Sec 1 HY TFU 2011 instructions
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For additional resources, you may want to check out the following websites:
http://newspapers.nl.sg/
Showing posts with label TfU Project. Show all posts
Showing posts with label TfU Project. Show all posts
Friday, March 4, 2011
Sec 1 History TFU Project 2011
For additional resources, you may want to check out the following websites:
http://newspapers.nl.sg/
Saturday, September 4, 2010
Grading Rubrics for TfU 2010
Rubrics for Component 1 (Oral interview) - 10%
|
| 1 | 2-3 | 4 |
| Execution of the interview | Interview was conducted in a haphazard manner.
Not much thought has been put into the phrasing of the questions.
| Interview was conducted in an organised manner.
Some thought has been put into the phrasing of the questions.
| Interview was conducted in an organised manner with an obvious underlying theme.
Plenty of thought has been put into the phrasing of the questions.
|
| Linkage | Little or no effort has been made to phrase the questions such that they are linked to the research required in component 2. | Some effort has been made to phrase the questions such that they are linked to the research required in component 2. | - |
| Clarity of the interview transcript | Information and answers are presented in a disorganised fashion. | Information and answers are presented in a fairly organised fashion. | - |
Rubrics for Component 2 (Background research) - 15%
|
| 1 -2 | 3 - 4 | 5 |
| Writeup on the location of the photograph | Information does not clearly relate to the location of the photograph.
There is little or no detail with little or no evidence of research.
Little or no evidence of effort. | Information relates clearly to the location of the photograph.
There is a good amount of detail with evidence of varied sources of research.
Evidence of good effort put in. | Information relates very clearly to the location of the photograph
There is excellent detail with evidence of usage of numerous sources of research.
Evidence of excellent effort put in. |
| Writeup on the period or the era that the photograph is situated in | Information does not clearly relate to the era of the photograph.
There is little or no detail with little or no evidence of research.
Little or no evidence of effort. | Information relates clearly to the era of the photograph.
There is a good amount of detail with evidence of varied sources of research.
Evidence of good effort put in. | Information relates very clearly to the era of the photograph.
There is excellent detail with evidence of usage of numerous sources of research.
Evidence of excellent effort put in. |
| Writeup on Significance of the photograph | Information does not clearly relate to the significanc of the photograph.
There is little or no detail with little research.
Little or not evidence of effort. | Information relates clearly to the significance of the photograph.
There is a good amount of detail with evidence of varied sources of research.
Evidence of good effort put in. | Information relates very clearly to the significance of the photograph.
There is excellent detail with evidence of usage of numerous sources of research.
Evidence of excellent effort put in. |
Rubrics for Component 3 (Reflection) - 5%
|
| 1-2 | 3-4 | 5 |
| Individual reflection | Reflection reveals that the student shows little or no understanding on the purpose and objectives of the TfU project.
The student shows little or no effort in documenting his candid personal thoughts on the project.
The student reveals little or no insight.
| Reflection reveals that the student shows some understanding on the purpose and objectives of the TfU project.
The student shows some effort in documenting his candid personal thoughts on the project.
The student has a commendable level of personal insight. | Reflection reveals that the student has shown understanding on the objectives of the TfU project.
The student shows tremendous effort in documenting his candid personal thoughts on the project.
The student demonstrates maturity in his personal insight.
|
Saturday, August 7, 2010
Choosing a photograph
Many of you will inevitably ask us, so what type of photograph will be acceptable for this project?
Let us show you a few examples.
A photograph depicting my grandmother (middle row, on the extreme right) with her teachers and fellow classmates in a university in Manado, Indonesia. This picture was most likely taken between 1930 and 1935, before Indonesia gained independence from the Dutch, which explains the Dutch professor in the picture (top row, on the extreme left).
This is a picture of my mother (on the left) with her best friend on a trishaw in Jakarta, Indonesia. This was taken in the year 1974, when Suharto was the President.
Therefore, as long as your photograph has a some form of historical significance and you are able to trace back to its origins and the events that took place that year, it should be acceptable.
All the best in choosing the right photograph!
Let us show you a few examples.
A photograph depicting my grandmother (middle row, on the extreme right) with her teachers and fellow classmates in a university in Manado, Indonesia. This picture was most likely taken between 1930 and 1935, before Indonesia gained independence from the Dutch, which explains the Dutch professor in the picture (top row, on the extreme left).
This is a picture of my mother (on the left) with her best friend on a trishaw in Jakarta, Indonesia. This was taken in the year 1974, when Suharto was the President.Therefore, as long as your photograph has a some form of historical significance and you are able to trace back to its origins and the events that took place that year, it should be acceptable.
All the best in choosing the right photograph!
History TfU Project Guidelines - 2010
Victoria School Sec One History TfU Project Guidelines
Term 3 Assessment components (CA):
TfU Project – 60%
CA paper in Week 8 – 40%
What is this project all about?
Term 3 Assessment components (CA):
TfU Project – 60%
CA paper in Week 8 – 40%
What is this project all about?
This project is about the use of evidence in history and the different ways in which the evidence is used to reconstruct the past.
In order to do this, you will form groups of one to four to complete this project. This project consists of a number of different components which require you to work closely with your group mates in order to complete the project.In your groups, find a photograph that is of some historical value.
This history project is about this photograph and through the study of this photograph, we hope to find out more about its origins, background and historical significance.
What kind of photograph?
In order to do this, you will form groups of one to four to complete this project. This project consists of a number of different components which require you to work closely with your group mates in order to complete the project.In your groups, find a photograph that is of some historical value.
This history project is about this photograph and through the study of this photograph, we hope to find out more about its origins, background and historical significance.
What kind of photograph?
Preferably a photograph that dates back to (at least) your parents' generation.
The photograph must have some form of historical significance. It is advisable to show your teacher the photograph for approval before you continue with the interview and research.
The components are as follow:
Component 1: Oral Interview (10%)
The photograph must have some form of historical significance. It is advisable to show your teacher the photograph for approval before you continue with the interview and research.
The components are as follow:
Component 1: Oral Interview (10%)
This component requires you to conduct an oral interview with a person who has some knowledge of the photograph. You may use the following to formulate your interview questions. You are encouraged to pose more questions to your interviewee.
Clearly state the year (or the period) the photograph was taken.
Briefly describe the place and what is happening in the photograph.
Identify the people in the photograph. Who were they? What were their occupations? How old were they when the photograph was taken?
(Note: More marks will be awarded to groups with well-formulated questions. A full transcript of the interview is required for grading.)
Clearly state the year (or the period) the photograph was taken.
Briefly describe the place and what is happening in the photograph.
Identify the people in the photograph. Who were they? What were their occupations? How old were they when the photograph was taken?
(Note: More marks will be awarded to groups with well-formulated questions. A full transcript of the interview is required for grading.)
Component 2: Background Research (15%)
After completing the oral interview, you are required to do some research based on the information gathered from the interview. Do a little background research on the historical events that took place during that year and relate it to the photograph. You may use the following questions to guide your research.
How is your photograph related to or reflective of that particular year or era?
What is the historical significance of this photograph?
(Minimum number of words: 350)
Component 3: Individual Reflection (5%)
How is your photograph related to or reflective of that particular year or era?
What is the historical significance of this photograph?
(Minimum number of words: 350)
Component 3: Individual Reflection (5%)
Component 3 requires you to reflect upon your learning through the completion of this unit and your group project.
1. What have you learnt?
2. Challenges that you faced throughout the project and how you overcame them?What are some of the thoughts and feelings that you have?
1. What have you learnt?
2. Challenges that you faced throughout the project and how you overcame them?What are some of the thoughts and feelings that you have?
Assignment requirements:
All documents should be typed in Arial, font size 12, 1.5 paragraph spacing. No hand-written papers will be accepted. Names, class and register numbers have to be clearly indicated on the cover page.
Deadlines:
You will need to submit a draft of the project to your respective teacher for checking by the final week of Term 3, with Friday (3 Sep 2010) being the last day of submission. It is not necessary for you to submit a complete project but the teacher must be able to see some form of progress.
Final submission date of the TFU project: Term 4 Week 1 (17 Sep 2010)
Penalty for late submission: 10% of the total marks will be deducted for every day of late submission.
All documents should be typed in Arial, font size 12, 1.5 paragraph spacing. No hand-written papers will be accepted. Names, class and register numbers have to be clearly indicated on the cover page.
Deadlines:
You will need to submit a draft of the project to your respective teacher for checking by the final week of Term 3, with Friday (3 Sep 2010) being the last day of submission. It is not necessary for you to submit a complete project but the teacher must be able to see some form of progress.
Final submission date of the TFU project: Term 4 Week 1 (17 Sep 2010)
Penalty for late submission: 10% of the total marks will be deducted for every day of late submission.
Tuesday, March 10, 2009
TfU Part II and III
Dear all,
You should be thinking about starting on Parts II and III of your TfU Project. Please submit both Parts II and Part III together with one set of completed worksheets from the TfU Unit in a folder to your history teacher by Friday, 17 Apr 2009.
To recap the submission requirements are as follows:
TfU Part II [10% overall]
Interview Component (10 marks)
Conduct an oral history interview with a family member from the family which owns the keepsake.
In the interview you need to find out:
- The reason for the choice of location for the holiday.
- The events of the holiday.
- The highlights of the holiday.
- Interesting events from the holiday.
- What was learnt during the holiday.
Interview Reflection component (10 marks)
Oral History Interview:
- Was the interview effective?
- What were my preconceptions, stereotypes and biases?
- Did I manage to overcome my biases?
- What did I learn from the interview?
TfU Part III
Overall Project Reflection:
To reflect on what you have learnt from the project by addressing the following questions:
How has this unit allowed me to understand the different sources of history?
How has this unit allowed me to understand the significance of history from the bottom up?
Why is it important to have a different perspective of history?
Has this project allowed me to develop a better understanding of a culture of another country?
Portfolio Completion (5%):
All portions of the project must be submitted in one portfolio.
All worksheets must be completed to an acceptable standard.
Late submissions without valid reason will be penalised.
You should be thinking about starting on Parts II and III of your TfU Project. Please submit both Parts II and Part III together with one set of completed worksheets from the TfU Unit in a folder to your history teacher by Friday, 17 Apr 2009.
To recap the submission requirements are as follows:
TfU Part II [10% overall]
Interview Component (10 marks)
Conduct an oral history interview with a family member from the family which owns the keepsake.
In the interview you need to find out:
- The reason for the choice of location for the holiday.
- The events of the holiday.
- The highlights of the holiday.
- Interesting events from the holiday.
- What was learnt during the holiday.
Interview Reflection component (10 marks)
Oral History Interview:
- Was the interview effective?
- What were my preconceptions, stereotypes and biases?
- Did I manage to overcome my biases?
- What did I learn from the interview?
TfU Part III
Overall Project Reflection:
To reflect on what you have learnt from the project by addressing the following questions:
How has this unit allowed me to understand the different sources of history?
How has this unit allowed me to understand the significance of history from the bottom up?
Why is it important to have a different perspective of history?
Has this project allowed me to develop a better understanding of a culture of another country?
Portfolio Completion (5%):
All portions of the project must be submitted in one portfolio.
All worksheets must be completed to an acceptable standard.
Late submissions without valid reason will be penalised.
Monday, January 19, 2009
TfU Part I Rubrics
hi all,
Just to help everyone along, here's the rubrics for part I of the TfU project.
Tfu ModuleA Rubrics
Just to help everyone along, here's the rubrics for part I of the TfU project.
Tfu ModuleA Rubrics
Publish at Scribd or explore others:
TfU Unit Lesson Slides
hi all,
The slides for the TfU unit for your reference.
The slides for the TfU unit for your reference.
Sec 1 Project Slides
View SlideShare presentation or Upload your own.
Wednesday, January 14, 2009
Submission Requirements - TfU Part I
hi all,
The submission requirements for TfU part I is as follows:
1) A4 sized paper 80 GSM (paper quality and thickness) or more.
2) Picture/s and catalogue information (e.g. place of origin, size) on 1 sheet of paper
3) Write up on 2nd sheet of paper
Submit this (unstapled) to your history teachers by Fri, 27 Feb 2009. The best submissions from each class will be displayed during International Friendship Day.
The submission requirements for TfU part I is as follows:
1) A4 sized paper 80 GSM (paper quality and thickness) or more.
2) Picture/s and catalogue information (e.g. place of origin, size) on 1 sheet of paper
3) Write up on 2nd sheet of paper
Submit this (unstapled) to your history teachers by Fri, 27 Feb 2009. The best submissions from each class will be displayed during International Friendship Day.
Wednesday, January 7, 2009
Sample Submission: TfU Project Part I
Dear all,
Here's a sample of the artefact catalogue card for Part I of the TfU project.
Artefact: Pax Fridge Magnet
The fridge magnet is adorned with the term 'pax' which is the Latin term for peace. This term is of great significance particularly to Catholics as the rite of peace is celebrated before Communion during Mass whereby the Priest wishes the congregation peace by praying: "Lord Jesus Christ, you said to your apostles: 'I leave you peace, my peace I give you.' Look not on our sins, but on the faith of your Church, and grant us the peace and unity of your kingdom where you live for ever and ever ", the priest wishes the people the peace of Christ: "The peace of the Lord be with you always." and the congregation responds 'and also with you' and thereafter, members of the congregation will wish each other peace prior to moving on to the next rite.
The rite is meant for all those partaking in communion to be at peace with Christ and also with each other. This rite is also of great significance as in the gospels of Luke and John, after the resurrection of Jesus, he appears to his disciples and the first words he says to them is 'peace be with you' and dispels the doubts and disbelief of his disciples of his resurrection.
Place of Origin: New Norcia, Western Australia
This artefact was purchased from the gift shop from a small Benedictine settlement known as New Norcia. The Benedictines are a Catholic Order and New Norcia was founded by a number of Benedictine Monks in the mid 1830s.
During the early years of the settlement's existence, it attempted to create a self-sufficient agricultural village and evangelise the local indigenous people (Aborigines). However due to the introduction of European dieases which saw the death of large numbers of indigenous peoples, the settlement concentrated more upon education. In later years, it served as a religious centre for the region. However, the decline in the number of monks in recent years and the closure of the various educational institutions associated with New Norcia has seen the settlement become more of a heritage and tourist location whilst at the same time continuing its religious duties.
Significance of Keepsake
This keepsake was purchased on my first visit to New Norcia in 2003. At that time, my wife and I were on holiday in Western Australia and signed up for a day tour without really looking very carefully at the itinerary. It was only upon our arrival at New Norcia that we realised that there was a Benedictine settlement in the middle of a large rural area.
As Catholics, my wife and I found New Norcia to be a place of peace and to a great degree, the existence of this settlement demonstrated the faith and committment of the members of the Benedictine order who founded the settlement. One can only imagine the difficulties they had in reaching the location and thereafter to construct the various buildings that can be found there.
It is truly an oasis of peace in the midst of rural Western Australia, hence the significance of the pax fridge magnet.
References
The New Revised Standard Version Bible, Catholic Edition.
The Catholic Encyclopedia
http://www.newnorcia.wa.edu.au/monastery_history.htm
http://www.newnorcia.wa.edu.au/
Here's a sample of the artefact catalogue card for Part I of the TfU project.
New Norcia, Western Australia
Dec 2003
Clay with attached magnet
Diameter 5 cm.
Dec 2003
Clay with attached magnet
Diameter 5 cm.
Artefact: Pax Fridge Magnet
The fridge magnet is adorned with the term 'pax' which is the Latin term for peace. This term is of great significance particularly to Catholics as the rite of peace is celebrated before Communion during Mass whereby the Priest wishes the congregation peace by praying: "Lord Jesus Christ, you said to your apostles: 'I leave you peace, my peace I give you.' Look not on our sins, but on the faith of your Church, and grant us the peace and unity of your kingdom where you live for ever and ever ", the priest wishes the people the peace of Christ: "The peace of the Lord be with you always." and the congregation responds 'and also with you' and thereafter, members of the congregation will wish each other peace prior to moving on to the next rite.
The rite is meant for all those partaking in communion to be at peace with Christ and also with each other. This rite is also of great significance as in the gospels of Luke and John, after the resurrection of Jesus, he appears to his disciples and the first words he says to them is 'peace be with you' and dispels the doubts and disbelief of his disciples of his resurrection.
Place of Origin: New Norcia, Western Australia
This artefact was purchased from the gift shop from a small Benedictine settlement known as New Norcia. The Benedictines are a Catholic Order and New Norcia was founded by a number of Benedictine Monks in the mid 1830s.
During the early years of the settlement's existence, it attempted to create a self-sufficient agricultural village and evangelise the local indigenous people (Aborigines). However due to the introduction of European dieases which saw the death of large numbers of indigenous peoples, the settlement concentrated more upon education. In later years, it served as a religious centre for the region. However, the decline in the number of monks in recent years and the closure of the various educational institutions associated with New Norcia has seen the settlement become more of a heritage and tourist location whilst at the same time continuing its religious duties.
Significance of Keepsake
This keepsake was purchased on my first visit to New Norcia in 2003. At that time, my wife and I were on holiday in Western Australia and signed up for a day tour without really looking very carefully at the itinerary. It was only upon our arrival at New Norcia that we realised that there was a Benedictine settlement in the middle of a large rural area.
As Catholics, my wife and I found New Norcia to be a place of peace and to a great degree, the existence of this settlement demonstrated the faith and committment of the members of the Benedictine order who founded the settlement. One can only imagine the difficulties they had in reaching the location and thereafter to construct the various buildings that can be found there.
It is truly an oasis of peace in the midst of rural Western Australia, hence the significance of the pax fridge magnet.
References
The New Revised Standard Version Bible, Catholic Edition.
The Catholic Encyclopedia
http://www.newnorcia.wa.edu.au/monastery_history.htm
http://www.newnorcia.wa.edu.au/
What is the role of a historian?
A historian can be like an investigator. After all, both deal in terms of evidence and work to piece together a picture using different sources of information.
Let's watch a video on a Police investigation to find out more about what investigators do and compare it to the role of historians.
Let's watch a video on a Police investigation to find out more about what investigators do and compare it to the role of historians.
Monday, January 5, 2009
TfU Project 2009
Dear all,
Welcome to Secondary 1 History!
As you would know by now, you are required to do a Teaching for Understanding (TfU) project worth 40% of your overall history grade for Sec 1.
What is this project all about?
Essentially, this project is all about the use of evidence in history and the different ways in which the evidence is used to reconstruct the past. In order to do this, you will be formed into groups of four to complete this project. This project consists of a number of different components which require you to work closely with your group mates in order to complete the project.
The main theme of this project is: Singapore in the World
Every year, many Singaporeans make trips to many overseas destinations for various purposes, bringing back precious memories and experiences from these trips. In many instances, these memories and experiences can be captured in the form of a keepsake or souvenir that was bought in the country that we visited. This history project is about this keepsake and through the study of this keepsake, we hope to capture document your memories and experiences from your overseas trips and to find out more about these countries that you have visited and the significance of your memories and experiences.
The components are as follows:
Component 1: Keepsake Information Card (15%)
This component requires you to put into practice the skills that you have learnt in class to process and catalogue artefacts by applying this process to the keepsake that your group has identified.
Thereafter, you would need to conduct some background research about the country and region from which this keepsake was purchased and you would also need to find out the significance of this keepsake to the person who purchased it.
This information will be presented on a keepsake information card. More details and examples will be made available on this blog.
Component 2: Oral History Interview (10%)
Thereafter you will complete an oral history interview with someone who has expert knowledge on the keepsake or the area that the keepsake originated from or someone who has the same experience as you, for example, someone who was on holiday with you.
More details on the submission will be made available on this blog.
Component 3: Reflection (10%)
Component 3 requires you to reflect upon your learning through the completion of this unit and your group project.
More details on the submission will be made available on this blog.
Component 4: Portfolio Completion (5%)
An essential part of this project is the completion of the various handouts and the timely submission of your project by the 30 Mar 2009. Failure to complete the various parts of the project and late submission will result in the deduction of these marks.
We hope this unit will be a time of fun and learning for all. We look forward to your submissions!
Best Wishes,
Mr Khoo, Mr Leo, Mr Tan and Mr Thiru
Welcome to Secondary 1 History!
As you would know by now, you are required to do a Teaching for Understanding (TfU) project worth 40% of your overall history grade for Sec 1.
What is this project all about?
Essentially, this project is all about the use of evidence in history and the different ways in which the evidence is used to reconstruct the past. In order to do this, you will be formed into groups of four to complete this project. This project consists of a number of different components which require you to work closely with your group mates in order to complete the project.
The main theme of this project is: Singapore in the World
Every year, many Singaporeans make trips to many overseas destinations for various purposes, bringing back precious memories and experiences from these trips. In many instances, these memories and experiences can be captured in the form of a keepsake or souvenir that was bought in the country that we visited. This history project is about this keepsake and through the study of this keepsake, we hope to capture document your memories and experiences from your overseas trips and to find out more about these countries that you have visited and the significance of your memories and experiences.
The components are as follows:
Component 1: Keepsake Information Card (15%)
This component requires you to put into practice the skills that you have learnt in class to process and catalogue artefacts by applying this process to the keepsake that your group has identified.
Thereafter, you would need to conduct some background research about the country and region from which this keepsake was purchased and you would also need to find out the significance of this keepsake to the person who purchased it.
This information will be presented on a keepsake information card. More details and examples will be made available on this blog.
Component 2: Oral History Interview (10%)
Thereafter you will complete an oral history interview with someone who has expert knowledge on the keepsake or the area that the keepsake originated from or someone who has the same experience as you, for example, someone who was on holiday with you.
More details on the submission will be made available on this blog.
Component 3: Reflection (10%)
Component 3 requires you to reflect upon your learning through the completion of this unit and your group project.
More details on the submission will be made available on this blog.
Component 4: Portfolio Completion (5%)
An essential part of this project is the completion of the various handouts and the timely submission of your project by the 30 Mar 2009. Failure to complete the various parts of the project and late submission will result in the deduction of these marks.
We hope this unit will be a time of fun and learning for all. We look forward to your submissions!
Best Wishes,
Mr Khoo, Mr Leo, Mr Tan and Mr Thiru
Monday, August 18, 2008
TFU Part IV
hi all,
This is the final part of your TfU project.
In this part of your project, we would like you to reflect as a group on what you have learnt from this project and how this project has made a difference to you.
What you need to do is to select one main highlight from parts I to III of your TfU project and to paste it on a piece of A3 paper. In addition you would need to write a short paragraph (3-4 sentences) on why you have chose this particular highlight. For example, for Part I, it could be that you found this part of your research interesting; for Part II, it could have been a very good picture that you took and for Part III, it could a part of your oral history interview that challenged your assumptions.
Thereafter, on the same sheet of A3 paper, you need to write a 300 word reflection which encompasses the following:
1) What difference has this project made to my view of racial harmony in Singapore?
2) What have I learnt about the heritage of the ethnic group/s that frequents this place of significance?
3) What have I learnt about the history of Singapore from this project?
4) What historical skills have I practised in this project and how have I used them?
5) Have my assumptions been challenged?
6) How can I improve in future?
You will be graded according to the following:
Aesthetics (40%)
Effort in including the different parts of the project (20%)
Design and Layout (20%)
Reflection (60%)
Effort - Length of Reflection (10%)
Depth of Reflection - Ability of the student to question biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result (50%)
Good luck for the rest of the project!
Regards,
Your History Teachers
This is the final part of your TfU project.
In this part of your project, we would like you to reflect as a group on what you have learnt from this project and how this project has made a difference to you.
What you need to do is to select one main highlight from parts I to III of your TfU project and to paste it on a piece of A3 paper. In addition you would need to write a short paragraph (3-4 sentences) on why you have chose this particular highlight. For example, for Part I, it could be that you found this part of your research interesting; for Part II, it could have been a very good picture that you took and for Part III, it could a part of your oral history interview that challenged your assumptions.
Thereafter, on the same sheet of A3 paper, you need to write a 300 word reflection which encompasses the following:
1) What difference has this project made to my view of racial harmony in Singapore?
2) What have I learnt about the heritage of the ethnic group/s that frequents this place of significance?
3) What have I learnt about the history of Singapore from this project?
4) What historical skills have I practised in this project and how have I used them?
5) Have my assumptions been challenged?
6) How can I improve in future?
You will be graded according to the following:
Aesthetics (40%)
Effort in including the different parts of the project (20%)
Design and Layout (20%)
Reflection (60%)
Effort - Length of Reflection (10%)
Depth of Reflection - Ability of the student to question biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result (50%)
Good luck for the rest of the project!
Regards,
Your History Teachers
Wednesday, July 23, 2008
Rubrics Part III - Oral History Interview
hi all,
This is rubrics for the oral history interview.
This is rubrics for the oral history interview.
| Category | 2 pts | 1.5 pts | 1 pt |
|
Content- Appropriate | The person interviewed and the content researched are appropriate for an Oral History | The person interviewed and the content researched were somewhat appropriate for an Oral History
| The person interviewed had little knowledge of the content and was not an appropriate person for an Oral History |
| Questioning Knowledge | Questioning demonstrated a strong grasp of the topic and excellent research into it. | Questioning demonstrated a fair grasp of the topic and good research into it.
| Poor questioning due to poor research and a weak understanding of the content investigated. |
| Questions- Effectiveness | Questions were effective and sufficiently open ended to draw out the interviewee. | Questions were somewhat effective and sufficiently open ended to draw out the interviewee. | Questions were not effective and failed to draw out the interviewee.
|
| Logical & Orderly | The questions followed and orderly progression and built upon each other. | The questions followed a somewhat orderly progression and built upon each other. | The questions jumped around and were not in an orderly progression.
|
| Reflection | The reflection demonstrates ability of the student to question biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. | The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. New modes of thinking not evident. | There is some attempt at self-criticism, but the self reflection fails to demonstrate a new awareness of personal biases, etc. |
| Total
|
|
|
|
Monday, July 14, 2008
TfU Project - Part II Submission Requirements
hi all,
Just a reminder about the submission requirements for Part II of the TfU Project.
Photographs: Please submit your photographs in 4R size. Please remember to write your names and class on each photograph and also remember to number your photographs.
Write up: In addition to the photographs, you also need to submit a write up on each photograph on a separate piece of paper. Please remember to word process this document.
When you submit part II, please attach the photographs to the write up with a paper clip and pass it to your history teacher.
Regards,
Mr Tan
Just a reminder about the submission requirements for Part II of the TfU Project.
Photographs: Please submit your photographs in 4R size. Please remember to write your names and class on each photograph and also remember to number your photographs.
Write up: In addition to the photographs, you also need to submit a write up on each photograph on a separate piece of paper. Please remember to word process this document.
When you submit part II, please attach the photographs to the write up with a paper clip and pass it to your history teacher.
Regards,
Mr Tan
Sunday, July 13, 2008
Oral History Interview
hi all,
Here are some slides put up by Mr Leo on how to prepare and conduct an oral history interview.
Here are some slides put up by Mr Leo on how to prepare and conduct an oral history interview.
Tuesday, July 8, 2008
TfU Project - Rubrics for Part 1
hi all,
This is the rubrics for part 1 of the Tfu Project.
TFU PART 1 INTRODUCTION RUBRICS
This is the rubrics for part 1 of the Tfu Project.
TFU PART 1 INTRODUCTION RUBRICS
| Category | 2pts | 1.5pts | 1pt | Total |
| Introduction | - Exceptional introduction that grabs the interest of reader. - Introduction exceptionally researched, extremely detailed and historically accurate with critical evidence from a wide range of sources. | - Adequate introduction that states topic. - Some aspects of paper is researched with some accurate evidence from limited sources. | - Weak introduction of topic. - Limited information. | |
| Questions | - Questioning demonstrated a strong grasp of the topic and excellent research into it. - Very relevant. | - Questioning demonstrated a fair grasp of the topic and good research into it. - Fairly relevant. | - Poor questioning due to poor research and a weak understanding of the content investigated. - Irrelevant. | |
| Assumptions | - Exceptionally clear, logical, mature and thorough. - Allows room for analysis. | - Clear and logical. - Allows little room for analysis. | - Lacks clear and logical development of ideas. - No room for analysis. | |
| Methodology | - Thorough and well thought out. - Sufficient for research. | - Adequate. - Fair Effort. | -Weak. -Either over-ambitious or limited effort. | |
| Objectives | - Exceptionally clear, logical, mature and relevant. - Focused. | - Clear and logical. - Fairly focused. | - Somewhat clear and logical. - Lacks focus. | |
| Total | | | | |
Monday, June 30, 2008
TfU Project - History, Harmony, Heritage and Me
Sec 1 2008 TfU project
Through lines: Multi-ethnicity in Southeast Asian History
Generative topics: History, Harmony, Heritage and Me
Understanding Goals: How can we better understand history and identity through our ethnic heritage?
Theme Many Faces One Singapore
This project aims to enhance your understanding of History and your identity through your ethnic heritage. As such this project will require you to conduct a research in how ethnicity helps one to identify himself and at the same time promotes racial harmony and understanding among the various races in Singapore. The ethnicity of a person not only defines who he is and how he obtains an understanding of his own culture and tradition, it also plays an important role in understanding other people’s culture and is responsible for harmony and peace in society.
As such students will embark on a research project that encapsulates the above mentioned aspects. The project requires students to identify any cultural, social, religious or other aspects of life in Singapore. However a key requirement would be that students would have to choose a project other than their own ethnic group. Thus, if you are Chinese your project cannot be Chinese based but it should be non-Chinese based. Some examples are temples, famous restaurants, prominent landmarks, shop houses, hawker centres, heritage centres, movie houses etc. The list is not exhaustive and you may come up with your own project but do get approval from your teacher before you embark on it.
There are four components to your Research. Part 1 involves doing a background research, Part 2 requires you to visit the place and take photos and write how the visit has enhanced your understanding of the issue, Part 3 requires you to conduct an oral interview with a person at the place and transcribe it, Part 4 requires you to write a reflection and come out with a mode of presentation. Each part has 10 marks allocated making a total of 40.
Performances of Understanding I: Background Research (10 Marks)
Deadline: 11th July 2008
Performances of Understanding II: Photos-at least 5 (10 Marks)
Deadline: 16th July 2008
Performances of Understanding III: Oral Interview (10 Marks)
Deadline: 1st August 2008
Performances of Understanding IV: Reflection and presentation (10 Mark)
Deadline: 23rd August 2008
Through lines: Multi-ethnicity in Southeast Asian History
Generative topics: History, Harmony, Heritage and Me
Understanding Goals: How can we better understand history and identity through our ethnic heritage?
Theme Many Faces One Singapore
This project aims to enhance your understanding of History and your identity through your ethnic heritage. As such this project will require you to conduct a research in how ethnicity helps one to identify himself and at the same time promotes racial harmony and understanding among the various races in Singapore. The ethnicity of a person not only defines who he is and how he obtains an understanding of his own culture and tradition, it also plays an important role in understanding other people’s culture and is responsible for harmony and peace in society.
As such students will embark on a research project that encapsulates the above mentioned aspects. The project requires students to identify any cultural, social, religious or other aspects of life in Singapore. However a key requirement would be that students would have to choose a project other than their own ethnic group. Thus, if you are Chinese your project cannot be Chinese based but it should be non-Chinese based. Some examples are temples, famous restaurants, prominent landmarks, shop houses, hawker centres, heritage centres, movie houses etc. The list is not exhaustive and you may come up with your own project but do get approval from your teacher before you embark on it.
There are four components to your Research. Part 1 involves doing a background research, Part 2 requires you to visit the place and take photos and write how the visit has enhanced your understanding of the issue, Part 3 requires you to conduct an oral interview with a person at the place and transcribe it, Part 4 requires you to write a reflection and come out with a mode of presentation. Each part has 10 marks allocated making a total of 40.
Performances of Understanding I: Background Research (10 Marks)
Deadline: 11th July 2008
Performances of Understanding II: Photos-at least 5 (10 Marks)
Deadline: 16th July 2008
Performances of Understanding III: Oral Interview (10 Marks)
Deadline: 1st August 2008
Performances of Understanding IV: Reflection and presentation (10 Mark)
Deadline: 23rd August 2008
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