iSSues Explorer (Sep 2018)

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September 2018

iSSues Explorer

Developing Our Students as Informed, Concerned & Participative Citizens

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SELECTION OF THE MONTH Our Senior Teacher shares strategies to teach source-handling skills

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DICE IT UP Lesson Ideas incorporating SLS resources to unpack the Security Impact of Globalisation

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WHAT'S SIMMERING Articles and discussion questions on: Inclusiveness in Singapore, Gender Equality and Cyber Security

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WHAT'S COOKING Additional resources for use in classroom activities

Brought to you by the Social Studies (Secondary) Unit

September 2018

Issue 4

/SELECTION OF THE MONTH/ Equipping Students with Source-handling Skills In this issue, our Senior Teacher Khairani Sufianna Junid, from Pasir Ris Crest Secondary School, shares strategies to equip students with source-handling skills. Read on to find out how she engages her students in analysing sources to understand contemporary and prepare them to be citizens of tomorrow.

Assessment Objective 2: Interpreting and Evaluating Sources/Given Information The syllabus document spells out the assessment objectives which require students to: comprehend and extract relevant information; draw inferences from given information; analyse and evaluate evidence; compare and contrast different views; distinguish between fact, opinion and judgement; recognise values and detect bias; and draw conclusions based on reasoned consideration of evidence and arguments

Social Studies seeks to develop students to be informed, concerned and participative citizens.

Through the exploration of issues in Social Studies, the syllabuses envision students as active citizens who are competent in decision-making and able to contribute responsibly to the society and world they live in. In working towards these outcomes, it becomes vital to nurture students to develop critical thinking skills in order to manage complexities and ambiguities.

Through the use of sources, students are taught to explore perspectives surrounding the issues facing their society and the world before coming to a balanced conclusion.

Challenges Teachers Face Equipping students with thinking and process skills which are essential for lifelong and independent learning De-linking sources from assessment, as students tend to see sources only in utilitarian terms i.e. “Can I use this source for cross-reference?” “How can I include evidence into my response?”

Helping students appreciate and evaluate sources and multiple perspectives

Challenges Students Face

Tendency to view sources in silo, and not seeing the link between the sources, limiting their big picture understanding of the issue Unfamiliar or uncomfortable with analysing sources and detecting nuances outside the context of assessment Unable to apply their conceptual understanding of societal issues to real-life contexts

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September 2018

Issue 4

/SELECTION OF THE MONTH/ Equipping Students with Source-handling Skills Strategies for the Classroom One of the ways to introduce sources to students is by removing the context of assessment. The use of sources provides students with multiple perspectives and enables them to practise source-handling skills such as inferring and comparing. For example, unpack the concept of trade-off using sources that reflect the perspectives of different stakeholders. In this way, teachers can teach both content AND source-handling skills concurrently. #2

Equip students with thinking routines to analyse sources

#1

Weave sources into the teaching of content

Provide students with thinking routines, frames or guiding questions to get them started on their analysis of the sources. When students critically analyse sources divorced from assessment, they would be driven by the need to make sense of the sources, rather than seeking answers to answer the question. Students would then gain a deeper understanding of the perspectives presented in the sources.

Use Argumentation Theory to guide students in identifying the premise and conclusion of sources.

Argumentation theory is the interdisciplinary study of how conclusions can be reached through logical reasoning; that is, claims based, soundly or not, on premises. With knowledge of both claim and premise, students will be able to better articulate the perspectives of the sources they are analysing.

#3

Introduce students to the idea of premise and conclusions

The world we live in today is becoming increasingly inter-connected. Given such an environment, it becomes important for us to understand the ‘ideas, voices, knowledge and experiences of people’ (Merryfield & Lisa, 2008. p85) beyond our country. As teachers, we play an important role in developing in our students the necessary skills, knowledge and values to become critical thinkers who are able to appreciate diverse perspectives before making decisions. The set of source-handling skills is no longer one that is only applicable during assessment, but also for life.

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September 2018

Issue 4

/DICE IT UP/ SLS Lesson: Security Impact of Globalisation The SLS Lesson In Issue 3 of the E/N(A) syllabuses, students learn about the security impact of globalisation on countries and individuals through the management of trade-offs in transnational terrorism.

In this article, we will be providing ideas based on the SLS Lesson “Chapter 11 – What Are Some of the Tensions Between National Security and One’s Right to Privacy?” Click HERE to access the SLS Lesson.

The SLS Lesson focuses on helping students unpack: the common characteristics of transnational terrorism; and the tensions between ensuring national security and respecting personal privacy.

Landing Page: Click on the tabs on the right to explore other sections of the SLS Lesson.

Video Resource on Religious Extremism

Video Resource on Lone Wolf Attacks

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September 2018

Issue 4

/DICE IT UP/ SLS Lesson: Security Impact of Globalisation Lesson Idea #1 The Lesson Idea Before going through the SLS Lesson, invite students to share their understanding of terrorism by sharing their thoughts on Mentimeter.

Students' responses are then consolidated as a word cloud. A word cloud emphasises the most common responses submitted, by presenting them in bigger-sized fonts.

Teachers can facilitate a discussion based on the word cloud generated as a lead-in to the next stage of the Inquiry Process.

How does this support the Inquiry Process?

SPARKING CURIOSITY This activity serves to activate students’ prior knowledge and surface their existing beliefs and views about terrorism.

ICT Tool: Mentimeter Mentimeter is an easy-to-use presentation software that is fun and makes thinking visible.

By capturing the data visually, teachers can: promote co-construction of knowledge as students see their peers’ responses and can learn from one another; and identify learning gaps and address misconceptions Click HERE to learn more about Mentimeter.

A word cloud generated on Mentimeter.

Sensitivity Note Do take note of certain sensitive responses from students and use such responses to clarify misconceptions students may have.

For more information on Managing Effective Discussions of Controversial Issues, refer to p. 118 of the Teaching & Learning Guide (Section 4).

Lesson Idea #2 The Lesson Idea How does this support the Inquiry Process?

Direct students to the tab 'How Do We Manage the GATHERING DATA Tensions Between National Security and Personal The role play provides students with the Privacy?' and have students read the article 'Bag opportunity to gather data that reflects the checks at MRT stations the new normal?' different perspectives on the trade-off between Have students take on different roles (e.g. police national security and personal privacy. officer, student, retiree, business executive) and EXERCISING REASONING act our their responses to the following question: In responding to the question individually, Do you support having random bag checks at MRT students take into consideration the information stations? they have gathered from the article and role play At the end of the role play, invite students to share before arriving at a well-reasoned and their personal response to the same question via substantiated conclusion.

SLS. Singapore Teaching Practice Teaching Action: Use of Role Play Role play is a form of experiential learning which provides students with the opportunity to demonstrate their understanding of the issue or concept. By assuming different personas, students are able to immerse themselves in the perspective of different parties. The increased involvement by students in the co-construction of knowledge raises their interest in the subject and helps them better internalise knowledge. Click HERE to learn more about Role Play.

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September 2018

Issue 4

/WHAT'S SIMMERING/ What makes Social Studies engaging for students is the relevance, relatability and currency of the issues discussed. Thus, this section looks at three current societal issues and provides suggestions on possible discussion questions that teachers can use in the Social Studies classroom.

ISSUE 1: Exploring Citizenship & Governance Is Singapore an inclusive society?

ISSUE 2: Living in a Diverse Society Does gender equality exist in Singapore?

ISSUE 3: Being Part of a Globalised World How effective are efforts to ensure Singapore's cyber security?

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September 2018

Issue 4

/WHAT'S SIMMERING/ ISSUE 1: EXPLORING CITIZENSHIP & GOVERNANCE IS SINGAPORE AN INCLUSIVE SOCIETY? In his 2018 National Day Message, PM Lee Hsien Loong highlighted efforts by the government to strengthen Singapore’s resilience, regardless of external situations.

The focus on reviewing key education, healthcare and housing policies serve to “improve the lives of Singaporeans, strengthen social safety nets, and build a more cohesive nation.” As it works for the good of society, the government also has to ensure that Singapore is able to ride the waves of international trade tensions and security threats. The role of organised groups serves to complement the role of the government in working for the good of society. Is Singapore an inclusive society?

Knowledge Outcomes Students will be able to understand: 1) the challenges of determining what is good for a society; and 2) how citizens and organised groups can participate in working for the good of society.

Links National Day Message 2018

Kampung Admiralty welcomes its first batch of residents

Social service hubs to help needy will be round the corner

Integrated social services for rental housing tenants to help families achieve stability: Desmond Lee

Aware calls for free childcare, financial incentives to help low-income mothers break out of poverty

Parliament: HDB to go one step further to integrate rental and sold flats in same block: Lawrence Wong

Discussion Questions Is Singapore an inclusive society?

In your opinion, what are some challenges in ensuring inclusiveness in Singapore?

Click HERE to access possible responses to discussion questions

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September 2018

Issue 4

/WHAT'S SIMMERING/

ISSUE 2: LIVING IN A DIVERSE SOCIETY DOES GENDER EQUALITY EXIST IN SINGAPORE?

Our identity can be influenced by various factors such as our race, nationality, religion, socio-economic status, age, and gender. All these contribute to the diversity in society.

In Singapore, we have always made the effort to manage various aspects of diversity such as the challenges arising from socio-economic and socio-cultural diversity.

Managing diversity also includes ensuring gender equality, which refers to the equal rights, responsibilities, and opportunities of women and men, and girls and boys. As part of our commitment to ensure gender equality, Singapore is a signatory to the United Nations Convention on the Elimination of All Forms of Discrimination against Women (known as CEDAW). Does gender equality exist in Singapore?

Knowledge Outcomes Students will be able to understand: 1) the experiences and effects of living in a diverse society; and 2) the various ways in which governments and individuals can respond to the effects of living in a diverse society.

Links Overlooked and underpaid, women must speak up and put themselves out there

UN committee renews calls for gender equality in Singapore

Singapore committed to women's rights and equality: MSF

Women see red over ‘pink tax’

Gender diversity not just tokenism, says President-elect

Commentary: Gender equality is not just a 'women’s issue'

Discussion Questions Does gender equality exist in Singapore?

In your opinion, what can be done to promote gender equality in Singapore?

Click HERE to access possible responses to discussion questions

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September 2018

Issue 4

/WHAT'S SIMMERING/ ISSUE 3: BEING PART OF A GLOBALISED WORLD HOW EFFECTIVE ARE EFFORTS TO ENSURE SINGAPORE'S CYBER SECURITY? The recent cyberattack on public healthcare provider SingHealth’s IT systems led to the largest breach of personal data, with non-medical personal data of 1.5 million SingHealth patients stolen. 160,000 of these patients also had their dispensed medicines’ records taken. This unprecedented attack has cast the spotlight on Singapore’s cyber security infrastructure, due to its impact on the country and citizens. With Singapore’s move towards becoming a Smart Nation, there is a greater need for measures to mitigate cyber threats. How effective are efforts to ensure Singapore’s cyber security?

Knowledge Outcomes Students will be able to understand the different responses to tensions arising from the security impact of globalisation.

Links Singapore health system hit by ‘most serious breach of personal data’ in cyberattack; PM Lee's data targeted

SingHealth cyberattack likely to be state-sponsored; Medical data a goldmine for hackers, say experts

SingHealth breach may give privacy new life

SingHealth breach a wake-up call for Smart Nation Singapore

SingHealth cyberattack: Did authorities respond fast enough to Singapore’s worst personal data breach?

Operations unaffected at SingHealth clinics after cyber attack and Internet delinking for staff computers

Singapore’s Cybersecurity Strategy

Danish Cyber Fact Sheet

Cyberattacks Are 'Ticking Time Bombs' for Germany

Discussion Questions How could a cyberattack such as the one on SingHealth affect Singapore?

How effective are efforts to ensure Singapore’s cyber security?

Click HERE to access possible responses to discussion questions

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September 2018

Issue 4

/WHAT'S COOKING/ ADDITIONAL RESOURCES ISSUE 1

The Big Read: No more errantly parked bikes?

New regime promising, but requires some pain

National Day Message 2018

New NHB programme aims to bring students closer to Singapore's heritage

ISSUE 2

ISSUE 3

Race-based policies should CNA-IPS Survey On Ethnic stay, but beware dangers of Identity in Singapore racial exclusiveness and ethnocentrism: Academics

OTHERS

Commentary: Maintaining racial harmony requires us to have a frank discussion about differences

ISSUE 2

Youth have to help in the 'fight back' against radicalisation: Shanmugam

SLS LESSON SLS Enrichment: The 1962 Water LESSON Agreement

Moulding the Future of our Nation: The Role of the Humanities

An SLS Lesson to explore Singapore's water agreement with Malaysia in light of recent developments.

Singapore Cyber Landscape 2017 Report

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September 2018

Issue 4

/WHAT'S COOKING/Â ADDITIONAL RESOURCES

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