ss groupwork updated final
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Cultural Diversity in our Social Studies Syllabus
Vani | Bernard | Zinc | Winnie | Priya
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Quiz
1. What is the significance of Vesak Day?2. What is the difference between Hari Raya Haji and
Hari Raya Puasa?3. Why is Christmas celebrated?4. Why can’t the Muslims eat pork?5. Why can’t the Hindus eat beef?6. Why do Hindus wash their feet before they enter
the temple?7. Why do Christians celebrate Thanksgiving?8. Why do Muslims wear ‘tudong’?9. Why do Chinese celebrate Mooncake festival?10. Why do Sikhs wear ‘turban’?
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What is cultural diversity?
Definition:-To have a diverse range of culture in a common shared space, to take pride in one’s own culture, yet respect, accept, maybe even celebrate other’s cultural uniqueness.
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What do some student teachers say?
Chinese respondent: Cultural diversity is about different culturally Differences in ethnicity, language, religion, customs and beliefs
Messages of the importance of racial harmony and being tolerant of other ethnic groups was taught to her when she was a student
Indian respondent: Cultural diversity is something whereby you get to experience and learn each other’s culture,
tradition and practices and why they do things in certain ways and why festivals are celebrated When she was a student: Racial harmony, IFD, different festivals to teach them In contract teaching: NE camp for P4 students, 2D1N camp,
Incorporate cultural diversity aspects in camp (meals-breakfast, lunch n dinner from different groups) and practices (sitting on the floor, sharing plates etc)
Malay respondent: Cultural diversity was explicitly taught and modelled as a student, through school celebrations
during festivals, through curriculum (maths problems has representation from diff ethnic grps) In contract teaching: Students in other ethnic grps join CCAs that
are not of their own ethnicity
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What do you think?
Video: http://www.google.com.sg/webhp?source=search_app
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Why do we need to think about cultural diversity?
National Day Rally Speech 2012, PM Lee Hsien Loong
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In Schools: 21st Century Competencies
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Inquiring Into Our World: P2
Bernard & Zinc
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Development of P2 syllabus P2 Syllabus
ChapterKey ConceptGuiding Question
Chapter 1: New Girl in TownCultural AppreciationWho are the people living in Singapore? How do we practise our customs and traditions?
ChapterKey ConceptGuiding Question
Chapter 3: Things so SingaporeanNational Identity and Shared ExperiencesWhat makes us people of Singapore?
ChapterKey ConceptGuiding Question
Chapter 6: Show some respectNational Identity, Shared Experiences and HarmonyWhat makes us people of Singapore?
Total no of chapters
3 out of 6 chapters
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Critique syllabus with regards to teaching Cultural Diversity
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Approach The three stories to cover
New Girl in Town Things so Singaporean Show Some Respect
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Our Diversity Makes us UniqueNew Girl in Town
Learn about different celebrations in Singapore through Noi, a transfer student and appreciate other races’ cultures and traditions.
Cultural Appreciation
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Block of Study: Our Diversity Makes Singapore Unique
Concept: Cultural Appreciation
Guiding Questions: (1) Who are the people living in Singapore?How do we practice our customs and traditions?
Generalisation: Pupils will be able to know that we have diverse communities in Singapore and to appreciate the many customs and traditions of the communities in Singapore.
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Content of Story
Positives
Encourages locals to be open and receptive towards foreigners, and vice versa.
Ending teaches students to look at one another as individuals. (Good ending ++)
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Content of Story
Cons
Only Noi was demonstrated acceptance.
Examples shown are poor representations of races
Lack of meaningful participation
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Activity Book
Positive
4 major races
Educates students on basic information of major races.
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Activity Book
Cons
Traditional Costumes
Christmas
Merely feeds students knowledge without promoting cultural
understanding and acceptance.
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Visuals
Look at the faces of the children.What do you think they are trying to indicate?
Participation
Appreciation
Acceptance
Amount of Interaction?
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VISUALS
Look at the various communities depicted.
How do you think they are being potrayed?
Traditions and Customs of a community Traditions and
Customs of a Community
Traditions and Customs of a Community
Variety of communities
portrayed
Positive RepresentationAmount of Interaction?
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Activity(Public Holidays in Singapore)
Look at the various PH and festivals.Can you organise them into the various
communities that celebrate them?
HolidaysNew Year’s Day Hari Raya Pussa
Chinese New Year National Day
Good Friday Teachers’ Day
Labour Day Children’s Day
Vesak Day Hari Raya Haji
Youth Day (School Holiday) Deepavali
Christmas Day
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Rationale of ActivityGain awareness that
Different festivals are celebrated by various communities
Communities can also involve different race and religions
Unique communities makes Singapore Unique
Each community can enjoy or share traditions and customs
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Recommendations
Discuss various festivals celebrated by different communities
Show pictures of how different communities enjoy and interact with one another
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Recommendations
Sharing of our own experiences Up to 2 chapters could be used instead Students can learn more about the finer
aspects of each others' culture: Their lifestyles, recreations they like, preferences
for food
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Our Common Identity, Shared Things So Singaporean
Think about what makes Singapore Singapore, and in turn, makes us Singaporean.
Induces pride and belonging through facial looks, the cultures they originate from, their festivals and foods.
Celebrates uniqueness whilst reminding us our togetherness.
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Block of Study: Our Common Identity, Shared Experience and Values Unite the People in Our Country
Concept: National Identity, Shared Experiences
Guiding Questions: (1) What makes us people of Singapore?
Generalisation: Pupils will be able to understand that shared experiences bind us together as a nation.
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Content of Story
Positives
Promotes racial pride
Reminds students to enjoy our diversity is a strength, not a weakness.
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Content of Story
Cons
Multi-culturalism is a characteristic trait of Singapore, but it does not
correctly define Singapore.
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Activity Book
Positive
Serves as a possible branch to inculcate the value of Gratitude
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Activity Book
Cons
Is that all students can love about Singapore?
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VisualsLook at the faces of the children.
Are all the 4 races (Chinese, Malay, Indian, Others) depicted accurately?
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Visuals
Look at the pictures of the each community.
Do they show interaction?
Do the different communities interact in reality?
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Activity(Who are my friends?)
Can you name some of your friends?
Why are the two (few) of you friends?
How do you interact with each other?
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Rationale of Activity
Points out that Singapore is a place where we can find many
communities living together
This makes Singapore Unique
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Recommendations
Make use of the diversity that pupils can observe around them
Example:Observe our canteen, what kinds of food are there? Why are there so many different kinds of food?
Pupils need to know that all races have their rights to live in Singapore. They share many things with other races.
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Our Common Identity, Shared Show Some Respect
Looks into how easily our harmony can be destructed, and, sometimes even by ourselves
The best protection is respect, sensitivity and personal maturity.
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Block of Study: Our Common Identity, Shared Experience and Values Unite the People in Our Country
Concept: National Identity, Shared Experiences
Guiding Questions: (1) What makes us people of Singapore?
Generalisation: Pupils will be able to share that common values on racial and religious harmony based on consensus and not conflict.
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Content of Story
Positives
A reminder of a possible future, and reinforces the need to maintain cultural harmony.
Forgiving and Respect is the value taught here.
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Content of Story
Cons
It’s always the same song.
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Activity Book
Positive
Encourages students to get to know their friends’ culture through their friends, and not using a stereotypical template.
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Activity Book
Cons
Given our food culture, how successful is the activity?
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Visuals
Look at the costumes of Mrs Joseph.Can you tell what she is wearing?
Mrs Joseph willing to accept the cultural costumes of the other
communities
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Visuals
Look at the pictures. What do they tell about how communities interact?
Cultural diversity exists across generations and this should be
maintained
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Inquiring Into Our World: P4
Priya & Winnie
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Let’s Look at the Syllabus! Can you pick out the chapters that
you think show / teach cultural diversity? Chapters 1-4: Different people who
contributed to Singapore’s early growth Chapters 5-8: First-Gen political leaders’
contribution (included people of different races)
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Let’s Look at the Syllabus!However…
Covers breadth but not depthContent is “history”- heavy
Is it enough to learn about cultural diversity of people in the past?
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Let’s Look at the Syllabus!
History-heavy Job stereotypes? Race Stereotypes?
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Let’s Look at the Syllabus!
History-heavy Job stereotypes? Race Stereotypes?
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Let’s look at the Textbook!The PAST “Mascots” for textbooks
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Let’s look at the Textbook!The CURRENT “Mascot” for textbooks
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Why did they change the “mascot”? More than 4 main races in Singapore! Influx of foreigners
Singapore as a country
But… has Sir Stamford Raffles ever become a Singaporean? Is he a good representation?
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REPRESENTING INDIA
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REPRESENTING INDIA P.31: More exposure given to India. In Singapore, being Indian has come to being
Tamil, which is wrong. For a long time, the representation of Indians in
books has been largely been influenced by Tamil/South Indian culture.
TamilsNon-Tamils
42%
58%
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Representing India
Differences amongst a race of people who have been forcefully misrepresented
for the convenience of textbook writers/educators!
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REPRESENTING INDIA
There is now a detailed description of where Indians come from and that they speak more languages other than Tamil and Hindi (which
are the languages people would associate Indians with, in Singapore).
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REPRESENTING INDIASpot the error on page 30!
(clue: Something wrong with the languages)
*It is also great that Indians are depicted as more than coolies shown carrying heavy sacks
of goods upon emaciated bodies.
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REPRESENTING MINORITIES WITHIN MINORITIES
P.38-41: Excellent coverage for minorities within minorities groups such as the Jews and Chitty Peranakans
*Children of today are ready to hear more about greater diversity of people such as the ones
mentioned in these pages.
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REPRESENTING MINORITIES WITHIN MINORITIES
Interesting! Did you know that David Marshall is a Jew?
He has always been mentioned in the SS textbooks when teaching students about the political aspects of Singapore
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REPRESENTING MINORITIES WITHIN MINORITIESFor example: There are synagogues around in Singapore, but no heritage tours (learning journeys for s/s) made to them.
Were/Are we too comfortable with sticking
to the FOUR MAIN GROUPS?
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REPRESENTING MINORITIES WITHIN MINORITIES Personal experience: Never knew who
Chitty Peranakans were until I was 14 & my mother told me about them.
Recommendation: Include more variety in heritage tours. Move away from the usual Hindu temple and church visit during learning journey...go to Jewish synagogue and Sikh temples.
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REPRESENTING MALAYS
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REPRESENTING MALAYSHow well do we know the people of our region?
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REPRESENTING MALAYS
Malays from Malacca The Javanese The Boyanese The Bugis The Minangkabaus
THE MALAY ARCHIPELA
GO
What is the meaning of ‘archipelago’?
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Recommendations for the P4 Syllabus!
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Recommendations
Problem Recommendations
• Content is too ‘history’ heavy. There are minimal links to the present.• Strong focus on
the past can lead to students forming stereotypes.
• Teacher can plan a consolidation lesson to tie everything up together. • Link what they
have learnt in the past chapters to people in the present.
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Recommendations Chapters 5-8: How our first-
generation political leaders have contributed to Singapore• Make a link to present-day people:
President SR Nathan, etc
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Recommendations
Problem Recommendations
• Sir Stamford Raffles “Mascot” for textbooks may not be a good representation of Singaporeans
• We still need to build our national identity – so the 4 races are still important.
• However, have more different representations of the 4 races in Singapore!
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Recommendations
Problem Recommendations
• SS learning journeys focus more on sites which have to do with the four main races
• For heritage-based fieldtrips, Include more variety!
• Break away from the usual hindu/ chinese temples.
• Instead, go to Jewish synagogue and Sikh temples
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Conclusion: The Vision….moving forward
• To see commonness and togetherness beyond the cultural sphere. Understand and respect one’s identity, cultural and religion
Mdm Nisa
• Students must be more sensitive to others than before as you will definitely find more mixed races around nowadays
Mr Arbind
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Video: Colours
http://www.youtube.com/watch?v=ULIBHiQ19h4
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THANK YOU!!!