Teaching for Historical Understanding through Role-Play, pp. 8 of 14

A. Response to the concept lesson

For the concept lesson, the quiz and visualization using cartoons were helpful. While the cartoons were simply drawn, the quiz was able to capture the students’ attention and tested their understanding of the concepts taught. For the 2N(A) class especially, the visual representation helped them to understand the concepts better (than words) and was a handy reference for them in the next few lessons when the terms came up.

By explaining their answers to their friends, students were able to demonstrate their understanding of the concepts and made their misconceptions known. For example, a 2N(A) student articulated: “See, there’s people who are very rich and people very poor, then there’s a cross, which means it is wrong. They want people to be equal, and then they will be happy and smiling. That is communism.” While not expressed in academic language, the explanation did show the essence of the concept as needed for a basic understanding of Singapore in the 1950s.

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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