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)

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

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.

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. :)

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

Using Pixton: Comic making as learning?

Thanks to my students, I have discovered a comic making software, Pixton. Now, I used to look into making comics as a kind of learning product but I kind of left it after working on video making for 1.5 years now. Time to evaluate comic making software and see if it can make some of the in class group work more engaging through ICT and comics!

The thing is, it helped to illustrate the students' understanding of ASEAN, which is why I placed it here. Would IH students like this as a kind of class activity? Leave me your comments!

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The issue of the sovereignty over Spratly Islands, where the commentary suggests that ASEAN members are very divided when considering their individual relationship with China. This is most obvious with Cambodia and Laos which are very dependent on Chinese investment in their lands, especially in infrastructure. The Philippines and Thailand are more aligned with USA.The problems of the AEC is also discussed in light of the Spratly Islands.Is it right to say Indonesia has more credibility to help facilitate the territorial dispute?

A friendly introduction to ASEAN Community 2015

ASEAN Vision: How viable are the scenarios suggested? What issues do you foresee in the "working together" of the different member countries to allow great mobility of people, goods and information? What evident challenges to a ASEAN Community do you see in this video?

Evidence of dispute in ASEAN in July 2012 ASEAN Summit in Phnom Penh

See Channelnewsasia's coverage of the Phnom Penh ASEAN Summit. Discuss the significance of the political governance of ASEAN with regards to physical boundaries. Why do the political leaders of ASEAN fight over the physical boundaries of their nations with the other countries like China and Japan?

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A showdown that showed a unique side of activism in Singapore. The issue resolved without government intervention. Now AWARE finds itself with a large membership database and the challenge now is to continue to engage the new members the advocacy group has acquired through the AWARE Saga.

Televised coverage from News 5

 An interesting take by the magazine The Economist: http://www.economist.com/node/13611576?story_id=13611576 

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