Saturday, March 31, 2007

SEA3.2.3.Impact of Colonialism in SEA

Topic: Impact of Colonial Rule
Essential Question: How similar was the impact of colonial rule?

PERIOD I
  • Submission of Assessment: SEQ CA1.3 (to be submitted on Mon 2 April 07)
    • Why did the colonial powers come to Southeast Asia? (12)
  • Understanding goals: What were the impact of colonial rule
    • Political stability?
      • Finance & administration
      • Figureheads & disempowerment
    • Economic growth?
      • Industry, trade and the cash economy
      • Income inequality & labour exploitation
    • Social development?
      • Urbanisation & social amenities
      • Education & the rise of nationalism
  • Performances:
    • Give examples from British Malaya & French Indochina to support each of the impact of colonial rule listed above.
    • Present your answers in the form of a Target Diagram
    • DO NOT Send your Target Diagrams to khookymonster@gmail.com
    • save your work as .txt file then paste the html code in comments. I will retrieve your diagrams from the codes.
PERIOD II
  • Assessment: Was the impact of colonial rule beneficial?
    • Based on the information in your Target Diagram, make a judgment using the format: Point-Elaboration-Evidence/Example-Link

MWH4.2.3.Mao's China

Topic: China under Mao
Essential Question: Did Mao's leadership benefit China?

PERIOD I
  • Understanding goals: What did Mao do to unify China?
    • Reasons for CCP victory in Chinese Civil War, 1945-1949
      • Political Organisation
      • Social/Economic Policies
      • Military strategies/morale
    • Agarian Reforms
    • 5-Year Plans for Industry
    • Anti-Rightists Movement
  • Review: Great Leap Forward video
  • Notes: MWH.CHINAMAO.NOTES.pdf
PERIOD II
  • Understanding goals: Why did Mao introduce the Great Leap Forward?
    • Sino-Soviet Split
    • Industrialisation & agriculture production
    • Fear of Rightists and Counter-revolutionaries
  • Performances: Was the Great Leap Forward really a great leap forward?
    • Students to examine the positive and negative outcomes of the Great Leap Forward.
    • Construct a Living Graph to place events from 1949-1958 and explain whether these events were beneficial to China.
    • Use your construction of the Living Graph to write your judgment to the question: Was the Great Leap Forward really a great leap forward?

HSS3.2.3.Healthcare in Singapore

Health care in Singapore
Essential Question: How is good governance reflected in Singapore's health care policies

Period I
  • Complete Assessment: SBQ practise on ERP in Managing Transport Flow (18)
  • Read chapter on Healthcare in Singapore
Period II
  • Preview: Pls complete this preview activity to prepare for the next chapter on Health care in Singapore.
    • Refer to United Nations' Human Development Index
    • Which indicator(s) do you think most accurately reflect the state of health care in Singapore? Explain your answer.
    • If you could put together a composite of indicators to foreign friends to show them the state of health care in Singapore , what would these indicators be?

Sunday, March 25, 2007

HSS4.2.2.Housing in Singapore

Period I

Period II

Please ensure that all assignments are completed.
Come with questions about your answers to go with "answers" to your questions.

HSS3.2.2.Governance in Singapore

Topic: Governance in Singapore
Essential Question: Why is good governance important in Singapore?

Period I

  • Follow-up
    • Read Textbook pp. 23-60.
    • Complete Workbook pp. 13- 30.
  • Understanding Goals: How have the principles of governance helped shaped the management of traffic flow in Singapore?
    • Measures to control traffic flow
        • ALS & Electronic Road Pricing
        • Park & Ride Scheme
        • Vehicle Quota System
  • Performances:
    • Read up on these measures. Which do you think is the most effective measure in controlling traffic flow in Singapore?
    • What are the principles of governance behind each of these measures?
    • Which principle is most prominent?
    • Present your arguments in interest groups of 3s each as experts of 1 particular measure.
Period II
  • Preview: Problems of Population Planning in Singapore
    • Post-war baby boom + better healthcare/nutrition = longer life-expectancy = ageing population = high dependency ratio
    • Education = Social-economic mobility = late marriages/singlehood = low fertility rate
  • Understanding Goals: How have the principles of governance helped shaped population policies in Singapore?
    • Statutory measures
    • Public education
    • Foreign Talent schemes
  • Performances:
    • What are some implications of the fall in replacement level of births in Singapore?
    • How successful are Singapore's population policies in solving this problem?
    • What other measures would you introduce to tackle the problem of low birth rates in Singapore?
  • Assessment: SBQ practise on Senior Citizens
    • a) Study Source A. Why was this photo published in the Straits Times? (5)
    • b) Study Source B. What does Source B tell you about the mentality towards the elderly? (6)
    • c) Study Source C and D. How similar are the two sources about senior citizens? (7)
    • To be submitted on 3 April 1305. Samuel to collect.

SEA3.2.2.Impact of Colonialism in SEA

Topic: Impact of Colonial Rule

Essential Question: How similar was the impact of colonial rule?

Period I

  • Review: Reasons & Process of the establishment colonial rule
    • review readings from pp. 20-28, 34-37.
    • Review activity worksheets on Reasons for Imposition of Colonial Rule
      • Exploration & Evangelism (1500s-1600s: Spanish, Portugese)
      • Economic Exploitation (1700s-1800s: British, French & Dutch)
      • Expansion of Empire (after 1871: Germany, Italy)
    • Review activity worksheets on How Colonial Rule was Established
      • Spheres of influence: setting up trading posts & acquiring concessions
      • Policy of Intervention: Demanding extra-territorial rights & gunboat diplomacy
      • Forward Movement: establishing protectorates & direct rule
  • Understanding goals: How did SEA polities reacted to the establishment of colonial rule?
    • Political collaboration
    • Patriotic resistance
    • Uneasy acceptance
  • Performances:
    • Cite examples from the case studies of the British in Malaya and the French in Indochina to illustrate each of the 3 stages of reactions to colonial rule
  • Assessment: SEQ CA1.3 (to be submitted on Mon 2 April 07)
    • Why did the colonial powers come to Southeast Asia? (12)
PERIOD II
  • Understanding goals: What were the impact of colonial rule
    • Political stability?
      • Finance & administration
      • Figureheads & disempowerment
    • Economic growth?
      • Industry, trade and the cash economy
      • Income inequality & labour exploitation
    • Social development?
      • Urbanisation & social amenities
      • Education & the rise of nationalism
  • Performances:
    • Give examples from British Malaya & French Indochina to support each of the impact of colonial rule listed above.
  • Assessment: Was the impact of colonial rule beneficial?
    • Make a judgment using the format: Point-Elaboration-Evidence/Example-Link

Saturday, March 24, 2007

MSH4.2.2."Merger" & Confrontation

Topic: Road to "Merger" & Confrontation, 1959-1963

Enquiry Question: Why did a "merger" take place between Singapore and Malaya?

PERIOD I

  • Review: What is/are the assumption(s) in the enquiry question?
  • Understanding goals:
    • Why did the PAP want merger with Malaya?
      • Political reasons
      • Security reasons
      • Economic reasons
    • Why did Malaya NOT want "merger" after 1961?
      • Security reasons
      • Demographic reasons
      • Economic reasons
    • Why did Malaya want "merger" after 1961?
      • Security reasons
      • Territorial reasons
      • Demographic reasons
    • Why were there oppositions to the formation of Malaysia?
      • Disputed territories
      • Neo-colonialism
      • Domestics politics
PERIOD II
  • Review: Why was Malaysia formed in 1963? Why were there oppositions to Malaysia?
  • Performances:
    • You will be divided into a proposition and 2 opposition parties.
    • Research your arguments to the following assertion:
      • Tunku Abdul Rahman accepted Singapore into Malaysia to stem the communist threat in Singapore. How far do you agree?
    • Present your arguments in a debate in Term 2 Week 3.
  • Assessment:
    • 3% Presentation points to be credited to CA1.3.
    • Arguments will be assessed for
      • Participation
      • Research
      • Persuasiveness

Monday, March 19, 2007

ASCD Conference Day 3

Monday

08:00-10:00 AM Monday

All Levels • 65 % Interactive

Title: 3134 The New Teaching with the Brain in Mind

Description: This powerful presentation will showcase astonishing and recent discoveries in neuroscience that may turn educational practices upside down. Come and learn about attention, physical activity, learning, emotions, behavior, socialization, and memory. Discover the major causes of student underperformance and learn classroom-ready success strategies to reach underperforming students. In easy-to-understand, nontechnical terms, learn new evidence that shows why policymakers' fixation with standardized testing may undercut optimal learning. Handouts will include specific practical suggestions.

Presenter(s): Eric Jensen, Jensen Learning, San Diego, CA

Monday

10:30-12:30 PM Monday

All Levels • 40 % Interactive

Title: 3254 So Each May Learn: Motivation, Diversity, and Student Achievement

Description: Paying attention to what motivates different students is no longer an option. NCLB and new research pinpointing boredom as the leading cause behind increased dropout rates make motivating every student a responsibility. In this session, participants will learn the four motivational styles, how to diversify instruction by rotating strategies according to the motivational styles they engage, and how to design curriculum and assessment that balance the rigor of standards with the need to engage all learners.

Presenter(s): Harvey Silver and Susan Morris, Silver Strong & Associates, Ho-Ho-Kus, NJ

Monday

01:00-02:30 PM Monday

PreK-12 • 50 % Interactive

Title: 3331T Becoming a Connoisseur of Technology Integration

Description: Become an educator who observes technology-supported lessons with a connoisseur's discrimination and appreciation of subtleties. There's a lot more to integrating technology than adding PowerPoint slides to your lectures and posting homework on the web. In this session, you'll learn the hallmarks of transformational uses of technology in the classroom; see good, bad, and mediocre examples of technology integration; and leave prepared to help your staff realize the full benefits of technology for your students.

Presenter(s): Michael Simkins, Santa Cruz County Office of Education, Capitola, CA

Sunday, March 18, 2007

ASCD Conference Day 2

Sunday

08:00-09:30 AM Sunday

All Levels • 25 % Interactive

Title: 2145 Better Learning Through Neuroscience

Description: Recent advances in neuroscience research that are of particular relevance to educators will be the focus of this session. The presenter will discuss behavioral, physiological, and neuroimaging research pertaining to how the brain builds the basic cognitive skills (memory, attention, processing, and sequencing) that are fundamental to learning to talk and read, as well as how these skills can be enhanced through neuroplasticity-based training. Practical examples will be given as to how neuroscience research has been implemented in schools to address the adequate yearly progress needs of underperforming students.

Presenter(s): Paula Tallal, Rutgers University, Newark, NJ

Sunday

01:00-02:30 PM Sunday FULL

All Levels • 75 % Interactive

Title: 2241T Beyond Tests to Multiple Measures of Student Performance

Description: Participants in this session will explore the value of using product, performance, and process assessments to determine what students know and are able to do. They will examine the use of multiple measures charts as tools for aligning grading practices to standards and for purposefully collecting student work as evidence of learning. By clearly articulating the connection between instruction and assessment processes, participants will be able to better inform parents of student progress, assist students in setting and achieving goals, and make more informed decisions about classroom practice.

Presenter(s): Angela Lalor, Center for the Study of Teaching and Learning, Smithtown, NY

03:30-05:00 PM Sunday

All Levels • 30 % Interactive

Title: 2339T Engaging and Motivating Students Through Digital Media

Description: U.S. classrooms continue to become more diverse, requiring teachers to build a repertoire of tools to meet the increasing academic needs of all students. At the same time, students are spending more time interacting with digital media than watching television. This session will examine ways that digital media, such as united streaming, and other online tools can support students' diverse learning styles, academic needs, and interests.

Presenter(s): Scott Kinney, Discovery Education, Silver Spring, MD

Sunday

05:15-06:15 PM Sunday

All Levels • 50 % Interactive

Title: 2440 The Four Fundamentals of Curriculum

Description: Four components to include in every class every day are kindness, thinking, problem solving, and communication. These four factors create a scaffold for quality curriculum and form the basis for preparing students with the fundamental skills for a life of learning and constructive involvement in democracy. Participants in this session will hear about each factor and then work on embedding the factors into various curricular areas and grade levels. They will realize that without these four foundational factors, education becomes reductionist.

Presenter(s): Daniel Heller, Windham Southwest Supervisory Union, Wilmington, VT

Saturday, March 17, 2007

ASCD Conference Day 1

Saturday

08:30-09:30 AM Saturday

All Levels • 25 % Interactive

Title: 1150T Teaching That Passes Through the Amygdala's Affective Filter

Description: Positron emission topography (PET) and functional magnetic resonance imaging (fMRI) scans demonstrate that under stressful conditions the amygdala’s affective filter blocks sensory input from entering the brain’s memory processing regions. This session's presenter will use PowerPoint, handouts, and interactive activities to demonstrate what research has revealed about multisensory strategies that reduce stressors and build positive motivation and engagement. Participants will leave with strategies to facilitate the passage of information through the amygdala to improve students’ memory, retention, and executive function.

Presenter(s): Judy Willis, Santa Barbara Middle School, CA

Saturday

12:30-02:30 PM Saturday

All Levels • 40 % Interactive

Title: 1223 Reconnecting the Neurons to Maximize Learning

Description: This session will introduce the brain and its various functions. Then, given the example of a brain-injured 18-year-old, participants will view a video of the mental growth through application of various teaching strategies. Participants will predict outcomes and determine what teaching strategies make a difference, what actually reconnects neurons to maximize learning, and how these strategies can be applied universally.

Presenter(s): Donna Cundiff, Jefferson County Public Schools, Louisville, KY

Saturday

03:30-04:30 PM Saturday

Secondary • 35 % Interactive

Title: 1302 Globalization101.org: A Free Web Site for Teaching About Globalization

Description: Globalization101.org's free, standard-aligned issue briefs, lesson plans, video interviews, news analyses, and other resources can be used to teach high school and college students about aspects of globalization related to civics, economics, geography, and history. Participants in this session will learn about the policy debates related to international trade and investment, environment, health, culture, migration, and other areas of globalization. Participants will also be introduced to the Spanish-language version of the site.

Presenter(s): Rebecca Weiner, Carnegie Endowment for International Peace, Washington, DC

Saturday

04:45-06:15 PM Saturday

All Levels • 25 % Interactive

Title: 1418 The Power of Assessment: Ensuring Academic Growth for Every Child

Description: Participants will learn each step in the Power of Assessment Process. The seven-step process resulted in a 29.7 percent increase in overall growth over a three-year period at one challenging school. In this session, participants will learn how to interpret and analyze data to redesign instruction that will affect all learners, including crucial steps being used at one urban school that involves teaching students to chart their own progress and holding students accountable for their own learning.

Presenter(s): Beverly Joseph, Vance County Schools, Henderson, NC