How to play a full run of the game under time constraints

Alternative forms of games: flashcards, decktoys, kahoot, blooket

Ask questions on why is it that some people lose life or lose money?

Ensure that the students ask “why questions”. Can have that as an extra question at the bottom.

Ask reflection questions: “which group got more advantages?” etc.

Different events will affect different groups - can get students to think why and how each group is affected

Not easy to set up a colony at the start (so people lose lives and money frequently), but life improves as the British do more

Consolidation can be timeline activity - students can choose 5-8 positive or negative events (can also get students to pick events they think are more significant)

"Go big or go home" for the Chinese workers/traders VS Malays lose money and lives more (different treatment for different groups of people)

Students can have a worksheet to track which event impacted them the most - then they can research more on the event

Students can also research more on their own role cards

ask students regarding how they feel about living in that timeline as the character that they took up (on padlet)

get students to do roleplay (video from students)

journal/diary entry based on the character that they took up (experiences are based on who you are)

source work/inference

impact of colonialism/external events (negative/positive)

provide page numbers on cards for the questions, students would be provided 30 secs etc to flip and find the answers

To help consolidate the content and encourage perspective-thinking, we can prepare a worksheet/padlet assignment for students to reflect on the events that positively & negatively affected their character roles. The same worksheet/Padlet can also include a timeline of events and get students to discuss the winners & losers of that particular event.

Can link to HI on how life was like for migrants in colonial Sg.

When we start the game, different characters start with different amounts of cash. Eg: Indian labourers get less than British traders

Cause and effect - can stack cards

One timeline for international events, one for local events

Can have a limit (e.g. until before outbreak of WW2)

Can get students to research (e.g. how did war in Germany affect Singapore?)

Students to take a character role and write a narrative (e.g. a letter back to your hometown as a Chinese worker) - pick one or a few cards (e.g. I joined the MPAJA because...)

Imagine you are an Indian/Chinese/Malay citizen living during the JO. How are you impacted by ______?

Can pick an event, write about it Historical Significance and Change and Continuity.

Students write Reflection about their experiences of playing the game.

Useful for just-in-time content mastery exercise.

The impact of international events on Singapore. Concept of Causation.

choose top 3 external events that have impacted Singapore, observe the relationship between external events and Singapore- writing exercise/verbal

Effective game for content revision. Can split it up into different classes. Eg: pre-independence and post-independence

Consequences are more random - more to spark interest

If students take cards, what happens if someone else lands on the same tile?

Use of power card?

Can ask students what is the purpose of the Yellow International cards and how it relates to Singapore

Students might not understand what Merdeka is, but just shout because it is the task

Some task might not connect with students e.g. some will not be able to sing some of the songs.

Generates interests and excitement esp with the competitive elements.

Some students will not want to read all of the text or carry out the activities.

Useful to activate students' energy/ lesson hook.

Simple rules and movement will interest lower sec students. Competitive element engages younger learner.

Might lose 'weaker' participants.

What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

What have you tried out? 2. What did you observe? 3. What worked? What didn't? 4. What next?

Tried out Timeline game for sec 3N History elective class. Topic: Nazi Germany

Observations: Students were unsure of the events as there were simply too many events for students to understand and be familiar with.

What worked: Re-introduced a historical concept: importance of Chronology with students.

What didn't work: It was difficult to sustain students' interest in the game. Probably because the topic was too difficult and too layered to tackle in a chronological manner for 3N students: political & economic circumstances of Weimar, Hitler himself etc. There is no "end point" for students to reach in this timeline.

What next? Perhaps try this timeline game while teaching Outbreak of WWII in Europe instead, where there is a clear point to reach: WWII. Plus, the events leading to WWII in Europe are linear and easier to follow. Depending on the readiness of students, we can also add/remove certain events in the timeline game to better suit our lesson objectives. For example, for lesson with 3E or even Pure History students, we can add choose to add events related to militarist Japan in the timeline as well. This will help to provide a more understanding of historical events.