iSSues Explorer (Sep 2016)

iSSues Explorer Social Studies (Secondary) Unit September 2016

Developing Our Students as Informed, Concerned and Participative Citizens

Selection of the Month Discussion-based Pedagogies — Dealing with more controversial issues In the July issue, we featured an What is article on strategies for consolidating About? multiple perspectives on societal issues. Besides consolidating perspectives, teachers also face challenges in deciding how to present issues in class, especially when the topic of discussion is more controversial.

the Framework

In this article, we will outline a possible framework to guide lesson design for teaching such content and discuss how the framework may be applied in the classroom.

The Professional Judgement Context: Characteristics of classroom, school and larger Framework (Hess & McAvoy, community 2015)

In dealing with more controversial issues, teachers often struggle in selecting the most

appropriate strategy to maximise effectiveness of teaching.

In dealing with more controversial issues, teachers often struggle in selecting the most appropriate strategy to maximise effectiveness of teaching. Some potential questions which may arise include whether or not to disclose their personal views, whether to assess the extent of participation in discussions and how to create an authentic and welcoming climate for class participation.



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Profile of students e.g. socio -economic background, religion Political climate

Evidence: Current research about teaching and learning, what teachers understand of their students and justification for public debates.  Surveying students on initial beliefs to identify more controversial issues  Evaluate evidence The Professional Judgement underlying public discourse Framew ork comprises three to determine educational components and provides a guide merit of debate for teachers to decide on the best approach in dealing with these questions.

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Aims: the purposes and values that underpin lesson design 

The objectives teachers hope to achieve (e.g. to help students become good citizens) Aims

Summary

Equality

Recognise one another as equals

Tolerance

Not to use coercive power of the state to outlaw or persecute people for their values

Autonomy

The democratic idea of directing one’s own life and skills to make rational decisions

Fairness

Finding a solution that promotes common good

Engagement

Become interested in political issues

Political literacy

Understand how issues map onto ideologies and values

Applications of the Framework Depending on the context, evidence and aims of the class, the teacher then decides how he/she would like to structure the discussion.

This could be manifested in purposeful withholding or occasional disclosure, but fundamentally a tone of mutual respect and fairness should be established in the classroom.

Some tips to decision-making on sharing include: 

Show respect for differing views by encouraging logical and fair consideration.

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Make explicit your policies surrounding disclosing and withholding and explain the rationale to alleviate student confusion.

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Avoid sharing in indirect and unintentional ways which diminish the powe r o f discussion.

Should Discussions be Assessed?

Assessment can take on different forms and hence teachers should be flexible in deciding whether a discussion should be assessed and how it should be assessed. Some considerations include: 

The aim of the discussion



Students’ familiarity with discussions

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To Disclose or Withhold?

Instead of adopting a categorical approach by consistently withholding or disclosing views on controversial issues in adherence to principles of neutrality or transparency, a skillful approach would be to regard sharing as a pedagogical tool, and decide when would be appropriate to use it based on the Professional Judgement Framework.

The amount of student preparation that went into the discussion

Formal assessment of students’ participation in discussion is recommended as a way to communicate to students that discussion is valued and to provide students with specific feedback to improve discussion skills.

Instead of adopting a categorical approach by consistently withholding or disclosing views on controversial issues in adherence to principles of neutrality or transparency, a skillful approach would be to regard sharing as a

pedagogical tool, and decide when would be appropriate to use it based on the Professional Judgement Framework.

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Components of formal assessment could include: 

Pre-discussion: preparation efforts

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During discussion: discussion skills (Please refer to the scoring checklist on the right)

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Post- discussion: evaluate fulfillment of learning outcomes from discussion

On the contrary, some believe that informal assessment is preferred as the authenticity of discussion would be affected if students were graded on their verbal participation. Participation may be perceived as a matter of personal choice and “free speech should also mean that students have the freedom not to speak.”

Suggested means of informal assessment include: Provision of oral and written feedback on discussion skills

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The following discussion formats shared in the book Controversy in the Classroom (Hess, 2009) could be used for reference when deciding the structure for discussion-based activities on more controversial issues.

Model

A: Town Meeting

B: Seminar

C: Public Issues (Oliver Shaver, 1966)

Description

Large group discussion where participants assume different roles and perspectives

Text-based large group discussion to develop understanding of issues and values in text

3 question types (factual, definitional, value-oriented) to guide discussion of public policy issues

Purpose

•Understand multiple perspectives

•Learn about an issue

Allow practice of free speech and participatory citizenship which are underlying to democracy

•Promote critical thinking •Communicate with those of differing views

Table continues on the next page 

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Model

A: Town Meeting

B: Seminar

C: Public Issues (Oliver Shaver, 1966)

Preparation

•Introduce discussion model

•Complete reading assignment on basic arguments within text in order to obtain ‘ticket’ to discussion

•Prior lesson on discussion model

•Screen video on past examples of both exemplary and poor contributions •Assign different stakeholder roles to students

•Students who fail are assigned observer role to take notes on participation patterns

•Explain rationale for discussion •Go through the discussion scoring checklist

•Provide relevant background material for each role

•Independent research Unique Features

Students take assigned positions instead of those that they concur with

Common text for discussion

•Group students based on verbal prowess and comfort level in discussion •Invite adults to take part occasionally

Cover a broad spectrum of perspectives

Shared text in spite of difference in experiences

•Encourage quieter students to share

Rationale •Cross-generational discussion to

Role of teacher

Assessment

•Call on students with hands raised

•Ask probing questions

•Assessment based on rubrics

•Remind students to refer to relevant text

•Redirect content by asking clarifying questions and raising new issues

•Spark discussion of larger moral questions

•Help students with difficulty by rephrasing

•Refocus seminar on dissenting arguments

Rubrics based on knowledge of subject, portrayal of role and effectiveness as a participant

No formal assessment

•Push students towards greater depth of analysis

•Point out contradictions in reasoning •Encourage students to respond to one another seriously

•Preparation worksheet •Scored oral participation •Post-discussion written test

•Students share on what went well and what did not

Post-discussion activities

•Individual feedback

Application

Potentially useful for issues on which there is a large range of stakeholders involved

Students share critique of discussion during debrief

•Verbal assessment for each group •Individual score

Could be used to hone sourcebased skills based on a given article

Applicable for classes which display a large diversity in willingness to contribute to discussion

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A key similarity across the case studies is the preparation component that is incorporated in each of the discussion models. Effective discussions of more controversial issues are usually intricately planned and everyone involved is expected to make preparations. As a general rule, it is unwise to expect students without exceptionally well-developed discussion skills to create a good discussion without preparation.

Possible ways to prepare students for discussions: •Provision of reading materials and background information or contextual knowledge •Lesson on discussion model and comparing good and bad examples of discussion •Assign students to research on the subject

Conclusion One can see that there is no one best strategy for conducting discussions that involve more controversial issues. Every discussion in every class is unique and teacher can apply the Professional Judgement Framework (context, evidence and aims) to determine what would work best for a particular discussion.

References 

Hess, D. E. (2009). Controversy in the Classroom. New York: Routledge.

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Hess, D. E. and McAvoy, P. (2015). The Political Classroom. New York: Routledge.

Do sign up for the upcoming discussion-based pedagogies in Social Studies (workshop and seminar) conducted by Dr Ho Li Ching (Asst Prof for Social Studies, University of Wisconsin - Madison).

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Dice It Up Diversity - Moving beyond tolerance and acceptance move beyond tolerance and acceptance, and towards understanding and celebrating diversity. This requires one to not only accept differences, but to embrace them and focus on commonalities that bind us together as a community. One way such commonalities can be discovered is through the sharing of stories, where one would discover how individuals from different backgrounds share similar struggles and joys when negotiating and coming to terms with their identity, relationships and choices. Such commonalities would strengthen Singaporeans’ unity and prevent people from creating According to Olsson’s (2005) Stairs of unwanted fault lines in Singapore that Tolerance, there is a need to get could weaken our harmony. individuals in a diverse community to Since 1997, schools in Singapore celebrate Racial Harmony Day each year on the 21st of July, with students encouraged to dress in ethnic costumes as they feast on different ethnic cuisine. This serves to commemorate the 1964 racial riots that took place between the Chinese and the Malays, and reminds Singaporeans of the need to maintain racial understanding and tolerance among the different communities in Singapore.

However, with the recent terrorist attacks in Orlando, Dhaka, Nice and Puchong, one wonders that should Singapore be put to the test one day, can our harmony be maintained?

Article continues on the next page  References

     

Character and Citizenship Education Branch, Ministry of Education, Singapore. (2016) Racial Harmony Forum 2016. Retrieved from: http://library.opal.moe.edu.sg/library/slot/reslib/dc265/8fb621ae3_264786.pdf International Planned Parenthood Federation. (2010, January). IPPF Framework for Comprehensive Sexuality Education. Retrieved from: http://www.ippf.org/sites/default/files/ippf_framework_for_comprehensive_sexuality_education.pdf Loh, P. Y. & Han, J. (2014, September 29). Racial Harmony Day. Retrieved from: http://eresources.nlb.gov.sg/infopedia/articles/SIP_965_2004-12-31.html Matthews, M. and Mohammad Khamsya Khidzer. (2015). Preserving racial and religious harmony in Singapore. In D. Chan (Ed), 50 years of social issues in Singapore (pp. 75-96). Singapore: World Scientific.

Nair, S. (2016, July 21). Harmony between different races and religions fundamental for Singapore: PM Lee. The Straits Times. www.straitstimes.com/singapore/harmony-between-different-races-and-religions-fundamental-for-singapore-pm-lee Olsson, H. (2005). Stairs of Tolerance. Sweden: Riksförbundet för sexuell upplysning (RFSU).

Retrieved from: http://

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This is not to say that the commemoration of Racial Harmony Day can now be done away with. While some may think that the activities and performances seem ‘staged’ or ‘superficial’, they serve to remind Singaporeans why racial and religious harmony are important in a diverse society like Singapore. However, it is what we do during the other 364 days of the year that would help Singaporeans to embrace and celebrate diversity. In schools, students are presented with many opportunities to interact with students from other backgrounds, which would provide them with the platform to discover commonalities and create lasting friendships. Thus, teachers should encourage students to step out of their comfort zone and mingle with those who are different from them. Teachers need not shy away from

iSSues Explorer Social Studies (Secondary) Unit

discussing about racial, religious or nationalityrelated issues in class, as open discussions about prejudices, misconceptions and personal experiences would deepen students’ understanding of diversity and move them beyond the tolerance and acceptance level. Strong bonds formed between individuals from different backgrounds would withstand the test of any divisive forces from within and beyond our country.

As our society becomes more diverse, let us as Social Studies educators, leverage the affordances of our subject and engage students in discussions that involve multiple perspectives, so as to allow students to discover the commonalities amidst our differences and to embrace and celebrate our diversity.

What’s Simmering?

Societal issues to pay attention to What makes Social Studies engaging for students is the relevancy, relatability and currency of the issues discussed. Thus, this section looks at three currently evolving societal issues and provide suggestions on possible discussion questions that teachers can use in the Social Studies classroom.

Issue 1 — Exploring Citizenship and Governance; Issue 2 — Living in a Diverse Society Knowledge outcomes: Students will be able to understand: 

the different attributes shaping citizenship (a sense of identity); and



the factors that shape identities.

These articles (1, 2) explore Singaporeans’ reactions towards Joseph Schooling’s win at the 2016 Olympics in Rio De Janeiro, where he came in first for the 100m butterfly final. The morning when the race was broadcasted, Singaporeans from all walks of life paused from their daily activities to cheer him on and on the morning when he returned to Singapore, hundreds gathered at the airport to give him a warm welcome.

1.

How did you feel when Joseph Schooling won the 100m butterfly final and the Singapore anthem was played at the Olympics medal award ceremony?

2.

Why do you think Singaporeans from all walks of life came together to cheer him on and subsequently to celebrate his victory?

3.

Suggest two ways in which Singaporeans’ sense of identity and belonging to their country can be strengthened.

To access possible responses to these questions, please click on this link (pages 1-3).

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Issue 2 — Living in a Diverse Society Knowledge outcomes: Students will be able to understand: 

the experiences and effects of living in a diverse society; and



the various ways in which governments and individuals can respond to the effects of living in a diverse society.

This article examines the findings from the recent nationwide survey about race relations and attitudes towards racial issues in Singapore. While the findings reveal a generally rosy picture, with people striving to uphold multiculturalism and lauding policies that have been put in place to promote it, the survey revealed that Singaporeans have some way to go in terms of deepening interracial ties. This was evident when it came to familial and inter-personal relationships or the choice of the country’s President or Prime Minister, where there is a clear racial preference towards people of the same race.

1.

Do you agree or disagree with the findings from the survey? Explain your answer.

2.

Suggest two ways in which ties between people of different races and religions in Singapore can be deepened.

To access possible perspectives regarding this issue, please click on this link (pages 4-5).

Issue 3 — Being Part of a Globalised World Knowledge outcomes: Students will be able to understand: 

different responses to tensions arising from some economic impacts of globalisation; and



different responses to tensions arising from some cultural impacts of globalisation.

These articles (1, 2) explore the relationship between Brexit, the popularity of Donald Trump as a presidential candidate and globalisation. These articles suggest that Brexit and the popularity of Mr Trump signals a nationalist backlash against globalisation, free trade, offshoring, labour migration, market-oriented policies, supranational authorities and even technological change. This is because these trends have resulted in reduced wages and employment for low-skilled workers in labour-scarce and capital rich advanced economies.

1.

What are some challenges arising from economic and cultural impacts of globalisation that may have contributed towards Brexit and the popularity of Mr Donald Trump as a presidential candidate?

2.

Suggest two ways in which Singapore can respond to such challenges that have been brought about by globalisation.

To access possible perspectives regarding this issue, please click on this link (pages 6-7).

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What’s Cooking What’s cooking in the area of professional development

To access the resources, please click on this link.

Here, you can find links to content updates relevant for either/both the Express/Normal (Academic) or Normal Technical syllabuses. These updates will support you in bringing in dynamic content to support understanding of core content in the syllabuses. There are also links to readings that will deepen teachers’ understanding of societal issues in Singapore and the world, as well as useful resources that teachers can explore for their lessons.

Upper Secondary

Upper Secondary

Social Studies Coursebook (Express and Normal Academic) - page 114

Social Studies Coursebook (Express and Normal Academic) - page 152

Update: Inter-ethnic Marriages in Singapore Data (bottom of page) 2013

2014

2015

Total number of Marriages 26 254

28 407

28 322

Inter-ethnic Marriages (%

20.4%

21.5%

20.9%

Update: “Crime Rates in Singapore” Infographics (second half of page) Update: Crime rates in Singapore 2012: 584 per 100 000 people 2013: 555 per 100 000 people

2014: 591 per 100 000 people References: Department of Statistics Singapore - Statistics on Marriages and Divorces (2014) [pg 3 & 8]; - Statistics on Marriages and Divorces (2015) [pg 3 & 8]

Overall crime rates in Singapore have increased in both 2014 and 2015. This was largely due to an increase in online commercial crimes. Nevertheless, Singapore’s crime rates continue to be lower than that of other major cities.

To find out more about crime rates in Singapore, please access the following publications: SPF Annual 2014; SPF Annual Crime Brief 2015

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Some Useful Resources to Explore

To access the article, please click on this link.

To access the 27 July edition, please click on this link.

To access the article, please click on this link.

Other Useful Readings Voters Matter in Building a Healthy Electioneering Culture (IPSCommons)

Strategic Opportunities, Big Rewards: Singapore’s Defence Diplomacy through APPSMO (RSIS)

Access

Access

Engaging Citizens in the Digital Age

Managing Singapore’s New Diversities

(CSC)

(IPSCommons)

Access

Access

To view the documentary, please visit the following website.

To view the lesson, please visit the following website.

Race … or Erase?

[This article examines whether Singapore’s racebased policies continue to be relevant in modern, diverse Singapore] (CSC)

Access

Hard questions on Racism in Singapore’s Cyberspace [This article explores the need for better policing of websites that allow for the proliferation of racist remarks]

Global Fight Against IS: Singapore’s Role in CounterTerrorism

Britain fails to Understand the Nature of Globalisation at its Peril

(RSIS)

(The Conversation)

Access

Access

(The Middle Ground)

Access