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Home » Pedagogy » Teaching Strategies » Conceptualizing Chapter 1

Conceptualizing Chapter 1

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Conceptualizing Chapter 1
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Singapore as a Nation in the World


What is the purpose of the chapter?

What are its strengths and limitations?

How does Chapter 1 connect to other chapters?


Sets the Context


Spatial and temporal (post-independent Singapore)


Introduces Concepts


Introduction to key and recurring issues. The challenges highlighted directly relates to all other themes in textbook.   


Need to take note of complexity of concepts related to nation, national identity


Understanding of nationhood and national identity will be continuously built up throughout upper secondary course in subsequent chapters. Every domain of social action/issue affects/shapes our sense of nationhood and vice versa.


  • e.g. The way Singapore perceives and tries to achieve ethnic harmony is a unique feature of our national identity - from the way our ethnic identity is part of our national identity and the way we package ourselves as a multi-ethnic society to non-Singaporeans, to how other countries recognize Singapore as a place which have achieved ethnic harmony and social stability. 
  • e.g.  Another example can be seen in Singapore’s international relations with other countries - our sense of our size and attendant constraints shape our national identity and in order to rise above the constraints of our size, we have projected ourselves significantly on the international arena. The image that the international community has of us – both positive (stable, well governed, rich) and negative (many rules, limited political and creative freedoms) have shaped the way Singaporeans perceive ourselves.


Link with lower secondary?


Important base of knowledge (both History and Geography) to tap on and re-present with the frame of Social Studies



What do my students already know about Singapore’s History?

How will the chapter change/confirm the different points of view?

  • Sec 1 and 2 Singapore History: Have to take note of influence of prevailing perceptions, which may not be very positive.
  • Other factors influencing perceptions (value in society, role of media, exam-orientation).


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