An answer for SEQ diagnostic test Q3

I disagree with the statement because I feel that nation-building is the primary reason for implementing National Service (NS). (If you are able to, immediately tell me whether you agree or disagree. It is also fine with me if you write 'I agree to a certain extent'. It will be fine with me now because you are in Secondary 2. It will of course be a different manner when you reach 'O' levels.

It is true that one of the purposes for implementing NS is to help solve the manpower needs of Singapore. (Now, I am trying to explain how I would agree with the statement.) As a newly independent nation which has a smal population, every person is needed to contribute to defense and economic needs. (This and following sentences is an explanation for the given factor) However, this may not be possible. In a regular army, one man in defense will mean one lesser man to do work in other projects. This is solved by National Service as enlisted men only need to train for two years. After completion, they become reservists and need only to continue training for a short period of time. Besides being able to work, the reservoir of soldiers will also increase in each year. (By here, you would also have quoted a few evidences/ supporting details to support your explanation) Hence, the dual needs of manpower for defence and other areas are not compromised. (By now, you should be getting L3: 5 marks as you are able to explain fully one side of the story.)

On the other hand, nation building is an important factor. (Now, you had identify the other factor.) With NS whereby everyone regardless of race and class interact together with a common purpose, loyalty and national consciousness can be developed. (Here you are explaining the other factor that helps you to disagree with the statement) Indeed, the bond built is a strong one as shown in the racial riots that broke out in Malaysia in the year 1969 in which the Chinese and Malay soldiers did their task willingly without turning their weapons against one another. (Again, we have two supporting details) Therefore, nation building was another major factor. (By now, we should get L4: 7m for explaining how you would agree and disagree with the statement, with 2 or more supporting details)

In conclusion, I think nation building is the more important purpose as without a sense of loyalty towards the nation, the army formed will still not be a powerful one even if it was big in numbers. (Here I am trying to weigh both sides of the story and conclude which side I would believe more. Obviously, I will have to explain my stand.) This is because they may not have the determination to fight for the country. Moreover, being a new nation, this sense of loyalty was indeed missing amongst the people. Therefore, while I think that the desire to solve manpower problem was an important purpose, it should not be more important than nation building. (By now, you would have L6: full marks or 8 because you weighed the relative importance of both factors. It is ok with me if you concluded that both are equally important as long as you are able to tell why. Remember, do not just conclude, I disagree because there are other factors. Must tell me why)

NOTE:

1. Note the bold sentences, these are some useful connectors.
2. Note the explanations in parentheses.

Answering SEQs

First, note of the question, is it a simple explanation question or does it need you to do the weighing of the factors?

If it is the former (or first option stated), then it should be a point marking system. If you see 2 marks, then you only need to give a point and one elaboration (further details, explanation, elaboration etc) of the point. Similarly, if you see 6 points, then you will need 3 points and 3 elaborations.

This means that even if you are to write 5 points and 5 elaborations, you will only get maximum 6 marks. It also means that if you are to give me 5 points and 1 elaboration, you will get at most 4 marks. This is because we can only give up to 3 for points, and 3 for accompanying (meaning for the points written) explainations.

Let us consider our diagnostic test question. I will provide the answers for the first two questions.

Q1:

The first action taken was the decision to fly to Britain to negotiate with the British. (P1) Then Prime Minister Lee Kuan Yew managed to get the British to postpone their withdrawal so that time could be bought to enhance the island's defence. (E1)

The second action taken was the securing of agreements with other counties in military cooperation. (P2) Singapore signed a new defense agreement with Britain, New Zealand and Australia to station some forces. They also allowed for consultation with other member countries if there is a threat of any attack. (E2)

The third action taken was taking steps to build up their own navy and air force. (P3) This was possible with trainings being conducted overseas and help given by foreign advisors. Eventually, the SAF ws able to provide its own training for pilots and naval officers. (E3)

Q2:

There was an urgent need for Singapore to build its defense force because of three main reasons.

First, Southeast Asia is politically unstable. (P1) Besides Kronfrontasi (Indonesian Confrontation) Vietnam was at war and communism was spreading around in the region. There was a fear that these may spread to Singapore. (E1)

Second, Singapore had now gained independence. Hence, it must rely on itself for its survival (P2) Indeed, the soldiers must be someone who is loyal and not simply employed. By then, it may result in dire consequences. (E2)

Last, Singapore had only a very small defence force. (P3) There were only slightly over one thousand soldiers on land, two old armed patrol ships and no fighter planes to protect the sky. All these made Singapore very vulnerable to enemy assault. (E3) All these showed that there was a need to build up defence.

NOTE:

Hence, the important thing is not to write too much as long as you are sure that you have the points and elaborations correct. Secondly, there is not much need to write linking sentences, introduction and conclusion etc as you are not writing a persuasion essay. Rather, you are simply recollecting facts for us to see if you had learnt. Nonetheless, it is essential that you write in P.E.E. format. Give me a point, and then elaborate with evidences and explanations to get full marks for all points.

Model Answer for 'Comparing Reliability Worksheet'

Although Source A and B differ in their presentation, it does not mean that one of them is wrong.

I can infer from Source A that not all Japanese are bad. This is given with the evidence that a Japanese military court judge admitted that what they did was wrong. This is also supported from my contextual knowledge. Indeed, there are Japanese who helped the locals. They also agreed to some demands that the British made: preserving colonial buildings and the statue of Stamford Raffles, and the research done in the Botanical Gardens. (Here, I am trying to check if the content for Source A is true.)

On the other hand, I can infer from Source B that the Japanese were cruel. This is given by the evidence that locals will be punished whenever it so pleases them. This is also supported from my contextual knowledge about how the Japanese used torture to get people to admit to certain crimes. Indeed, the Kempeitai was in charge of these things. Moreover, policies like Sook Ching whereby they tried to eliminate chinese opposition by ways of massacre also spoke volume of their cruelty. Thus, both sources are right in terms of content. (Here, I am trying to check if the content for Source B is right. Also, the last sentence reminds the marker what it is that you had been doing. As long as what you did was correct, the marks should be given.)

However, I find Source A more persuasive because it is a balanced source that is less bias compared to Source B. Indeed, it also mentions that the Japanese were bad, unlike Source B which only talked about the bad side of the Japanese. This is further supported by the purposes of the two sources. Being a textbook for young children, Source B serves to educate the people of the deeds of the Japanese. Yet, it has a hidden purpose too: to convince people that it would be best for a local government to rule Singapore. Source A on the other hand, seeks to inform the general public that we cannot simply say that all Japanese are bad because some are more humane. In this aspect, the purpose is also more neutral. (As we had proved that the content of both sources are correct, we still need to make a choice in terms of which source we believe more. Thus, we need to just quickly infer the purpose and see which one we will trust more based on the biasness of both sources. In this example given, it would seem that we can make a good and informed choice as one is more bias than the other., which I explained. What if both are equally bias? Then you will really need to explain fully why you chose one over the other.)

Based on biasness and purpose therefore, I find Source A more persuasive.

NOTES:

1. Please take note of the sentences in bold. It helps to link your different ideas into one smooth passage.
2. Explanations are in italics.

Comparing Reliability

"Does it mean that one of them is wrong?"

Often, both sources are not wrong. They just simply state different sides of the story. The problem is, how do we know if they are really 'not wrong'? Another problem is, which side do you actually trust more? These are the two main issues.

So how do we know which one we may trust? The basic step is to distinguish whether the sources involved are opinions or facts. A fact is a record of something that truly happened. E.g. The Japanese started Sook Ching. An opinion is simply someone's viewpoint. E.g. The Japanese are cruel. Whatever opinion an author writes, it should be supported by a fact or two so that it becomes an opinion that one can trust.

So what should we do to answer the above mentioned question?

1. We should try to determine if any one of the two sources is bias. We can do this by checking what it did not say (cross-reference) or infer a hidden purpose (if it is possible). Often, if the purpose is to convince, mislead or confuse, such a purpose will make the source not as reliable.

2. We also need to check if the content is correct. This can be done by simple cross-referencing. This will help you find out whether the supposed 'facts' written in the source is correct or 'more wrong'.

3. Last, make a stand which one you trust more. Do not simply conclude: 'Hence I trust Source A more because it is more persuasive.' Give an explanation. For example: As Source A is more balanced in viewpoint, it helps me understand better. Hence, I trust Source A more.' This is good enough for your level.

Model answer for the exercise we did in class will be given out shortly.

A lesson in character?

It was supposed to be a calculated move; an attempt to teach a particular class a communal spirit, a willingness to share, an ability to channel attitude into something positively great. It is hard to find people with attitude so I am all the more encouraged by the fact that I managed to do so.

A - 1
T - 20
T - 20
I - 9
T - 20
U - 21
D - 4
E - 5

As you can see, attitude adds up to a 100. Indeed, it is often said that having a positive attitude is a sure way to success. Yet, perhaps I did expect a little too much from these young souls. However much they want to profess themselves as adults, they are still as innocent as most children.

Thus, it is also not that big a surprise when the move somewhat failed because intentions were not well-communicated. It became too stressful, as a desire for them to bloom became too much of a burden to bear perhaps. Yet, I am still hopeful. The replies I got were wonderful, be it agreements, disagreements, stern warnings, or even an honest reply to ask me to continue believing in the class. Indeed, while we may choose to 'look down' on these 'innocent kids', they are often able to spring you surprises in what they write such that one is compelled to 'look up' at them in admiration.

What next then? It was a wonderful experience, however painful along the way; for me at least for now. Hopefully, the learning journey will be embarked again, and together with them if there is trust; which I think is still around. While teaching do not equate learning when it comes to students' listening, I do believe that if one do not learn new things everyday, how can one teach effectively?

Please download all study notes.

You should have with you 5 sets of study notes.

1. Housing
2. Housing II
3. Japanese Occupation
4. Defence
5. SBQ

If you have not finished downloading them from our e-learning website, please do so.

Also download the answers for the SBQ for 'comparing reliability'. Remember, "it usually does not mean that one of them is wrong because both sources are simply different opinions!"

History or Geography???

With streaming impending, many of you are deciding whether to study History or Geography in Combined Humanities. After many questions being raised by different students, I thought it best that I share more information with you about History so that you can make an informed choice.

Let us employ the skills we learnt in SEQ to decide! :)

1. History uses the same skills required in Social Studies (Point). Both History and Social Studies require students to do SBQs and SEQs. (Elaboration: They use the same skills because both has the same exam format) These include inferencing, comparison, reliability testing, detecting bias, exploring usefulness of a source and asserting an evaluation. (Evidence: Specific examples) Hence, taking History will be good if you have the relevant skills. (Link: answering back the question. Alternatively, you can say 'because I am not good in both SBQ and SEQ, I do not want to take both History and Social Studies or I may score very bad score for SEQ')

2. History is interesting. (point) We will be learning about most important contemporary events in the 20th century, thus being able to understand how our world developed. (Elaboration or further description) This include World War II which ended the colonial age. We will also be studying the Cold War, which is the rivalry between U.S.A and the Soviet Union, and the implications of the fall of communism with the breakup of the Soviet Union. (Evidence). Since I am interested in world affairs, I think History is a better choice.

3. On the other hand, History may not be a good choice if we dislike reading and have difficulties in expressing ourselves in English. (Point) This is because we need to read quite a lot to learn about things in the past. Also, if our English is bad, we may have difficulties answering SBQs and SEQs properly. (Elaboration) For example, we need good vocabulary to write convincing sentences of a possible purpose of a source. To be able to infer the purpose, we also need to read a lot to have sufficient contextual knowledge. (Evidence) Hence, it may not be a good choice to take History.

Note how I explained my stand using P.E.E.L? If you have further queries for both SEQ and streaming, please always feel free to consult me after school. Give me a notice during class that you wish to see me and we will arrange a time (usually immediately after school except for days with remedials).

Study notes for Japanese Occupation now available in E-Learning!

As stated above. Remember to ask me for more details if you want, especially if you want me to show you more sources that I used to write that revision notes.

Today's supplementary lesson

For those who missed the supplementary lesson because of your project in visual arts, here's a simple summary of what we went through in class.

Basically, the lesson is a simple Source-Based lesson with a focus on socio-economic conditions during the Japanese Occupation. We explored how people suffered in terms of the lack of food and essential medical supplies. We also learnt how malnutrition was rampant. The black market and inflation was also introduced. Last, we learnt that perhaps not all Japanese were that bad and there may be some who actually treated the locals quite well.

Please visit your e-learning website to download the powerpoint slide that would contain all the sources that we learnt.

Is Seeing Believing?

Remember the video we saw in class about how to evaluate reliability? Well, I'm glad that I found its online version! (Just click on the words)

Although the acting was not that natural in the video, I think it is actually very useful as a revision guide. You may wish to click on the video to enlarge the screen.

Remember to take notes to help you if you failed to do so in class! :D

An Interactive Resource on 'Detecting Bias' and additional notes on reliability

Hi all!

To aid you in your revision again, click on the words 'Detecting Bias' for an interactive program that teaches you what bias is and how we can detect bias in a source.

Note the causes of bias:

1. Different points of view
2. Lack of information
3. Purpose of a source

-Identifying the first cause is much like understanding the provenance and content of a source.
-Identifying the second cause is much like asking the usefulness of a source. (We evaluate usefulness of the source by asking what it informs us about the subject and what it does not inform us)
-Identifying the third cause requires an ability to infer purpose of a source.

With the ability to explain how a source is bias by infering the purpose of a source, you would be able to gain the higher level of a reliability question. Remember that a framework to use is:

A) Check Provenance and see if bias is present. (Fact or fiction?)
B) Infer content and tone and explain why it is bias.
C) Check with other sources/knowledge whether what it said is the truth.
D) If it is not telling the truth, what then is the purpose? Mislead, influence, hide the truth or to even inform (if it is telling the truth)?

Different purposes will help you in understanding whether a source is reliable.