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Contextualising start of Cold War in a Linear Narrative

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Contextualising start of Cold War in a Linear Narrative

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Specifically for 4NA, they were divided into two teams, taking on either American or USSR's perspectives. To narrate the events in Singlish.- raimi

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Consolidation of Impact of Stalin/Hitler

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Consolidation of Impact of Stalin/Hitler

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[NA] Students to use Lego to build a scene of impact of Stalin/Hitler. Accompany worksheet for students to highlight the significant components of their build and provide elaboration. - Hui Lin

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Hook Activity: Globalised Classroom (Group Game)

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Hook Activity: Globalised Classroom (Group Game)

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In your class, find an item for each category:
1. 'Made in Singapore' or 'Made in 'Malaysia'
2. 'Made in China'
3. Image of a Korean person
4. Has a European place/language (not including EL)
5. Brand is from 1 country, but the item is made in a different country
6. A person who can name 1 country from 4 different continents
(Michael)

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Trump Trade wars- can be linked to Citizenship & governance too- Kokila

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Trump Trade wars- can be linked to Citizenship & governance too- Kokila

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Modified 'monopoly' game - getting students to queue up fruitlessly to attempt to buy stuff to illustrate the failings of the command economy and create historical empathy. -Ling Ee

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Showing them drawings done by prisoners during internment --> hook activity for the chapter - Kokila

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Showing them drawings done by prisoners during internment --> hook activity for the chapter - Kokila

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Students write their own treaty to show the reasons why Germany should/should not be punished (harshly)- good for SEQ later on- Kokila 

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Students write their own treaty to show the reasons why Germany should/should not be punished (harshly)- good for SEQ later on- Kokila 

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Discussion on terms of TOV but including Germany -Ling Ee

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Students describe themselves both physical and non-physical characteristics. (Can use word cloud). From the different descriptions, you can categorise them into different categories that will lead into Chapter 4.
Wayne

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Using a the story of Friedrich, a German boy living in 1920s & 1930s, illustrate Hitler's rise & impact on the German people (Claudia)

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Analysing CMC through JKF and Khrushchev sources

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Analysing CMC through JKF and Khrushchev sources

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Provided students with a 'timeline' created by speeches / letters from JFK and Khrushchev, to illustrate idea of brinksmanship and show development of the crisis. -Ling Ee

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Using the image of a Ferrero Rocher, describe how people have different and overlapping layers of identity (Nationality, Ethnicity/Race, Religion, SES). Use the analogy as the basis for subsequent activities. (Michael/Melody)

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(Resource) 3NA Think-Pair-Share worksheet for Identity & Diversity

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DI activity: Imagine you are one of the following political group/party i.e. SPP, LF, PAP, Trade Unions, Chinese Middle School Students. Create a poster/song/speech to show what your aspirations for SG are--> concluding lesson after Chpt 6 is done- Kokila

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DI activity: Imagine you are one of the following political group/party i.e. SPP, LF, PAP, Trade Unions, Chinese Middle School Students. Create a poster/song/speech to show what your aspirations for SG are--> concluding lesson after Chpt 6 is done- Kokila

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Synthesizing sources from the JO /  Consolidation activity

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Synthesizing sources from the JO /  Consolidation activity

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Get students to read a bunch of sources from the JO, then adopt a character of their choice and finally write a letter to someone describing their experiences and feelings of the Occupation. -Ling Ee

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After students have gone through the  "Ideas shaping Governance", get students to form small groups. Problems/Issues will be provided for the students to resolve. The students can then resolve these problems using the different principles. They must share how they will resolve these problems and which principle they used.  (Only problem here is that "Leadership is Key" may be tough to use as it is too generic. So, you may want to take this out.)
Wayne

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Hook- Student were asked to throw a ball of paper into a trashbin from wherever they are sitting. Those who succeeded will be able to enter University for free. To connect this to the idea of meritocracy and incite ideas from students. -Raimi

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Character study of Lim Yew Hock vs David Marshall--> draw a visual representation of both leaders at the Merdeka Talks (applicable for NA)- Kokila

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Character study of Lim Yew Hock vs David Marshall--> draw a visual representation of both leaders at the Merdeka Talks (applicable for NA)- Kokila

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Using sources to debate the outbreak of WWII

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Using sources to debate the outbreak of WWII

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Use sources to explore the question 'What caused the outbreak of WWII in Europe?'. Get students to take different sides based on their sources and debate. (Michael)

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(Resource) Sources discussing the outbreak of WWII in Europe

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comparison activity to draw parallel between rise of dictators, context and impacts of their dictatorship. -Ling Ee

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Students to plot timeline for all the significant events for all 4 chapters. - Hui Lin

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Hook activity - exploring the streets of Singapore

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Hook activity - exploring the streets of Singapore

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Students use Google Maps to scroll through designated streets (e.g., Chinatown, Little India, Kampong Glam) and look for remnants of racial enclaves and other vestiges of colonial rule. -Ling Ee

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Military Strategies: For NA classes: What is your ideal army? Be prepared for ridiculous answers but it helps them to think about why some can and why some can't during the 1970s

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Military Strategies: For NA classes: What is your ideal army? Be prepared for ridiculous answers but it helps them to think about why some can and why some can't during the 1970s

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Group students & play the trade-off game included in these slides. Point is to illustrate the difficulties of running a country with differing needs & interests. (Michael)

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Debate on the introduction of NS--> why is it important? 

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Debate on the introduction of NS--> why is it important? 

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Hook activity can be https://www.youtube.com/watch?v=v2ZJ5AgArHo
Why would naval divers go through so much torture? A bit of NE but worth the reaction from NA class (may not work for the better well-read Express classes)- Kokila

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Ask students if the Japanese were justified in invading Asia. Then share with the students some sources /Facts about European Expansionism in Asia. Ask students to compare and contrast European Expansionism vs Japanese Expansionism in Asia. After the comparison, ask students again if the Japanese were justified in expanding into Asia.
Wayne

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Kokila

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Using the cut-outs provided, get the students to discuss how they would spend $10,000 to improve the school. (Michael)

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https://www.storyboardthat.com/storyboards/iemchugh5/little-hitler's-day-at-school
Used this in 2017 with 3/9 (dare not try with 3/7) but students got to draw on paper about the impact of Hitler's rule-
Kokila

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Specific parts can be used to highlight or help students understand Chapter 3.1 and 3.2