Hwa Chong Institution (High School Section) Subject: IHC 3 2013 Level: Secondary 3 2013 Scheme of Work Schedule Curriculum of Core Curriculum of Connection Curriculum of Practice Curriculum of Identity Term 1 Weeks 2-3 Theme : Birth of a Nation (NON- EXAMINABLE) Introduction: Students will be able to explain the concepts of state, nation, nation-state and nationalism. What is nationalism? Students will be able to: ● Explain the Research on challenges faced by other new nations, e.g. India, Timor Leste, China, Africa (Ghana, Mozambique etc.) Or nations in transition, e.g. Egypt Extension: Students assume the role of Prime Minister. Write personal reflections on - Challenges Singapore faced as a new nation and the various obstacles when solving these challenges. Reflection Time: (Using HCI values, discuss) What makes you a Singaporean? CCE Values: - Strong sense of civic responsibility 1 As of 3/1/2013.
discuss challenges faced by Singapore as a newly-independent state.- Birth of Singapore as a nation : merger (1963), separation (1965) and independence (1965)
Processes (include pedagogies and indicate infusion of ICT)
Understanding the meaning behind celebrating National Day
Compare and contrast
Group research (ICT)
Role-play
Problem-solving
Reflection
Products (Assignments/
Tests/ Practicals)
Worksheets (Concepts of Nationhood – nation, independence, survival, multi-racialism, communalism, national identity, social cohesion)
Power-point presentationsMini-research cum presentation - Creating a webpage that documents challenges faced by other new nations India, Timor Leste, Africa (Ghana, Mozambique etc and compare at least one of these with Singapore’s situation (ACE)
Reading and reasoningRead and analyse newspaper article (using Paul’s Wheel of Reasoning) that addresses the issue of The Singaporean identity E.g.
Students to read an excerpt from LKY’s ‘The Hard Truth’ where he commented that it will take Singapore another 100 years to become a nation. ‘Are we a Nation Yet?’ Students to discuss if they think so, citing egs to support or refute.
Environment Classroom
IT labs
wikispaces
Resources SS Textbook 3 Ch 1 pp 1 – 8
Upper Sec SS Teachers’ Resource File 3 pp 1 – 15
Understanding the Political World: A Comparative Introduction to Political Science by James N. Danziger (2003, NY: Longman) for discussion of nation, state and nation-state
- Roles of government- System of government in Singapore- Role of people- Branches of Government :
Link to NE message (s):
‘Uphold meritocracy
on what they think about Budget 2013. They could be ‘posing’ questions to the Finance Minister to gain a better understanding the rationale behind Budget 2013. (Similar to the National Conversation)
Chatrooms can be in the form of Facebook, dimdim, Wallposter etc.
May also adopt flipped classroom approach where students read/watch the speech at home and do the discussion in class.
Create a blog/post messages on facebook to share about your views of practising good governance with regards to the
Personal blogs/facebook comments on being a Singaporean and your views about governance in Singapore.
Roles and responsibilities of the legislature, executive and judiciary
Students will be able to ● Understand the
significance of the government structure
● Recognise the importance of principle of governance in policy formulation and implementation
● evaluate the role of the communication in policy making.
Singapore’s guiding principles of governance – Leadership is Key, Anticipate change and stay relevant, Reward for work and work for reward & A stake for everyone, opportunities for all.
Policy formulation & implementation
Role of media and feedback channels in the policy process
‘No one owes us a living’
‘Have confidence in our future’
‘Singapore is our homeland; this is where we belong’
Values:
Resourcefulness
Adaptability
Responsibility
Accountability
Integrity
Prudence
Extension: Compare housing /education policies faced by other countries and how they tackle these challenges, e.g. Finland’s / Swiss education system; public housing in Malaysia / Hong Kong etc.
various policies studied
Write to the Straits Times Forum expressing your views on the practice of governance in Singapore citing examples/cases related to any aspect of society, e.g. Housing, education, foreign talent issue, IRs etc.
SBGE
Using a real case study/situation /forum issue(e.g. HDB/Education related issues), students to reply to the forum after highlighting the various consideration before successful implementation.
Learning Journey: Visit to Parliament House – Students assume the role of a minister and debate on a bill in a Moot Parliament.
Suggested Inquiry-Based Learning activity on the topic of HDB/Education:
- Strong sense of civic responsibility
Knowledge:- Has a sound knowledge of
moral framework to make a morally reasonable and reasoned decision
- Has a sound awareness of social values that are worth defending
Skills:- Judgment and conviction- Social Action and Social
Justice- Civic participation- Moral Courage and Moral - Critique Empathy and
● Education : challenges faced from 1965 to 2005 and ways in managing these challenges.
● Housing: The objectives of HDB and its changing roles from 1965 to the 21st century.
Students will be able to recognise that policies change to meet the needs of the society and nation.examine policy changes in meeting the needs of the nation and the people
Students given examples, either photos, videos, related bills, memorandums, interviews about HDB (facilities, activities, designs, blueprints)/Education (programmes, activities, people) to deduce the purpose and changes of HDB /Education on the years.
Over-arching question could be ‘How far do the education/housing policies serve to foster a cohesive nation?’ or ‘How far do the education/housing policies reflect sound principles of governance?’
Processes (include pedagogies and indicate infusion of ICT)
Term 2 Weeks 1 - 4 Theme : Understanding Governance
Managing Healthcare: Case Study of Singapore
How public health care policy works in Singapore
Impact of policies on society and nation
Students will be able to: ● recognise that policies
change over the years to meet changing needs of society and nation
● evaluate the effectiveness of the policies in meeting the health care needs of the people and nation.
Research cum presentation on healthcare system in another country, e.g. US, Britain (welfare state). Compare the country of your choice with Singapore to recognize that different countries adopt different approaches to solve similar problems.
Values:
Self-reliance
Resourcefulness
Adaptability
Responsibility
Accountability
Integrity
Prudence
Assume the role of a physiotherapist or a dietician - design an exercise regime or diet for the aged paying attention to their physical & mental needs to prevent the onset of any old age health problems for e.g. dementia
Read various newspaper reports by Minister of Health – Gan Kim Yong on Singapore’s latest healthcare development & netizens’ response to measures introduced in managing healthcare in Singapore. Students then share their own views on this.
Reading and reasoning:
Write to the Straits Times forum page. Express your views about improving healthcare in Singapore. You might
CCEValues:- Display integrity- Serve with empathy- Social innovator- Strong sense of civic
responsibility
Knowledge:- Firm conviction regarding
society and the world- Has a sound knowledge of
moral framework to make a morally reasonable and reasoned decision
- Has a sound awareness of social values that are worth defending
Skills:- Judgment and conviction- Social Action and Social
Justice- Civic participation- Moral Courage and Moral - Critique Empathy and
want to begin the letter with a story / anecdote about healthcare – one that you might have experienced yourself. Support your argument with facts that you have gathered.
Alternatively, write to the local newspapers in the USA. Facts gathered could include references from ‘Sicko’.
SBGEComparative study with the US/China/UK/Japan medical-Insurance system. In groups of 4-5,a) Choose a country of your choiceb) Find out how does the healthcare system work in the country? c) What are the roles of the government, the community and self?d) What are the strengths and flaws of the healthcare
Case study of Dr. Susan Lim Saga: Should the government
interfere with a private practice?
Why is it such an important case?
Processes (include pedagogies and indicate infusion of ICT)
Application Critical Thinking Paul’s Wheel of Reasoning for analysis to analyze selected newspaper reports on healthcare developments and netizens’ response
research
Products (Assignments/
Tests/ Practicals)
Students’ submitted presentation
Worksheets Practice exerciseCritical ThinkingPractice exercises : SBCS and essays
lesson plan : The Right to Health. Equal Access to Healthcare in the US. http://discoverhumanrights.org/sites/7cc8fb84-899d-457d-a486-470ccb03fb16/uploads/Right_to_Housing_Lesson_Plan_-_The_Advocates_Version.pdf
Weeks 5 – 10
(Sabbatical in Week 9)
Theme : Challenges faced by Singapore (Internal) and handling challenges
Managing Ethnic Diversity in Singapore:
Mini research cum presentation : Research on one other country that show divisions among groups of people within the same country due to ethnic differences.
Then drawing lessons on
Create a poster for RHD
Student assume the role of members of the Student Council - Plan activities to promote cultural awareness among students during Racial Harmony Day
Reflective writing: expressing your personal views on the kind of Singaporean Identity that you envisaged is uniquely Singaporean and sustainable
‘Are you proud to be a Singaporean?’ – post your views on wikispaces
Why is harmony in a multi-ethnic society important to the development and viability of Singapore.
Case study of Singapore:
Students will be able to : Explain Internal and external threats faced by Singapore’s multi-cultural, multi-lingual and multi-ethnic society
Describe and explain the different ways in managing the challenges faced in managing ethnic diversity in Singapore, e.g.
Addressing the needs of different ethnic groups, .e.g policy of minority representation
Integrating the ethnic groups in society, e.g. forging national identity, developing common space
Appreciate the benefits of a harmonious multi-ethnic society
these issues of ethnicity / failures in your selected country to manage ethnic diversity – compare it with Singapore’s apparent success
NE message:
‘We must preserve racial and religious harmony’
Imagine yourself to be a foreign student/talent who has been in Singapore for a few months/years, write an entry to the forum page expressing how you have been treated by the locals / do you feel bonded with the locals / how would you wish to be treated?
CCEValues:- Display integrity- Serve with empathy- Social innovator- Strong sense of civic
responsibility
Knowledge:- Firm conviction regarding
society and the world- Has a sound knowledge of
moral framework to make a morally reasonable and reasoned decision
- Has a sound awareness of social values that are worth defending
Skills:- Judgment and conviction- Social Action and Social
Justice- Civic participation- Moral Courage and Moral - Critique Empathy and
http://www.pmo.gov.sg/content/pmosite/mediacentre/speechesninterviews/primeminister/2009/August/national_day_rallyspeech2009part3racialreligiousharmony.html transcript of PM Lee’s National Day Rally Speech 2009 on 16 August
Schedule Curriculum of Core Curriculum of Connection Curriculum of Practice Curriculum of Identity
Term 3 Weeks 1 - 3 Theme : Challenges faced by Singapore (Internal)
Conflict in Multi-Ethnic Societies – Case study of Northern Ireland
Listen to song ‘Zombies’ by Cranberry. Discuss on aspects related to Northern Ireland conflict. Empathise with groups of people who
Reading and reasoning: CCEValues:- Display integrity- Serve with empathy- Social innovator- Strong sense of civic
Causes of conflict among ethnic and/or religious groups
Manifestations of conflicts
Impact of conflicts on political, economic and social development
Efforts to resolve the conflicts
Students will be able to - explain why conflicts exist
among different ethnic and religious groups
- analyse the political, economic and social impact of ethnic and religious conflict on people and nation.
- Value the need for non-violent
suffered during the conflict. Other suggestions : as a hook activity / drawing skills – inferences on nature of conflict, comparison with Sri Lanka / Use Paul’s Wheel of Analysis to analyse song
Students in groups to investigate the causes and effects of ethnic unrest in countries such like in China (the Uighurs and Han Chinese, Tibetans and Han Chinese) the Philippines (the Muslims in the south and the government) etc through Inquiry approach.
(SBGE/SMTP/BSP) :
Further studies on the concept of ‘ethnicity’ – connecting with other disciplines
Mini research cum presentation
SBGEAdditional/optional case studies: Tibet – Rivarly between Tibetans and the Han Chinese
Xin Jiang (China) – Rivalry between Han Chinese and the Uighurs
Middle East/(Iraq) Sunnies and the Shites
Knowledge:- Firm conviction regarding
society and the world- Has a sound knowledge of
moral framework to make a morally reasonable and reasoned decision
- Has a sound awareness of social values that are worth defending
Skills:- Judgment and conviction- Social Action and Social
Justice- Civic participation- Moral Courage and Moral - Critique Empathy and
Compassion
Processes (include pedagogies and indicate infusion of ICT)
Drawing conclusion Discussion & Planning
Products (Assignments/ Critical Thinking : Programme for Racial
Theme : Challenges faced by Singapore – Singapore in the face of global challenges
(Factor 1 week to discuss the National Day rally speech (depending on when the speech is given) Tie in with the challenges Singapore is to face.)
Sustaining Singapore’s economic development in the face of globalization in the 21st century:
Key Questions:What is Globalization?
What drives globalization)
Globalization and its challenges and opportunities
Scarcity of resources – competition for investments, markets & talent
Globalization and its social, cultural & environmental
Understand that nation states cannot function alone economically
What are the main messages of the speech? How does it serve the aspirations for the people in Singapore? What’s the aspired future of Singapore as expressed by the PM?
New paradigm shift in the new global economy and what Singapore needs to do to keep up and survive
Impact of economic divide globally and on Singapore
(SBGE/SMTP/BSP) :
Evaluate the rise of US, Europe
May adopt flipped classroom strategy where students watch speech from www.CNA.com.sg and discuss the salient messages of the speech in class.
Discuss:
‘How to sustain Singapore’s economic prosperity in the 21st century / in the face of a rising China and India?’(Creative and critical thinking)
Create a discussion forum/platform where teachers and students can discuss their
How does the NE speech affect you/how do you feel about the speech?
CCEValues:- Display integrity- Serve with empathy- Social innovator- Strong sense of civic
responsibility
Knowledge:- Firm conviction regarding
society and the world- Has a sound knowledge of
moral framework to make a morally reasonable and reasoned decision
- Has a sound awareness of social values that are worth defending
Skills:- Judgment and conviction- Social Action and Social
Balancing economic development with environmental managementStudents will be able to :
● understand how scarce resources affect national and world economies
● explain how globalisation creates opportunities and challenges for nations.
● Understand how environmental management is necessary to ensure economic growth.
● Singapore’s strategies for economic development in a globalised world:
Students will be able to
● Explain the need for diversification and establishment of niche
and Japan economies through Issak’s 5 structural positions (Nester: Chapter 4). Compare the challenges they face.
views/suggestions on how to remake Singapore and to sustain our economic prosperity
Reading and reasoning:
Speech-Making : Students to research & assume the role of one well-known person and make a speech to show why he/she deserves to get an award for making the most impact on globalisation. (ACE). Some examples of well-known people:
Bill Gates – Chairman of Microsoft Corporation
David Beckham – Footballer
Christopher Columbus – Italian explorer
Anita Roddick - Founder of The Body Shop
Walt Disney – Co-founder of The Walt Disney Company
- Civic participation- Moral Courage and Moral - Critique Empathy and
To Update (To be confirmed with dept in 2013)* Total marks for each test is 25. Term 1 Structured-essay question 2 sub-parts
12 marks
13 marks
Term 2 Source-based question 4 sub-parts
Term 3 Essay +
Source-based question
* Suggestion: Each term test Mixed of SBQ and essay (as in line with the 2013 MOE Combined Hu Changes) E.g. 2 SBQ (testing 2-3 skills) + 1 essay question (either 8m or 12m essay)
