1.) SBQ revision (comparison)

Report
Revision
Recap :
1.) Key riots during the David Marshall’s
governance and Lim Yew Hock’s governance
2.) Main differences between how they reacted
to a.) The British b.) The Communists
Revision – Source Based
Question
TYPE OF QUESTIONS
TYPE 1
• How different are they (Sources B and C)? / How similar
are the sources?
• Must compare 1 difference and 1 similarity and give
evidence from both sources.
TYPE 2
• How are Sources B and C similar?
Compare 2 similarities only and give evidence from both
sources.
• How are Sources B and C different?
Compare 2 differences only and give evidence from both
sources.
How different are these 2 singers?
How different are these 2 singers in
terms of the songs they sing?
What sources do you need to use in order to make a
comparison?
Question
• Take note of keyword.
• Take note of topic.
HIGHLIGHT KEYWORD AND TOPIC NOW!
Provenance
• What?
• Where?
TRY!
• Try the question given on a piece of paper (to
be handed in)
Source A: An article from the Internet
describing the political landscape in
early Singapore
In 1955, Lim Chin Siong and his close associate,
Fong Swee Suan, instigated a labour strike by bus
workers that resulted in the violent Hock Lee bus
riots. He later led the Chinese Middle School riots in
1956 with further violence. The Chief Minister, Lim
Yew Hock, suppressed the riots aggressively, and
Lim Chin Siong, with many other pro-communists
was arrested. He was released in 1959 after the PAP
won the first General Election.
Source A: An article from the Internet
describing the political landscape in
early Singapore
In 1955, Lim Chin Siong and his close associate,
Fong Swee Suan, instigated a labour strike by bus
workers that resulted in the violent Hock Lee bus
riots. He later led the Chinese Middle School riots in
1956 with further violence. The ChiefSimilarity
Minister, Lim
Yew Hock, suppressed the riots aggressively, and
Lim Chin Siong, with many other pro-communists
was arrested. HeDifference
was released in 1959 after the PAP
won the first General Election.
Source B: From a newspaper article on
Lim Yew Hock’s government
…Lim’s government confirmed its reputation for
toughness in its handling of the Chinese middle
school riots in October 1956. Teargas and
helicopters were brought in and many key procommunist union leaders in the PAP were detained
under the Public Security Act. In doing so, he
alienated a large potion of the Chinese-speaking
electorate, a situation on which the PAP capitalised
in the 1959 general election.
Source B: From a newspaper article on
Lim Yew Hock’s government
Similarity
…Lim’s government confirmed its reputation for
toughness in its handling of the Chinese middle
school riots in October 1956. Teargas and Difference
helicopters were brought in and many key procommunist union leaders in the PAP were detained
under the Public Security Act. In doing so, he
alienated a large potion of the Chinese-speaking
electorate, a situation on which the PAP capitalised
in the 1959 general election.
Provenance
• Both sources are different. Source A is an article
from the Internet but Source B is from a
newspaper article. (difference in provenance)
• OR
• Both sources talk about life under Lim Yew
Hock’s governance (similarity in topic)
• Both sources are similar in telling us that Lim Yew
Hock took a firm stand against the communists.
This is evident from Source A “The Chief Minister,
Lim Yew Hock, suppressed the riots aggressively “,
with riots referring to the Hock Lee Bus Riots
instigated by the Communists and from Source
B,” Lim’s government confirmed its reputation for
toughness in its handling of the Chinese middle
school riots” The Chinese middle school riots
were also instigated by the Communists.
Both sources are different in their descriptions of how
Lim Yew Hock acted during the riots. Source A talks
about how the actions taken against the leaders while
Source B talks about how actions against the riots itself.
This is evident from Source A, which says ”…Lim Chin
Siong, with many other pro-communists was arrested ”
while Source B talks about how during the riots, “Teargas
and helicopters were brought in”. This shows that he used
different methods of suppressing the riots
• 1. Study Source A and B.
How similar are the 2 sources in telling us
about food problems under the Japanese
rule?
Source A: An account by a teacher
during the Japanese Occupation
Every day, whenever we heard that rice was
available, we would rush here, rush there to buy a
bit here, a bit there and so on, and store up. Tinned
food, rice, anything. And even if we stored up we
always lived in fear that in case of real food
shortage, some bullies might easily break in.
Source A: An account by a teacher
during the Japanese Occupation
Difference
Every day, whenever we heard that rice was
available, we would rush here, rush there to buy a
bit here, a bit there and so on, and store up.
Tinned food, rice, anything. And even if we stored
up we always lived in fear that in case of real food
shortage, some bullies might easily break in.
Source B: A schoolmaster’s account of
food supply during the Japanese
Occupation
As the war dragged on, the shortage of rice became increasingly acute.
Wheat flour was no longer obtainable. The entire supply has been
commandeered by the Japanese authorities for their own use. Bread
was now made from tapioca, corn and sago flour, and the loaves on
sale to the public were now hard as bricks. They had to be steamed
before they could be sliced. Similarly the noodles, previously made of
wheat flour were now made of sago and tapioca flour and were almost
indigestible. Beef, pork and poultry were so expensive that dogs and
cats began to disappear from the streets! Once I saw rats in wire traps
being sold at food stalls in Waterloo Street.
Source B: A schoolmaster’s account of
food supply during the Japanese
Occupation
As the war dragged on, the shortage of rice became increasingly acute.
Wheat flour was no longer obtainable. The entire supply has been
commandeered by the Japanese authorities for their own use. Bread
was now made from tapioca, corn and sago flour, and the loaves on
sale to the public were now hard as bricks. They had to be steamed
before they could be sliced. Similarly the noodles, previously made of
wheat flour were now made of sago and tapioca flour and were
almost indigestible. Beef, pork and poultry were so expensive that
Difference
dogs and cats began to disappear from the streets! Once I saw
rats in
wire traps being sold at food stalls in Waterloo Street.
• -similarity in topic / difference in provenance
- Both sources are similar because they tell us that there was a food
shortage.
This is seen from Source A“whenever we heard rice was available,
we would rush…” and Source B “as the war dragged on, the
shortage of rice became increasingly acute”.
- Both sources are different in how serious the food shortage was.
Source A talks about food shortage as a serious problem, people
have no food to eat at all but Source B talks about how food
shortage is not as serious, people still have some food . This is
evident from Source A “we always lived in fear that in case of a real
food shortage” and Source B “beef, pork and poultry were so
expensive that dogs and cats began to disappear from the streets”.
• 2. Study Source C.
How useful is the source in telling us about
the methods used by Japanese to instill their
power?
Source C: An oral interview of a
Japanese Occupation survivor
Before the actual movie, they had a sort of
propaganda film – ‘Asia is for Asians’. And then they
showed you newsreels of Japanese military forces
in action. All this while, the Japanese would be
showing you they were winning everywhere. For
certain parts, they would show you the friendliness
between the military and the civilians. After the
propaganda film, they would show you the main
picture. Usefulness?
Limitations?
Source C: An oral interview of a
Japanese Occupation survivor
Before the actual movie, they had a sort of
propaganda film – ‘Asia is for Asians’. And then they
showed you newsreels of Japanese military forces
in action. All this while, the Japanese would be
showing you they were winning everywhere. For
certain parts, they would show you the friendliness
between the military and the civilians. After the
propaganda film, they would show you the main
picture.
Source is useful in telling us about the methods used by Japanese to
instill their power. However it has its limitations.
Source is useful because it tells us that one of the methods used was
propaganda. This is evident from source “they had a sort of
propaganda film…the Japanese would be showing you they were
winning everywhere”. This is also supported by cross-referencing to
contextual knowledge which tells us that the Japanese used
propaganda through education and the media to instill their power
and influence the minds of the people.
However source has limitations because it does not tell us other
methods used by Japanese to instill their power such as fear. This is
supported by cross-referencing to contextual knowledge which tells us
that they killed people mercilessly and tortured anyone who tried to
go against them.

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