Topic: Bonding Singapore

Task: Students are given the opportunity to go back in time to prevent the outbreak of the Maria Hertogh Riots in 1952 and the Racial Riots in 1964. In order to accomplish their task, students must be able to identify and explain the causes to the people and present a written letter to the British Government. Two different groups of students carrying out separate project studies and will have an opportunity to role play their speeches to the class.


Goals:

1) Identify and Explain the Causes

2) Describe consequences/ impact of the Riots.

Role:

1) Time-Travellers, Negotiators and Future Interventionists

Audience:

1) The Malay Public, Utusan Melayu News editors, British Government

2) The Federal Government of Malaysia, UMNO Youth Chairman, Syed Jaafar Alba.

Situation:

1) Prevention of racial unrest.

Product:

1) Letter addressed to the British GovernmenT, Federal Government of Malaysia and the UMNO Youth.

2) Speech to convince the people. - Roleplay in front of class.

Standards and Criteria: Letter Writing

Descriptor /Score
10-9
8-7
6-5
4-1
Depth of Knowledge
  • Explaining concepts related to social phenomena well.
  • Generalising and conceptualising information as well as making connections between new ideas of applications to previous knowledge well.
  • Somewhat explains concepts related to social phenomena but generalises links.
  • Somewhat generalises and conceptualises information and makes basic connections between new ideas and previous knowledge.
  • Link between concepts and social phenomena not clearly defined.
  • Simple generalisations and conceptions of information and makes superficial connections between new ideas and previous knowledge.
  • No link of concepts to social phenomena
  • Little or no conception of information and no connection made between new ideas and previous knowledge.
Knowledge manipulation
  • Application of ideas and concepts to new contexts carried out well .
  • Constructing an original narrative, argument, or description.
  • Generating alternative perspectives and solutions to problems.
  • Application of ideas and concepts to new contexts somewhat evident.
  • Constructing narrative, argument or description that is somewhat original.
  • Attempting to generate alternative perspectives and solutions to problems.
  • Application of ideas and concepts to new contexts emerging.
  • Constructing narrative, argument or description that is closely linked to research.
  • Attempting to generate alternative perspectives and solutions to problems but with misinterpretations.
  • Application of ideas and concepts to new contexts not evident.
  • Constructing narrative, argument or description that is copied from research.
  • No alternative perspectives and solutions to problems.
Sustained Writing
  • Clear, accurate, coherent, well organised and convincing.
  • Clear, minor errors, somewhat coherent, organised, and convincing.
  • Clear, some errors, somewhat coherent, somewhat organised, and/or somewhat convincing.
  • Vague, major errors, not coherent at all, disorganised, and/or weak explanation, argument, or conclusion.
Connection to the Real World beyond the Classroom.
  • The student work demonstrates substantial connections between the given task and the topic in focus.
  • The student work demonstrates many connections between the given task and the topic in focus.
  • The student work demonstrates some connections between the given task and the topic.
  • The student work demonstrates little or no connections between the given task and the topic.

Recommended Websites

http://www.chs.edu.sg/~teocm/projects/timeline/riots.html http://ourstory.asia1.com.sg/independence/ref/david.html http://www1.moe.edu.sg/ne/Archives/Episodes%20from%20the%20Singapore%20Story/Maria_Hertogh/Maria_Hertogh.htm

Racial Riots

http://www.littlespeck.com/ThePast/CPast-64riots-640721.htm