second World War, the powers in Europe were weakened
and they found it difficult to control their colonies in Asia and Africa.
Meanwhile, nationalism was growing among the people in the colonies.
Independent movements occurred throughout the British Empire. The trend
of decolonization was widespread in Asia and Africa.
Since the British government had failed to defend Hong Kong against the
Japanese, it was necessary to introduce some administrative changes after
the war so as to regain its reputation.
Some people proposed a political reform with a view to winning the
support of the Hong Kong people for the government.
Task 1:
Suppose you are Governor of Hong Kong after the end of the Japanese
Occupation in 1945, present a speech to the British government to report
on the situation and explain your suggestions.
Role-play (2)
Situation:
In August 1946, Governor Mark Young proposed a political reform with a
view to winning the support of the Hong Kong people for the government.
It was the Young Plan.
Governor Young proposed setting up a Municipal Council to replace the
Urban Council for administering district affairs. The new council would
consist of 10 appointed members and 20 elected members, with an equal
number of Chinese and non-Chinese in each category. The number of
unofficial members in the Legislative Council would be increased.
Task 1:
If you were a local Chinese / a British official / an official member of the
Legislative Council, would you support the proposal of Governor Young?
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Political and
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Part 2: 1945-1997
Role
Consideration
Decision (Why?)
A local Chinese
• not interested in politics
• livelihood was the main concern
(The answer is open.)
A British
official
• worried that the Cold War would
affect the stability of Hong Kong
(The answer is open.)
A Legco official
member
• controlled the Legco
• not sure whether Hong Kong
was ready for democratization
(The answer is open.)
Although the Young Plan was cancelled, some administrative changes took place in the first 2
decades after the Second World War.
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Political and
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Part 2: 1945-1997
Appendix 2.2
Major administrative changes from 1945 to 1997
Although the Young Plan was cancelled, some administrative changes took place in the first 2
decades after the Second World War.
Background / events / trends
• (Refer to Appendix 1.5)
From 1980s to mid-1990s
From mid-1960s to 1970s
From 1945 to mid-1960s
Stage
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Main trends of political
development
• (Refer to Appendix 1.5)
Political and
institutional changes
Part 2: 1945-1997
Activity 2.3
Compare the British administration in first half of
the 20th century with the HKSAR administration today.
Key concepts: past, present, similarity, difference
British administration in the first
half of the 20th century (past)
HKSAR administration
today (present)
Similarity or
difference
(e.g. The Governor was the head of
government in Hong Kong.)
(The Chief Executive is the
head of government in Hong
Kong.)
(Difference)
(e.g. The Legislative Council made
laws in Hong Kong.)
(The Legislative Council
is the law-making body in
Hong Kong.)
(Similarity)
What can you conclude from the above findings?
(The answer is open.)
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Political and
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Part 2: 1945-1997
Appendix 2.4
Extended assignment
What were the features of British rule in Hong Kong in the early 20th century? To what extent did
the features persist in the 1990s?
(You may use the following table to prepare a draft of your answer.)
What were the features of British rule in
Hong Kong in the early 20th century?
To what extent did the features persist
in the 1990s?
Feature 1 –
(e.g. The Crown-appointed governor as the
‘core’ of power)
This feature (persist / did not persist) …
(This feature persisted. The Hong Kong
governor was still appointed by the Crown.
He was in firm control of all the powers.)
Feature 2 –
(e.g. Limited participation of the Chinese)
This feature (persist / did not persist) …
(This feature did not persist. In 1990s, the
government accelerated the process of
localization in the civil service. Then more
Chinese became members of the Executive
and Legislative Councils.)
Feature 3 –
This feature (persist / did not persist) …
Feature 4 –
This feature (persist / did not persist) …
Conclusion
To a large/small extent, …
(The answer is open.)
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