DSA Prep Strategy Example 2: Bringing History to Life with Scale Modelling for JC Humanities Programme Applications

Using scale modelling to tell historical events can help you stand out in your DSA-JC application, especially if you apply under Humanities Programme

Imagine a 16-year-old student today. This person loves history, builds scale models, and is applying for the DSA-JC Humanities Programme. The following blog post is a creative blend of my own past experiences and achievements, superimposed onto this hypothetical applicant to illustrate how personal passions and academic strengths can come together in a unique DSA portfolio.

My fascination with military history began early in primary school, when my father gifted me “Knights of the Black Cross: Hitler’s Panzerwaffe and Its Leaders” by Bryan Perrett. This was a well-researched overview of the development and wartime use of Nazi Germany’s tank forces during World War II. That book sparked a deep and lasting interest in World War II, especially the epic land battles that unfolded across Europe.

As I progressed through secondary school, my passion for history only grew stronger. My dedication was recognized when I was awarded the History Book Prize in Secondary 4 for my outstanding performance in my school’s history subject. The book I received for the prize was “The Comfort Women” by George Hicks, which deepened my understanding of the human suffering impact of war and inspired me to look beyond battles and tactics to the stories of individuals affected by conflict.

By Secondary 4, I was determined to push my understanding of history beyond textbooks and classroom discussions. I chose to focus on one of the most pivotal and dramatic theaters of WWII: the Eastern Front. My project centered on recreating an open-field armored clash between German and Soviet forces, capturing the intensity and scale of these titanic battles.

I built a 1/72 scale diorama depicting a fierce tank engagement in a cleared forest on the Eastern Front. Every detail was carefully researched: from the paint schemes of the vehicles and unit insignias on the tanks to the arrangement of destroyed vehicles. The terrain was meticulously modeled to reflect the parched, dusty landscape of the Eastern Front in summer, with burnt trees and scattered debris enhancing the authenticity.

The placement of vehicles and the depiction of battle damage were based on historical accounts that I had read and old wartime photographs I referenced, ensuring accuracy and authenticity. This process required not only technical modeling skills but also in-depth research into armored warfare, equipment specifications, and the broader strategic context of the Eastern Front.

To complement the diorama, I prepared a concise exhibit panel, much like those crafted by museum curators, to provide essential historical context for viewers. This background write-up introduces the battle’s significance, details the types of vehicles and weapons involved, and explains why the engagement mattered within the broader development of armored warfare in WWII.

By synthesizing literature research from primary sources and wartime photographs, I aimed to create clear and accessible narratives, much as curators do in museums to help audiences connect with the stories behind the artifacts. This approach not only contextualizes the scene but also brings to light the human experiences and technological advancements depicted in the diorama. I hoped it would help ensure viewers appreciate both the machinery and the soldiers whose lives were shaped by these events.

Presenting such contextual information is also a hallmark of museum exhibits, empowering audiences to fully understand and engage with the history on display.

For my DSA-JC Humanities Programme application, I submitted photographs of my diorama alongside my essay. This project, combined with my achievement as my secondary school's History Book Prize winner, demonstrates my ability to combine rigorous research with creative expression, and to communicate history not just through words, but through visual storytelling. By bridging academic inquiry with hands-on craftsmanship, I hope to show my commitment to understanding and sharing the past in innovative ways. These are qualities I believe are essential for the Humanities.

Through scale modelling and my engagement with historical literature, I have found a way to make history tangible and engaging, and I am eager to bring this perspective to my future studies in history at junior college and beyond.

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