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What task encourages students to apply the lesson to present-day Singapore? Describe the task below.

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What questions connects causes to consequences, or builds empathy?

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Students have understood that there are multiple triggers and causes that led to the events in the riot.

What task would get students to list multiple causes or triggers? Describe the task below

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

What task would you use to help students begin to engage with the topic? Describe the task below.

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Read the lesson scenario on the right.

Choose ONE SOLO level.

Type one question or task you would ask your students at that level to assess their level of understanding.

Respond in the respective columns on the right

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You identified one key aspect of the riot (i.e increasing distrust and suspicions between the Chinese and Malay communities) that the students are keen to explore.

What is one factual question to get students to recall a cause or event?

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You are teaching a mixed progress Primary 5 Social Studies students on the 1964 Racial Riots in Singapore.

The goal is to help students understand the causes and consequences of the event and its relevance to racial harmony today.

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My own Copy of TCEF WS177 Fostering E21CC in Primary Social Studies Classroom through Solo Taxonomy and the Use of Sources

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Please share your questions, reflections, or feedback below. Your inputs will help enrich our shared learning.

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Looks interesting. I would really like to see how it is applied to SS in the primary classroom.

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It can be a good tool to harness to help students develop the 21st CC skills

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How can it be used to teach SS to upper pri students?

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I think it’s a good tool to build a deeper and richer understanding in our students on topics we have introduced in SS - currently it’s mostly touch and go.

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Interesting scaffolding

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Promotes deeper learning especially when the social studies in a non-examinable subject and students motivation to learn is not that high

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Excited to see its application in SS.

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i think its great that research has proven that SOLO taxonomy can be bridged towards our E21CC and our social studies classroom.

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It provides a clear structure for differentiating tasks and scaffolding students’ learning.

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Sounds like a good tool to use in classroom to go beyond just surface level recall and instead allows students to make meaningful connections.

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Seems like a useful tool to go deeper into topics for SS.

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It aligns well with inquiry-based learning. It naturally scaffolds the depth of thinking students need for inquiry, from gathering facts to proposing solutions.

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understanding is a continuum

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knowledge applied to unfamiliar contexts

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SOLO taxonomy seems like a better alternative compared to the Bloom taxonomy in developing deep thinking.

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It is also a tool that can be used by both teachers and students to evaluate their learning

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Why was nearpod chosen to be the platform for the lesson to be conducted on?

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Interesting lesson plans! Thank you for including one for LP - they generally tend to be the forgotten group when it comes to examples.

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amazing scaffolded lessons! may i ask how many periods are required to reach the level of extended abstract learning for a primary 3 level?

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Wonderful sharing of lesson ideas to enrich students' learning! Just wondering how would SOLO taxonomy be applicable for lower primary syllabus, considering that there is only one period per week?

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Would it be possible to share your resources? =P

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Thank you for the sharing! I noticed the different stages of the Solo taxonomy were printed on the worksheets. What were some challenges faced in getting LP students familiar with these stages? Were there lessons set aside to teach this taxonomy explicitly to the students?

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Thanks for the interesting lesson plans. will we be able to get a copy of the lesson plans?

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Wish to check if students go through activities for all 5 levels done for each chapter

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based on SOLO taxonomy, how are performance task graded? Is it by process or product at the end?

any rubrics?

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what is a racial riot?

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what can you recall from the skit?

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why do you think it is important to preserve racial harmony in singapore for the future?

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who were involved?

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What were the Chinese and Malay groups unhappy about?

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What event sparked the riot?

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What are the causes of racial riots?

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5W1H questions related to the Racial Riots

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5W1H questions related to the Racial Riots

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Get students to work in groups (each student taking a role e.g. student/shopkeeper/community leader) and after some research on each role, to share their perspectives on how the racial riots had impacted their way of life.

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Use of word cloud. To recall some aspects they remember about the racial riots

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Racial riot is a thing of the past and will not happen again in Singapore. Do you agree with this statement?

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What happened to the people and things?

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Was there already ongoing uneasiness between the racial group that already existed prior to the riots?

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What was a key event that occurred before the racial riots?

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Use word cloud to see what students can remember about the skit.

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Refer to sources provided by teacher. Draw a timeline of relevant events that happened in Singapore and Malaysia before the riots.

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Identify one fact about the racial riots

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Working in groups, students to prepare a mind map on how and why the racial riot began.

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How did the 2 races interact with one another in the past? 

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How did the 2 races interact with one another in the past? 

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Ask them if the different communities live together. The people hardly had friends outside of their ethnicity. They could only speak their own mother tongue languages.

Were cross marriages common?

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Show a map of Singapore segregated according to race (racial enclaves) to help them visualise what possible consequences could happen when these races to not even mix

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What was the relationship between the two communities before the riots?

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What was the relationship between the two communities before the riots?

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What are the 4 main races in SG?

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What were the possible triggers that led to the racial riot? 

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What were the possible triggers that led to the racial riot? 

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Hot seat: take on the perspective of an onlooker of the procession / a participant of the procession and describe your feelings at that moment (confusion, anger, shock, sadness etc)

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Teacher to provide sources which highlight the different triggers that caused the riots.

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Understanding the difference between the two groups

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Understanding the difference between the two groups

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Do I have friends of other races? How well do I undertand their culture and practices ?

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Show them a map of the way the British planned residential areas for the different communities and how certain occupations tend to be associated with some racial groups

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What do you think could have been done to reduce the tension between the political groups and sensitive issues about race and equality? How might the outcome be different?

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How did the triggers affect the relationships within each racial group, between the 2 races and amongst the Sg society made up of more than the 2 directly involved races?

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How did the triggers affect the relationships within each racial group, between the 2 races and amongst the Sg society made up of more than the 2 directly involved races?

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Provide multiple perspectives of information (newspaper articles, speeches, etc) - from both the communities and people in Singapore that relates to the triggers and causes

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Provide multiple perspectives of information (newspaper articles, speeches, etc) - from both the communities and people in Singapore that relates to the triggers and causes

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Multistructural level

What lessons can we learn from the riot?

Relational level

Have you ever experience such experience such situation in school? Recall a time when you had to deal with conflict, anger, unfairness, stressed?

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Teacher to provide sources which highlight the different triggers that caused the riots.

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How can we continue to preserve racial harmony in Sg and promote understanding multi-racial perspectives globally? 

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How can we continue to preserve racial harmony in Sg and promote understanding multi-racial perspectives globally? 

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Can ask students then how they think is the best way to govern the nation given the diverse community. Help them to see the diversity as a strength and not fragmented lines of division

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We have more and more influx of foreigners in SG and more of them integrating themselves into our heartlands. How can we navigate racial harmony beyond just the four races in Singapore?

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How can you contribute to racial harmony?

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How can you contribute to racial harmony?

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Can ask student to consider how they would feel if they were living back then and had friends or family members who is from a different ethnic community from them.