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In your groups, discuss how would you

(a) plan activities

(b) phrase your questions to

guide students through the SOLO Taxonomy and Circle of Viewpoint.

Lesson Objectives: Build understanding of the 1964 Racial Riot in Singapore for P5 Social Studies students.

Respond in the column on the right

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Students have heard about the 1964 Racial Riot in Singapore by watching a school skit months ago.

How would you

(a) plan activities?

(b) phrase your questions to assess their level of prior understanding?

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You identified one key aspect of the riot (timeline of events that occurred on that day-celebration of the Prophet's birthday and confrontation)

How would you

(a) introduce this aspect of the riot?

(b) plan activities?

(c) phrase your questions?

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Students have understood that there are multiple aspects/triggers that led to the events in the riot. You divided the students into groups to discuss the different sources.

Using these sources as group activities, how would you

(a) guide students to examine and make inferences from the sources?

(b) what scaffolding questions can support your students in making inferences from the sources?

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Fostering E21CC in Primary Social Studies Classroom through Solo Taxonomy and the Use of Sources (3)

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Help students connect these aspects (e.g., how different causes led to specific events and consequences) using the Circle of Viewpoint. In each group, students explore one of the perspective. This Circle of Viewpoint helps to prepare a hot seating activity next.

How would you

(a) phrase your questions to help students explore their assigned perspective?

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Fostering E21CC in Primary Social Studies Classroom through Solo Taxonomy and the Use of Sources (2)

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Students are to design a poster that highlights lessons learned from the 1964 riot and the importance of racial harmony in modern-day Singapore.

How would

(a) phrase your questions to check students' understanding?

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TLW 2024 Submission Fostering E21CC in Primary Social Studies Classroom through Solo Taxonomy and the Use of Sources (2)