Nation-Building Game for Sec 2 History

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Contributed by TEO HUI LIN LENA, MACKINTOSH JOHN LACHLAN, SNG JU-LIN


Present situation:


Teacher directed teaching and students tend to be passive receivers with minimal group discussion. Unit is rather complex and many different components of information due to complexity of the situation and challenges presented.

Improvement:


This game is designed to allow students to study the situation that existed in Singapore in the 1960s and to understand the challenges facing Singapore as a newly independent and sovereign country on 9 August 1965. Students will be asked to think what the leaders and people in Singapore should do given the situation at that time. This game includes a role-play element that requires students to put themselves in the shoes of the people at that time and to think of possible solutions which might include maintaining status quo or changing things to ensure development and survival. This game will also provide students with a chance to immerse themselves in that period and develop empathy for the people struggling to forge a new nation. This is a good lesson to target social emotional learning and not just cognitive development. Students will: a. Think what the government should focus on as a newly independent and sovereign nation? b. Collaborate and research into the challenges faced in 5 keys areas (e.g. National Identity, National defence, economy, education, housing) and also to put themselves in the role of the government and people at that time to suggest the best approach/solutions to dealing with these issues either to maintain status quo or make changes and rationale for these responses. c. Present their solutions to the cabinet where the Prime Minister (a.k.a teacher) will chair a discussion on determining the best solution for Singapore. d. The cabinet will assess the quality and feasibility of the proposed solutions. e. Compare their solutions to that taken by the PAP government to uncover the similarities or differences. f. Students will also in their groups summarise and present the change or continuity over the period 1965-1975.



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