Sec 2 Revision Kit NA

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ST HILDAS SECONDARY SCHOOL SECONDARY 2EXP/NA EXAMINATION

RESOURCE KIT 2016


Contents:
1. SBQ Guide
- Inference
- Compare and Contrast
2. Structured Essay Question A guide
- How to answer SEQs

SBQ Guide
A: INFERENCE (5 marks)
Making inferences is the most basic skill that you would need as a history student. An inference is primarily an
educated comprehension where you use clues from a source to establish a conclusion about the source or
issue.
Types of questions that test your inference skills:
*Always answer the question immediately: if the question asked for fish, please give only the fish

What does Source A tell you about Singapore?

From Source B, what can you tell about trade in Singapore before Raffles Arrival?
How to Answer?
1st Inference
(Use your own
words: the
inference cannot be
copied from the
source!)
Evidence
(Describe the
picture/ Quote
(Copy and paste)

The source tells us


that__________________________________________________________________
_______________________________________ (Use your own words)

I know this because


_____________________________________________________________________

for textual sources!!

2st Inference
(Use your own
words: the
inference cannot be
copied from the
source!)
Evidence
(Describe the
picture/ Quote
(Copy and paste)
for textual sources!!

The source tells us


that___________________________________________________________________
______________________________________ (Use your own words)

I know this because


______________________________________________________________________

For Evidence (Do not assume what is happening in the source)


If it is a written source, quote the most important sentence that best supports your inference.
If it is a pictorial source, describe what you see in the picture that best supports your inference.
Marking Rubrics for Inference Question (5 marks)
Level

Descriptors

Marks

Describes Source

Inference, unsupported

2-3

Inference, supported

4-5

B: COMPARE AND CONTRAST (5 marks)


: COMPARE AND CONTRAST (6 marks)
Types of questions that test your compare and contrast skills:
This is a skill that requires you to identify and explain the Similarities (Compare) and differences (Contrast)
between two or more people, places, or things.
To what extent are the sources similar / different? (identify both similarity and difference)
How similar/different are the two sources? (identify both similarity and difference)
Remember to always state the criterion before explaining the similarities/differences. For example:
Source A is red but Source B is blue = Incorrect!
Both sources are different in terms of their colour. Source A is red but Source B is blue. = Correct!

How to Answer?
Both sources are similar in
(state criterion). In source A, the writer says,
(evidence quote from source)
and in Source B, the official says
(evidence
quote from source)
. Therefore both sources agree that
(similarity).
However, Source A is different from Source B in ___
(state criterion). According to Source A,
_______________ (evidence from source) but Source B claims,
(evidence from source).
Therefore these two sources differ in their view on ____________ (difference).
Study Sources A and B. How similar are the two sources? Explain your answer.

[5]

Source A A cartoon depicting life during the Japanese Occupation

*The sign on the right reads Join The Co-prosperity Sphere Asia For the Asians
5

Source B A cartoon which was drawn during the Japanese Occupation

L1
L2
L3

Describes the source; no/false matching


Similarity OR Diff in content, UNSUPPORTED
Award 2m for similarity OR difference unsupported.
Award 3m for similarity AND difference unsupported.
Similarity OR Diff in content, SUPPORTED
Award 4m for similarity OR difference, supported.
Award 5m for similarity AND difference supported.

1m
2-3m
4-5m

E.g.: Both sources are similar as they agree that the


Japanese wanted cooperation from the local
people. Source F shows that sign that says Join The
Co-prosperity Sphere Asia For the Asians, and Source
6

G states that make fortune by cooperating with


Japan.
E.g.: Both sources differ on whether life was good
under the Japanese. Source F shows that life was not
good but source G shows that life was good. Source F
shows people suffering under the Japanese as they
are being beaten by the Japanese. However, Source G
shows people prospering under the Japanese as life
was good for the man who cooperated with the
Japanese is seen smiling and having a lot of business.

Structured Essay Questions


2 parts to a question:
Part a (3 marks): List 3 factors
Part b (7 marks): FEEL X 2
F: Factor
E: Explanation
E: Elaboration
L: Link
We use our sense of
touch to gather
information!!
Likewise for History!
FEEL is important!

Sample
State 3 reasons why the Japanese beat the British? [3m]
The Japanese had modern military equipment
The Japanese were well trained in jungle warfare
The Japanese were well prepared for battle in Singapore as they had set up intelligence services (spies) to
collect info on British defence/readiness

Sample
Explain the reasons how the Japanese took charge of the locals in 1942?
L1

Describes the situation in Singapore [1-2m]

L2

Identifies the factors [2-3m]

L3

Candidates list the reasons how the Japanese took charge.


Describes the identified reasons [4-5m]

[7]

Award 4 marks for one reason identified and explained


Award 5 marks for two reasons identified and explained
Firstly, The Japanese took charge of the locals in 1942 by promoting Japanese culture. In schools, students had
to sing the Japanese national anthem during morning assembly. They also had to learn the Japanese language in
place of English. The locals also took part in activities, such as gardening and cleaning, that promoted Asian values of
hard work and humility
Secondly, The Japanese ruled the locals in 1942 through the use of fear. People experienced fear during the
Japanese Occupation as the Japanese tried to promote loyalty and obedience among the people through the use of
force. For example, they forced people to bow to Japanese sentries or face punishment. The Japanese also used food
or cash rewards to encourage people to inform the authorities of anyone whom they suspected was involved in antiJapanese activities. People thus became suspicious of one another as anyone could be accused of being antiJapanese. The Kempeitai, the Japanese military police, carried out the Sook Ching or cleansing operation that was
aimed at removing anti-Japanese elements. The Sook Ching was targeted at the Chinese. All Chinese men aged 18
to 50 had to report to mass screening centres to be examined. Men who were identified as anti-Japanese were taken
to Changi Beach and other beaches to be executed. Over 25 000 Chinese were estimated to have been killed in the
Sook Ching.

How did the use of fear make the locals loyal to the Japanese?
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