History · Secondary 3 · Social Transformation and Modernisation · Semester 2

HDB and the Resettlement from Kampongs

The rapid resettlement of Singapore's population into high-rise public housing by the HDB and the social challenges of this transition.

• MOE Syllabus Outcomes
• MOE: Social and Economic Transformation - S3

About This Topic

The transition from kampongs to high-rise HDB flats was one of the most significant social transformations in Singapore's history. This topic explores the resettlement of the population into public housing, driven by the need for better living conditions and the efficient use of limited land.

For students, this is a lesson in urban planning and social engineering. It covers how the HDB used housing to promote racial integration through the 'Ethnic Integration Policy' and the social challenges faced by people as they moved from close-knit kampong communities to modern, but often more isolated, high-rise flats.

This topic comes alive when students can engage in role plays and analyze oral histories to understand the 'kampong spirit' and the impact of resettlement on different generations.

Key Questions

1. Analyze why the Bukit Ho Swee fire served as a critical catalyst for accelerated public housing development.
2. Explain the significant social challenges faced by residents transitioning from traditional kampongs to HDB flats.
3. Evaluate how the HDB utilized housing policies to promote racial integration and social cohesion.

Learning Objectives

• Analyze the primary factors, including the Bukit Ho Swee fire, that accelerated the HDB's public housing development program.
• Explain the social and psychological challenges faced by former kampong dwellers when relocating to high-rise HDB estates.
• Evaluate the effectiveness of the Ethnic Integration Policy in fostering racial harmony and social cohesion within HDB estates.
• Compare the community structures and social interactions in traditional kampongs versus modern HDB neighborhoods.
• Synthesize information from oral histories and policy documents to describe the impact of resettlement on different age groups.

Before You Start

Post-War Singapore: Challenges and Nation Building

Why: Students need to understand the context of Singapore's development challenges after World War II to grasp the urgency behind housing solutions.

Singapore's Early Economic Development

Why: Understanding the economic drivers and land constraints of early Singapore provides a foundation for appreciating the need for efficient land use through high-rise housing.

Key Vocabulary

Kampong	A traditional village in Singapore, characterized by close-knit communities and low-rise housing, often with shared amenities and social networks.
HDB (Housing & Development Board)	Singapore's public housing authority, responsible for planning, developing, and managing housing estates that accommodate the majority of the nation's population.
Ethnic Integration Policy (EIP)	A policy implemented by the HDB to ensure racial balance within housing blocks and neighborhoods, preventing the formation of ethnic enclaves.
Resettlement	The process of moving people from their original homes, often in kampongs or older housing, to new housing estates, typically HDB flats.
Social Cohesion	The degree to which members of a society feel connected and united, sharing common values and a sense of belonging, often promoted through integrated living environments.

Watch Out for These Misconceptions

Common Misconception

Everyone was happy to move into modern HDB flats.

What to Teach Instead

Many people, especially the elderly, were very reluctant to leave their kampongs and the social networks they had built over decades. Using oral history accounts helps students understand the sense of loss and the difficult adjustment period for many families.

Common Misconception

Kampongs were just 'slums' that needed to be destroyed.

What to Teach Instead

While they had poor sanitation, they also had a strong sense of community and mutual help (the 'kampong spirit'). A 'community vs. convenience' comparison helps students see the trade-offs involved in modernization.

Active Learning Ideas

Role Play: The Resettlement Officer

Students act as HDB officers in the 1960s trying to convince a kampong family to move to a new flat. They must address the family's fears about the cost, the loss of community, and the change in lifestyle.

50 min·Small Groups

Gallery Walk: From Kampong to Flat

Display photos and descriptions of kampong life alongside early HDB designs. Students move through the gallery to identify the 'pros' and 'cons' of each living environment from the perspective of different family members.

40 min·Small Groups

Think-Pair-Share: The Ethnic Integration Policy

Students reflect on why the government introduced racial quotas in HDB blocks. They share with a partner whether they think this is still a necessary policy for maintaining racial harmony today.

20 min·Pairs

Real-World Connections

• Urban planners and housing developers in rapidly urbanizing cities like Jakarta or Mumbai can study Singapore's HDB model to understand strategies for mass housing and community development, while also considering the social impacts of displacement.
• Sociologists and community organizers can analyze the long-term effects of forced resettlement on intergenerational relationships and cultural practices, drawing parallels to similar transitions experienced by indigenous populations or migrating communities globally.
• Government policymakers involved in national development can examine the historical implementation of the Ethnic Integration Policy to inform current strategies for promoting social harmony and integration in diverse societies.

Assessment Ideas

Discussion Prompt

Facilitate a class discussion using the prompt: 'Imagine you are a resident who lived in a kampong for 30 years and are now moving into an HDB flat. What are three things you would miss most about kampong life, and what are three things you might look forward to in your new home?' Encourage students to share their responses and justify their choices.

Quick Check

Provide students with a short excerpt from an oral history of a kampong resident or an HDB policy document. Ask them to identify one specific social challenge or integration strategy mentioned in the text and explain its significance in 1-2 sentences.

Exit Ticket

On an index card, have students write down one key reason why the Bukit Ho Swee fire was a catalyst for HDB development and one way the Ethnic Integration Policy aimed to build social cohesion. Collect these as students leave.

Frequently Asked Questions

Why was the Bukit Ho Swee fire a catalyst for public housing?

The 1961 fire left 16,000 people homeless overnight. The HDB's ability to quickly build new flats for the victims proved that high-rise public housing was a viable and efficient solution to Singapore's housing crisis, gaining the public's trust in the HDB.

How did the HDB use housing to promote racial integration?

The HDB introduced the Ethnic Integration Policy (EIP), which set quotas for each ethnic group in every HDB block and neighborhood. This prevented the formation of ethnic enclaves and ensured that people of different races lived and interacted together daily.

How can active learning help students understand the shift to HDB living?

By role playing the resettlement process and analyzing oral histories, students connect with the human side of urban renewal. This active approach helps them understand that modernization is not just about buildings, but about the profound changes in how people live, interact, and form a sense of community.

What was the 'kampong spirit'?

The 'kampong spirit' refers to the strong sense of community, mutual help, and trust that existed in traditional villages. Neighbors looked out for each other, shared resources, and celebrated festivals together, a social bond that the government has tried to recreate in modern HDB estates.