Using Investigation and Discussion to Inquire about Issues in Primary Social Studies, pp. 9 of 15

A scenario about the need to hire more construction workers is provided as the hook and students will work in their groups to find out about their contributions before making the decision of whether they should be hired or not in the later lessons. The cooperative learning structure of an expert-group jigsaw will be used in the activity. Each student in his home group belongs to an expert group and students in the expert groups will read, gather and record information in their activity books before sharing them with their home groups. The teacher will elicit student responses on the benefits before reinforcing them by presenting them a mind-map. The teacher will also ask students to think about the inquiry or issue question.  

In Lesson 3 on the consequences, the teacher will begin the lesson by reviewing with the class what they have learnt about the benefits of foreign workers’ contributions using the mind-map in Lesson 2. A video entitled, “Can we survive without foreign workers?” is used as a hook to get students to reflect on and discuss problems associated with the hiring of foreign workers. The lesson objectives are then reviewed at the end of the lesson.

Like Lesson 2, the expert-jigsaw strategy will be used in Lesson 3. Each expert group will gather at its dedicated learning centre to collect and record information in the activity books before sharing them with their home groups. Again, the teacher will get groups to share what they have learnt before reinforcing the consequences by presenting them a mind-map. The teacher will also ask students to think about the inquiry or issue question. 

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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