lesson package chap 4

LOWER SECONDARY HISTORY INQUIRY LESSON PACKAGEUnit Topic:Unit 2 Life in Colonial Singapore: Was It the Same for Everyone?

Chapter Inquiry Questions:Chapter 3: Why Did People Come to Colonial Singapore before World War Two?Chapter 4: How was Life Different for the Various People in Colonial Singapore Before World War Two?

Total Duration of UnitChapter 3 (8 periods x 35 minutes)Chapter 4 (8 periods x 35 minutes)

Rationale for this units InquiryThe unit seeks to explore why and how people from different parts of the world came to Singapore during the 19th and early 20th centuries. It also outlines why Singapore was able to attract these people. Through this series of lessons, students will develop an understanding of how the different communities of people adapted and maintained their own unique cultures and heritage in a multi-ethnic society. Students can also better appreciate the rich cultural diversity of the communities that lived in Singapore during the 19th and 20th centuries.

Students exploration of the reasons for the coming of people to colonial Singapore, and identification of similarities and differences in the lives and experiences of the various communities, develops their understanding of the historical concepts of causation (Chapter 3) and diversity (Chapter 4), respectively.

Chapter 3Chapter 4

Overall AimsHistorical ContentTo help students understand: Who were the people that came to Singapore in the 19th and early 20th Centuries?

Mass migration in the 19th Century why did it happen? What is migration? *Reasons for the mass migration in the 19th Century *The Industrial Revolution *The End of Slave Trade *The Opening of the Suez Canal in 1869

Reasons for coming to Singapore Push factors Poverty and starvation Unrest and instability Pull factors Better trade and business opportunities Better job prospects

*Optional and non-examinable for Normal (Academic) Course

Key Content Concepts Colonial rule Community Migration Livelihood

Key Historical ConceptTo help students understand the historical concept of Causation:

causes are reasons for a subsequent action or event there can be multiple causes for events in history

Historical SkillsStudents are to: inquire into the causes for human migration in consideration of global events, regional factors as well as personal reasons. extract and record information from a range of accounts to explain reasons for migration.

21st Century Competencies Information and Communication Skills students will learn to identify and locate the relevant information needed to inform their perspectives on the inquiry question. Critical and Inventive Thinking Students are given the opportunity to develop sound reasoning skills, engage in reflective thinking, and learn to manage the complex information and ambiguities inherent in the perspectives Civic Literacy, Global Awareness and Cross Cultural Skills students gain awareness of the global issue of international trends and events that affected Singapores History in the 19th and early 20th centuries. It would give students an opportunity to gain socio-cultural awareness and sensitivity towards different perspectives.

Historical ContentTo help students understand: Experiences of the various people in colonial Singapore

Living Conditions Sanitation Housing Employment Types of jobs Leisure and Entertainment Activities Relationships among different communities in different areas of colonial Singapore.

Key Content Concepts Community Pastimes Living Conditions

Key Historical ConceptTo help students understand the historical concept of Diversity:

people lead different lives and have different experiences even when they lived in the same place during the same period in history the diversity of peoples experiences can be discovered by identifying similarities and differences in their experiences. a common basis or a criterion needs to be used to make a valid comparison of these similarities and differences

Historical SkillsStudents are to: identify / describe the similarities and differences in the lives of the various communities living in Singapore. record and organize information from a range of accounts to describe the relative significance of the contributions of the different communities to the social and economic development of Singapore in the 19th Century.

21st Century Competencies Information and Communication Skills students will learn to identify and locate the relevant information needed to inform their perspectives on the inquiry question. Critical and Inventive Thinking Students are given the opportunity to develop sound reasoning skills, engage in reflective thinking, and learn to manage the complex information and ambiguities inherent in the perspectives Civic Literacy, Global Awareness and Cross Cultural Skills students gain awareness of the issue of how Singapore was shaped by the different heritage and cultural influence brought by the immigrants in the 19th and early 20th centuries. This would give students the opportunity to gain socio-cultural awareness and sensitivity towards different perspectives among the communities of people living in Singapore today.

Outline of Lessons1. Lesson 1 - Introducing the Inquiry: Understanding what the inquiry question requires us to find out and learning who the early migrants that came to Singapore in the 19th Century were. (70 minutes)

2. Lesson 2 - Developing the Inquiry: Understanding mass migration in the 19th Century and why people were forced to leave their home countries due to the poor conditions in the countries (push factors). (70 minutes)

3. Lesson 3 - Developing the Inquiry: Understanding the factors that attracted people to migrate to Singapore (pull factors). (70 minutes)

4. Lesson 4 - Completing the Inquiry: Understanding the causes of migration to colonial Singapore. (70 minutes)

1. Lesson 1 - Introducing the Inquiry: Understanding what the inquiry question requires us to find out and the initial experiences of immigrants to a new territory. (70 minutes)

2. Lesson 2 - Developing the Inquiry: Understanding the experiences and lives of the European and the Chinese communities. (70 minutes)

3. Lesson 3 - Developing the Inquiry: Understanding the experiences and lives of the Indian, Malay, Eurasian and Peranakan communities.(70 minutes)

4. Lesson 4 - Completing the Inquiry: Understanding the similarities and differences in the lives of the people in colonial Singapore and consolidation of the chapter inquiry. (70 minutes)

End Product (Chapter Task)Students are to produce an information sheet for a groupof foreign exchange students, explaining the reasons for thecoming of migrants to Singapore in the past during the early19th century to the early 20th century. The information sheet should address both the push and pull factors that led to the coming of the early migrants to colonial Singapore and should be between 150-200 words in length.

Students are to produce a special feature article to celebrate Singapores 120 years as a British colony by extracting relevant information from the sources provided in the coursebook and writing about similarities and differences in the lives of the various communities living in colonial Singapore. The feature article should focus on the four main aspects of life that have been identified for the students in the coursebook and should be between 150-200 words.

CHAPTER 4 LESSON 1Lesson Focus:Introducing the Inquiry: Understanding what the inquiry question requires us to find out and the initial experiences of immigrants to a new territory.

Lesson Duration:1h 10 minutes (2 periods of 35 minutes)

Lesson ObjectivesHistorical ContentBy the end of the lesson, students will be able to understand: The initial experiences of immigrants to a new territory. The living conditions, leisure and entertainment, employment and relationships among the various communities in the following areas of colonial Singapore before World War Two. The Singapore River The Colonial Town Centre

Key Content Conceptsi. Communityii. Living Conditionsiii. Pastimes

Key Historical ConceptStudents will be able to understand the historical concept of Diversity:i. people lead different lives and have different experiences even when they lived in the same place during the same period in history.ii. the diversity of peoples experiences can be discovered by identifying similarities and differences in their experiences.iii. a common basis or criterion needs to be used to make a valid comparison of these similarities and differences.

Historical SkillsStudents will be able to:i. identify and describe the similarities and differences in the lives of the various communities living in Singapore.ii. record and organise information from a range of accounts to explain the relative significance of the contributions of the different communities to the social and economic development of Singapore in the 19th and early 20th Centuries.iii. compare and contrast competing sources to formulate responses to the inquiry question on whether life was different for the various people in colonial Singapore before World War Two.

21st Century Competenciesi. Information and Communication Skills - During their group discussion, students will need to identify and locate the relevant information needed to describe the differences or similarities in the various aspects of life among the different ethnic communities. ii. Critical and Inventive Thinking Students are given the opportunity to engage in reflective thinking as they review and build on the information that has been shared by their classmates.iii. Civic Literacy, Global Awareness and Cross Cultural Skills Students gain awareness of the local heritage of the various immigrant communities that settled in Singapore during the 19th and early 20th Centuries.

Pre-requisite KnowledgeContenti. Singapore grew in population following its founding as a British trading settlement.ii. People came to Singapore from different parts of the world.

Resourcesi. Handout 4.1A: Question Analysis Cardsii. Handout 4.1B: Graphic Organiser (Compare and Contrast Matrix)iii. Handout 4.1C: 3-2-1 Activity Cardsiv. Coursebook: Understanding the inquiry question pg.140; Chapter Task pg.141; Think Like a Historian pg.142.

a. Process & Durationb. Learning Activities and Outcomesc. Purpose

Introduction (5 min)

Chapter Hook Activity (5 min)

Teacher draws students attention to the chapter inquiry How was life different for the various people in colonial Singapore before World War Two? Teacher asks them to read the accounts of three people in Sources 1, 2 and 3. Based on Activity 1 on page 139, ask students to identify the different viewpoints towards Singapore.

Teacher then links the chapter hook activity to the chapter inquiry question. Even though the three men lived in the same time period and in the same city, they had different experiences on what life was like in colonial Singapore.

The teacher can ask them why they think the responses of the three men were different even though they were in Singapore at about the same time period. Students can respond about the personal characteristics of the three men based on the provenance and their experiences and viewpoints. Students can be asked to give their individual responses.

Example of expected students responses: Their views are different because of their age gap. Their views are different because they came to Singapore for different reasons. Their views are different because of prior experiences

Guiding questions serve to activate students prior knowledge, and to help students to focus on the differences of opinions given by different people when they first arrived in Singapore.

Use of personal stories to stimulate students interest in the chapter inquiry. Guiding questions to focus students attention on the relevant details in the story. This will in turn enable students to draw connections between the hook and the areas of focus for the inquiry.

End Product (5 min)Briefing on End Product (5 min)

Teacher informs students that they will have to complete a feature newspaper article on the chapter inquiry question. Students are expected to: complete a short write-up on how different groups of people in Singapore experienced similar or different experiences based on four aspects of life: Employment, Leisure and Entertainment, Living Conditions and Relationships among different communities in Singapore; and examine and gather evidence from sources in the coursebook to provide evidential support to their write-up.

To allow students to understand the assignment that is expected and to enable students to be more focused in their learning.

Unpacking of Inquiry Question (10 min)Class Discussion: Understanding the Inquiry Question (10 min)

Teacher helps students to understand the demands of the inquiry question by highlighting the key words of the feature boxes as shown in the coursebook: aspects of life Different aspects of life, similarities, differences and different people in Singapore

Teacher can use Handout 4.1A to lead students in a class discussion to understand the question, or alternatively get students to work in groups on the question, and to present their responses thereafter.

Teacher guides students to the following understandings: aspects of life: refers to the employment, leisure and entertainment. Living conditions and relationships among different communities in Singapore that students can use to compare two or more groups of people. Similarities: similarity can be established in terms of similar aspects of life. Difference: difference can be established in terms of different aspects of life. Different people in Singapore

Understanding the inquiry question to enable students to understand the question demands, and areas that they need to focus on for the inquiry.

Explaining of key terms to help students to better understand the wider historical concept of diversity and the historical skill of compare and contrast.

Main Activity (45 min)Direct Instruction: Think Like a Historian (5 min)

Teacher explains to students the concept of Diversity in Think Like a Historian Part 1. Teacher can get students to identify what common criteria they can think of to compare among themselves or among classes in the school. This is to use real life to evoke students realisation that common criteria are used in their lives and to transfer this understanding to the historical context they are are studying.

Expected Students Responses: Differentiation by interest (e.g. Korean pop, Japanese pop) Differentiation by CCAs

Think Like a Historian (Diversity) (20 Min).

The teacher may refer to the set of criteria presented on Pg. 142 of the coursebook to explain to the students that effective comparison requires common criteria by showing how criteria provides a common setting for students to determine if there are similarities or differences among different peoples experiences.

The teacher can make use of a Venn diagram to illustrate how two sources can be compared and to show intersecting similarities based on a common criteria. The teacher explicitly discusses about the types of information that go into the circles and the intersection of the circles. Then the teacher guides students through the process by having them tell the teacher what information is to be inserted into the correct spaces of the Venn diagram. This activity may be carried out by the students in class or if time does not permit, complete as a homework

Using the information provided in Activity 1, the teacher can show the similarity in the perceptions of Low Cheng Gin and Palanivelu Natesan towards life in Singapore. Whereas, William Hornaday had a difference perception of what life was like in Singapore.Similarities in the information extracted from two sources based on a common criteria

Different information from each source

Group Activity: How was life different for the various people in colonial Singapore before World War Two? (20 min)

Teacher then directs students to the next section of the coursebook to begin reading about the various communities . Students should be able to read both sections on the Colonial Town Centre and the Singapore River. They will also be given time to examine the various sources found in sections 1 and 2 from Sources 4- 20 in the coursebook.

Students will each receive a copy of Handout 4.1B. Students will use Handout 4.1B to fill their responses on their understanding of the sources they examined in sections 1 and 2. Teacher can model for students, especially low progress learners, how to fill in one row of the template using some of the sources.

The completed table can put displayed on the class noticeboard. One or two groups of students can be invited to come forward to share their findings.

To develop students understanding about the historical concept of Diversity and the need to establish criteria for effective comparison.

Activity provides opportunity for self-directed learning as students have to apply their historical skills and knowledge to complete the Venn Diagram. It also promotes collaborative learning as students are required to discuss their ideas before coming to a conclusion as to what are to be presented.

Conclusion and Look Ahead to next lesson (5 min)Summary and 3-2-1 Activity (5 min)

After students engage with the sections on the Colonial Town Centre and the Singapore River, ask them to answer the following questions in Handout 4.1C: Three things that you learnt about the experiences of the people living around the Singapore River and the Colonial Town Centre areas. Two more things that you want to find out about the communities living in Singapore. Onequestion that you have or one thing that you are unsure regarding what you have learnt in this lesson.

The teacher then gets some students to present their responses to the 3-2-1 Activity (Handout 4.1C) to check the students understandings. Teacher collects the 3-2-1 Activity Cards, and ends the lesson by summarising key learning points.

Remind students who have not completed Handout 4.1B to do it as homework 3-2-1 Acitivity Cards are used to summarise and consolidate students learning and to provide opportunity for students to raise questions.

23

Handout 4.1A: Question Analysis CardsUnderstanding the Inquiry Question

How was life different for the various people in colonial Singapore before World War Two?What are the different aspects of life that we can examine?What time period are we looking at if it is the colonial period before World War Two?Who were the different people in Singapore at that time?What were the differences and similarities in the way people lived in Singapore before World War Two?

Understanding the Inquiry Question

How was life different for the various people in colonial Singapore before World War Two?What are the different aspects of life that we can examine?

What time period are we looking at if it is the colonial period before World War Two?Who were the different people in Singapore at that time?

What were the differences and similarities in the way people lived in Singapore before World War Two?

Handout 4.1B: Graphic Organiser Compare and Contrast Matrix

How similar or different were the experiences of the various communities who lived and work at the Singapore River and the Colonial Town Centre?

Common criteria for Comparison

SimilaritiesDifferences

Eg. OccupationsEg. Both areas had a large number of wealthy merchants who set up their businesses there.The colonial town centre had a large number of British government officials whose offices are located along High Street. The Singapore River on the other hand had many labourers and lightermen who helped in the loading and unloading of goods from the ships.

Handout 4.1C: 3-2-1 Activity Cards Reflection Time Describe three things that you learnt about the experiences of the people living around the Singapore River and the Colonial Town Centre

Name two more things that you want to find out about the communities living in Singapore.

List one question that you have or one thing that you are unsure regarding what you have learnt in this lesson.

Reflection Time Describe three things that you learnt about the experiences of the people living around the Singapore River and the Colonial Town Centre areas.



Reflection Time Describe three things that you learnt about the experiences of the people living around the Singapore River and the Colonial Town Centre


List one question that you have or one thing that you are unsure regarding what you have learnt in this lesson. Reflection Time Describe three things that you learnt about the experiences of the people living around the Singapore River and the Colonial Town Centre



Lesson Focus:CHAPTER 4 LESSON 2

Developing the Inquiry: Understanding the experiences and lives of the European and the Chinese communities.


Lesson ObjectivesHistorical ContentBy the end of the lesson, students will be able to understand: The living conditions, leisure and entertainment, employment and relationships among the various communities in the following areas of colonial Singapore before World War Two: The Singapore River The Colonial Town Centre Chinese Kampong

Key Content Conceptsi. Communityii. Pastimesiii. Living conditions

Key Historical ConceptStudents will be able to understand the historical concept of Diversity:i. people lead different lives and have different experiences even when they lived in the same place during the same period in history.ii. the diversity of peoples experiences can be discovered by identifying similarities and differences in their experiences.iii. a common basis or criterion needs to be used to make a valid comparison of these similarities and differences.

Historical SkillsStudents will be able to:i. Compare and contrast the differences and similarities found within and across different historical evidence.ii. Identify common areas of comparison between the Europeans and Chinese.iii. Consolidate information from the source to formulate responses to the inquiry question on how different was life for the various people in colonial Singapore before World War Two.

21st Century Competenciesi. Information and Communication Skills - Students will need to identify and locate the relevant information needed to make comparisons between the different communities and their way of life. ii. Critical and Inventive Thinking - Students are given the opportunity to manage complex information and ambiguities inherent in the perspectives as they analyse sources that offer diverse viewpoints. iii. Civic Literacy, Global Awareness and Cross Cultural Skills Students gain awareness of the diverse cultural backgrounds of the people living in Singapore and to seek to understand these communities with different ideas and perspectives.

Pre-requisite KnowledgeContenti. Introduction to the idea of using common criteria for making valid comparison.

Resourcesi. Handout 4.2A: Graphic Organiserii. Handout 4.2B: Source Worksheetiii. Coursebook pg. 140-143iv. Unit 2 Source kit items Item 1: News report of the Commission for Chinese Labourers. 1876 Item 2: Settlements currency minted during the reign of King George V (1910 - 1936) and King George VI (1936-1952) Item 3: Promissiory Note between English civil servants and a Chettiar Item 4: Letter from Plaintiff regarding Chinese remittances dated 1910 Item 5: Letter of employment for a Chinese teacher dated 1835



Recap (5 min) Teacher selects 3 students to share their learning points about what they have learnt in the previous lesson. The teacher can also clarify any doubts that are presented by the students as well as any questions that the class might want to raise.Hook Activity (10 min) Teacher links the recap to a short video documentary of colonial Singapore entitled Singapore, Crossroads of the East from online at http://www.globalimageworks.com. The teacher should start the video documentary from 2.30min to 5.35min. Teachers can use this online video to ask students about their understanding of the aspects of life of various people in Singapore presented in the video and what the experiences of the people were probably like as it was presented in the video

Teacher can focus on the experiences of the people featured in the documentary.

Teacher gets students to do a Think-Pair-Share on the following questions: What have you learnt about the lives of the immigrants in Singapore? Based on the video, how did the lives of the people vary from one another? How far did the groups of people in Singapore share in similar events or activities?

Teacher sets the key learning objectives for the lesson, and situates the lesson within the chapter inquiry.

Recap to reinforce students learning

Hook activity to stimulate students interest in the experiences of the people who lived in colonial Singapore during the early 20th century.

Setting of learning objective to focus students learning and promote self-monitoring of learning.

Main Activity (45 min)

Direct Instruction: Think Like a Historian (10 min)

Teacher explains to students that in order to ascertain Diversity, there needs to be a common criterion for comparison. Teacher can illustrate common criterion using examples from daily life e.g. students views towards their favourite books or television shows, and how categories such as the personality of characters can be used as common criteria for comparison. Teacher elicits students responses as to the common criteria that could be used for the inquiry:i. Living Conditionsii. Employmentiii. Leisure and Entertainmentiv. Relationships among different communities in Singapore

Source Analysis: The European and Chinese Communities in Singapore before World War Two (35 min)

Teacher recaps with students over the European and Chinese communities that they have read so far. Using the four common criteria, students are told to write down points on each of the common criteria and compare the two communities together.

Source KitTeachers can use the items in the Source Kit to complement and enhance students understanding of the lives of the people in Singapore.

Item 1: News report of the Commission for Chinese Labourers. 1876. Teacher can use the source to get students to understand the difficulties of life for the coolie labourers during the 19th Century. This will help them contextualise what they read about the Chinese community living along Kreta Ayer especially in terms of housing, leisure and entertainment.

Item 2: Settlements currency minted during the reign of King George V (1910 - 1936) and King George VI (1936-1952). This source should be used in context with the other sources that state a monetary income. For example, item 5 is useful to students to estimate the monthly wages of the various occupations. They can also pay attention to the price of some of the goods that were featured in the advertisements on page 147 of the coursebook.

Item 3: Promissory Note between British officials and Chettiar. This note highlights the complex relationships of the different races and how they interact with each other. While the British were rulers of the island, they had to depend on the Asian immigrants to provide them with financial services, not just as menial labourers.

Item 4: Letter from Plaintiff regarding Chinese remittance owners in the 1900s. The source is important as evidence to show the amount of money being transferred back to China by the immigrants. It provides students with the understanding of how much money was being remitted back to China. They can infer about the experiences of the Chinese merchants and what the legal document tells about their way of life.

Item 5: Letter of employment for a Chinese teacher dated 1835. This short notice helps put the cost of items in perspective. Comparisons can be made between the salary of the teacher to the goods advertised on page 147 of the coursebook so that students understand the value of money during the 19th and early 20th century colonial Singapore. This will help them determine the life experiences of various people in Singapore based on what they probably earn in different occupations.

The teacher will proceed to help students recap on how to examine sources to understand historical events in Chapter 1. Teacher will guide students on the use of the source kit with the following steps: The teacher will introduce the source items to the students by laying them out on a table and inviting groups to come forward to examine the sources. Based on the quantity of source kits available, the teacher will either have students look at a variety of sources listed above or different groups to look at separate sources. Using the Source Worksheet (Handout 4.2B), students will fill in their examination of the sources and discuss among themselves about any differences in their answers.

Teacher is to guide students to the following understandings: That there was interaction among the different races in Singapore. There was a distinction between the wealthy Europeans and Asians from the other community groups especially in terms of occupation and living conditions. The different groups of people lived predominantly in separate areas but there were a comfortable mix of other racial communities within these areas. Teachers can get students to read the sources found in the coursebook and use the source information to fill in the relevant portion of the graphic organiser (Handout 4.2A) at this point.

Teachers can model for students, especially low progress learners, how to fill in thegraphic organiser. Teachers can also provide guiding phrases and words to enable them to fill in the template.

To develop students understanding of the historical concept of Diversity

To provide context for the comparison of different communities in Singapore.

Use of Source Kit items to provide students with a multi-sensory learning experience, and to develop students source analysis skills through extracting relevant information from the sources and comparing of source information.

Extension (Optional)The Source Kit contains rich materials that could be used to support various lesson ideas. Below is an example of a possible extension activity to support the History Investigation for Unit 2.

Source KitTeacher can use the Source Kit items to enhance students understanding about the different pastimes and other aspects of life that people experiences in colonial Singapore before World War Two.

Unit 2 Item 8 Photographs on different entertainment activities and leisure activities that were prevalent during the 19th to early 20th centuries: Teacher can get students to examine the sources and pose the following guiding questions: What forms of entertainment activities can you identify? What do these sources tell you about the reasons why people participate and attend entertainment activities?

The teacher can also begin to introduce the students to think about leisure activities enjoyed by people in colonial Singapore before World War Two by showing them photographs of the different forms of pastimes.

This activity can be a prelude to the understanding of the Historical Investigation that the students will do at the end of Unit 2.

The teacher can provide suggestions to the students on how they should go about researching more about these leisure activities by introducing them to online research portals such as the a2o.com.sg and sgcool.com websites.

Source Kit item to provide students with a multi-sensory learning experience, and to develop students source analysis skills through extracting relevant information from the sources and comparing of source information.

Conclusion and Look Ahead to next lesson (10 min)

Summary and Q&A Mix-up (10 min)

Teacher will get the students to write questions and corresponding answers about what they have learnt on separate cards.

The teacher does a brief check of the answers before randomly distributing the answer cards to the students so that each student will end up with different answers but still holding onto their question that they have written.

The teacher will invite two or three students to ask the question in their hand to the class. Students who think they have the answer to the question can raise their hands. The teacher will call on these students to read out the answers. The teacher will proceed to clarify should students not have the appropriate answer to the question.

Alternatively, the teacher can prepare some questions and answers in anticipation that the students might not ask questions.

Teacher then sums up key learning points, and informs students that they will be learning more about peoples experiences in Singapore before World War Two next lesson.

To check for understanding.

Handout 4.2A: Graphic Organiser How similar or different were the experiences of the various communities in Singapore during the 19th to early 20th Centuries


SimilaritiesDifferences

Employment

Leisure and Entertainment

Living Conditions

Relationships among the communities in Singapore

Handout 4.2B: Source WorksheetType of Source: ___________________________

Title of source: ___________________________________________________________

Date of source: _________________

Author/Creator of source: ________________________ Occupation/Title: ____________

For whom the source was created for: __________________________________________

List three things the author said (or that you notice) that you think are important that will help you address the inquiry topic:

1)__________________________________________________________________________

____________________________________________________________________________

2)__________________________________________________________________________

____________________________________________________________________________

3)__________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________What aspect(s) of life are highlighted in the source?____________________________________________________________________________

____________________________________________________________________________CHAPTER 4 LESSON 3Lesson Focus:Developing the Inquiry: Understanding the experiences and lives of the Indian, Malay, Arab and Bugis communities.


Lesson ObjectivesHistorical ContentBy the end of the lesson, students will be able to understand: The living conditions, leisure and entertainment, employment and relationships among various communities in the following areas of colonial Singapore before World War Two. Serangoon Kampong Gelam (Glam)

Key Content Concepts Community Pastimes Living conditions

Key Historical ConceptStudents will be able to understand the historical concept of Diversity people lead different lives and have different experiences even when they lived in the same place during the same period in history. the diversity of peoples experiences can be discovered by identifying similarities and differences in their experiences. a common basis or criterion needs to be used to make a valid comparison of these similarities and differences.

Historical SkillsStudents are to:i. Compare and contrast the differences and similarities found within and across different historical evidence.ii. Record and organise information from a range of accounts to explain the relative significance of the contributions of the different communities to the social and economic development of Singapore in the 19th and early 20th centuries.iii. Identify and describe the similarities and difference on the different aspects of life experienced by the different groups of people.iv. Consolidate information from the sources to formulate responses to the inquiry question on how different was life for various people in colonial Singapore.

21st Century Competenciesi. Information and Communication Skills - students will need to identify and locate the relevant information needed to inform their perspectives on the aspects of life for different people living in communities in colonial Singapore.ii. Critical and Inventive Thinking - students are given the opportunity to manage complex information and ambiguities inherent in the perspectives as they analyse sources that offer diverse viewpoints on the way of life for different communities.


Resourcesi. Handout 4.3A: Graphic organiser on the historical skill of compare and contrast of sources ii. Handout 4.3B: 3-2-1 Activity Cardsiii. Coursebook: Chapter Task (Part1)Pg.172-173


Hook Activity (10 min)

Hook Activity (10 min) Teacher links the recap to the lesson focus on the aspects of life experienced by the different communities before World War Two.

Using a short video from OPAL entitled Changing Times: Kampong Glam/ Geylang Serai and/or Serangoon, the teacher can introduce Kampong Gelam and/or Serangoon to the students and ask them highlight similarities and differences in the ways of life portrayed in the video to the communities they have learnt about in the previous lesson.

Teacher should also highlight to students that different people would have different life experiences because of culture, occupations and social ties with other groups of people.

Teacher outlines the lesson objectives, and situates the lesson within the chapter inquiry by emphasising the fact that students should think beyond making comparisons between and among different communities and look at how various people in each community also had different life experiences based on the different aspects of life provided in the Think Like a Historian section on pg. 142 of the coursebook.

Hook activity to stimulate students interest


Main activity (60 min)Direct Instruction: Think Like a Historian (5 min) Teacher recaps to students that in order to determine how similar or different was the lives of the various groups of immigrants, there needs to be a common criterion for comparison. Teacher can illustrate common criterion using examples from daily life that students can easily relate to e.g. students views towards their favourite books or television shows, and how categories such as the personality of characters can be used as common criterion for comparison. Teacher elicits students responses as to the common criteria that could be used for the inquiry:

Relate the discussion to pg.172 of the coursebook and discuss how these aspects of life can be used to determine if the lives of the people living in colonial Singapore ware largely the same or different.

Student Group Activity: Checking for Prior Understanding (15 min) Using the graphic organiser on pg. 170 of the coursebook, students are directed to fill in the blanks for Serangoon and Kampong Gelam based on what they have learnt. This would be an appropriate time for the teacher to check on students knowledge and comprehension of the previous lessons as they fill in the blanks for the European, Chinese, Malay and Indian communities in pairs or in groups.

Class Discussion: The similarities and differences in aspects of peoples lives in the Malay and Indian communities (40 min) Teacher will lead a class discussion to consolidate students learning. Teacher can pose the following questions to the students, and write the responses on the board: How would you describe the lives of the people (with reference to the sources that they have studied)? How do you think their experiences might have accounted for the different life experiences they led in colonial Singapore?

Teacher can re-visit the section on Think Like a Historian on pg. 142-143 to emphasise the need for comparison using common criteria to explain similarities and differences in the lives of the various people in Singapore.

Teacher to guide students to the following understandings: That there were differences in the lives led by people within their own communities; and There were common experiences where people from different communities met and interacted with each other. They also shared common interests.

Using Handout 4.3A, the teacher can get students to practise on what they learnt about the concept of diversity by engaging the students in reviewing the similarities and differences of the various communities in colonial Singapore and to examine a further breakdown of the criteria to specific aspects of life eg. occupation, housing etc.

The teacher will proceed to explain to the class how the handout should be completed and what information should the students be looking out for. The class will be divided into groups of 6 to do the activity

Within the group, the students will be sub-divided into three students and be tasked to research on either the Malay or Indian community and the aspects of life that people within these communities experienced in the 19th and early 20th centuries through the use of the coursebook and the sources listed in pages 171 to 183.

After 15 minutes, the teacher shall ask the group to stop their research and gather together to share their findings with each other. Based on the summary of their conclusions, groups will collate the information. This can be done as part of the homework assigned to the group archivist and leader.

Extension: (optional)

Students can read more from the oral interviews of people who lived in Singapore before World War Two. The transcripts for these accounts can be downloaded from the National Archives of Singapore website. For example,http://drm.a2o.nas.sg/DJVUServer/PdfStampServlet?app=cord_data&filepath=1081/OHC001081_001.pdf

The teacher will inform the class that their reading of the transcript should be completed in silence. All communication is done in writing. Students should be told that they will have time to speak in pairs and in the large groups later. Go over all of the instructions at the beginning so that they do not ask questions during the activity. Also, before the activity starts, the teacher should ask students if they have questions, to minimize the chance that students will interrupt the silence once it has begun. You can also remind students of their task as they begin each new step.

Each group receives a sheet of butcher paper and each student a marker. The groups read the oral interview text in silence. After students have read, they are to comment on the text, and ask questions by writing these on the butcher paper. The teacher can determine the length of this step, but it should be at least 15 minutes.

Some questions are provided as examples below.

How would you describe Mdm Tays experiences when she moved from China to settle in Singapore? Were there any changes to her life? What do you think was Mdm Tays opinion towards her new life in Singapore compared to her previous lifestyle in China? Which areas did Mdm Tay refer to when she compared her life in Singapore to her previous lifestyle in China?

Class discussion to stimulate students thinking and to guide students to the key learning points of the role-play activity.

Extension activity to deepen students understanding of peoples life experiences during colonial Singapore. It also serves to provide an authentic learning experience by enabling students to connect with people who had lived in colonial Singapore before World War Two.

Conclusion and Look Ahead to next lesson (5 min)

Summary and 3-2-1 Activity Cards (10 Min)

After students engage with the sections on Serangoon and Kampong Gelam, ask them to answer the following questions in (Handout 4.3B): Three things that you learnt about the communities living around the Serangoon and the Kampong Gelam in the 19th and early 20th centuries. Two more things that you want to find out about the communities living in Singapore. One question that you have or one thing that you are unsure of regarding what you have learnt in this lesson.

Teacher collects the 3-2-1 Activity Cards, and ends the lesson by summarising key learning points.

Teacher can use students responses to determine what the students have learnt during the lesson and from the activities they carried out. 3-2-1 responses can help teacher to identify areas of the topic that may need to be reviewed again or concepts or activities that hold special interest for students.

Exit Cards to summarise and consolidate students learning and to provide opportunity for students to raise questions.

What are the communities(s) you are investigating?

List the various groups and people that are members of that community and circle the one that you are recording on this page (use additional pages to record information on others).

Describe their position/role in society.Evidence?

How is their position/role similar or different from another community living in colonial Singapore?Handout 4.3A: Graphic Organiser Compare and Contrast

Evidence?

Comparing the communities you have studied, what aspects of life were different for them? (Some examples might include recreation, occupations, housing, living conditions etc.)

How do you think the lives of the people within these communities would be influenced by the aspect of life you described above?

Handout 4.3A: Graphic Organiser Compare and Contrast

Describe three things that you learnt about the experiences of the people living around the Serangoon and the Kampong Gelam



Describe three things that you learnt about the experiences of the people living around the Serangoon and the Kampong Gelam



Reflection TimeReflection Time Describe three things that you learnt about the experiences of the people living around the Serangoon and the Kampong Gelam



Reflection TimeReflection Time Describe three things that you learnt about the experiences of the people living around the Serangoon and the Kampong Gelam



Handout 4.3B: Exit Cards

CHAPTER 4 LESSON 4Lesson Focus:Completing the Inquiry: Understanding the similarities and differences in the lives of the people in colonial Singapore and consolidation of the chapter inquiry.


Lesson ObjectivesHistorical ContentBy the end of the lesson, students will be able to understand: Experiences of the various people in colonial Singapore Living Conditions Sanitation Housing Employment Types of jobs Leisure and Entertainment Activities Relationships among different communities in various areas of colonial Singapore. The living conditions, leisure and entertainment, employment and relationships among different communities in differentareas of colonial Singapore before World War Two. Singapore River Colonial Town Chinese Kampong Serangoon Kampong Gelam Geylang Serai Katong

Key Content Conceptsi. Communityii. Pastimesiii. Living conditions

Key Historical ConceptStudents will be able to understand the historical concept of Diversityi. people lead different lives and have different experiences even when they lived in the same place during the same period in history.ii. the diversity of peoples experiences can be discovered by identifying similarities and differences in their experiences.iii. a common basis or criterion needs to be used to make a valid comparison of these similarities and differences.

Historical SkillsStudents are to: compare and contrast the differences and similarities found within and across different historical evidence. record and organise information from a range of accounts to explain the relative significance of the contributions of the different communities to the social and economic development of Singapore in the 19th century. identify and describe the similarities and differences on the different aspects of life experienced by the different groups of people.

21st Century Competenciesi. Information and Communication Skills Students will need to identify and locate the relevant information needed to inform their perspectives on the aspects of life for different people living in communities in colonial Singapore. ii. Critical and Inventive Thinking During the group activity, students are given the opportunity to manage complex information and ambiguities inherent in the perspectives as they analyse sources that offer diverse viewpoints by examining the experiences of the various groups of people they have studied.


Resourcesi. Handout 4.4A: Compare and Contrast From Newspapers to History Textsii. Handout 4.4B: Graphic Organiseriii. Coursebook : Think Like a Historian pg. 194-196; Chapter Task pg. 196; Chapter Review pg. 197



Recap (5 min)

Teacher verbally recaps the key learning points from the previous lesson and to clarify doubts based on the questions in the exit cards from lesson 3 regarding the communities living in Serangoon and the Kampong Gelam areas.

Hook Activity (10 min)

Teacher leads students to the final section of the inquiry by using a newspaper clipping about the Eurasians in 1939 (http://newspapers.nl.sg/Digitised/Page/straitstimes19390213-1.1.15.aspx). Teacher can elicit students responses using the following questions on the source: What does the writer of the news article say about Eurasians? Does the information from the newspaper agree with what you read about the Eurasians on pages 188-192 of the coursebook?

The students will be divided into groups of four and asked to examine sources 75-82. The group leader is expected to assign two sources to each student in the group.

After 5 minutes, student speakers from some of the groups can be invited to present their findings in comparison to what they have read from the newspaper article.

Expected students responses: Similarities: The community spoke English and were mainly Christians. Differences: Newspaper claims that Eurasians were poor and did not have a high social status in Singapore.

Teacher introduces the lesson objective to students, and situates the lesson within the inquiry by asking students to describe the differences in the lifestyles of the Eurasians. The teacher will help students sum up their findings by telling them that they should be aware that the lives of the people from within the same group of people can be very different. However, they might still enjoy the same cultural events, activities and pastimes.

Recap to reinforce students learning.

Hook activity to stimulate students interest.

Guiding questions to focus students attention on the relevant details in the quote, and to scaffold students understanding of the source. This in turn enables students to draw connections between the quote and inquiry.


Main Activity (45 min)Direct Instruction: The development of Geylang Serai as an enclave for the larger Malay community and Katong as an enclave for Eurasians and Peranakans (10 min)

The teacher will inform students how the economic development of Singapore led to the influx of different groups of people. This resulted in intermarriages among different groups of people and they began to form their own distinct communities in Singapore.

Using the sources on pages 184 to 193, the teacher can point out how the different communities incorporated some of the cultural practices of the different communities their parents belonged to in order to form a unique culture of their own.

Group Activity: Identifying differences and similarities within a community. (20 min)

Using computers and Handout 4.4A, students will begin to find out more about the Eurasian community and contrast their information to the newspaper article that they have read as part of the hook activity and proceed to discuss the common points of information they have selected from the article and whether it agrees or disagrees with what they have found out during their research.

The students can use the criteria provided on page 142 of the coursebook as guiding points for their research.

Students will then collate their answers on Handout 4.4A and two students from each group will be selected from different groups to present their finding to the class. The class can ask questions about their comparisons to determine if the group has correctly identified common criteria for comparison.

Consolidation (20 min)

Teacher provides students with the following instructions: Every group is to work on sources 75-82 in the coursebook and use Handout 4.4B. Every group will record their findings in their graphic organisers (Handout 4.4B), and one group will be chosen to present their answers. Students who are listening may add additional points or disagree with the findings of the presenters. The teacher will have to bear in mind that students should identify the common area of comparison before the comparison is considered valid.

Teacher will serve as a facilitator during the group activity. Teacher can provide additional scaffolding questions for low progress learners in analysing the sources. The teacher can ask questions such as, Does the source depict a house typical of a certain community? Or does the source depict a certain occupation or lifestyle? Who is the community that is being featured in the source? From the way the people are dressed or the work they are doing? What was life like for them? Does the source agree with or is different from the description of the community in the coursebook? What is different or similar about the source and what is described about the community in the main text? What the people are doing in the photograph and what is described about the communitys main occupations?

Teacher can also model for students how to complete one column of the graphic organiser. This will apply especially for low progress learners.

To provide context for students to draw connections between the Chinese Peranakan and the Eurasian communities to compare for similarities or differences.

Group work to promote collaborative learning as students are given the opportunity to share and discuss ideas based on the concept of diversity within a community.

Conclusion (10 min)

Briefing on End Product (5 min)

Teacher informs students that they will have to apply what they have learnt about comparison, as well as the content in the inquiry to their end-product. Students are to create a newspaper article that features a short write-up on similarities and differences in the lifestyles of the different communities in Singapore before World War Two. Teacher is to ensure that students have at least 3 days to complete the newspaper feature. Students are encouraged to use the information that they collected and written in the table provided in the Think Like a Historian Section on Pg. 194-196 as a guide to organise their points for the newspaper feature.

Teacher can also get students to complete the Chapter Review on pg. 197 to recap what they have learnt.

Teacher then verbally sums up the key learning points, and situates students learning within the wider unit inquiry of how peoples lives in Singapore were different.

Link to Unit Inquiry (5 min) Teacher helps students to see connection between chapter 3 and chapter 4 inquiry questions and the Unit inquiry question Life in Colonial Singapore: Was It the Same for Everyone? By showing the link between the two inquiry questions, the teacher will ensure that the students are aware that chapter 3 and chapter 4 are not mutually exclusive topics. Students will be able to comprehend that if people were forced to come to Singapore due to adverse circumstances in their countries of origin, their lives and experiences in Singapore would probably be very different from people who were attracted to come to Singapore because of the opportunities available during the 19th to early 20 centuries.

The teacher can draw the following links between the chapter inquiries to the unit inquiry: Why did people come to Singapore before World War Two? Why did people leave their homelands and why were they attracted to Singapore? How was life different for the various people in colonial Singapore before World War Two? Since many people came to Singapore hoping for a better life, did everyone see similar improvement to their lives in Singapore? How would the lives of the people who came to colonial Singapore before World War Two be different compared with those who were attracted to come to colonial Singapore before World War Two?

To ensure that students are clear about the expectations and learning outcomes of the end-product.

Recap to consolidate and reinforce students learning

To enable students to draw the connections between the chapter inquiry and the unit inquiry

To enable students to understand the connections between the unit and the chapter inquiries.

Handout 4.4A: Compare and Contrast From Newspapers to History Texts Newspaper Source: http://newspapers.nl.sg/Digitised/Page/straitstimes19390213-1.1.15.aspxInstructions: Your task will be to identify and describe aspects of similarities and differences in the lives of the Eurasians by comparing the information in the news article in 1939 to what you have researched about the Eurasian community in the past from websites and history books.First read and examine the news article provided online, and then find more recent articles, books or online resources about the history of the Eurasian community in Singapore during the early 20th century. Use the information you gathered to answer the questions below.What is the opinion of the author about the Eurasians in Singapore?__________________________________________________________________________________________________________________________________________________List three points of information about the lives of the Eurasian community that the author talked about in the news article.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Based on your research on the Eurasian community, describe whether the information you have collected agrees or disagrees with the three points of information you have listed above.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Handout 4.4B: Graphic Organiser Compare and Contrast Matrix

How similar or different were the experiences of the various communities in Singapore during the 19th to early 20th Centuries


EuropeansChineseIndiansMalaysEurasiansChinese-Peranakans

Employment

Leisure and Entertainment

Living Conditions

Relationships among the communities in Singapore

lesson package chap 4

Documents