Index

Suhaimi Afandi

Authors List

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Edward Tan Yu Fan

Authors List

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Editorial: Reimagining History Education for a Changing World This volume explores, in various ways, the ongoing relationship between the discipline of history and the school curriculum. While school history is not intended to fully replicate the academic discipline—and students are not expected to become professional historians—the enduring question of “what should school history look like?” […]

Past Issues

11 Sep 2025

Volume 13, Issue 1 2025

Editorial: Reimagining History Education for a Changing World

This volume explores, in various ways, the ongoing relationship between the discipline of history and the school curriculum. While school history is not intended to fully replicate the academic discipline—and students are not expected to become professional historians—the enduring question of “what should school history look like?” continues to drive reflection and discussion among history educators, experienced practitioners, and pre-service teachers.

In this issue, we bring together contributions that address two related themes: (a) how history learning can be made more substantive and enduring, and (b) how curriculum goals can be actualised effectively in the history classroom. What connects these discussions is a shared commitment to a vision of history education that not only prepares students to do well in school but also to develop habits of mind to think critically about the past, reason with evidence, and engage thoughtfully with the world beyond the classroom.

Taken as a whole, the papers in this volume reflect the belief that school history must not only cultivate disciplinary thinking but also be positioned to respond to a rapidly changing social and technological landscape. Across the diverse perspectives and pedagogical approaches proposed by the authors, a common thread emerged: that history education must empower students with the knowledge, skills, and dispositions that can enable them to thrive and remain relevant in an ever-changing, complex, and information-rich future.

Responding to the first theme, Suhaimi Afandi and Edward Tan examine how historical knowledge can be made more “powerful” for students, enabling those who possess it to act within and beyond the discipline. Drawing from conversations among colleagues at NIE and UCL IoE, they explore an approach to lesson design grounded in the idea of ‘powerful knowledge’, where students develop deep historical understanding through conceptually rich, socially relevant learning experiences that extend beyond formal assessment.

Mathew Lim’s paper extends this conversation by considering how artificial intelligence (AI) is reshaping the information landscape that students encounter. His work highlights how history education can prepare learners to navigate AI-influenced realities, while also showing how AI might enhance historical inquiry and students’ engagement with history and the past.

In the following paper, Candice Yvette Seet and her team of teacher-collaborators shift the focus to the power of conceptual teaching in the history classroom. Their paper positions concepts as a vital organising framework in curriculum and instruction, promoting student agency and supporting the development of critical and adaptive thinking—key capacities for learners facing the challenges of an uncertain and fast-changing future.

Turning to classroom experience, Edward Tan and Suhaimi Afandi revisit the theme of lesson design by advocating for the role of ‘play’ in promoting engagement and deep learning. Drawing on their interactions with history student teachers at NIE, they suggest using lesson planning activities (through the Playwheel) to foster playful dispositions amongst pre-service teachers and allow them to reimagine ‘playful learning’ as a legitimate, engaging, and effective pedagogical approach.

The next paper by Gavin Swee further examines how current attitudes towards history learning can be reframed, by addressing the teaching of historical writing, an often underexplored area. He proposes a process-oriented approach that conscientiously supports students in developing historical argumentation and reasoning skills, thereby strengthening their capacity to cultivate disciplinary thinking and writing aligned with historical inquiry.

The second half of the volume turns to technology-mediated lesson designs that can help develop students’ thinking and reasoning in history. Student teachers – Kenneth Kway, Warren Ong, and Andrew Tan – discuss how platforms like Canva open up collaborative learning opportunities, exposing learners to new learning experiences and enabling them to co-construct understanding in dynamic ways. Veteran educators Ezal Sani, Lloyd Yeo, and Samuel Wee demonstrate this idea further by showing how virtual field trips can simulate rich historical experiences, allowing students to practise inquiry, develop historical perspectives, and connect more deeply with the past, all within classroom settings.

Finally, Jason Seng discusses how inquiry-based learning in history can benefit from insights in recent work undertaken in the science of learning. By incorporating frameworks such as Readiness, Coherent Construction and Consolidation (RCC), and the Information Processing and SEEKING System (IPSS), he shows how students’ dispositions toward reading sources can be developed more intentionally and systematically.

Also included in this issue is Kevin Blackburn’s review of Teaching History: A Practical Guide for Secondary Teachers by Jonathon Dallimore. Blackburn found Dallimore’s book to be an invaluable resource that combines practical teaching strategies with clear explanations of key concepts in historical understanding. It emphasises the importance of historical thinking skills for academic growth, civic engagement, and the ability to evaluate narratives in public life critically. The book successfully integrates theory and practice, and encourages teachers to remain “bifocal” by balancing historical scholarship with effective instruction.

Collectively, these papers call for a reimagining of history education by emphasising practical and thoughtful teaching, supported by pedagogical refinements, to develop robust historical understanding while ensuring that lessons remain responsive and relevant to the demands of today’s world. Central to this endeavour is a push for more engaging, future-focused approaches that make history meaningful for today’s learners. We hope this volume offers useful ideas for the classroom and sparks ongoing conversation, reflection, and collaboration among history educators in Singapore.

29 July 2025
Suhaimi Afandi and Edward Tan
National Institute of Education, Singapore

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Towards Powerful Knowledge in the Singaporean History Classroom

Abstract This article examines how historical knowledge can be made “powerful” – to equip our students with knowledge that enables them to understand, engage meaningfully with, and act upon the world. By outlining the features of powerful knowledge—specialised, conceptual, epistemic, and ontological—and addressing key challenges in implementing a knowledge-rich curriculum, this article considers the avenues […]

Abstract

This article examines how historical knowledge can be made “powerful” – to equip our students with knowledge that enables them to understand, engage meaningfully with, and act upon the world. By outlining the features of powerful knowledge—specialised, conceptual, epistemic, and ontological—and addressing key challenges in implementing a knowledge-rich curriculum, this article considers the avenues in which historical knowledge can be made powerful for students. It then provides a practical framework for translating powerful knowledge into classroom practice. By offering both theoretical grounding and concrete exemplification, the article aims to support history educators in designing learning experiences that are conceptually rich, socially relevant, and enduring beyond formal assessment.

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Annex A

Annex B

Rethinking History Education in the Age of AI

Abstract The rapid proliferation of generative artificial intelligence (AI) has raised questions about the relevance of history education. In response, this paper examines the limitations of AI, particularly its large language models (LLMs), and highlights the enduring educational value of historical thinking. While AI can generate plausible narratives, it often lacks empirical accuracy, interpretive depth, […]

Abstract

The rapid proliferation of generative artificial intelligence (AI) has raised questions about the relevance of history education. In response, this paper examines the limitations of AI, particularly its large language models (LLMs), and highlights the enduring educational value of historical thinking. While AI can generate plausible narratives, it often lacks empirical accuracy, interpretive depth, and contextual sensitivity—qualities essential to the discipline of history. Reaffirming history’s epistemological foundations, the article argues that the rise of AI amplifies rather than reduces the importance of historical literacy. Historical literacy equips students to interrogate sources, evaluate bias, and navigate content increasingly shaped by algorithms. To support this, four pedagogical approaches are proposed: fostering critical engagement of AI-generated content, using AI tools to support source reading, developing AI literacy through inquiry-based projects, and revisiting historical source work with renewed disciplinary purpose. Cultivating critical, empathetic, and contextually grounded historical thinking is presented as an essential set of skills for preparing students to navigate an AI-mediated world.

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The Power of Conceptual Teaching in the Everyday History Classroom

Abstract This paper discusses practical approaches that enable students to appreciate how individual historical events connect to form meaningful patterns and relationships. Through lesson examplesi and samples of student responses, this paper foregrounds the benefits of teaching for conceptual understanding and how it deepens historical understanding. While recognising challenges in adopting such pedagogy, the authors […]

Abstract

This paper discusses practical approaches that enable students to appreciate how individual historical events connect to form meaningful patterns and relationships. Through lesson examplesi and samples of student responses, this paper foregrounds the benefits of teaching for conceptual understanding and how it deepens historical understanding. While recognising challenges in adopting such pedagogy, the authors highlight the value of teaching conceptually as part of a four-year process and how it can be enacted through intentional lesson design to aid student understanding and cultivate a culture of inquiry in the everyday History classroom.

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Annex A

Annex B

Annex C

Playful Pedagogies for Future History Educators

Abstract How can play serve as a powerful pedagogical tool for fostering joy and engagement in Singapore’s history classrooms, especially given the high-stakes and examination-driven context? Through insights from a study trip to Denmark and conversations with Singaporean student-teachers, this article examines the possibilities and tensions of adopting Playful Learning in the classroom as a […]

Abstract

How can play serve as a powerful pedagogical tool for fostering joy and engagement in Singapore’s history classrooms, especially given the high-stakes and examination-driven context? Through insights from a study trip to Denmark and conversations with Singaporean student-teachers, this article examines the possibilities and tensions of adopting Playful Learning in the classroom as a means of enhancing student engagement, promoting historical thinking, and nurturing 21st-century skills and competencies. This article proposes several approaches to developing playful teachers who view the classroom learning process as one that is rich in possibilities for choice, delight, and wonder – the key ingredients of play.

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Beyond the PEEL: Reflections and Explorations on Instruction in Argumentative Writing in Singapore History Classrooms

Abstract Beyond investigating into the past and interrogating sources, the practice of History involves a significant communicative aspect – learners are also expected to read and write History. However, historical writing in Singapore schools is often subordinated to expedient writing frames, which often prioritise writing outcomes over the growth of student thinking processes. Through a […]

Abstract

Beyond investigating into the past and interrogating sources, the practice of History involves a significant communicative aspect – learners are also expected to read and write History. However, historical writing in Singapore schools is often subordinated to expedient writing frames, which often prioritise writing outcomes over the growth of student thinking processes. Through a survey of the literature in historical writing (and reading), this paper makes the case for focusing on historical writing in instructional design and discusses some of the instructional strategies that can help to bring that vision into the Singapore classroom.

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A Canva(s) of Possibilities: Leveraging Educational Technologies to Develop Historical Understanding

Abstract The rise of educational technologies creates many opportunities for history teachers to deepen their students’ understanding of historical concepts. This article highlights a case study of how history teachers can use Canva, an online interactive platform, to conduct a lesson on the historical concept of causation. This article is not prescriptive — the onus […]

Abstract

The rise of educational technologies creates many opportunities for history teachers to deepen their students’ understanding of historical concepts. This article highlights a case study of how history teachers can use Canva, an online interactive platform, to conduct a lesson on the historical concept of causation. This article is not prescriptive — the onus should always be on the history teacher to decide whether the use of educational technologies is conducive to their own teaching environments. Nevertheless, the authors argue that there is a plethora of possibilities in educational technologies, which history educators can harness to facilitate an enhanced conceptual learning experience for their students.

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Abstract This article examines how historical knowledge can be made “powerful” – to equip our students with knowledge that enables them to understand, engage meaningfully

Abstract

This article examines how historical knowledge can be made “powerful” – to equip our students with knowledge that enables them to understand, engage meaningfully with, and act upon the world. By outlining the features of powerful knowledge—specialised, conceptual, epistemic, and ontological—and addressing key challenges in implementing a knowledge-rich curriculum, this article considers the avenues in which historical knowledge can be made powerful for students. It then provides a practical framework for translating powerful knowledge into classroom practice. By offering both theoretical grounding and concrete exemplification, the article aims to support history educators in designing learning experiences that are conceptually rich, socially relevant, and enduring beyond formal assessment.

Download Full Article

Annex A

Annex B

Abstract How can play serve as a powerful pedagogical tool for fostering joy and engagement in Singapore’s history classrooms, especially given the high-stakes and examination-driven

Abstract

How can play serve as a powerful pedagogical tool for fostering joy and engagement in Singapore’s history classrooms, especially given the high-stakes and examination-driven context? Through insights from a study trip to Denmark and conversations with Singaporean student-teachers, this article examines the possibilities and tensions of adopting Playful Learning in the classroom as a means of enhancing student engagement, promoting historical thinking, and nurturing 21st-century skills and competencies. This article proposes several approaches to developing playful teachers who view the classroom learning process as one that is rich in possibilities for choice, delight, and wonder – the key ingredients of play.

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Edward Tan Yu Fan (Ministry of Education (Singapore) Keywords History Approaches to teaching history The comparison of sources forms a cornerstone of the historical discipline;

Edward Tan Yu Fan (Ministry of Education (Singapore)

Keywords
History
Approaches to teaching history

The comparison of sources forms a cornerstone of the historical discipline; however, there remains room for exploration in terms of what are the various moves that goes into the operations of comparing between sources. This article examines the role of comparisons, and corroborations, in academic History, and gleams from it meaningful considerations and processes that can potentially inform classroom practices.

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 Appendix 1 143 KB
 Appendix 2 221 KB
 Appendix 3 234 KB

Foreword This volume of HSSE Online continues our conversation on history education. In this volume, history educators, pre-service teachers, and experienced practitioners reflect on the

Past Issues

11 May 2023

Volume 11, Issue 1 2022

Foreword

This volume of HSSE Online continues our conversation on history education. In this volume, history educators, pre-service teachers, and experienced practitioners reflect on the “knowledge-turn” within the history curriculum. In recent years, the subject of history is no longer seen as the mere acquisition of facts about the past. Rather, it is seen as a study of how these pieces of ‘truths’ about the past were constructed and deconstructed. While acknowledging the constraints of the classroom, our contributors discuss the value of this knowledge-turn in classroom History – what are the opportunities and challenges, and their implications on classroom practice.
There are two key concerns shared by the contributors of this volume: (a) what does it mean to engage in knowledge work in the discipline of history, and (b) how best to introduce disciplinary aspects of historical knowledge work in the classroom?
The first two papers addresses these concerns through the idea of vertical progression. In her paper, Going Beyond Facts: Developing Conceptual Understanding in Young Historians, Candice Seet and her team examines the opportunities within the curriculum to engage in knowledge work through a conceptual lens. Furthermore, they propose that the same concepts should be revisited each academic year as a student progresses through their secondary education.
Lloyd Yeo et al complements the preceding authors by giving the reader a timely reminder that students do not enter the history classroom as tabula rasas. In their paper, Use of Cartoons to Identify Students’ Alternative Conceptions of History in a (Singapore) School, they demonstrate how students enter the classroom with preconceived notions of what the past is, and how novel classroom activities such as cartooning can transform these alternative conception into incision points for educators to engender conceptual change, and help students transit from a presentist sense to a historical lens.
The discussion over the role of knowledge work in the historical classroom continues in the next two papers. They collectively argue that historical knowledge work is best facilitated through the alignment of curriculum and practice with the functions of the discipline. In Oh Ying Jie’s paper, Historical Investigation: The Importance of Process over Product in the Historical Discipline, she reflects on the role of inquiry in developing historical thinking dispositions in students. She argues that the spirit of a Historical Investigation lies in the authentic process of inquiry as a learning experience, and not in the end products.
The next paper is similarly interested in helping students acquire how historical knowledge is constructed. In his paper, Asking ‘How’ to Infuse Temporality into Upper Secondary Historical Inquiry, Ying Xuan argues that the questions educators use to guide inquiry in the classroom has an influence on the manner students interact with the past, and therefore beyond merely asking why things happened, how things happened is an equally valuable inquiry question.
The last two papers view the knowledge turn through the lenses of historical writing. Similar to the preceding set of papers, these contributors argue that there remains room for greater alignment between the discipline of history and the classroom teaching and assessment of history. In his paper, Using LORMS to Assess Conceptual Understanding of Change and Continuity in Upper Secondary History Examinations, Seow Yongzhi argues that the second-order concept of “Change and Continuity” has been underserved in summative assessments in Singapore. He proposes the integration of explicit questions assessing for Change and Continuity in the Singaporean secondary school context, and examines how student responses built upon this concept can be mapped onto a level of response marking scheme (LORMS).

The final paper in this issue asks the question What does it Mean to Make Comparisons?, and Edward Tan is concerned with how better to align the act of making source-based comparisons to disciplinary practices in history. He demonstrates the role of comparisons and corroborations within the discipline, and how they are used to generate historical knowledge — first by breaking down the different modes of comparisons historians carryout, then by examining how historians compare. Viewing comparisons as an act of classification, the paper goes on to examine the heuristics of comparisons and corroboration and some possible tools to translate these into the classroom.

Edward Tan Yu Fan and Suhaimi Afandi

Singapore

July 2022

What does it mean to make comparisons?

Edward Tan Yu Fan (Ministry of Education (Singapore) Keywords History Approaches to teaching history The comparison of sources forms a cornerstone of the historical discipline;

Using LORMS to Assess Conceptual Understanding of Change and Continuity in Upper Secondary History Examinations

Seow Yongzhi (Broadrick Secondary School (Singapore) Keywords History Approaches to teaching history This paper identifies a gap between the teaching and assessment of historical concepts in

Seow Yongzhi (Broadrick Secondary School (Singapore)

Keywords
History
Approaches to teaching history

This paper identifies a gap between the teaching and assessment of historical concepts in upper secondary history in national examinations. It proposes four structured-essay question (SEQ) framings to assess students’ understanding of change and continuity, to be graded using the Levels of Response Mark Scheme (LORMS). The four framings are: the evaluation question, the watershed question, the given change question, and the periodisation question. These SEQ framings are practical and useful because they (1) dovetail with humanities teachers’ training and present practice, (2) structure scaffolds for conceptual teaching of change and continuity, and (3) provide a pathway for lateral expansion of assessment practices, to align with the syllabus and Teaching and Learning Guide (TLG).

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Attachment Size
 Appendix A 315 KB
 Appendix B 170 KB
 Appendix C 219 KB
 Appendix D 138 KB

 

Asking ‘How’ to Infuse Temporality into Upper Secondary Historical Inquiry

Lim Ying Xuan (Chung Cheng High School (Yishun),(Singapore) Keywords History Approaches to teaching history This article proposes the usage of ‘how’ questions to develop historical understandings

Lim Ying Xuan (Chung Cheng High School (Yishun),(Singapore)

Keywords
History
Approaches to teaching history

This article proposes the usage of ‘how’ questions to develop historical understandings and an appreciation of the historical process. ‘How’ inquiries elicit a temporal dimension that is necessary for historical understanding, especially bolstering the concept of chronology. This article contends that more thought should be put into the pairings of question forms with particularities of the past. Classroom inquiry should be further modelled on the approaches used by professional historians, pairing an often neglected ‘how’ dimension to the ‘why’ dimension that predominates current inquiries. Asking ‘how’ resists a ‘flattened’ form of history that inhibits understanding of second-order historical concepts, and prevents students from falling into rabbit holes of factorization and weighing that are acutely ahistorical and unnuanced. This article contends that students are already equipped with some of the necessary tools for teachers to use ‘how’ more often in classrooms. In the quest for greater historical understanding, asking the historical ‘how’ appears as the next practicable step to help students have a better glimpse into the historian’s craft.

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Historical Investigation: The Importance of Process over Product in the Historical Discipline

Oh Ying Jie (Beatty Secondary School (Singapore) Keywords History Approaches to teaching history Since its inception in 2014, Historical Investigation (HI) has been an integral part

Oh Ying Jie (Beatty Secondary School (Singapore)

Keywords
History
Approaches to teaching history

Since its inception in 2014, Historical Investigation (HI) has been an integral part of the lower secondary history syllabus. However, some history educators have found the process to be extremely tedious and many would rather opt for direct instruction or to undertake a simplistic version of HI. This article looks at why HI remains essential to the teaching and learning of history as a discipline and why teachers should place emphasis on “the process” rather than simply on “the product” when designing HI.

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Use of Cartoons to Identify Students’ Alternative Conceptions of History in a (Singapore) School

Lloyd T.C. Yeo (Academy of Singapore Teachers (Singapore) Teddy Sim Y.H. (National Institute of Education (Singapore) Keywords History Approaches to teaching history This article uncovers the alternative

Lloyd T.C. Yeo (Academy of Singapore Teachers (Singapore)
Teddy Sim Y.H. (National Institute of Education (Singapore)

Keywords
History
Approaches to teaching history

This article uncovers the alternative conceptions that students have of the study of Singapore during the Temasek period through students’ cartoons, in the process deriving implications for future teaching through an analysis of the work performed by students. The discussions are drawn from a workshop session conducted by a History Master Teacher at the Academy of Singapore Teachers and cartoons from a selected batch of Secondary 1 students from a school that chose to participate in the learning of Singapore’s pre-modern (Temasek) history through the cartooning approach. The investigation of alternative conception demonstrates that students’ concepts of old Singapore can be affected—not surprisingly—to some extent by presentism in the categorical aspects of life identified on Temasek (architecture, religion, royalty, ordinary life). While it is pertinent to rectify students’ inaccurate alternative conceptions, teachers’ responses and class instruction should not devolve into an identification exercise of ‘right’ and ‘wrong’ interpretations. Surfacing alternative conceptions creates classroom opportunities to induct teachers into certain aspects of the topic more deeply and to link the alternative conceptions of presentism to other concepts of history such as historical evidence, perspectives, as well as change and continuity, which allow students to better appreciate history along with contemporary issues of heritage.

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 Appendix 1 MB

Going Beyond Facts: Developing Conceptual Understanding in Young Historians

Candice Yvette Seet Siew Yan (Loyang View Secondary School (Singapore) Teo See Hian (Loyang View Secondary School (Singapore) Amelia Yeo Jiaxin (Kuo Chuan Presbyterian Secondary School (Singapore) Keywords

Candice Yvette Seet Siew Yan (Loyang View Secondary School (Singapore)
Teo See Hian (Loyang View Secondary School (Singapore)
Amelia Yeo Jiaxin (Kuo Chuan Presbyterian Secondary School (Singapore)

Keywords
History
Approaches to teaching history

This article discusses the merits of the intentional use of conceptual lenses that spirals across the four years of a student’s secondary-level History education to develop conceptual understandings and powerful knowledge. By developing a concept-driven set of inquiry tasks that spans across levels, it allows repeated engagement with familiar first and second-order concepts, and opportunities for students to deepen their understanding.

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Edward Tan Yu Fan (National Institute of Education (Singapore) Keywords History Approaches to teaching history While the objective of classroom history is not to create little

Edward Tan Yu Fan (National Institute of Education (Singapore)

Keywords
History
Approaches to teaching history

While the objective of classroom history is not to create little historians, it – at the very least – aspires to convey and inculcate a host of transferrable skills to students. The value of these skills should not be understated. The historical discipline was a product of a series of intellectual developments during the 18th and 19th century, and it was closely intertwined with that of state-formation and nationalism. This cozy relationship led to the birth of academic history in the German universities as a means of training civil servants by heightening one’s sensibilities towards competing narratives, a multitude of sources, and the need to piece them together into a single coherent narrative with causal links (Shotwell, 1939). The value of source-based skills does not lie in the training of historians, but rather the honing of critical thinkers who can make sense of an increasingly complex world around them.

While there is no single prescribed “historian’s process”, a commonality that runs across all historical work is the act of drawing inferences through the examination of sources. It is a foundational part of the discipline, yet it is also a skill that is often neglected when it comes to teaching it in the classroom; writing frameworks are always brought up but inferences are rarely taught. This is likely a product of the apparent irreducible complexity of the skill, leading many to pass it off as a thought process that cannot be scaffolded and dissected to any meaningful degree.[i] As a result, the ability to make inferences was relegated to the innate ability of the student, with minimal actual guidance on the thought processes behind making inferences – and a lot of emphasis on how a paragraph presenting that inference should look like. This notion of irreducible complexity permeates the way we teach in the classroom, and the way we assess for this skill. Aside from the problems with the way the process of drawing inferences is being laid out in the classroom, there are also wider problems with the way the skill is currently situated within the historical inquiry process, which in turn influence how “inference questions” are asked.

Edward Tan Yu Fan (National Institute of Education (Singapore)) Keywords History Migration Why should we place an emphasis on the wave of mass migration to Singapore

Edward Tan Yu Fan (National Institute of Education (Singapore))

Keywords
History
Migration

Why should we place an emphasis on the wave of mass migration to Singapore in the years before the Second World War? Most Singaporeans already know something about this mass movement of people to Singapore, or at least they think they know. These preconceived understandings and misunderstandings formed the first obstacle for a history teacher to overcome when discussing the phenomena of mass migration that fundamentally shaped Singapore.

The pre-existing understandings of students were forged by a symbiotic combination of National Education messages and the popular media portrayals of the period. Drama serials such as The Awakening and The Price of Peace proved to have a significant and enduring impact on the popular memory of Singaporeans regarding the narratives of mass migration to Singapore.[i] This narrative, reinforced every National Day, was that migrants came to Singapore in search of a better life, and together they built a shining city on the hill that we are still enjoying the fruits. An appreciation of the achievements of our forefathers plays an important role in the process of nation-building, by providing younger Singaporeans something they can feel proud of. Mass migration is therefore the bedrock upon which the Singapore Story was built.

There is much validity in this narrative. It is true that Singapore was a migrant society that was made up of thousands of men and women seeking a better life. However, in the context of a historical classroom, we should aspire to go beyond that narrative and give our students a deeper understanding of the complex global forces that were at work which drove the founding of Singapore, and triggered a large wave of migration to Singapore – bearing in mind that this was a wave of migration that was only second in numbers to European migration to the Americas, Australia and New Zealand during this period.

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