Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Key :
Specifically for SBGE
Historical / Geographical Inquiry
Reading and Reasoning
Semester 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Core
Inquiry Focus : Where have we come from?
Schedule
Term 1 Week
2-3
Introduction to IH
 Ice-breakers
 Class admin
Earth : Early Beginnings





Processes
(include
pedagogies
and indicate
infusion of
ICT)
Products
(Assignments/
Earth as part of the solar
system
Geologic Time
Theory of Continental Drift
Intro to theory of Plate
Tectonics
Singapore’s Tectonic
Evolution
Using Goldlilocks principle to
explain why Earth is the most
habitable of planets
Applying past knowledge to new
situations (Habits of Mind) – How the
theory of plate tectonics was derived
from Wegener’s Continental Drift
Creating a planet – Students
use what they’ve learnt about
known existing planets to create
one of their own (Suggested
ACE Activity)


Compare and contrast
Cause and effect

Web-based research

Worksheets (discussed in
class and peer marked)

ACE Report

1
Worksheets (discussed in
class and peer marked)
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Tests/
Practicals)
Environment


Lecture-tutorial
Collaborative Groups
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice

Individual online work
Resources
Continental Drift
 http://www.ucmp.berkeley.edu/geology/anim1.html
 http://www.sci.csuhayward.edu/~lstrayer/geol2101/2101_Ch19_03.pdf
 Chong, M (2008), Aspects of Physical Geography
Geologic Time Scale
 www.enchantedlearning.com/subjects/Geologictime.html
Plate Tectonics
 www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
 http://www.youtube.com/watch?v=GYVS_Yh6dTk (Youtube video)
 http://www.ucmp.berkeley.edu/geology/tectonics.html (Animation using Quick Time
2

Individual work
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Inquiry Focus : Where have we come from?
Semester 1
Curriculum of Core
Schedule
Term 1 week
4-7
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
Singapore : Early Beginnings

Pre-Modern Singapore
 Infer from a variety of
sources (pictorial, oral,
written, artefacts, primary
& secondary sources).
 (Extension – evaluate
sources based on criteria
(authenticity, reliability,
usefulness)
Founding of Singapore
 Why the British chose
Singapore
o Learning to assess
the desirability of
certain areas as
ports (Bencoolen,
Penang and
Singapore)
o Steps taken to
make Singapore a
British possession
(Treaty of 6
February 1819;
Anglo-Dutch
Treaty 1824)**
Reading and Reasoning
Students read through a short
essay, “The Creation of
Singapore” – (see resources)
discussing when the history of
Singapore should begin.


Debate / forum discussion:
Should the history of
Singapore begin with
Raffles?
Then compare with that
given in FORUM The
Straits Times ‘Singapore
history began before
Raffles’ (16/11/05)
Students emulate the work of
historians
 Identify, categorise, and
interpret primary and
secondary sources, such as
letters, photographs,
documents, maps, and
historical interpretations that
reflects Singapore before
1819.
Students emulate the work of
geographers and explorers
 Reading Latitude / Longitude
 Identifying 4/6 figure grid
references
 Distance – straight line, curved
 Direction – cardinal, bearing
Reading and
Reasoning
Students read through
‘Making Sense of
Evidence” – see
suggested resources to
understand how scholars
/ historians use sources
and artifacts to construct
a composite of the past.

Geographical Inquiry
 Singapore’s Strategic
Location
o Draw conclusions
3
Resilience (HCI
Value)– to question
deeply about an
issue/ topic (search
for a variety of
sources & crossreferencing to check
validity & usefulness
of sources)
Then, they reflect on
the challenges of
working as a
historian /
geographer /
cartographer /
explorer and what
qualities are
essential for
success in their
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
on how Singapore
was shaped by her
physical
environment (an
introduction to
geographical
position, physical
attributes eg
island, deep
harbour).


Processes
(include
Singapore’s Physical
Landscape
o Temperature &
Rainfall
o Natural Vegetation
– rainforest &
mangrove
Singapore River
o Importance of
Singapore River in
Singapore’s
growth and
development
SEQ Skills
 Constructing Explanations
vocation
Students acquire the skill of reading
and interpreting climographs
Use climographs to compare the
climate of London and
Singapore to understand the
differences Raffles would have
seen and felt when he first
arrived in Singapore


Importance of rivers in
ancient and modern
civilizations (eg. Indus,
Mayan)
 Rivers for
agriculture
 Rivers as a source
of food
 Rivers as a mode of
transportation
Students may use online
graphic organizers in
4
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
pedagogies
and indicate
infusion of
ICT)
Products
(Assignments/
Tests/
Practicals)
Environment


Lecture
Collaborative Group
Discussions

Worksheets

Collaborative groups
Level: Secondary 1
Computer Labs

Pair work in class

Individual work
 ACE activity:
- Propaganda Poster
design (British / S’pore /
Japanese)
 Collaborative groups
Resources
For students:
Print
Secondary 1 History Textbook, Chapter 1.
Storey, William Kelleher. 2004. Writing History: A Guide for Students. 2nd Ed. Oxford University Press. (NLB 907.2 STO)
Kwa, Chong Guan, Heng, Derek & Tan, Tai Yong. 2009. Singapore A 700-Year History: From Early Emporium To World City. National Archives of Singapore.
(NLB 959.5703 KWA)
Non-print
The Creation of Singapore, http://www.janhoo.com/skole/university/singapore.html
For teachers:
Secondary 1 History Teacher’s Resource File, Chapter 1.
Husbands, Chris. 1996. What is History Teaching? Language, ideas and meaning in learning about the past. Open University Press. (NLB 907 HUS)
Turnbull, C.M. 1997. A History of Singapore 1819-1988. 2nd Ed. Oxford University Press (NLB 959.57 TUR [HIS])
Miksic, John & Loh, Cheryl-Ann. (Ed) 2004. Early Singapore 1300s-1819: Evidence in Maps, Text and Artefacts. Singapore History Museum. (NLB 959.5703
EAR [HIS])
Kwa, Chong Guan, Heng, Derek & Tan, Tai Yong. 2009. Singapore A 700-Year History: From Early Emporium To World City. National Archives of
Singapore. (NLB 959.5703 KWA)
Chong, Marianne (2000), Aspects of Physical Geography
5
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Lau, Linda(1998),Physical Geography for O Level
Non-print :
Making Sense of Evidence, http://historymatters.gmu.edu/browse/makesense/ (This site helps students and teachers make effective use of primary sources.
Includes strategies for analyzing online primary materials, segments showing how scholars puzzle out the meaning of different kinds of primary sources &
audio clips showing scholars interpreting documents & discussing strategies for overall analysis.)
Schedule
Term 1 week
8-9
Processes
(include
pedagogies
and indicate
infusion of
ICT)
TERM TEST PREPARATION AND TERM TEST WEEK
Individual practice, whole class discussion, teacher feedback on marked practice assignment
Tests:
No. of class test per term: 1
No. of class tests per year: 3
Duration of class test: 50 MINUTES
Format of class test paper:
Semester / Term
1 – Term 1
Assessment Type
Type 1 - Class Test
Total Marks
25
Components
1. Map Reading
2. Constructing Explanations (1 paragraph)
6
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Semester 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Core
Inquiry Focus : How did we get here?
Schedule
Term 2 Week
1-7
th
Singapore in the late 19 to early
20th Century

Singapore’s Demographic
landscape - Intro to population
geog –

Associated
terminology – BR,
DR, IMR, Life
expectancy,
Overpopulation,
Underpopulation,
Optimum Population,
Zero Population
Growth

Population pyramids
– how would
Singapore’s pop
pyramid look like at
this point in time?

Demographic
transition model – at
which stage would
Singapore be at this
time?

Reading and Reasoning

Debate: Immigrants are
a boon to present-day
Singapore.

Investigate the origins of
street names in
Singapore – how many
of them have their roots
in the Raffles Town
Plan, the socio-cultural
legacies that the original
settlers left behind
You are a 21st century architect who
has discovered the wonders of time
travel. You have arrived in early
Singapore where the Raffles Town
Plan has just been implemented /
executed.
Read the article, “Urban Planning in
Singapore” – see resources
 Map the area
encompassed by the
Raffles Town Plan (RTP).
In your map, devise a
legend showing the areas
inhabited by the different
groups of immigrants, the
commercial and civic
district, other significant
landuse.
 Write a report considering
the following:-
Push and pull
factors which
brought the
immigrants to
Singapore in the late
19th and early 20th
century.
1) What are the underlying
assumptions upon which
the RTP has been drawn
up?
2) What is the rationale for
the landuse pattern that
7
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core



Processes
(include
pedagogies
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
has emerged as a result of
the RTP?
3) Evaluate its success.
4) How has Singapore’s
urban landscape / landuse
pattern evolved since?
Can you offer reasons for
the change? Is there
anything you would have
done differently?
Immigrants way of life

How they earned a
living

Support networks
they established
(Secret Socities)
Urban planning in the early
years

How they lived
according to the
Raffles Town Plan
Historical Inquiry
Impact and contributions of
immigrants

Schools, religious
institutions, hospitals

Lecture-Tutorial
The immigrant groups and races of
early Singapore, from the 19th century
to the early 20th century have
contributed
tremendously
to
Singapore’s growth as a settlement
and trading port. Their place in
Singapore history, however, seems
incommensurate
to
their
many
important contributions. It is imperative
to stake a place in the nation’s
memory for these early immigrants –
before they are forgotten. Hence, the
National Museum of Singapore
decided to create and erect a
monument to commemorate an early
immigrant group.


Web-based research
Policy Debate
8


PBL
Constructivism
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Semester 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Core
Curriculum of
Identity
and indicate
infusion of
ICT)
Products
(Assignments/
Tests/
Practicals)
Environment

Worksheets (discussed in
class and peer marked)


Class Debate
ACE Report

Visual Representation of
Monument and Accompanying
Explanation for ACE


Lecture-tutorial
Collaborative Groups

Collaborative Groups

Collaborative Groups
Resources
Print






Clarke, M C & Lee N E S, Geography Skills for Lower Secondary
Yong, C.F. Tan Kah Kee, The Making of an Overseas Chinese Legend. 920YON
Lim, L.C and Chan, S.O. Pioneers of Singapore, Builders of Our Land 920PIO
Jayapal, Maya. Old Singapore. Singapore: Oxford University Press, 1992. (Call no: 959.51 JAY)
Kwa, Chong Guan, Heng, Derek & Tan, Tai Yong. 2009. Singapore A 700-Year History: From Early Emporium To World City. National Archives of
Singapore. (NLB 959.5703 KWA)
National Archives of Malaysia & National Archives of Singapore. Reminiscences of the Straits Settlements through Postcards. Singapore: National
Archives of Singapore, 2009. (Call no: TR959.51 REM)
Non-print
 Urban planning framework in Singapore, http://infopedia.nl.sg/articles/SIP_1565_2009-09-09.html
Schedule
Term 1 week
8-9
Processes
(include
pedagogies
and indicate
TERM TEST PREPARATION AND TERM TEST WEEK
Individual practice, whole class discussion, teacher feedback on marked practice assignment
9
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
infusion of
ICT)
Semester / Term
1 – Term 2
Assessment Type
Type 1 - Class Test
Total Marks
25
Components
1. Data Response & Basic Techniques
2. Constructing Explanations (Full)
10
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Semester 2
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Core
Curriculum of
Identity
Inquiry Focus : How did we get here?
Schedule
Term 3 Week
1-2
How the British governed
Singapore before WW2
 Define the role of a
government
 Explain the structure of the
government of the Straits
Settlements from 1867 –
1942
 Explain how the locals put
pressure on the British to
include more locals into
the government
 Explain the problems the
British faced in maintaining
law and order and the
shortage of social services
and how the British solved
the problems.
 Evaluate British intentions
and their perception of the
locals.

Consider the differences
between being ruled by a
colonial government with
having a local government
of our own.

Evaluate the effectiveness of the
solutions implemented by the
British to maintain law and order
and to improve social services.
HOM
1. Persisting
2. Questioning & posing problems
3. Taking responsible risks
4. Applying past knowledge to new
situations
Processes
(include
pedagogies
and indicate
infusion of
ICT)
 You may want to
examine issues like
how the government is
chosen, the people
who make up the
government, who holds
the ultimate decisionmaking power, etc.
NE messages
1. Singapore is our
homeland, this is
where we belong.
2. No one owes
Singapore a living.
School Values
1. Resilience– to
question deeply
about an issue/ topic
11
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 2
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
(evaluate British
intentions behind
their reforms)
2. Joy –authentic
learning, evaluating
the solutions the
British implemented.
Products
(Assignments/
Tests/
Practicals)
Environment

Content Review
Worksheets

Resources


Self Study Unit Package
(E-Learning)
PPT slides
Worksheets

Individual work
12

Individual work

Collaborative groups
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
Inquiry Focus : How did we get here?
Schedule
Term 3 week
3-4
Singapore – Effects of WW2
 Japanese invasion and the
defeat of the British
 Life during the Japanese
Occupation
 Discuss failure of British to
protect Singapore and link to
the need to protect ourselves

Examining


the factors affecting
agricultural production
during the Japanese
Occupation
trends in food production
in Malaya during the
Japanese Occupation
Post-War Impact
Historical Inquiry
Examine the impact of WW2 on
the following aspects of
Singapore
 Agriculture
 Race relations
 Economy – demand and
supply of goods,
inflation, cost of living.
 Spirit of nationalism
 Analysing the
environmental impact of
large scale wars
**Making comparisons between
the Japanese invasion and the
defeat of the British and
Singapore’s current
vulnerabilities.
13
Evaluating different perceptions of
life and events during the
Japanese Occupation by
employing skills to detect bias
and question reliability in sources
such as transcripts of interviews /
photographs of the British,
Japanese and locals
Reading and
Reasoning


Students read an
explanation of what
constitutes
historiography – see
resources
Then they examine
the challenges of a
historian in telling
the story of the
Japanese
Occupation
(historiography)**
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
Reading and Reasoning
Understanding the effect of
WW2 on the human psyche by
studying war poetry**
Processes
(include
pedagogies
and indicate
infusion of
ICT)
SBQ Skills
 Inference

Students may use online
graphic organizers in
Computer Labs
SEQ Skills
 Constructing Explanations
HOM
1. Persisting
2. Questioning & posing problems
3. Gathering data through all senses
4. Taking responsible risks
5. Applying past knowledge to new
situations
NE messages
1. Singapore is our
homeland, this is where
we belong.
2. No one owes
Singapore a living.
School Values
1. Resilience– to
question deeply about an
issue/ topic (search for a
variety of sources &
cross-referencing to
check validity &
usefulness of sources)
2. Joy – hands-on
investigation of sources
about Singapore during
the J.O
3. Integrity – to develop
intellectual integrity by
being faithful to the
sources; collecting &
reporting them carefully.
Products
(Assignments/


Classroom quizzes
14
Introductory Exercises on Making
Inferences (Written and Pictorial
 ACE activity:
- Propaganda Poster
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Tests/
Practicals)
Environment
Resources

Collaborative groups

Pair work in class
Liu Kang, Chop Suey
959.5/LIU
http://www.s1942.org.sg
Economic effects
http://www.johndclare.net/wwii1_
economic_effects.htm
Video on “War and Occupation”
Environmental impact
http://www.lenntech.com/environ
mental-effects-war.htm
CD ROM ‘Attack’
War Poems, http://www.lovepoems.me.uk/a_war_poems_ind
ex.htm
15
Sources)
 Assignment – Worksheet on
Inference
 Graphic organizers by students
for Constructing Explanations
 Individual work
Conducting Your Own Oral History
Project
http://www.nhb.gov.sg/NAS/conductoh
c.htm
Curriculum of
Identity
design (British / S’pore /
Japanese)

Collaborative groups
An interview with war
heroine Elizabeth Choy
“Historiography”,
http://www.writing.ku.edu
/~writing/guides/historiog
raphy.shtml
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Semester 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Core
Curriculum of
Identity
Inquiry Focus : How did we get here?
Schedule
Term 3 week
5-6
Singapore : Towards
Independence

Illustrating the need for a
meritocratic based society
today as opposed to a
society of privileged classes.
(S’pore and M’sia)

Comparison of democratic
systems in Singapore and
other countries.
Singapore’s Road to Internal
Self-Government 1948-1959









Political and Economic
reasons for the rise of
Singapore’s nationalism
British response to selfgovernment
o 1948 Election
o 1954 Rendel
Constitution
o 1955 Election
Response of the British
towards self-government.
Merdeka Talks 1956
and1957
1959 Election
**Exploring the decision-making
machinery of different types of
governments
The rise of Communism as
an alternative political
system.
Dissatisfaction with British
Rule.
Influence of external
nationalist movements
Consequences of the
unrest

Waves of Unrest:
16
Students should be taught to:
 Interpret political cartoons
 Evaluating differing points of
view.
 Constructing explanatory
paragraphs
 ACE activity:
- Elections Poster design
(Singapore Political
Parties)
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
Maria Hertogh Riots
Anti National Service Riots
Hock Lee Bus Riots
1956 Students’ Riots
HOM
1. Persisting
2. Questioning & posing
problems
3. Taking responsible risks
4. Applying past knowledge to
new situations
Processes
(include
pedagogies
and indicate
infusion of
ICT)
NE messages
1. Singapore is our
homeland, this is
where we belong.
2. No one owes
Singapore a living.
3. We must preserve
racial and religious
harmony.
4. We must uphold
meritocracy and
incorruptibility.
School Values
1. Resilience–
Welcome challenges
and learn from
adversities; embrace
setbacks as learning
opportunities (e.g.
expulsion from the
Malaysian
Federation)students to
persevere with the
challenges of
handling source
work and interpreting
multiple perspective.
1. Integrity – to develop
17
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
intellectual integrity
by being faithful to
the sources;
collecting & reporting
them carefully.
Products
(Assignments/
Tests/
Practicals)
SBQ Skills
 Inference (Revision)
 Compare and Contrast
(Introduction)
Environment
SEQ Skills
 Constructing Explanations
 Collaborative groups
Resources
Sec 1 Textbook, Chapter 8&9
Kwa, Chong Guan, Heng, Derek
& Tan, Tai Yong. 2009.
Singapore A 700-Year History:
From Early Emporium To World
City. National Archives of
Singapore. (NLB 959.5703 KWA)

Individual work
http://countrystudies.us/singapor
e/10.htm

Collaborative groups
http://singaporegovt.blogspot.com/200
6/01/part-1-history-and-founding-ofpap-no.html
http://tripatlas.com/Merdeka
http://reference.allrefer.com/countryguidestudy/singapore/singapore30.html
Textbook. Pp.131-168.
Chew, Ernest C. T. , Lee, E., eds.
(1991). A history of Singapore.
Singapore : Oxford University
Press. [959.57 CHE]
Turnbull, C. M. (1977). A history
of Singapore, 1819-1975.
Kuala Lumpur ; New York : Oxford
18

Collaborative
learning
Lee, K.Y (1998). Lee
Kuan Yew: The man
and his ideas. The
Straits Times Press.
Yap,
Sonny;
Lim,
Richard and Leong
Weng Kam (2009). Men
in white : the untold
story of Singapore's
ruling political party
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Level: Secondary 1
Semester 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Core
University Press. [959.57 TUR]
Yeoh, Joe. (1995). To tame a
Tiger, The Singapore Story.
Singapore : Wiz-Biz [070 YEO]
Media:
Television Corporation of
Singapore [TCS], (1997). Days
to Remember : a multimedia
experience of Singapore history.
Singapore : Television Corporation
of Singapore. [CD]
Lambert, T. (2006). The history
of Singapore.
Singapore: Discovery Channel.
[DVD set]
Inquiry Focus : How did we get here?
Schedule
Term 3 week
7-10
Singapore : Towards
Independence



Political and Economic
reasons for Singapore’s
merger with Malaya
Malaysia’s response to the
merger before 1961 and
early 1961
Reasons for opposition:
Reading and Reasoning
Students read through the oral
history account of the 1964
Racial Riot in Singapore – see
resources
 Examining the
significance of
Singapore’s race riots
on racial harmony in
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Historical Inquiry
Students role play economic advisors
and an advisory panel that helps the
government in decision making.
o Economic advisors :
What was the economic
rationale for Singapore to
seek a merger with the
Federation of Malaya? In
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core




Radicals within the PAP;
External Opposition
(Indonesia and the
Philippines) to the merger.
Reasons for opposition
Reasons for separation :
economic and political
reasons
Events leading to
separation
Impact of separation on
Singapore : full
independence and the
creation of a republic
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Singapore. Has
Singapore managed to
overcome racial
differences
successfully? Explore
significant setbacks in
this area.
**Exploring the decision-making
machinery of different types of
governments
your presentation, you must
include and explain the
following concepts/ issues:
(1) Import and Export
Tariffs; (2) Common
Market; (3) Baby Boom; (4)
Unemployment
o Special Advisory Panel :
Advise government on
possible impact if they go
through with the merger.
HOM
1. Persisting
2. Questioning & posing problems
3. Taking responsible risks
4. Applying past knowledge to new
situations
Processes
(include
pedagogies
and indicate
infusion of
ICT)
Curriculum of
Identity
NE messages
1. Singapore is our
homeland, this is where
we belong.
2. No one owes
Singapore a living.
3. We must preserve
racial and religious
harmony.
School Values
1. Resilience– Welcome
challenges and learn
from adversities;
embrace setbacks as
learning opportunities
(e.g. expulsion from the
Malaysian Federation)students to persevere
20
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of
Identity
with the challenges of
handling source work
and interpreting multiple
perspective.
2. Integrity – to develop
intellectual integrity by
being faithful to the
sources; collecting &
reporting them carefully.
Products
(Assignments/
Tests/
Practicals)
SBQ Skills
 Compare and Contrast
(Revision)
SEQ Skills
 Constructing Explanations
(Revision)
Class Test
 Section A
 MCQ – 5 questions @ 1
mark each


Section B
SBQ – 1 inference, 1
comparison @ 5 marks
each


Section C
Constructing explanations
– 1 question @ 10 marks

Time allocated - 50
minutes
21
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: Integrated Humanities
Semester 1
Curriculum of Core
Environment
Resources

Collaborative groups
Sec 1 Textbook, Chapter 8&9
Kwa, Chong Guan, Heng, Derek
& Tan, Tai Yong. 2009.
Singapore A 700-Year History:
From Early Emporium To World
City. National Archives of
Singapore. (NLB 959.5703 KWA)
Level: Secondary 1
Strand
Curriculum of Connection
Curriculum of Practice

Individual work
1964 Racial Riots
www.hsse.nie.edu.sg/staff/.../ora
lhistory1964riotsMaleMalay.

Collaborative groups
Curriculum of
Identity

Collaborative
learning
Lee, K.Y (1998). Lee
Kuan Yew: The man
and his ideas. The
Straits Times Press.
Yap,
Sonny;
Lim,
Richard and Leong
Weng Kam (2009). Men
in white : the untold
story of Singapore's
ruling political party
Term 4 Week 1-4 Revision for year end exam
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