This document outlines a history project for secondary 1 students at Victoria School. The project requires students to research and reconstruct different aspects of the school's history in commemoration of its 135th anniversary. Students will be divided into groups to research topics like CCAs, speech days, principals, camps and more. They will analyze artifacts, conduct interviews, and find historical sources to support a written narrative of their topic. Students will be graded on an initial write-up, sourcing evidence from 2 different types of sources, and a final 500-800 word narrative piecing together the group's findings. The completed project is due by April 1st.

1. 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 30% of your overall history grade for Sec 1.
What is this project all about?
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 this project you will be using
different sources of history to re-construct the His(stories) of Victoria School.
In 2011, Victoria School will be 135. It is certainly a very old school with a long
history. How much do we know of her glorious history do we know? How much of her
history has been written and preserved? For a school with such a long history, what
about some of her(stories) that she wants to tell?
The school is made up of so many aspects, so many occasions, peoples, activities,
lives, and rituals. This project allows you to recreate the his(tories) of Victoria School
by writing the various sides of her(stories)! The composite stories that each of you
put together will be blogged to create a revisited and renewed his(tories) of Victoria
School to commemorate the 135 years of Victoria School. You are making his(story)
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.
Here are the aspects of the school his(tories) we want you to research,
write-up and present on:
1.)CCAs
Uniform Groups
Performing Arts
Sports
2.)Speech Days
3.)Victoria Challenges
4.)Principals
5.)Old Victorians
6.)Student Leaders
-Monitors
-Prefects
-PSB
7.)Academic Programs
-AEP
-RSP
-GEP

2. 8.)Camps
-Sec 1 camp
-Sec 3 camp
You will be graded on the following components:
Performance 1: Short write-up of artefact (10%)
Skills: Selection and research
To begin, this performance is an occasion for you to practice material selection and
research skills. As a group, you will decide on a specific area of research that you are
interested in. Thereafter, one of the members will select an artefact or a photograph
related to that particular area and do a short write-up on it. The write-up should be
about 100 – 150 words.
Performance 2: Sourcing for evidence (10%)
Skills: Research
After the first member has completed the short write-up, the other members of the
groups are tasked with the responsibility of sourcing for evidences to support the
write-up such that a coherent picture of the object or event can be achieved. The
possible evidences are:
1. Oral interviews (A transcript AND/OR a video must be provided)
2. Photographs or other types of graphic representations
3. Historical recounts
You will be graded for the diligence and diversity in your sourcing for evidence. The
diligence of research will enable you to surface as many relevant, rare, revealing
sources on your research topic. The diversity in your research will allow you to
uncover a variety of historical artefacts from objects, texts, photos, oral histories.
We require you to have at least 2 different types of evidences. Note that ONE of
the evidences has to come from the Victoria School heritage website:
(http://vs.moe.edu.sg/heritageonline/)
Thereafter, create a Google document so that you can post your research and the
members can collaborate online. You will have to invite your history teacher to your
group’s document by 23 March (7pm).
Performance 3: Write Her(stories) (10%)
Skills: Extraction, inference, explanation, evaluation
Next, we will need to call on your inference, evaluation and explanation skill to put
your evidence together and make sense of the story. What story does it tell you
about the topic of your research. The last member of the group will have to gather,
interpret the evidence, and construct a third person narrative of the topic in 500-800
words. Your narrative should consist of implicit or explicit references to evidence you
gathered in Performance 1 such as a name, a place, a year, a person, an event etc.
Finally, the consolidated project will have to be sent to this e-mail address:
sunnydaydown.victoriaschool@blogger.com by 1 April.

3. Check-list and timeline
What is to be done/ submitted Who is Deadline
responsible?
Group discussion, preliminary research All members
and selection of a particular topic.
Performance 1: Short write-up of artefact Member 1
or photograph
Performance 2: Sourcing for evidence Member 2, 23 March, 7pm
member 3 and
You need to look for at least 2 different member 4 (If you
types of evidences. One of the evidences have 5 members)
has to come from the Victoria School
Heritage website.
Thereafter, create a Google document
and invite your teachers to view it by the
specified deadline.
Performance 3: Write Her(stories) The final member 1 April
Piecing together all the evidences into a 10% of the final
coherent narrative. Make sure that the grade will be
group members’ full names and register deducted for every
numbers are included at the end of your day of late
e-mail. Please note that your entire submission
report has to be contained in the
body of your e-mail because blogger
does not accept attachments. Send it
to
sunnydaydown.victoriaschool.blogger.com
The subject of your e-mail should be:
Class – Project title
E.g. 1Z – A history of Victoria School’s
Principals