iSSues Explorer Social Studies (Secondary) Unit Developing Our Students as Informed, Concerned and Participative Citizens
Selection of the Month Useful lesson idea — Article of the Week In the Revised Social Studies Syllabuses, students engage with a wide range of sources to gather multiple perspectives regarding various societal issues, in order to make reasoned conclusions. Through the exposure to developments and debates about these issues, we hope that students will become citizens who are informed, concerned and participative. However, in order for students to do so effectively, there is a need to guide students in their reading and analysis of these sources of information.
In this issue, we are sharing a reading strategy –“Article of the Week”. This strategy provides useful suggestions on how students’ reading can be scaffolded so that it is more directed and purposeful.
What is this strategy about? In order for students to engage with sources pertaining to societal issues effectively, there is a need to guide students in their reading and analysis of sources of information.
For five to ten minutes before the start of lessons, students engage with an article on a current issue. Students read the same article for one week, annotating it, answering teacherassigned questions and discussing the issue with their classmates. The schedule for a week looks something like this: Monday: Read the article Wednesday: Re-read and annotate the article Friday: Answer the questions assigned and engage in group discussion
A specific set of symbols is taught for students to use when annotating the article. This can help make their thought process and analysis visible to the teacher and other students.
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iSSues Explorer Social Studies (Secondary) Unit
Symbol
Description
C
Claim
MC
Mini Claim
E1; E2; E3
Three strongest pieces of evidence/facts/details
R
Reasoning (provided by author)
T-T
Connections between this article and another article they have read
T-S
Connections between this article and their self (personal experiences)
T-W
Connections between this article and Singapore/the world
POV
The author’s point of view
Orr, A. (2011). Northern Nevada Teaching American History Project.
How can this strategy be applied in our classroom? Besides developing their source analysis skills and developing students into informed citizens, these articles can also serve as dynamic content which students may use in developing their perspectives about issues in the syllabus.
While the number of Social Studies periods available each week may not allow for an exact replica of this strategy, the idea of devoting some time to get students to analyse an article each week/bi-weekly is feasible and valuable. Besides developing their source analysis skills and developing students into informed citizens, these articles can also serve as dynamic content which
students may use in developing their perspectives about issues in the syllabus. Teachers can form teams to search for a pool of articles for this purpose. Teachers can then identify what are the key ideas from each article and share the annotations with the team. This can help build up resources within the department.
iSSues Explorer Social Studies (Secondary) Unit
References This strategy was shared by a group of teachers from Northern Nervada, who are committed to sharing good practices and encouraging collaboration amongst teachers in their region. You may wish to visit their website (http://projecttahoe.org/) to find out other teaching strategies which could be adapted for use in your classroom.
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Dice It Up Examine the complexities of societal issues In Issue 2, the term ‘foreigners’ is used when referring to people from other countries working or studying in Singapore. Do you know that there has been a shift in the use of terms associated with ‘foreigners’? Previously, there was a distinction between ‘foreign workers’ and ‘foreign talent’. In recent times, the term ‘foreign manpower’ is used to refer to all foreigners who are living and working in Singapore. This change reflects shifts in thinking about the role of foreign manpower. Please visit this website to read about different perspectives on having foreign manpower in Singapore. Where there is a need to refer to the various groups of foreign manpower, the following terms are often used:
‘foreign professionals’ (e.g. those in Professional, Managerial and Executive positions; who are on the Employment Pass),
‘foreign mid-skilled workers’ (e.g. technicians; who are on the S-pass) and
‘foreign lower-skilled workers” (e.g. construction workers, cleaners; who are on the R-pass).
Ministry of Manpower. (2016, February 23). Work passes and permits. Retrieved from: http://www.mom.gov.sg/passes-and-permits
In reading sources which feature terms such as ‘foreigners’ and ‘foreign talent’, it is important to ask students to critically analyse why certain terms are used and for what purpose.
What’s Simmering? Societal issues to pay attention to Issue 1 — Exploring Citizenship and Governance Knowledge outcomes: Students will be able to understand the functions of government and how governments work for the good of society. This article summarises the constitutional changes proposed by PM Lee Hsien Loong in his recent speech to parliament. Teachers can use it to deepen students' understanding of our electoral processes and how it impacts our roles as citizens. Teachers can initiate a discussion about the proposed changes: 1.
The proposed changes will/will not benefit Singapore.
2.
The proposed changes will/will not impact our understanding of the role of citizens during elections.
iSSues Explorer Social Studies (Secondary) Unit
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Issue 2 — Living in a Diverse Society Knowledge outcomes: Students will be able to understand:
the factors that shape identities; and
the experiences and effects of living in a diverse society.
The article covers a dialogue session between alumni of the National University of Singapore and the Minister for Culture, Community and Youth Lawrence Wong on the issue of national identity in Singapore. Teacher may ask the students to discuss the following questions: 1.
What do you think ‘assimilation’ refer to? What do you think ‘co-exist’ refer to?
2.
Give some examples of what Minister Wong referred to on how national identity was and can be forged in Singapore.
3.
How can national identity in Singapore be strengthened?
Issue 3 — Being Part of a Globalised World Knowledge outcomes: Students will be able to understand:
how technology has made the world more connected; and
the different responses to tensions arising from some cultural impacts of globalisation.
This article analyses how social media sites such as Facebook can be used to connect people but can also lead to tensions in society. Teachers can initiate a discussion about the role of social media sites/platforms in this globalised world: 1.
The ways in which social media have brought about positive impacts
2.
The ways in which social media have brought about negative impacts
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What’s Cooking What’s cooking in the area of professional development
Examine the complexities of societal issues
To join the two opal groups, please click on the two links below: Group 1 (2015 assessment workshop papers)
To access the resources, please click here
Group 2 (PACE papers)
To access the resources, please click here
To access the resources, please click here
To access the resources, please click here
To access the resources, please click here
To access the resources, please click here