Activity 01
Role Play: The 1819 Meeting
Students act out the meeting between Raffles, Farquhar, and the Temenggong. They must negotiate the terms of the agreement, with one student playing the translator, highlighting the challenges of communication and the different goals of each party.
Explain the motivations behind Stamford Raffles' search for a new British trading post.
Facilitation TipDuring the Role Play, assign students roles with two key facts each to ground their arguments in historical context.
What to look forPresent students with a map showing Singapore and surrounding areas in 1819. Ask them to circle Singapore and write one sentence explaining why Raffles chose this location over others, based on its geographical advantages for trade.
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Activity 02
Think-Pair-Share: Why Singapore?
Students are given a map showing Dutch-controlled ports and Singapore. They discuss in pairs why the British were desperate for a new base and why Singapore's location was 'perfect' for their ships, then share their top three reasons.
Analyze the circumstances and agreements that led to the establishment of a British presence in Singapore.
Facilitation TipFor the Think-Pair-Share, provide a map during the 'think' phase so students can annotate it with trade reasons before sharing.
What to look forFacilitate a class discussion using the prompt: 'Imagine you are a merchant living in Singapore in 1819. How might the arrival of Raffles and the British East India Company change your daily life and business?' Encourage students to consider different perspectives.
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Activity 03
Gallery Walk: Raffles' Journal
Excerpts from Raffles' letters and sketches of the island in 1819 are placed around the room. Students move in groups to find clues about what the island looked like and what Raffles' first impressions were.
Evaluate the immediate impact of Raffles' arrival on the existing communities in Singapore.
Facilitation TipIn the Gallery Walk, ask students to note one question per journal excerpt to guide their later reflection.
What to look forOn an exit ticket, ask students to list two reasons why Stamford Raffles wanted to establish a British presence in Singapore and one immediate consequence of his arrival for the local population.
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Generate Complete Lesson→A few notes on teaching this unit
Experienced teachers approach this topic by balancing narrative with analysis. Avoid framing Raffles as a lone hero; instead, highlight the Temenggong's agency and the Orang Laut's presence. Research shows students retain more when they see history as a series of negotiations rather than a single decisive action. Use primary sources to let the past speak directly to students.
Successful learning looks like students explaining Raffles' choices with evidence from the activities, not just repeating them. They should connect his actions to trade routes, local leadership, and immediate impacts on communities. Small-group discussions should reveal varied perspectives, not just one correct answer.
Watch Out for These Misconceptions
During the Role Play: The 1819 Meeting, listen for language that suggests Raffles 'discovered' Singapore. Redirect by asking, 'Who was already here, and what rights did they hold?'
Use the role play script to emphasize the Temenggong's role as a local leader granting permission, not an unknown land.
During the Think-Pair-Share: Why Singapore?, watch for claims that Raffles built Singapore single-handedly. Redirect by asking, 'Who else was involved, and what did they contribute?'
Refer to the timeline of Raffles' absences to show Farquhar's role in daily administration during the discussions.
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