iSSues Explorer (August 2021)

FROM THE EDITOR'S DESK

iSSues Explorer | 02

From The Editor's Desk In this fourth edition of iSSues Explorer, we hope to bring you articles and resources that will be useful in enriching your Social Studies classrooms!

Spotlight provides an update on the Covid-19 situation.

SPOTLIGHT 03

What’s Sizzling features an Interview with the Assistant Director of the Social Studies (Secondary) Unit.

WHAT'S SIZZLING 06

Spice It Up provides ideas to enhance N(T) Book 3 lessons on National Budget Allocation.

What’s Simmering delves into:

SPICE IT UP 08

a Socratic Seminar (using Fishbowl Strategy) on the effectiveness of efforts to tackle challenges to social cohesion in Singapore.

WHAT'S SIMMERING 10

a Structured Academic Controversy on the impact of globalisation to local culture.

WHAT'S COOKING 18

What’s Cooking features a new SS MicroLearning Unit on OPAL2.0 and SLS lessons on Common Last Topics.

Wishing the SS fraternity A happy teachers' day!

From, All of us in the Social Studies (Secondary) Unit, Humanities Branch.

Stock images from Canva

SPOTLIGHT

iSSues Explorer | 03

Spotlight a

C o v i d - 1 9

U p d a t e

Introduction

In this column, we bring you updates on how the Covid-19 pandemic has evolved and explore the importance of shared identity in the nation’s battle against Covid-19 moving forward.

FFirstiUrdsentdceKcingSdionomutthheAfrica Firstdec inBrazl Updates

on

COVID-19

At the beginning of August 2020, there were 18 million cases worldwide. By the end of August 2021, the number had increased to more than 200 million cases [1]. The uptick was partly due to new infectious variants that started emerging from late 2020 onwards. This resulted in multiple lockdowns and movement restrictions in countries around the world. Lockdowns have caused disruptions to areas such as trade, travel and social activities. In other parts of the world, schools have been forced shut for extended periods of time.

b.1.1.7 (Alpha)

B.1.351 (Beta)

P.1 (Gamma)

New infectious variants of the Covid-19 virus that are of concern [2] [1] [2] [3] [4]

In Singapore, we saw how teachers pivoted swiftly to leverage the Student Learning Space (SLS) and other ICT affordances to ensure that teaching and learning can continue. Stakeholders, such as parents, have also adjusted and adapted to such new norms to support their children’s learning at home.

Firstdec inIda

Indeed, Covid-19 has left an indelible mark on the digital transformation of our education landscape [3].

B.1.617.2 (Delta)

Looking

it

back

[was]

teachers

technology

–

The

on

the

HBL

rewarding

and

how

students

required

Straits

Times

experiment,

for

(4

quickly

many

mastered

virtual

Jul

2020)

https://www.washingtonpost.com/nation/2021/08/11/coronavirus-covid-live-updates-us/ https://www.cdc.gov/coronavirus/2019-ncov/variants/variant.html https://govinsider.asia/citizen-centric/making-data-a-team-sport-talend-data-security/ https://www.straitstimes.com/lifestyle/home-based-learning-what-have-we-learnt-from-the-great-hbl-experiment

...

the

lessons.

[4]

SPOTLIGHT

iSSues Explorer | 04

May 2021 saw Singapore grappling with a spike in cases after an extended period of calm. This dampened Singapore's efforts to restore links with the outside world [5].

Instead, Singapore intensified its strategy of ring-fencing, contact tracing and testing efforts to reduce transmission chains [6].

Singapore also ramped up its nationwide vaccination programme to achieve herd immunity and defend its population against Covid-19 [7].

Our

Future:

Living

with

covid-19

Our ability to thrive as a nation in a world that is being reshaped by Covid-19 will depend on our shared identity as a resilient people. This shared identity will shape our beliefs, attitudes and actions towards the future.

Literature has shown that citizens’ sense of identification with the nation is positively related to their support for the public health measures [8]. Over the past year, this support has been reflected in our commitment to the collective behaviour of social distancing, exercising personal hygiene and wearing of masks.

Moving forward, Prime Minister Lee Hsien Loong has outlined our national strategy of conducting routine large-scale testing, contact tracing more widely, and vaccinating more people [9]. Hence, exercising our collective and individual responsibility to protect public health will remain important in helping Singapore keep the pandemic in check.

Singaporeans

have

worked

–

together,

PM

Lee

Hsien

looked

Loong,

out

National

for

Day

others,

Message

and

2021

relied

on

one

another.

[10]

[5] https://www.bloomberg.com/opinion/articles/2021-05-17/singapore-s-covid-lockdown-is-a-smart-combination-of-strict-and-lax-measures [6] https://www.straitstimes.com/singapore/ring-fencing-intensified-to-avoid-a-second-circuit-breaker-here [7] https://www.straitstimes.com/singapore/vaccinations-helped-spore-avoid-second-circuit-breaker-says-expert [8] researchsquare.com/article/rs-67323/v1 [9] https://www.facebook.com/watch/?v=2978099372515519 [10] https://www.channelnewsasia.com/singapore/national-day-message-lee-hsien-loong-covid-19-race-religion-foreigners-2100081

SPOTLIGHT

iSSues Explorer | 05

Our common experiences in this pandemic have shaped our attitudes and beliefs as Singaporeans. Singaporeans of all ages have stood together and displayed adaptability in overcoming the various challenges: pivoting to online learning to continue education, transitioning to work-from-home arrangements to continue working, and leveraging technology to enable commerce to proceed. As educators, we must continue to learn and adapt, adjust our teaching to suit the dynamic environment while ensuring that our students’ learning is not compromised.

This spirit of resilience and adaptability has certainly been crucial in enabling Singapore to weather the storm thus far.

Resilience

As the theme for NDP 2021, “Together, Our Singapore Spirit”, exhorts us, citizens and the government must continue to display the same unwavering spirit and work together with a common vision to overcome future challenges. We have overcome crises before, and we'll do it again!

Listen Listen to to the the NDP NDP 2021 2021 Theme Theme Song Song 'The 'The Road Road Ahead' Ahead'

Email us!

If you know any Social Studies teachers who have not been receiving our e-newsletters; or are not on our mailing list (especially Beginning Teachers); please drop us an email at lena_teo@moe.gov.sg

WHAT'S SIZZLING

iSSues Explorer | 06

What's Sizzling A n

i n t e r v i e w

w i t h

t h e

a s s i s t a n t

About

d i r e c t o r

o f

T h e

S o c i a l

S t u d i e s

( S e c o n d a r y )

U n i t

me

I joined the Social Studies (Secondary) Unit in CPDD in 2020. This is my first HQ stint. Back in school, I used to teach Social Studies and History. I have taught across different levels and streams though I had more graduating classes each year. I was a Year Head (Lower Secondary) back in school and I enjoyed interacting and working with students and different stakeholders.

Vision

Ms Vikneswari Rajenthiran

Typical

workday

Learning

in

CPDD

My typical workday involves meeting with different project teams/leaders to ideate, share my views and make joint decisions. I spend quite a bit of time looking through the resources created for our students and teachers to ensure that these materials are relevant, meaningful and engaging, while being aligned to the syllabus outcomes.

For project teams that I lead, time is spent conceptualising new ideas and implementation plans to support the effective enactment of the curriculum in schools. Some days, I am busy responding to queries about the curriculum or providing advice and guidance to our teachers.

for

of

the

Teaching

Social

and

Studies

(SS)

SS is one of the subjects that creates opportunities for students to share their genuine and authentic responses.

SS is multidisciplinary and involves the exchange of perspectives between students as they examine contemporary societal issues.

My vision is for SS to continue to be a unique subject that engages and inspires students to examine and analyse societal issues. Students will be able to formulate informed views, exchange ideas confidently and believe that they can positively contribute to society and the world they live in!

I also hope that students will continue to see the significance of the subject well into their adulthood!

WHAT'S SIZZLING

Tips

Tip

for

the

#1:

iSSues Explorer | 07

fraternity

Teaching

and

Learning

Syllabus

The syllabus document provides the big picture to teachers as it shows how the different issues are connected and gradually lead to the curriculum outcomes of “informed, concerned and participative citizens”. The syllabus document plays a critical role as one of the main reference documents for the planning of classroom teaching and for assessment matters. Whenever you need guidance on the teaching and learning of SS, refer to the syllabus document!

tip

#2:

Teaching

and

learning

guide

(TLG)

The TLG contains many useful guidelines and strategies that teachers can use or adapt in the classroom. The TLG is basically a one-stop resource for department heads, teacher leaders and teachers with regard to lesson planning and professional development training to enhance the competencies of SS teachers.

Encouragement

to

SS

educators

SS equips our students with relevant knowledge, skills, dispositions and values to be future-ready and active citizens. Through classroom discussions, students dive deeper into societal issues and deepen their understanding on global issues while staying rooted to the Singapore context. As students explore multiple perspectives on the role of government and individuals in working for the common good of society, they also reflect on their roles as individuals and how they can contribute.

As SS educators, let us continue our good work in facilitating discussions in our classrooms as it brings the subject alive and makes the learning engaging and robust!

We would like to invite you to share your own reflections on your journey with Social Studies over the past years. You may scan the QR code or click HERE. Keep a lookout for your reflections in a subsequent edition of iSSues Explorer!

SPICE IT UP

iSSues Explorer | 08

Spice it Up A n

S L S

L E s s o n

i d e a

f o r

N ( T )

B o o k

3

In Book 3 of the 2020 Normal (Technical) syllabus, students learn about the topic of managing our resources. This section provides a lesson idea based on the SLS lesson “Book 3 – National Budget Allocation” to help students learn about the importance of the national budget.

This lesson helps students understand the trade-offs involved when managing and allocating financial resources to meet the country’s needs, and think about the broader Inquiry Focus, “How can we manage our resources wisely?”

Click HERE to access the lesson.

Blended

Lesson

idea

Opening: Have students explore Budget 2021.

Students may be assigned to focus on different aspects of the budget and share with the class the breakdown of spending in Budget 2021. Supplement the sharing with any points that students did not raise.

Self-Directed SLS Activity: Ask students to complete the SLS activity “National Budget Allocation”. While walking around the classroom, get students to reflect on the relative importance of the four areas and decide which area to allocate more funds to. Consider adding a free response question to elicit students’ response on what specific aspects they would spend on should more funds be allocated to the area they selected.

Class Discussion: Use the Live Lesson screen to facilitate a class discussion based on the students’ responses in the interactive thinking tool (ITT). Using the STP Teaching Action “Clarify-Sensitise-Influence”, facilitate a classroom discussion to guide students to understand the trade-offs involved when managing and allocating financial resources to meet Singapore’s needs.

See an example on the next page or click HERE to find out more about this STP Teaching Action.

Learning

Opportunity!

Teachers may conduct this part of the lesson outside the classroom by adding an activity to the SLS lesson that utilises a collaborative tool, such as Miro.

Students can post their responses on a Miro board shared with the class.

Teachers can then sort students’ responses into categories such as social, economic and environmental prior to the lesson to facilitate the sharing.

Blended

Learning

Opportunity!

Teachers may carry this out over an online platform like Zoom. Students can be assigned to breakout rooms based on their poll responses in the SLS activity. In the breakout rooms, students can share their responses from the ITT questions to substantiate their group’s choice. An online collaborative tool can be added to the SLS lesson to help the groups consolidate their discussion points for sharing with the class later.

SPICE IT UP

iSSues Explorer | 09

Teacher: What did you consider when deciding which area to allocate more funds to?

Student A: I considered Singapore’s ageing population and thought healthcare should be allocated more funds.

Teacher: But what might happen to the other areas that are not allocated the funds?

Student B: That would affect the development of other areas, such as education, which could affect students like us!

Student C: If it were me, I would allocate more funds to housing instead.

To tackle Singapore’s ageing population, we can encourage population growth by providing more housing so that more people will be willing to start families.

Student D: But the elderly will feel that the government is not helping them if they are saddled with high healthcare bills, especially when they are already retired and not earning an income.

Teacher: So, what do you think is the right thing for the government to do when deciding how Singapore’s financial resources should be used?

Student E: Well, I think the elderly have urgent needs, so those have to be met first. But the government also needs to be mindful that more funds will eventually have to be allocated to other areas to ensure Singapore’s long-term growth.

Closure: Highlight the key takeaway for students, i.e., that in allocating funds to meet an area of need in Singapore, the government has to consider all the different interests and trade-offs involved in each decision. It is important for Singapore to manage its financial resources wisely to ensure its continual development.

How

does

this

lesson

reflect

the

Blended

Learning

An example of how "ClarifySensitise-Influence" is used: Step 1: Ask clarifying questions to probe students’ view on the issue and provide space for them to voice their opinions.

Step 2: Ask sensitising questions to get students to reflect on the consequences and impact of their choice, and to respond to the perspectives of those who selected other areas of need.

Step 3: Ask influencing questions to get students to weigh the trade-offs involved when managing and allocating financial resources to meet the country’s needs.

Opportunity!

To extend students’ learning, get them to identify a place or area in Singapore that has seen improvements as a result of government funding (e.g., lifts in HDB blocks, parks and community facilities). Alternatively, get students to identify other areas of need that more funds could be allocated to (e.g., more inclusive amenities, facilities to encourage environmentally friendly habits).

inquiry

process?

How does this lesson reflect the nquiry process?

Sparking

Gathering

Exercising

Reflective

Curiosity

Data

Reasoning

Thinking

Students activate their prior knowledge about Singapore’s national budget.

Students gather ideas and information from the interactive activity in the SLS lesson and responses put up by their classmates in the ITT.

Students hone their critical thinking skills by providing justification for their responses and exploring differing views from their classmates during the classroom discussions.

Students reflect on their understanding of how Singapore needs to manage its financial resources wisely through the national budget to continually develop.

Interested to contribute a SLS lesson idea or a lesson idea for Blended Learning?

Scan the QR code or click HERE. Keep a lookout for your contribution in a subsequent edition of iSSues Explorer!

WHAT'S SIMMERING

iSSues Explorer | 10

What's Simmering ISSUE 2

How effective are efforts to tackle challenges to social cohesion in Singapore?

Knowledge

Outcomes

Students will be able to understand: the experiences and effects of living in a diverse society.

Synopsis

The recent spate of racist incidents in Singapore are reminders that challenges to our social cohesion continue to exist. As Singapore society becomes increasingly diverse, it is essential to ensure harmonious interactions among people of different groups of people and manage challenges to our social cohesion.

How effective are efforts to tackle challenges to social cohesion in Singapore?

Socratic

Seminar

(fishbowl

strategy)

This section suggests a lesson idea that uses the fishbowl strategy to help students deepen their understanding of the ideas and values in an article. Students are encouraged to explore how interactions in a diverse society can lead to challenges such as misunderstandings and competition.

This process helps students become more aware of the need for personal and collective responsibility to achieve harmony. It also deepens their understanding of their role in strengthening harmony in a diverse society.

Teachers can refer to 2016 SS E/N(A) TLG pp. 188-190 for more details on Socratic Seminar.

Main

Article

Racism exists but Singapore has made 'tremendous progress' in racial harmony: Shanmugam

Supplementary

Articles

(if

necessary)

Why Singapore needs new ways to tackle racism more effectively

WHAT'S SIMMERING

Conducting

a

Socratic

iSSues Explorer | 11

Seminar

in

Class

INTRODUCE the seminar and its purpose of facilitating a deeper understanding of the experiences and effects of living in a diverse society.

GIVE out the main article.

Allocate 20 minutes for students to read and record information from the article using a worksheet as shown on the next page.

Student may focus on answering the literal questions first.

DIVIDE the class into two groups and use the fishbowl strategy for the discussion.

One half of the class forms the inner circle. The students face each other and discuss the article.

The rest of the class forms the outer circle. The students observe and listen to the discussion. They can take notes or use an evaluation form to track the overall discussion or focus on specific students in the inner circle.

During the seminar, an empty “hot seat” can be reserved for those in the outer circle who would like to make a contribution to the discussion.

SET the discussion norms, such as addressing one another respectfully to ensure that proper behaviour is observed during the Socratic Seminar.

Open the Socratic Seminar by posing the question: How effective are efforts to tackle challenges to social cohesion in Singapore?

Using

the

Fishbowl

Blended

Strategy

Learning

Opportunity!

Teachers may assign the article to the class prior to the lesson by embedding the article as text in SLS. Students can utilize the annotation function to highlight words, sentences or ideas that they are unsure of. Other students, or the teacher, may respond to provide clarification or share their understanding.

This would help students deepen their understanding of the article before the Socratic Seminar is conducted virtually or in person.

Outer Circle

Inner Circle

Empty "Hotseat"

Blended

Learning

Opportunity!

Teachers may pose the literal questions on the SLS prior to conducting the Socratic Seminar.

This would help to scaffold students’ understanding of the article.

WHAT'S SIMMERING

iSSues Explorer | 12

ASK students a series of questions based on the given text to check for their understanding.

Start off with literal questions so that students can clarify their doubts; or elaborate on some of the ideas raised in the article to enhance collective understanding.

Blended

Learning

Opportunity!

POSE interpretive questions and evaluative questions to move the discussion along or to redirect students' focus on the issue.

Have students record the discussion points in their worksheet.

OPEN the discussion to the outer circle and ask the students to share their observations.

Get students in the outer circle to comment on, challenge or pose clarifying questions on points made by the inner circle during the fishbowl discussion.

Students in the outer circle can also share their evaluation of the discussion.

SUMMARISE the main points made in the seminar, either at a quiet point during the seminar or towards the end of the seminar.

Facilitating

a

virtual

fishbowl

discussion

[11]

Start the online session with everyone's microphone muted and video on.

Introduce the seminar to students and set the discussion norms.

Ask the students in the outer circle to switch their video off. Ask the students in the inner circle to keep their video on while they engage in the fishbowl discussion.

Technical note on Zoom: Ask students to click on the three dots in the topright corner of their profile box, then select “Hide non-video participants”.

This will allow them to see only the discussants in the inner circle!

Pose questions to the students in the inner circle to start and sustain the discussion. If students in the outer circle would like to take the “hot seat” and contribute to the discussion, they can switch on their video and share their views.

Once they are done, they should switch off their video and leave the “hot seat”.

When the discussion is opened to the outer circle, have everyone switch on their video to engage in the class discussion.

[11] https://www.barbaracv.com/blog/a-virtual-fishbowl/

WHAT'S SIMMERING

Discussion

worksheet

iSSues Explorer | 13

for

Socratic

Seminar

(fishbowl

strategy)

These are some suggested discussion questions for the Socratic Seminar (Fishbowl Strategy).

Teachers may adapt them to the needs of their students. a) Literal Question These are questions that are used to ensure that students comprehend the text.

The answers can be found directly in the text.

Literal Question #1:

What were the two incidents of alleged racism referred to in the article?

What were the causes of dispute in these race-related incidents?

Literal Question #2:

Under Singapore law, what might happen to the offenders in cases of racism?

b) Interpretive Questions These are questions that require students to interpret the text.

There is no single right answer, and arguments can be made to support different positions.

"Most people accept the norms of a multiracial society and we are making progress. The direction was positive and direction has been positive.”

Interpretive Question #1:

Mr Shanmugam had said last week following the incident at Orchard Road that he is "not so sure anymore" that Singapore is "moving in the right direction" on racial tolerance.

"It's the direction that I'm concerned about," he added on Thursday. "But as of today, I won’t say we are at knife-edge. I think that will be over-dramatising it."

What made the Minister hesitant that Singapore is progressing well in racial tolerance?

"It’s not a subtraction from Singaporeans to say, 'I’m an Indian', 'I’m a Chinese', 'I’m a Malay', or sub-identities. Those are extremely important. They give us our cultural ballast," he said.

Interpretive Question #2:

"But beyond that, we are also Singaporeans, and that is a common identity. We have to emphasise that common identity, even as we recognise, accept, emphasise our individual identities.

Is it possible to emphasise our racial identities and our common identity as Singaporeans at the same time?

WHAT'S SIMMERING

iSSues Explorer | 14

President Halimah Yacob said that while Singapore’s primary recourse has been the law and that those found guilty have been "rightly punished", this will not stop hate and chauvinism from perpetuating.

Interpretive Question #3:

[Mr Shanmugam said:] "Legal framework is one part of it, but the Government and society have to work very hard to maintain harmony. You can't bring about harmony and racial tolerance and acceptance just by having laws and enforcing them, you need to do much more," he said.

Why are laws alone insufficient in maintaining social cohesion in Singapore? What else could be done by citizens and the government to ensure that Singapore’s efforts to maintain social cohesion remain effective?

Mr Shanmugam also said that people should call out racism and do it sensibly.

Interpretive Question #4:

"When it's in the public square, I think you should call out, you should frown against it and you should take action where it breaches the law, because it is cancerous, it's divisive and it undermines the values of our society," he added.

Why do you think the minister emphasised that speaking up against racism needs to be done in a sensible way? Do you think speaking up against racist actions is sufficient to strengthen social cohesion in Singapore?

c) Evaluative Questions These are questions that allow students to share their opinions on the author’s position or how the ideas in the text relate to their lives.

Evaluative Question #1:

“It is agonising to read about the incidents of hatred and chauvinism perpetrated by Singaporeans against each other. Such displays are so hurtful because we thought that we had done so much to protect our cohesion until we are shaken from our belief,” she said.

How did you feel when you learnt about these recent racist incidents in Singapore?

Do you share Mdm Halimah’s sentiments? Why or why not?

Evaluative Question #2:

Evaluative Question #3:

Mr Shanmugam said: "I’ve always said there is racism in Singapore, but we are a better society than most other multi-racial societies that I know of.”

Do you agree with the minister’s claim that Singapore has done well in managing racism compared to many other multi-racial societies in the world?

"In the meantime, let us start by being kinder to each other. We can control how we want to respond and do so in a constructive and meaningful way.”

How can we as individuals do to strengthen social cohesion in Singapore?

WHAT'S SIMMERING

iSSues Explorer | 15

ISSUE 3

How far is globalisation beneficial to local culture?

Knowledge

Outcomes

Students will be able to understand: the different responses to tensions arising from the cultural impact of globalisation.

Synopsis

Globalisation can be understood as a process through which the ideas and activities of people in different parts of the world become interconnected. These interconnections can lead to interdependent relationships between developments in the world and developments in a country. Technology, travel and accessibility to information facilitate learning about the cultures of other countries, thereby promoting cultural exchanges among people.

New cultural products can also result when foreign and local cultures meet. At the same time, globalisation can lead to a loss of local culture as it may be dominated or displaced by foreign cultures. How far is globalisation beneficial to local culture?

Articles

for

Position

1

Article 1: Commentary: UNESCO listing may lift hawker culture but saving it is a different challenge Article 2: K-wave: How fans are supporting their favourite idols

Structured

Academic

Controversy

This section provides a lesson idea that uses a Structured Academic Controversy to get students to gather information on the positive and negative cultural effects of globalisation.

Students are encouraged to argue for, alternately, both sides of the issue, before making a reasoned decision on whether embracing globalisation is beneficial to local culture.

Teachers may refer to 2016 SS E/N(A) TLG pp. 190-191 for more details on Structured Academic Controversy.

Article 3: Have a 'kitto katsu'? How KitKat went from British snack to Japanese fave

Articles

for

Position

2

Article 4: The Impact Of Fast Fashion And Cultural Appropriation On Guatemalan Artisanship Article 5: Commodification Article 6: Globalisation

Food

Culture

and

WHAT'S SIMMERING

conducting

a

Structured

iSSues Explorer | 16

Academic

controversy

DIVIDE students into groups of four.

Within the groups of four, further divide the students into pairs.

Assign each pair to a position.

For example, one pair could be assigned to highlight the positive cultural effects of globalisation, while the other pair takes the opposite position, i.e., negative cultural effects.

ALLOCATE 15 minutes for each pair to read the articles and gather information to support their assigned position, regardless of their own personal views.

Give out the worksheet below to help students record their discussions.

DIRECT each pair to take turns to present their assigned positions.

When one pair is presenting, the other pair should listen carefully, take notes and record questions for clarification.

GIVE each pair five minutes to engage in a rebuttal of the points made by the other pair.

GET the pairs to exchange positions in their groups of four and repeat steps 1 to 4 with their new position.

INFORM students that they are no longer part of a pair with an assigned position on the issue. Instead, in their groups of four, students are to attempt to forge a common ground.

in

class

Blended

Learning

Opportunity!

Teachers may assign the articles to the class prior to the lesson.

Students may conduct their own research to find out more about the issue. Subsequently, the Structured Academic Controversy can be conducted virtually or when students return to class.

tip!

One way to check for students' understanding of the articles is to get them to submit (as a pair) their top three arguments for their position. This would give teachers a sense of whether the class has understood the issue and the articles.

WHAT'S SIMMERING

Graphic

organiser

iSSues Explorer | 17

for

Structured

academic

controversy

This worksheet is adapted from the 2016 SS E/N(A) TLG, p. 241.

Teachers may adapt the worksheet to the needs of students.

Position 1 (Read Articles 1 to 3)

Position 2 (Read Articles 4 to 6)

Yes, globalisation brings about positive cultural effects

No, globalisation brings about negative cultural effects

Effect 1 + supporting evidence

Effect 2 + supporting evidence

Effect 3 + supporting evidence

I think that embracing globalisation brings about more positive/negative effects on local culture because …

Have an interesting topic in mind that would make for a great classroom discussion? Let us know! We could cover the topic in the next editions and share it with the fraternity! Scan the QR code or click HERE.

WHAT'S COOKING

iSSues Explorer | 18

What's Cooking F o r

SS

s e m e s t e r

T W O

SSS Wikipage Micro-Learning Unit: What is

Discussion?

Want to find out more about what discussion is and its place in the Social Studies classroom?

Check out this Micro- Learning Unit on OPAL2.0 HERE or scan the QR code.

new

SLS

lessons

SLS

Catalogue

from

the

The catalogue has been refreshed with new SLS lessons!

Click HERE for the updated SLS catalogue or scan the QR code!

Contribute

SLS

to

Community

the

Gallery

Share your lesson on the SLS Community Gallery and stand a chance to be featured in subsequent editions of iSSues Explorer!

Share your lesson url with us HERE or scan the QR code.

SSS

Wikipage

At this webpage, you will find useful resources for the teaching and learning of Social Studies for the E/N(A) and N(T) syllabuses.

This webpage is updated regularly!

Access the SSS Wikipage HERE or scan the QR code.

share

your

feedback

with

us!

We hope you found the articles in iSSues Explorer useful! We want to continue providing you with relevant and useful resources for your teaching and learning of Social Studies.

We invite you to share your feedback and ideas HERE or scan the QR code.

WHAT'S COOKING

Sls

lesson

resources

iSSues Explorer | 19

for

Social

Studies

Common

Last

Topics

Common Last Topics (CLTs) have been removed from the 2021 national examinations.

Teachers may use the SLS lessons below for curriculum recovery of the SS CLTs.

[N Levels] Chapter 9 - How do we Respond to Tensions Arising from Some Economic Impact of Globalisation?

Chapter 9 - What is Economic Growth?

Chapter 9 - How do we Respond to Challenges that Might Arise from the Economic Impact of Globalisation?

Source Investigation: How do we Respond to Tensions Arising from the Economic Impact of Globalisation?

[O Levels] Chapter 11 - How do we Respond to Tensions Arising from Some Security Impact of Globalisation?

Chapter 11 - What is National Security

Chapter 11 - Why is Cyber Security Important to Countries?

Chapter 11: What are Some of the Tensions Between National Security and One's Right to Privacy?

Chapter 11 - What is Transnational Terrorism?

Practice: Responding to the security Impact of Globalisation

Source Investigation: How do we Respond to Tensions Arising from the Economic Impact of Globalisation?