iSSues Explorer Social Studies (Secondary) Unit November 2016
Developing Our Students as Informed, Concerned and Participative Citizens
Selection of the Month Effective Questioning — Asking the right questions In this ‘Selection of the Month’, we would like to focus on how teachers can help students learn by asking the right questions. This would be largely dependent on the stage of learning a class/student is currently at, as well as the purpose of asking the question(s). As Social Studies teachers, we ask questions in class on a daily basis. Therefore, it is important to be cognisant of the purpose of the questions we ask as they guide students’ understanding of the issues/concepts being discussed. In planning for lessons that are centred on questions, it is important to remember that questions asked in the classroom must be planned in advance and must be directly related to what you want the students to learn.
concepts previously taught. An example of such a question may include, ‘How does an event such as the Southeast Asian (SEA) games build peace?’ 2. Stimulate Interest Questions that stimulate interest can be asked at the beginning of a lesson, for example, at the sparking curiosity stage of an inquiry-based lesson to help teachers find out students’ prior knowledge about an issue. The questions may be speculative or may invite students to share their past experiences with their classmates. Examples of such questions may include, ‘Where do you think these products originate from’ or ‘What are some Singapore holiday celebrations that you have been a part of?’
In planning for lessons that are centred on questions, it is important to remember that questions asked in the classroom must be planned in advance and must be directly related to what you want the students to learn. While we cannot entirely preempt students’ responses, it would be useful to think of possible student responses and prepare some 3 . D e e p e n S t u d e n t s ’ Understanding follow-up questions that can help Teachers can use analytical and drive the discussion forward. evaluative questions when they R e a s o n s f o r A s k i n g want students to think more deeply about what they have just Questions discussed or to analyse an issue or Here are some reasons why concept more thoroughly. teachers ask questions in class:
Such questions are useful at the 1. Accountability exercising reasoning stage of an These questions are meant to inquiry-based lesson, where check for students’ understanding of students can apply what they have the issue being discussed or learnt to new contexts. Examples
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iSSues Explorer Social Studies (Secondary) Unit
of such questions may include: ‘How different will Singapore be if there were more racial and ethnic diversity in the country?’ or ‘How will mixed-race categorisation affect one’s identity - both at the individual and societal level ?’ Teachers should note that when asking such questions, additional scaffolds from teachers may be necessary, and this can take various forms such as video clips and textual sources. One example can be found in the Revised Express and Normal (Academic) Social Studies Coursebook (p.g. 338), where after learning about what transnational terrorism entails, students are asked to analyse a cartoon to understand the nature of terrorism. 4. Promote Inquiry Questions which promote inquiry are openended but not speculative. It forms a basis for further inquiry and requires the answer to be anchored with specific content knowledge. For example, teachers may ask students ‘Is globalisation necessarily good?’ and ‘What do you think are the tensions and trade-offs of globalisation?’ Answering these questions will achieve the purpose of getting students to question and refine their thoughts and reassess Purposes of Questioning Accountability/Assessment Stimulate interest (before instruction)
Deepen students’ understanding
Promote inquiry
Critical thinking
their conclusions. It will also help students to consider alternative perspectives where needed. 5. Promote Critical Thinking Questions which serve to promote critical thinking are designed to help students think through assumptions in sources. Such questions may include:
Why are the sources presented in a certain manner?
Who/what is included and left out? How would you interpret the source if you are looking at it from the perspective of another person?
How is language used to shape thinking? What particular words/ phrases are used to lead to a particular impression?
Who benefits from telling the story this way or framing the issue in such a way?
Questions like the ones listed above are often applicable when we are teaching students to interpret sources and to go beyond looking at the surface meaning of the sources.
Elaboration
Make sure students are paying attention Check whether students have basic understanding Ask students about their experiences Ask students to speculate on a puzzling/ hypothetical situation Ask students to speculate on a visual image Apply learned material to new examples Compare places, positions, events, etc. Trace causation Judge an outcome or rank a set of items Students respond to open-ended questions which serve as basis for further investigation Students need to provide responses which are evidence-based Think through the hidden assumptions in the material
Revised Bloom’s Taxonomy Level(s) Remembering; Understanding Remembering; Understanding
Applying; Analysing; Evaluating Analysing; Evaluating; Creating
Analysing; Evaluating
Overview of the different purposes of questioning
Conclusion Helping students to learn does not always require teachers to ask higher order questions, but rather, for teachers to ask the right questions at the right time. Depending on when a lesson is carried out and the objectives, the teacher should formulate suitable questions prior to the lesson. This article was based on Professor Keith C. Barton’s workshop, organised by the Singapore Association of Social Studies Education (SASSE) in May this year.
iSSues Explorer Social Studies (Secondary) Unit
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Dice It Up Relevant and Relatable issues Relevant and Relatable A common sharing by teachers at our school visits this year is that they try to incorporate examples/ materials which are relatable to students. They also shared how students take better to concepts such as diversity rather than governance, as they are better able to relate to the former. This raises the question: what does the term ‘relatable’ mean? Oxford Living Dictionaries define relatable as being able to “make or show a connection between”. Translated into the classroom context, it means discussing about issues which students are able to make connections with their everyday experiences. Given that students will naturally be interested to discuss relatable issues, some have asked if the Social Studies syllabuses should only include relatable issues.
In order to realise the aim of developing students into informed, concerned and participative citizens, there is a need to not only examine issues which are relatable, but also issues which are relevant.
While we recognise that it would be easier to engage students in discussions about relatable issues, we would like to invite teachers to take a step back and think about the role of Social Studies. In order to realise the aim of developing students into informed, concerned and participative citizens, there is a need to not only examine issues which are relatable, but also issues which are relevant. The latter would refer to issues which are appropriate and necessary for students to know at their current stage of life. For example, while students may not find the concept of governance relatable, it is necessary for them to learn about the election process or about
who makes up the Parliament, as they will become eligible voters in the near future. However, relevant issues can be relatable or made relatable for students. Issues such as the impacts of transnational terrorism are not only relevant in today’s world, but also relatable, as students often hear about terrorist attacks through different platforms. Some teachers have managed to make relevant issues relatable for students by using analogies and personal stories.
Disruptive Innovation as a relevant concept that may not seem relatable An example of a concept that is relevant but not easily relatable would be ‘Disruptive Innovation’. ‘Disruption’, or ‘Disruptive Innovation’, as coined by its originators, is a process whereby a status-quo product or technology on the market is eventually overturned. It involves companies leveraging developments in technologies and adopting new business models that would allow them to turn an existing product into something more accessible to a new consumer base that may have been overlooked by the industry previously. For example, Netflix started off as a mail -in subscription service that only appealed to consumers who owned DVD players and did not mind the lag time between selecting their movies online and receiving their movies (DVD) in the mail.
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However, when the company decided to leverage the rise of instant video streaming technologies, they were able to capture new consumers who wanted to watch new movie releases that are of a high quality, on demand, at an affordable price and in the comfort of their homes. While our students may not be able to appreciate the impact of ‘disruptive innovations’ yet, it is still relevant for them to be exposed to this concept as a way to prepare them for the economy they will soon find themselves in. The relevance of ‘disruption’ was highlighted recently by Prime Minister Lee Hsien Loong. In his National Day Rally Speech, he singled out ‘disruption’ as the defining challenge among the economic issues Singapore is dealing with. As such, Singaporeans need to be adaptable and continually acquire relevant skill sets by upgrading themselves and leveraging the opportunities provided through SkillsFuture.
Disruption made relatable – Augmented Reality in Pokemon Go The use of augmented reality (AR) in Pokemon Go is one example to make disruption a more relatable concept to students.
iSSues Explorer Social Studies (Secondary) Unit
Before Pokemon Go, the use of AR was mainly confined to industry applications where usage requirements were exceedingly high and also required the use of bulky, expensive, headmounted display devices. For example, Volkswagen used AR in an iPad app which projects visual labels and instructions in real time to guide mechanic operators to fix car parts. As a mobile game, Pokemon Go combined the use of AR and the GPS mapping function to create a mixed-reality experience for a new group of consumers. Doing so allowed mobile device users to connect with others and their environment. As part of the gameplay, users can be walking or running in parks, or seeking out previously unknown landmarks in the community, rather than be confined to specific spaces. By providing a more interactive form of game play, it has introduced disruption to the consumer entertainment landscape. Using AR, Pokemon Go has turned the real world into an entertainment venue for the masses and this could signal an emerging trend of a mixed-reality entertainment landscape as more game makers or entertainment providers jump on the bandwagon.
References
Channel News Asia (21 August 2016). “NDR 2016: Disruption the ‘defining’ challenge to the economy, says PM Lee”. Retrieved from: http://www.channelnewsasia.com/news/singapore/ndr-2016-disruption-the/3061588.html
Christensen, Clayton M., Raynor, Michael E. and McDonald, Fory. “What is Disruptive Innovation?” Harvard Business Review. Retrieved from: https://hbr.org/2015/12/what-is-disruptive-innovation
Mcalone, N. “The father of ‘disruption’ theory explains why Netflix is the perfect example - and Uber isn’t”. Business Insider Singapore. Retrieved from: http://www.businessinsider.sg/the-father-of-disruption-theory-explains-why-netflix-isthe-perfect-example-and-uber-isnt-2015-11/#95z2LE4pYCRHA65t.97
Prime Minister’s Office. National Day Rally Speech 2016. Retrieved from: http://www.pmo.gov.sg/national-day-rally-2016
The Economist. (25 January 2015). “What disruptive innovation means”. Retrieved from: http://www.economist.com/blogs/economist-explains/2015/01/economist-explains-15
Yu, Howard. “What Pokemon Go means for Augmented Reality.” Fortune. Retrieved from: http://fortune.com/2016/07/23/pokemon-go-augmented-reality/
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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 Knowledge outcomes: Students will be able to understand:
the challenges of determining what is good for society; and
how citizens can participate in working for the good of society.
This article looks at the challenge of managing demand and supply of water in Singapore. Beyond politics and economics to influence water consumption behaviour, the author also suggests the importance of changing the mindset and cultural influences behind water consumption patterns in Singapore.
1.
What are two measures that have been suggested to address the amount of water consumption in Singapore? Are these going to be effective according to the author?
2.
According to the author, what are the other aspects the Singapore government should look into in order to effectively manage water consumption?
3.
Suggest two other recommendations to encourage people in Singapore to use water prudently.
To access possible responses to these questions, please click on this link (page 1).
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 shares a viewpoint that the burkini was intended to allow for Muslims to take part in Western culture and not, as suggested by French officials, to prevent their assimilation. The writer went on to share that French officials have the right to be concerned with growing radicalisation as a study shows how “French-speaking countries are most likely to produce people who leave to fight for terrorist organisations in Iraq and Syria”. However, carrying out measures that seem to marginalise the Muslims will only contribute to the narrative that ISIS is trying to propagate.
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1.
There were many who spoke up against the burkini ban after it was imposed. The French government later overturned this ban. Why do you think many (both in and beyond France) did not agree with the burkini ban? Explain your answer.
2.
Do you agree with the burkini ban by France? Explain your answer.
This article shares the writer’s opinion on the real reason behind the burkini ban in France. The writer attributes it to the historic traditions of the country, and the relegation of religion to what he deemed as a marginalised status. He shared that the public display of religion in France is viewed with “distaste and suspicion”, thus his understanding of the ban on the burkini. At the same time, he highlighted that a study conducted earlier this year suggests that the percentage of voters having negative views on Muslims in France is far less than almost anywhere in Europe. 3.
In the article on “The real fear behind French burkini ban”, the author shared that “only 28 per cent of voters in France admit to having a negative opinion of Muslims, far less than almost everywhere else in Europe”. Why do you think there is less negative opinion of Muslims in France than in other parts of Europe? Explain your answer.
To access possible perspectives regarding this issue, please click on this link (pages 2-3).
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
different responses to tensions arising from some security impacts of globalisation. Article 1 outlines Singapore’s participation in the US-led coalition against the militant group (ISIS) and whether Singapore has placed herself in the frontline as a target as a result. Article 2 examines how the government is preparing the community to manage security challenges through grassroots-led programmes. Teachers may wish to use these articles to explore the role of the government and individuals in managing terrorist threats to Singapore.
1.
Do you agree or disagree that Singapore should participate in overseas military operations against terrorism?
2.
Suggest two ways in which Singapore can respond to security challenges that have been brought about by terrorism.
To access possible perspectives regarding this issue, please click on this link (pages 4-5).
iSSues Explorer Social Studies (Secondary) Unit
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What’s Cooking What’s cooking in the area of professional development REVAMPED SOCIAL STUDIES SECONDARY OPAL PAGE Organised according to the different syllabuses, you will be able to find the TLS, TLG, lesson plans, videos, useful links and other resources in the respective sections!
Not a big fan of OPAL because you always can’t seem to find what you are looking for?
We heard you and have re-organised our Social Studies Secondary webpage to make it more user-friendly for you!
SPECIAL Dynamic Content
Wait no further! Visit our revamped Social Studies Secondary OPAL page today! To access the page, please click here
John is a Curriculum Planning Officer with the Commerce Unit. A Permanent Resident from Malaysia, he has been in Singapore for over 15 years. He studied in one of the Junior Colleges in Singapore before completing his degree at the National University of Singapore. After NIE, John taught for 5 years in a secondary school, before taking a break to complete his Masters. He joined the Humanities Branch in 2016 and had signed up for the SAF Volunteer Corps (SAFVC) in the same year.
What made you decide to sign up for the SAF Volunteer Corps? Ever since I came to Singapore, I have been blessed with many good friends. My reason to serve is to do my part to protect those I hold dear - my friends and loved ones. In a war or crisis, I want to make sure I can play my part. My primary motivation for signing up was also to experience and comprehend what my peers and my first few batches of students, whom I am still in touch with, go through.
How long was your training and what did you do during your training? In June 2016, I underwent 2 weeks of Basic Training. I’ll be going for my Qualification Training (Modular) in February 2017. During Basic Training, we were trained in basic soldiering skills such as operating and firing the Singapore Assault Rifle 21 (SAR 21), Individual Field Craft and Fire & Movement. We also had to go through a field camp in Pulau Tekong where I tested my limits. The experience of digging a shellscrape, sentry duties and going through the Battle Inoculation Course were definitely more demanding than what I had imagined. With the support of my section mates, we worked together and encouraged each other to persevere.
Tell us a bit about the volunteers you met at the training. Were they of a similar age/background as you? There was one male platoon and one female platoon. The male platoon was generally older, ranging from those in their late 20s to those in their mid-40s. Quite a number of them joined because they are new citizens and wanted to know what their sons will be going through in National Service so they could better understand what their family and friends would be going through. The female platoon was younger, with most participants being in their 20s. Those that I spoke to wanted to experience what their male friends were going through. The female volunteers went through the same training that we did. Like us, they persevered and completed the training.
What are some of your take-aways from this experience and will you recommend other individuals like yourself to sign up for this? YES! I will definitely recommend people to sign up for it. It was an enlightening journey of self-discovery. I was pushed to my limits and relied greatly on camaraderie to pull through. In a way, it illustrates the need for people to maintain strong bonds to get through difficult times; hence the constant call for harmony regardless of race, language, or religion. The key takeaway is not to take National Defence for granted and appreciate our NSmen. National Defence is more than just having firepower. It is about having people who understand and appreciate the need to do what it takes to keep our nation safe. All of us can play a part by stepping forward to serve, leading active and healthy lifestyles and having strong bonds within our community. If we all play our part, those who want to disrupt our peace will think twice.
An Interview with John
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Some Useful Resources to Explore Elected Presidency Click on the infographics on the left to access a handy summary of the Government’s White Paper, outlining its response to key recommendations of the Constitutional Commission on the Elected Presidency.
To access the 14 September edition, please click on this link.
For more information about the Elected Presidency system, please click on this link.
To access the 28 September edition, please click on this link.
Other Useful Readings With an Informed Electorate, the Voting System Can Cater to Young and Old
Intentional Public Engagement: The Next Phase of GovernmentCitizen Relations
(IPSCommons)
(CSC)
Access
Access
When the Government Goes Online (CSC)
Access
What’s in a name? How a democracy becomes an aristocracy
Asking the Right Questions about Charity
Setting the Scene: Interreligious Dialogue in Plural Societies
Why We Need to Talk About Race
(The Conversation)
(IPScommons)
(RSIS)
(IPSCommons)
Access
Access
Access
Access
Fostering a Disruptive Culture for a Disruptive Economy
National Service’s Crucial Role in Fight Against Terror
To Triumph Over Terrorism, We Need Resilient Citizens
Zika and Health Security in Southeast Asia
(IPSCommons)
(SIIA)
(IPSCommons)
(RSIS)
Access
Access
Access
Access
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iSSues Explorer Social Studies (Secondary) Unit