In line with the spirit of learning and overcoming challenges in groupwork, your module project groupings will be decided by me too. If you have issues with certain individuals in your class, use the form below to submit your concerns to highlight your past experience of working with the particular student. I will look into your feedback and consult the particular student or/and guide that group with the individual more. Information submitted is confidential. Of course, after this feedback exercise, I will check with you personally on your feedback to verify the authenticity of the feedback submission. Your mentors will also get to see the feedback as part of each student's pastoral/character growth.
Thursday, January 31, 2013
Groupings for topic on terrorism presentation ONLY
Dear students,
the groupings here is only for the presentations on terrorism and is not your module project groupings. I will observe each students' behaviour more before deciding on your module project groupings.
201
202
203
the groupings here is only for the presentations on terrorism and is not your module project groupings. I will observe each students' behaviour more before deciding on your module project groupings.
201
| 1 | 2 |
| Aditi Saayujya | Elijah Yap Ming Loong |
| Lim Jia Ler | Ng Yong Sheng |
| Bryan Ng Dawei | Yeoh Tze Xuan |
| Yap Teng Chiong | Low Xi Zhi |
| 3 | 4 |
| John Zhou Erli | Thirrisha Murugan |
| Janarthanan Dharun | Choo Yi Kai |
| Ng Zi Xuan | Teo Jin Qi, Gavin |
| Ang Yu Hui | Cheng E Sheen |
| 5 | 6 |
| Woo Ze Ming, Joshua | Jedidiah Koh Kee Hao |
| Leong Keng Hoy | Sim Rui En, Daniel |
| Moon Jo Hyun | Ong Zhi Xuan |
| Park So Hyun | Tam Wai Yong |
202
| 1 | 2 |
| Belle
Sow Miaoer (Belle Su Miaoer) |
Isaac Tay Zhi Xian |
| Lim Jun Long | Zhang Shi Chen |
| Au Wei Liang William | Huang Feiyang |
| Lee Yeu Hann | Clarence Chew Xuan Da |
| 3 | 4 |
| Chen Hongpo | Tan Jun Heng Daren |
| Sanil Kumar Ashwin | Lim Jun Wah Jonathan |
| Yeo Shen Kai | Loo Wei-Hao Nicholas |
| Goh Shuen Yi, Shenny | Wang Nian Jing Ryan |
| 5 | 6 |
| Lim Kia Teng | Shi Shu Yuan |
| Calvin Chang Zuo Wei | Chen Zeyu |
| Felicia Tai Ying Fei | Sneha Ram |
| Chandrasekaran Hema | Ng Kwan Hian, Kenneth |
203
| 1 | 2 |
| Lai Kai Wen | Jiang Jiahui |
| Ong Hong Ming Teddy | Darell Chua Yun Da |
| Lee Dosang | Neo Tze Kay |
| Lee Zheng Han | Cheah Yu Min Dayna |
| Shawn Chang | |
| 3 | 4 |
| Bryan Low Wei Sheng | Justin Fidelis Wong Jun Wen |
| Aw Khai Loong | Wu Jiarong |
| Chermaine Bok | Wa Thone |
| Periasamy Sabareesan | Lim Yan Ling |
| 5 | 6 |
| Tho Jian Xiong | Chng Xian Mao, Samuel |
| Tay Jing Xuan | Venkatesh Vijay Narayanan |
| Khaarthik Kumar Amuddhu | Yong Ray Wen Joshua |
| Lee Yu Hao | Chan Gerald |
Tuesday, January 29, 2013
Topic on terrorism
We are now embarking on looking at "Manifestation of Conflicts", in particular, we are examining terrorism around the world.
In this lesson unit, we will examine the characteristics of terrorism, its motivations, social, economic and political impacts and finally, how different countries have managed the terrorism activities and conflicts in their territories.
To start off, we are on a "secret mission" with a very important but secretive government department to train up a group of young Singaporean government officials to go into nearby countries as interns in our own Singaporean Embassies. While they seemingly look like young officials who are tasked to learn the administrative duties in our embassies, these officials are also tasked to make friends with certain groups of foreigners in the countries they had been sent to find out more about the networks of possible terrorism groups in that country.
LESSON 1: What is terrorism?
As part of their training, you need to cover the following with them:
Brainstorm as a "department" on the 3 things. We will come up with as many things we can think of and enter them into the google form so we can view our items collectively. We will then figure out the categories to classify the information so as to better guide ourselves in understanding terrorism.
Key in your responses in the 3 text boxes in the google form below. The form can be scrolled down. Remember to "submit".
LESSON 2: Training our young government officials
To avoid having them become ignorant fools, you also should cover some essential information with them. To do so, your department will need to be split into groups to more efficiently teach them. *groups to be given in class and will appear in a separate post later*
Group 1: Prepare a 5 min presentation on the Al Qaeda, its history, ideology and significance as a global terrorist group
Group 2: Prepare a 5 min presentation on the attacks done by the Al Qaeda so far, using a world map in the end to sum up where these attacks had taken place.
Group 3: Prepare a 5 min presentation on the Jemaah Islamiyah, its history, ideology and motivations as a terrorist group in Southeast Asia.
Group 4: Prepare a 5 min presentation on JI activities and incidents that happened in Singapore
Group 5: Prepare a 5 min presentation on terrorism acts that had happened to Singapore since independence.
Group 6: Prepare a 5 min presentation on the history of recent Singapore's terrorist hunt, Mas Selamat.
LESSON 3: The actual training day (Presentation Day)
LESSON 4: A possible 24 hours before 9/11 (1 lesson given for project time) *to be updated*
You recently discovered your class has some talented actors who can rise up to the occasion. Prepare and act out a 5 min video, complete with script, props and blocking instructions (where to start, stand, move), video editing techniques. This vidoe should be an imaginary or real scene based on newspaper reports on the September 11 attacks back in 2001. In other words, it is historically informed and to a large extent believeable.
More information will be given soon! Project members are determined by Mrs Lim.
To start off, we are on a "secret mission" with a very important but secretive government department to train up a group of young Singaporean government officials to go into nearby countries as interns in our own Singaporean Embassies. While they seemingly look like young officials who are tasked to learn the administrative duties in our embassies, these officials are also tasked to make friends with certain groups of foreigners in the countries they had been sent to find out more about the networks of possible terrorism groups in that country.
LESSON 1: What is terrorism?
As part of their training, you need to cover the following with them:
- They need to be very clear about the characteristics of terrorism
- When investigating probable terrorism operations, they must know what important information to note and report back to you
- They should be able to report on the way terrorists interact and operate in that country
Brainstorm as a "department" on the 3 things. We will come up with as many things we can think of and enter them into the google form so we can view our items collectively. We will then figure out the categories to classify the information so as to better guide ourselves in understanding terrorism.
Key in your responses in the 3 text boxes in the google form below. The form can be scrolled down. Remember to "submit".
LESSON 2: Training our young government officials
To avoid having them become ignorant fools, you also should cover some essential information with them. To do so, your department will need to be split into groups to more efficiently teach them. *groups to be given in class and will appear in a separate post later*
Group 1: Prepare a 5 min presentation on the Al Qaeda, its history, ideology and significance as a global terrorist group
Group 2: Prepare a 5 min presentation on the attacks done by the Al Qaeda so far, using a world map in the end to sum up where these attacks had taken place.
Group 3: Prepare a 5 min presentation on the Jemaah Islamiyah, its history, ideology and motivations as a terrorist group in Southeast Asia.
Group 4: Prepare a 5 min presentation on JI activities and incidents that happened in Singapore
Group 5: Prepare a 5 min presentation on terrorism acts that had happened to Singapore since independence.
Group 6: Prepare a 5 min presentation on the history of recent Singapore's terrorist hunt, Mas Selamat.
LESSON 3: The actual training day (Presentation Day)
LESSON 4: A possible 24 hours before 9/11 (1 lesson given for project time) *to be updated*
You recently discovered your class has some talented actors who can rise up to the occasion. Prepare and act out a 5 min video, complete with script, props and blocking instructions (where to start, stand, move), video editing techniques. This vidoe should be an imaginary or real scene based on newspaper reports on the September 11 attacks back in 2001. In other words, it is historically informed and to a large extent believeable.
More information will be given soon! Project members are determined by Mrs Lim.
Wednesday, January 16, 2013
Northern Ireland (Activity Instructions and link to notebook)
Dear students,
As we revise our IH critical thinking skills, we are moving unto North Ireland as our second case study of conflicts at the regional scale within a country.
The link to notes on North Ireland is here: https://www.evernote.com/pub/maddiechen/northernireland
To start this topic, we are going to have presentations on different aspects of the conflict in Northern Ireland.
Activity: Presentations to classmates (Peer teaching and learning)
Group Bs to work out a short 10 min presentation to present their answers to their allocated questions. Your partner Group A will be grading you.
Group As to present their answers to Group Bs in the 2nd lesson. Group Bs to 'mark' Group As based on your background knowledge, which you prepared as part of your own learning. Group Bs will be given assessment score cards to mark your respective Group As. This section is only 10 mins.
Group Bs to present your topic using 10 mins. Group As are given sweets and will vote on the "best, well prepared" presentation at the end of the lesson, AFTER their respective grading.
Source 1. A T-shirt design promoting the Irish Republican Army.
Image taken from: http://vector.us/files/images/2/1/217451/ira_t_shirt_vector.jpg, last accessed 16 Jan 2013.
Source 2: A police stopping a protester from crossing an area in Belfast.
Image taken from: http://metro.co.uk/2012/12/08/belfast-police-hurt-in-northern-ireland-union-flag-riots-3307492/, last accessed 16 Jan 2013.
Source 3: A wall mural depicting the Troubles in North Ireland
Image taken from: http://cdn.insightonconflict.org/wp-content/uploads/2009/09/FallsRoadMural.jpg, last accessed 15 January 2013.
Take note of your new groups here.
Learning Groups for topic on North Ireland
201
202
203
Responses on presentations
As we revise our IH critical thinking skills, we are moving unto North Ireland as our second case study of conflicts at the regional scale within a country.
The link to notes on North Ireland is here: https://www.evernote.com/pub/maddiechen/northernireland
To start this topic, we are going to have presentations on different aspects of the conflict in Northern Ireland.
Activity: Presentations to classmates (Peer teaching and learning)
1st lesson: Prepare your answers to your allocated questions.
Group As to work on criteria on how to 'mark' Group Bs in this lesson, as your tasks are shorter in preparation. Be ready to share and explain with Mrs Lim your criteria for marking the answers Group Bs will be presenting in lesson 2. You can prepare an actual rubric and explain your criteria to your respective group B.Group Bs to work out a short 10 min presentation to present their answers to their allocated questions. Your partner Group A will be grading you.
2nd lesson: Exchange Knowledge Time
Group As to present their answers to Group Bs in the 2nd lesson. Group Bs to 'mark' Group As based on your background knowledge, which you prepared as part of your own learning. Group Bs will be given assessment score cards to mark your respective Group As. This section is only 10 mins.
Group Bs to present your topic using 10 mins. Group As are given sweets and will vote on the "best, well prepared" presentation at the end of the lesson, AFTER their respective grading.
Group 1:
TASK A: With reference to Source 1 in this exercise, What is the message of the picture in Source 1? Explain how you derived your answer.
TASK B: Who are the IRA? Which disputes and clashes was IRA deemed to be responsible for? Do you agree?
Source 1. A T-shirt design promoting the Irish Republican Army.
Image taken from: http://vector.us/files/images/2/1/217451/ira_t_shirt_vector.jpg, last accessed 16 Jan 2013.
Group 2:
TASK A: To what extent can the photograph in Source 2 represent conflicts between the Catholics and Protestants in Northern Ireland? Explain how you derived your answer.
TASK B: Explain how the history of Ireland complicates relationship between North Ireland, Ireland and the United Kingdom.
Source 2: A police stopping a protester from crossing an area in Belfast.
Image taken from: http://metro.co.uk/2012/12/08/belfast-police-hurt-in-northern-ireland-union-flag-riots-3307492/, last accessed 16 Jan 2013.
Group 3:
TASK A: What does the mural in source 3 suggest about the process of conflict in Northern Ireland? Explain how you derived your answer.
TASK B: Explain and discuss the 'Troubles' and the impact it has on contemporary events in North Ireland.
Source 3: A wall mural depicting the Troubles in North Ireland
Image taken from: http://cdn.insightonconflict.org/wp-content/uploads/2009/09/FallsRoadMural.jpg, last accessed 15 January 2013.
Take note of your new groups here.
Learning Groups for topic on North Ireland
201
| 1A | 1B |
| Aditi Saayujya | Choo Yi Kai |
| Elijah Yap Ming Loong | Woo Ze Ming, Joshua |
| Park So Hyun | Ng Yong Sheng |
| Sim Rui En, Daniel | Leong Keng Hoy |
| 2A | 2B |
| John Zhou Erli | Moon Jo Hyun |
| Cheng E Sheen | Ng Zi Xuan |
| Jedidiah Koh Kee Hao | Janarthanan Dharun |
| Tam Wai Yong | Bryan Ng Dawei |
| 3A | 3B |
| Ang Yu Hui | Teo Jin Qi, Gavin |
| Lim Jia Ler | Ong Zhi Xuan |
| Yeoh Tze Xuan | Yap Teng Chiong |
| Low Xi Zhi | Thirrisha Murugan |
202
| 1A | 1B |
| Sneha Ram | Isaac Tay Zhi Xian |
| Goh Shuen Yi, Shenny | Belle Sow Miaoer |
| Tan Jun Heng Daren | Felicia Tai Ying Fei |
| Chen Zeyu | Clarence Chew Xuan Da |
| 2A | 2B |
| Chandrasekaran Hema | Wang Nian Jing Ryan |
| Yeo Shen Kai | Lim Kia Teng |
| Au Wei Liang William | Shi Shu Yuan |
| Calvin Chang Zuo Wei | Zhang Shi Chen |
| 3A | 3B |
| Sanil Kumar Ashwin | Lim Jun Wah Jonathan |
| Lim Jun Long | Loo Wei-Hao Nicholas |
| Huang Feiyang | Chen Hongpo |
| Lee Yeu Hann | Ng Kwan Hian, Kenneth |
203
| 1A | 1B |
| Wu Jiarong | Tay Jing Xuan |
| Lai Kai Wen | Venkatesh Vijay Narayanan |
| Aw Khai Loong | Shawn Chang |
| Cheah Yu Min Dayna | Wa Thone |
| 2A | 2B |
| Ong Hong Ming Teddy | Darell Chua Yun Da |
| Bryan Low Wei Sheng | Yong Ray Wen Joshua |
| Khaarthik Kumar Amuddhu | Justin Fidelis Wong Jun Wen |
| Neo Tze Kay | Lee Dosang |
| 3A | 3B |
| Jiang Jiahui | Lee Yu Hao |
| Tho Jian Xiong | Lee Zheng Han |
| Chan Gerald | Lim Yan Ling |
| Chermaine Bok | Chng Xian Mao, Samuel |
| Periasamy Sabareesan | |
Responses on presentations
Tuesday, January 15, 2013
A quick introduction to the LTTE (contributed by Lee Yeu Hann)
After Sri Lanka gained its independence, a coalition
government with Tamil representatives was formed. However, there was growing
dissent among Tamils which led to the formation of insurgent groups. One of
them was Tamil New Tigers (TNT), formed in 1972.
Tension eventually escalated
and an armed insurgency spearheaded by the LTTE was started. This was sparked
by the Policy of standardization that favoured Sinhalese for entry to
university education. The Liberation Tigers of Tamil Eelam (LTTE) were a union
of four different insurgent groups and fought for a Tamil Eelam, an independent
Tamil State in the north east province of Jaffna. They were later defeated in
2009 after a long bloody civil war. However, in order to finance these activities,
the LTTE resorted to sea piracy, arms and people smuggling, drug trafficking,
extortion, money laundering and credit card fraud.
Disappointingly, it also
carried out attacks on civilians, used women as suicide bombers, recruited
children as soldiers, engaged in ethnic cleansing including innocent Muslims, executed
fellow Tamils and prisoners of war (POWs) and violated international law. It is
no surprise that they are classified as a terrorist group by the CIA.
Wednesday, January 9, 2013
Ever note Notebook on Sri Lanka (fist class group activity)
Dear students,
Please follow this link to a live version of Mrs Lim's evernote notebook on Sri Lanka, with all the up to date clippings of articles covered in class.
https://www.evernote.com/pub/maddiechen/srilanka
Please also look at "The Hindu" article and work in your allocated groups to discuss the following:
source origin
author
tone
perspective
purpose/ intention
influence
Capture your discussion on the A3 paper allocated to your class. The groupings will be published on this blog by end of Thursday (10 Jan).
*Update as of 2.40pm on 10 Jan 2013*
Here is the groupings for 201 and 202 and 203
Please note that I will rotate you around VERY OFTEN. The key growing areas in groupwork is to pick up skills of negotiation and knowing how to be a contributing team player. You will be better equipped in groupwork skills by the end of this module. :)
Please have your discussion ready by first lesson next week. Thanks!
Mrs Lim
Please follow this link to a live version of Mrs Lim's evernote notebook on Sri Lanka, with all the up to date clippings of articles covered in class.
https://www.evernote.com/pub/maddiechen/srilanka
Please also look at "The Hindu" article and work in your allocated groups to discuss the following:
source origin
author
tone
perspective
purpose/ intention
influence
Capture your discussion on the A3 paper allocated to your class.
*Update as of 2.40pm on 10 Jan 2013*
Here is the groupings for 201 and 202 and 203
Please note that I will rotate you around VERY OFTEN. The key growing areas in groupwork is to pick up skills of negotiation and knowing how to be a contributing team player. You will be better equipped in groupwork skills by the end of this module. :)
201
1
|
2
|
Aditi Saayujya
|
Choo Yi Kai
|
Woo Ze Ming, Joshua
|
Elijah Yap Ming Loong
|
Cheng E Sheen
|
Ng Yong Sheng
|
Jedidiah Koh Kee Hao
|
Janarthanan Dharun
|
3
|
4
|
Park So Hyun
|
Tam Wai Yong
|
Leong Keng Hoy
|
Moon Jo Hyun
|
Sim Rui En, Daniel
|
Ng Zi Xuan
|
John Zhou Erli
|
Yap Teng Chiong
|
5
|
6
|
Teo Jin Qi, Gavin
|
Ang Yu Hui
|
Ong Zhi Xuan
|
Lim Jia Ler
|
Yeoh Tze Xuan
|
Bryan Ng Dawei
|
Low Xi Zhi
|
Thirrisha Murugan
|
202
1
|
2
|
Belle Sow Miaoer (Belle Su Miaoer)
|
Isaac Tay Zhi Xian
|
Chen Hongpo
|
Lim Jun Wah Jonathan
|
Tan Jun Heng Daren
|
Sanil Kumar Ashwin
|
Chandrasekaran Hema
|
Lim Jun Long
|
3
|
4
|
Sneha Ram
|
Zhang Shi Chen
|
Clarence Chew Xuan Da
|
Loo Wei-Hao Nicholas
|
Yeo Shen Kai
|
Goh Shuen Yi, Shenny
|
Felicia Tai Ying Fei
|
Ng Kwan Hian, Kenneth
|
5
|
6
|
Au Wei Liang William
|
Huang Feiyang
|
Calvin Chang Zuo Wei
|
Lee Yeu Hann
|
Chen Zeyu
|
Lim Kia Teng
|
Wang Nian Jing Ryan
|
Shi Shu Yuan
|
203 (to be used from the 11 Jan lesson until discussion lesson the following week)
1
|
2
|
Lee Dosang
|
Periasamy Sabareesan
|
Lai Kai Wen
|
Bryan Low Wei Sheng
|
Lim Yan Ling
|
Neo Tze Kay
|
Chng Xian Mao, Samuel
|
Wa Thone
|
3
|
4
|
Darell Chua Yun Da
|
Jiang Jiahui
|
Lee Yu Hao
|
Justin Fidelis Wong Jun Wen
|
Lee Zheng Han
|
Khaarthik Kumar Amuddhu
|
Tay Jing Xuan
|
Venkatesh Vijay Narayanan
|
5
|
6
|
Wu Jiarong
|
Yong Ray Wen Joshua
|
Shawn Chang
|
Tho Jian Xiong
|
Chan Gerald
|
Aw Khai Loong
|
Chermaine Bok
|
Cheah Yu Min Dayna
|
Ong Hong Ming Teddy
|
Please have your discussion ready by first lesson next week. Thanks!
Mrs Lim
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