This teacher used her students' inquiries on the syllabus content to sustain their curiosity in the topic of migration in 19th century Singapore.
This teacher used the syllabus content to trigger students' inquiry learning; he selected one student's question to be the over-arching inquiry question for the topic on colonial Singapore before WW2.
This secondary 3 History teacher assigned his students different roles of key players in WWI (i.e., role playing) to get them to think about, and generate diverse ideas, on the causes of WWI.
Both Melvin and Ellie tasked their Secondary 1 History classes with posting questions on Chapter 3 and 4 and then choosing the inquiry question for their classes. These are the inquiry questions the classes worked on.
To view, click on the inquiry question.
- Why weren’t the people in Singapore being caught when they smoked opium in the 19th to early 20th century?
- Was life tougher during the 19th and early 20th century or was life tougher during WWII?
- 1C - Was life tough under British rule?
- Was Singapore an attractive option for the poorer immigrants to come during the 19th century? Why?
- Why did Singapore become a prosperous and busy port in the 1900s?
Jaslynn kick-started the inquiry with the statement below. Excitedly, students began to throw out examples of resources, some mentioning the idea of deforestation.
“In the past 50 years, humans have consumed more resources than in all previous history.”
“What’s so wrong about cutting down trees?” Jaslynn asked. Ideas surfaced included having lesser trees to photosynthesize to construction of buildings where trees used to stand.
At this point, Jaslynn introduced a video reflecting Man’s impact on the environment over the lifetime of mankind.