Singapore Secondary 1 History Syllabus - Humanities > History > G3

This syllabus outlines the content and objectives for Secondary 1 History, based on the 2021 Lower Secondary Express and Normal (Academic) History Syllabus.

Overall Learning Outcomes:

Upon completion of this course, students should be able to:

• Knowledge & Understanding: Demonstrate knowledge and understanding of history as a construct, key characteristics of periods studied, connections between past and present, key individuals and events, and processes of change.
• Skills: Ask historical questions, compare different aspects of periods and events, examine cause and consequence, establish historical significance, interpret sources, identify points of view, organize and communicate historical knowledge, and reflect on inquiry methods.
• Values and Attitudes: Show sensitivity to values and beliefs, awareness of cultural contexts, openness to diverse viewpoints, ability to handle ambiguity, empathy, and commitment to civic action.

Unit 1: From Temasek to Singapore (1299-Early 1800s)

• Key Knowledge: Early Singapore's place in trading networks (1299-early 1800s), reasons for its rise and decline, and its establishment as a British trading post.
• Guiding Questions: How was Singapore connected to the world before 1819? What evidence supports this? How did Singapore's role as a trading port change? What roles did key individuals play in its development as a British trading post? What can different sources tell us about Singapore's past?
• Key Concepts: Trade, Entrepot, Connections.

Unit 2: Singapore's Development as a Port City Under the British (1819-1942)

• Key Knowledge: Impact of British rule, experiences of different communities, impact of external events, and the outbreak of World War II.
• Guiding Questions: How did British governance affect Singapore's development? What challenges and opportunities did different communities face, and how did they contribute to Singapore? What impact did external events have? What led to the fall of Singapore? How do different accounts contribute to our understanding of colonial Singapore?
• Key Concepts: Colonial rule, Government, Migration, Law and order, Community, Entrepot, Industry, War, Defence.

Unit 3: Singapore's Struggle for Independence (1942-1965)

• Key Knowledge: Experiences during the Japanese Occupation, progress towards self-government, merger and separation.
• Guiding Questions: What were people's experiences during the Japanese Occupation? How did it change views towards British rule? How did post-war British policies affect people's lives and views? What impact did global, regional, and local developments have on Singapore's road to independence? What roles did key individuals and groups play? Why were there different perspectives towards key events?
• Key Concepts: Propaganda, Communism, Democracy, Citizenship, Self-government, Merger, Independence.

Unit 4: Surviving as an Independent Nation-State (1965-Late 1970s)

• Key Knowledge: Challenges and opportunities of independence, safeguarding sovereignty, transforming people's lives.
• Guiding Questions: What challenges and opportunities did newly independent Singapore face? How did Singapore address them? What were people's responses to the changes? Why is this period historically significant? How do historians determine historical significance?
• Key Concepts: Sovereignty, Independence, Defence, Diplomacy, Identity, Economic development, Standard of living.

Historical Investigation:

Students will conduct one Historical Investigation per year, choosing from two strands: "Communities and Experiences" or "Science and Technology in Society." These investigations will delve deeper into specific topics within Units 2, 3, and 4. See the syllabus for suggested topics.