Welcome: An Introduction

Monday, March 28, 2011

This activity aims to ignite students' passion to learn more about the history and heritage of Singapore through role-playing in a fabricated scenario. Away from the usual classroom, the students will travel down to the respective historical sites and get to know history in a more interactive and engaging way. They will get to "smell" and "feel" these places which were previously impossible through photographs and videos. Hopefully, the novelty of a new learning environment would interest these tactile students. To have a better idea on what it is all about, proceed with the video below.

 http://www.youtube.com/watch?feature=player_embedded&v=6vqjCSXXB8c






<Proceed to Task>


6:53 PM



Task: Propose a Bill


The Urban Redevelopment Authority (URA) and National Heritage Board (NHB) have requested to put together a team of conservationists to do a study about the sites mentioned in the video to find out more about their historical & cultural significance and value. Some guidelines the teams would have to adhere to are:

· The site bears a unique or exceptional testimony to a cultural tradition of a particular group of people living/have lived in Singapore (e.g. the different ethnic groups)


· The site is an outstanding example of a type of building, architectural, or technological ensemble or landscape which illustrates a significant stage in Singapore/world history


· The site is directly or tangibly associated with events or living traditions, with ideas, or with beliefs, with artistic and literary works of outstanding significance

The teams will be given 3 weeks to complete their study. After their individual research and findings, each team is required to purpose a bill to the Government (represented by the teacher) and the other teams to convince them that their site is worthy of conserving. The different teams will debate among one another. After which, a poll will be carried out to determine which site is the most worthy of conserving. Each team has only one vote and they are not allowed to vote for themselves. In a situation of tie, the teacher would have the deciding vote.

In their individual team, the conservationists could assume the following roles:

The conservationists



A discussion board is available below for any discussion needed to be done. If you have any enquires on what is required of your team, you may wish to state it below. Our URA officer will get back to you shortly. Please do note that the discussion board is strictly only for discussion.


<Back to Introduction> <Proceed to Rubrics>


6:52 PM



Rubrics


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Historical content Relevance

(Both Historical and Practical)

Students did not identify any historically relevant reason for conserving the area given.

Students identified at least 2 historically relevant reasons for conserving the area given.

Students identified at least 3 historically relevant reasons for conserving the area given.

Students identified at least 4 historically relevant reasons for conserving the area given. On top of that teams must include practical reasons for conservation.


Presentation skills


Students are mumbling and words spoken are not comprehendible.


Students are hard to understand; has spoken too soft or too loud; has a too quick or too slow pace; demonstrates one or more distracting mannerisms.


Student has appropriate pace and has no distracting mannerisms volume; is easily understood;


Student has natural delivery; modulates voice; projects enthusiasm, interest, and confidence; uses body language effectively


Aesthetic quality of presentation

(In terms of design, layout and organization)


Students display little effort in the aesthetic quality of the presentation.


Students display effort in the aesthetic quality of the presentation.


Students display good effort in the aesthetic quality of the presentation.


Students display extraordinary effort in ensuring the aesthetic quality of presentation.

Originality


Students display no originality with all contents and ideas plagiarized.


Students display little originality with some contents and ideas copied from ideas of others in their presentation.


Students display originality with little contents and ideas copied from ideas of others in their presentation.


Students display great originality with no contents and ideas copied.

Grammar of Presentation


There are many spelling/grammar errors which greatly affect the quality of the project.


The project contains several spelling/grammar errors.


The project contains some spelling/grammar errors.


The project contains no spelling/grammar errors.



<Back to Task> <Proceed to Resources>


6:52 PM



Resources


Map of Balestier


Map of Chinatown

Map of Bukit Timah

Map of Clark Quay

Map of Bencoolen

Map of Kampong Glam

Readings


Readings on Chinatown


- Chinatown Singapore -Thian Hock Keng Temple -Sri Mariamman Temple


Readings on Bukit Timah


- Bukit Timah Nature Reserve -Bukit Timah -Former Turf Club


Readings on Kampong Glam


-Kampong Glam -Arab Street -Gedung Kuning


Readings on Balestier


-Balestier Road -Hoover Threatre


Readings on Bencoolen


-Bencoolen Street -Sim Lim Square


Readings on Clark Quay


-Clark Quay

Additional Readings


Malay Heritage of Singapore --Kamsiah Abdullah (2010)

A History of Modern Singapore--Turnbull, Constance Mary (2009)


Arts Education & the New Economy : NAFA 1938-2008-- Lau, Aileen (2009)


Chinatown Memories--Lowe-Ismail, Geraldene (2011)


Early Cemeteries in Singapore-- Harfield A. G. (1988)


Heritage Places of Singapore--Wan, Meng Hao (2009)


Latent Images : Film in Singapore-- Udhe, Jan (2000)


Singapore 1942 : Britain's Greatest Defeat-- Warren, Alan (2002)


Note: The readings here are by no means exhaustive. If you need more information, do visit the libraries for more information.



<Back to Rubrics> <Proceed to Conclusion>



6:49 PM



The Verdict








<Back to Resources> <Proceed to First Page>



6:27 PM