Heya,
how's the first week of school so far? I hope it's better than mine. I've been really busy, running here and there besides lessons. Hopefully things can settle soon =)
So. I've been going on and on about SBQs, lets try something on SEQs now. I will be posting up random SEQs , but WITHOUT answers yet. You need to practise, so I will ONLY provide answers to those who actually tried the questions. Do try any (or all!) question (I will state a simplified version of the LORMS required) so that you can get enough practice for the exams.
I know you girls must have started or going to start Chapter 5 Bonding Singapore really soon, so don't worry, I'll put up a few articles on that chapter after this series of SEQs. I already have some on hand, but because I've been so busy that I don't even have time to eat, I shall save those for a later time. Yes, Ms Teo is still the Great =)
Ok. Questions, questions, questions.
How important is good leadership in the government in sustaining good governance in Singapore? Explain your answer. [12]
- State the given factor and two other factors.
- Explain the given factor - good leadership, provide details.
- Explain a second factor - reward for work, provide details.
- Explain a third factor - stake for everyone, provide details.
- Explain why one factor is more important and why other factors are less important.
To what extent did the ALS manage to control the flow of traffic in Singapore? Explain your answer. [12]
- State the given factor and two other factors.
- Explain the given factor- ALS, provide details.
- Explain a second factor - ERP, provide details.
- Explain a third factor - vehicle quota scheme, provide details.
- Explain why one factor is more important and why other factors are less important.
Is social cohesion more crucial than effective political leadership in ensuring that good governance will continue in Singapore? Explain your answer. [13]
- Explain the positive impact of social cohesion - provide details.
- Explain the positive impact of political leadership - provide details.
- Give two reasons to explain why you disagree with the statement.
To what extent is the government's role an important one in preparing for an ageing population in Singapore? Explain your answer. [12]
- State the given factor and two other factors.
- Explain the given factor - role of the government, provide details.
- Explain a second factor - role of citizens/indivduals, provide details.
- Explain a third factor - role of the 'many helping hands' approach, provide details.
- Explain why one role is more important and why other roles are less important.
To what extent did the three-child policy promote population growth in Singapore? Explain your answer. [12]
- State the given factor and two other factors.
- Explain the given factor - three-child policy, provide details.
- Explain a second factor - foreign talent, provide details.
- Explain a third factor - pro-family measures, provide details.
- Explain why one role is more important and why other roles are less important.
The aged can be a valuable resource for 'resource-scarce' Singapore? Explain your answer. [13]
- Explain why the aged can be a valuable resource - provide details.
- Explain why the aged cannot be a valuable resource - provide details.
- Give two reasons to explain why the aged can be more of a valuable resource.
How important is the role played by self-reliance in the provision of healthcare services to the general public in Singapore? Explain your answer. [12]
- State the given factor and two other factors.
- Explain the given factor - self-reliance, provide details.
- Explain a second factor - healthy lifestyle, provide details.
- Explain a third factor - community support, provide details.
- Explain why one role is more important and why other roles are less important.
Do you agree that Singapore's healthcare policies have met the needs of the people? Explain your answer. [13]
- Explain the reasons why you agree - provide details.
- Explain the reasons why you disagree - provide details.
- Give two reasons to explain why you agree more than you disagree.
Was the welfare state policy on health in Britain successful? Explain your answer. [13]
- Explain why the welfare state was a sucess - provide details.
- Explain why the welfare state was not a success - provide details.
- Explain why the welfare state is now more a failure than a success.
Were the Tamil Tigers more a help than a hindrance to the Tamil cause? Explain your answer. [13]
- Explain why the Tamil Tigers was a help to the Tamil cause - provide details.
- Explain why the Tamil Tigers was a hindrance to the Tamil cause - provide details.
- Explain why the Tamil Tigers was more a help than a hindrance.
'The Catholics had no choice but to use violence through the IRA in their fight for more equality.' Do you agree? Explain your answer. [13]
- Explain the reasons why you agree - provide details.
- Explain the reasons why you disgree - provide details.
- Give two reasons to explain why you disagree with the statement.
What is the most important lesson that can be learnt from ethnic conflict in Sri Lanka and Northern Ireland:
- avoidance of foreign intervention
- avoidance of discriminatory policies
- racial and religious tolerance?
Explain your answer. [13]
-Explain the negative impact of each given lesson - provide details.
- Do a comparative ranking of the lessons to explain why one is more important than the other two.
_______________________________________________________
Go ahead and try, girls. They are questions you normally will see in your exams. Always remember, practice makes perfect ok? Do try answering them if you have a little spare time and send me your answers so that I can look through them and guide you along. I have many more questions with me, so if you need more, feel free to let me know. =)
Comment away................
Sunday, June 29, 2008
Sunday, June 22, 2008
How to Deal with Decontextualised Source-based Questions
Yoz,
part 3 now. It's all about decontextualised source-based questions, what are they? Read on to find out... =)
1. Decontextualised source-based questions deal with case studies which you have not studied.
2. The issues and controversies surrounding decontextualised case studies would have been covered in the themes you studied.
3. Decontextualised source-based questions are always accompanied by background infomation. The background information might look like the one below:
Theme: conflict and cooperation
Issue: The Tibetan issue
Background information:
Tibet was a Buddhist state controlled by the lamas (priests) of Tibetan Buddhism. In 1720, the Qing dynasty established control over Tibet which lasted until the overthrow of the Qing Dynasty in 1911. Tibet declared its independence but in 1950, Tibet again fell to the Chinese. An uprising in 1959 was suppressed and the Dalai Lama, the leader of the Tibetans, fled to India. Tibet was subsequently subjected to Chinese influence and demands for its independence still continue.
BACKGROUND KNOWLEDGE AND THEME IN DECONTEXTUALISED SOURCE-BASED QUESTIONS
1. Compare what you know about the theme with the background information.
2. Ask yourself two questions:
- What case study did I do for the theme concerned?
- What do I know about the case study?
3. The theme was on conflict and cooperation. You studied about why countries go to war. You studied that economic reasons, water, ideological disputes and border disputes were responsible for conflicts.
4. You might jot down the key words which come to your mind if you think this will help you focus on the issue better.
5. Your key words could include words like 'water supply', 'economic', 'ideology' and 'border dispute'. These words will give you an idea on the issues regarding Tibet-China relations.
part 3 now. It's all about decontextualised source-based questions, what are they? Read on to find out... =)
1. Decontextualised source-based questions deal with case studies which you have not studied.
2. The issues and controversies surrounding decontextualised case studies would have been covered in the themes you studied.
3. Decontextualised source-based questions are always accompanied by background infomation. The background information might look like the one below:
Theme: conflict and cooperation
Issue: The Tibetan issue
Background information:
Tibet was a Buddhist state controlled by the lamas (priests) of Tibetan Buddhism. In 1720, the Qing dynasty established control over Tibet which lasted until the overthrow of the Qing Dynasty in 1911. Tibet declared its independence but in 1950, Tibet again fell to the Chinese. An uprising in 1959 was suppressed and the Dalai Lama, the leader of the Tibetans, fled to India. Tibet was subsequently subjected to Chinese influence and demands for its independence still continue.
BACKGROUND KNOWLEDGE AND THEME IN DECONTEXTUALISED SOURCE-BASED QUESTIONS
1. Compare what you know about the theme with the background information.
2. Ask yourself two questions:
- What case study did I do for the theme concerned?
- What do I know about the case study?
3. The theme was on conflict and cooperation. You studied about why countries go to war. You studied that economic reasons, water, ideological disputes and border disputes were responsible for conflicts.
4. You might jot down the key words which come to your mind if you think this will help you focus on the issue better.
5. Your key words could include words like 'water supply', 'economic', 'ideology' and 'border dispute'. These words will give you an idea on the issues regarding Tibet-China relations.
Friday, June 20, 2008
How clumsy can I get?
Sigh. Yeah.
I fell down again.
Luckily, it's not as serious as the previous fall where I had a dislocated ankle. This time, it was only scrapes and bruises, but it happened to be the biggest scrape I ever got since young. It hurts badly, even now...
I used to joke to my friends that I have a "daily quota" of falling down, at least once a day. Little did I know that I can predict the future... =(
Oh well. Ms Teo the great is not so great after all. Haha, right?
How to analyse textual sources
Right, this is Part 2: Analysing textual sources. =)
The Audience
1. Always remember that texts are written with a specific audience in mind.
2. When evaluating sources, be mindful of the following questions:
- Who is the audience?
Who would be interested in the topic?
Which age group does the audience belong to and what educational background would the
audience have?
- Who is the author?
Who wrote it and what is his or her background? Does his or background reveal any clues?
- When was the source created?
Do the dates reveal any clues?
- Where does the source come from?
Purpose (Ooh, my favourite! "Who said what to who to do what?")
In general there are 3 main ways that text or speech can be analysed.
(a) To inform or report objectively
Purpose: To inform and leave judgements to others
(b) To express something passionately
Purpose: To show and persuade by direct means
(c) To be careful and measured in what we say
Purpose: To be diplomatic and show or persuade by subtle and indirect means
The Linguistic Devices used in Texts and Speeches
In order to analyse textual sources, we sometimes have to analyse the linguistic tools of texts and speeches. This means we have to look at how language is used to reach out to the target audience.
Emotive words
1. In any speech or text, the choice of 'verbs' used sometimes tells you how the speaker or writer feels about a certain subject.
2. If very graphic or emotive verbs are used, they reflect the passionate attitudes of the writers or speakers.
Use of Metaphors
1. Metaphors can also be used to convey emotions.
2. Metaphors are figures of speech which draw comparisons between unlike things. They usually compare 2 things by using the word 'like' or 'as'.
Sarcasm
1. Sarcasm refers to remarks which clearly mean the opposite of what is really intended. They are usually made to belittle somebody or to hurt and criticise a situation or person in an amusing manner.
Ok, that's about it for now. Look out for the third part. =)
Comment away...........
The Audience
1. Always remember that texts are written with a specific audience in mind.
2. When evaluating sources, be mindful of the following questions:
- Who is the audience?
Who would be interested in the topic?
Which age group does the audience belong to and what educational background would the
audience have?
- Who is the author?
Who wrote it and what is his or her background? Does his or background reveal any clues?
- When was the source created?
Do the dates reveal any clues?
- Where does the source come from?
Purpose (Ooh, my favourite! "Who said what to who to do what?")
In general there are 3 main ways that text or speech can be analysed.
(a) To inform or report objectively
Purpose: To inform and leave judgements to others
(b) To express something passionately
Purpose: To show and persuade by direct means
(c) To be careful and measured in what we say
Purpose: To be diplomatic and show or persuade by subtle and indirect means
The Linguistic Devices used in Texts and Speeches
In order to analyse textual sources, we sometimes have to analyse the linguistic tools of texts and speeches. This means we have to look at how language is used to reach out to the target audience.
Emotive words
1. In any speech or text, the choice of 'verbs' used sometimes tells you how the speaker or writer feels about a certain subject.
2. If very graphic or emotive verbs are used, they reflect the passionate attitudes of the writers or speakers.
Use of Metaphors
1. Metaphors can also be used to convey emotions.
2. Metaphors are figures of speech which draw comparisons between unlike things. They usually compare 2 things by using the word 'like' or 'as'.
Sarcasm
1. Sarcasm refers to remarks which clearly mean the opposite of what is really intended. They are usually made to belittle somebody or to hurt and criticise a situation or person in an amusing manner.
Ok, that's about it for now. Look out for the third part. =)
Comment away...........
Wednesday, June 18, 2008
Revision for SBQs
Hey,
how's your holidays everyone? It's ending soon, bleah. I feel as if I didn't do anything constructive during the hols at all. What about you? I hope you at least did something you wanted to do. =)
Since school is starting soon, and I bet most of you didn't touch your SS textbook/file one bit, let's try to go through some of the basic skills you have learnt before the hols so that you can proceed on from here quickly to new skills you're going to learnt, shall we? These revision notes that I'm gonna write here are taken from a book "Definitive Guide to Social Studies". It's an excellent book for revision of SS, with appropriate examples and worked out solutions. Plus, it has sections on exam skills too.
I will be touching on different skills in my different entries from today. Let's start with SBQs yeah? The killer of your paper, isn't it? (And by the way, your mid-year exam was easier than I thought it would be! So it puzzles me why most of you didn't do well, based on your high standards. Oh well. Let's start anew. =) )
HOW TO ANALYSE SOURCE-BASED QUESTIONS
How to understand questions?
1. Whether you are answerin source-based case studies or structured-essay questions, you need to be able to understand the questions before you can answer them.
2. Understanding questions can be difficult, especially when the questions are long and complex.
3. Always remember that the questions are made up of two aspects:
- They give you information; and
- They ask a specific question. What question are they asking?
Inference questions
1. Inference questions require you to read between the lines and support your answers with concrete evidence from the source.
2. Inference questions usually have the following instruction words:
- What does Source A tell you about the situation?
- Do you think the author of the source is for or against ...? EYA.
- Do the sources support the view that...? EYA.
3. Use the tools and devices you know to help you give details to your answer. (This means all the stuff I have taught you: purpose, tone, content, etc. Remember that big big table you filled in?)
4. They do not require you to use other sources or have background information.
5. Here are some ways to begin your answers:
Opening sentences
- Source A tells me that...
- From Source A, I can tell that...
- Source A supports/does not support the view that...
Inferring sentence
- I can tell because... (use evidence from the text)
6. Remember that your answers require evidence from the text or speech. (Yes, it's time for Ms Teo to nag again. I really cannot stress this point enough! Many of you give valid points WITHOUT evidence from the source, be it textual or pictorial. The teacher cannot give you the marks you deserve if you don't give evidence! Must remember ok? Just like how you remember Ms Teo's egoistic manner in class, pls remember what she says about this too. =) )
Comparing Sources
1. Are such questions just asking for a comparison of differences or similarities? Or, are the questions asking you to compare BOTH differences and similarities? (Ahh... doesn't this point look SUPER familiar to all of you? I repeated this in class at least 3 times, and answered some of you individually at least twice when you came to ask me. This is the LAST time ok, GO AND READ THE NOTES ON COMPARING SOURCES THAT I HAVE GIVEN YOU. ON THE FIRST PAGE, IT SAYS EXACTLY WHAT KIND OF QUESTIONS REQUIRE WHAT KIND OF ANSWERS. Phew. Must have seemed I'm shouting my head off right. Nah. Ms Teo is cool. She doesn't shout. )
2. When comparing your sources, always begin with a general statement which tells the marker what you are comparing. Then give your evidence from the source. (If you remember, I wrote in an earlier post that you can actually do it the other way round. State your evidence first, then say what it means. Basically, the order can be reversed as long as you state your points clearly without overlap.)
3. Use paragraphs to organise your points. Here are some opening sentences which you can use for your comparison. Remember to use evidence from the source to explain your answers.
Paragraph 1
- Source A is very different from Source B in terms of the attitude of the author. (general statement)
- The author of Source A has an attitude of... (evidence)
- In contrast, the author of Source B has an attitude of... (general statement)... We know because... (evidence)
Paragraph 2
- Source A is similar to Source B because they both say... (general statement)
- For example, Source A says... (evidence)
- Similarly, Source B says... (evidence)
Ok. I almost died.
If no one reads this, I am so going to come after you. But then, I won't know if you read it anyway, you don't comment! I wish some of you can comment/email me questions or try to answer some questions I always pose up here. At least make me think I did the right thing in setting up this blog for you.
Right. Adios then, everyone. =)
Comment away............
how's your holidays everyone? It's ending soon, bleah. I feel as if I didn't do anything constructive during the hols at all. What about you? I hope you at least did something you wanted to do. =)
Since school is starting soon, and I bet most of you didn't touch your SS textbook/file one bit, let's try to go through some of the basic skills you have learnt before the hols so that you can proceed on from here quickly to new skills you're going to learnt, shall we? These revision notes that I'm gonna write here are taken from a book "Definitive Guide to Social Studies". It's an excellent book for revision of SS, with appropriate examples and worked out solutions. Plus, it has sections on exam skills too.
I will be touching on different skills in my different entries from today. Let's start with SBQs yeah? The killer of your paper, isn't it? (And by the way, your mid-year exam was easier than I thought it would be! So it puzzles me why most of you didn't do well, based on your high standards. Oh well. Let's start anew. =) )
HOW TO ANALYSE SOURCE-BASED QUESTIONS
How to understand questions?
1. Whether you are answerin source-based case studies or structured-essay questions, you need to be able to understand the questions before you can answer them.
2. Understanding questions can be difficult, especially when the questions are long and complex.
3. Always remember that the questions are made up of two aspects:
- They give you information; and
- They ask a specific question. What question are they asking?
Inference questions
1. Inference questions require you to read between the lines and support your answers with concrete evidence from the source.
2. Inference questions usually have the following instruction words:
- What does Source A tell you about the situation?
- Do you think the author of the source is for or against ...? EYA.
- Do the sources support the view that...? EYA.
3. Use the tools and devices you know to help you give details to your answer. (This means all the stuff I have taught you: purpose, tone, content, etc. Remember that big big table you filled in?)
4. They do not require you to use other sources or have background information.
5. Here are some ways to begin your answers:
Opening sentences
- Source A tells me that...
- From Source A, I can tell that...
- Source A supports/does not support the view that...
Inferring sentence
- I can tell because... (use evidence from the text)
6. Remember that your answers require evidence from the text or speech. (Yes, it's time for Ms Teo to nag again. I really cannot stress this point enough! Many of you give valid points WITHOUT evidence from the source, be it textual or pictorial. The teacher cannot give you the marks you deserve if you don't give evidence! Must remember ok? Just like how you remember Ms Teo's egoistic manner in class, pls remember what she says about this too. =) )
Comparing Sources
1. Are such questions just asking for a comparison of differences or similarities? Or, are the questions asking you to compare BOTH differences and similarities? (Ahh... doesn't this point look SUPER familiar to all of you? I repeated this in class at least 3 times, and answered some of you individually at least twice when you came to ask me. This is the LAST time ok, GO AND READ THE NOTES ON COMPARING SOURCES THAT I HAVE GIVEN YOU. ON THE FIRST PAGE, IT SAYS EXACTLY WHAT KIND OF QUESTIONS REQUIRE WHAT KIND OF ANSWERS. Phew. Must have seemed I'm shouting my head off right. Nah. Ms Teo is cool. She doesn't shout. )
2. When comparing your sources, always begin with a general statement which tells the marker what you are comparing. Then give your evidence from the source. (If you remember, I wrote in an earlier post that you can actually do it the other way round. State your evidence first, then say what it means. Basically, the order can be reversed as long as you state your points clearly without overlap.)
3. Use paragraphs to organise your points. Here are some opening sentences which you can use for your comparison. Remember to use evidence from the source to explain your answers.
Paragraph 1
- Source A is very different from Source B in terms of the attitude of the author. (general statement)
- The author of Source A has an attitude of... (evidence)
- In contrast, the author of Source B has an attitude of... (general statement)... We know because... (evidence)
Paragraph 2
- Source A is similar to Source B because they both say... (general statement)
- For example, Source A says... (evidence)
- Similarly, Source B says... (evidence)
Ok. I almost died.
If no one reads this, I am so going to come after you. But then, I won't know if you read it anyway, you don't comment! I wish some of you can comment/email me questions or try to answer some questions I always pose up here. At least make me think I did the right thing in setting up this blog for you.
Right. Adios then, everyone. =)
Comment away............
Sunday, June 8, 2008
Noted with pleasure
Hey hey...
I'm really happy that some of you really came and told me you want the extra lessons. I can see how determined you are to score for SS!
To those who came today: I hope you learnt something about inference and reliability. =) Remember to do your homework ok? Of course, it's the holidays, so play first before you work! But must do ah.. Like I said, there won't be any model answers from me if I don't see any effort on your part. Doing it halfway because of reasons like no time, lazy, etc doesn't count as effort too...
Yup, I just hope you can take something away from these extra lessons so that you can be better prepared when the school term starts. =)
Comment away.......
I'm really happy that some of you really came and told me you want the extra lessons. I can see how determined you are to score for SS!
To those who came today: I hope you learnt something about inference and reliability. =) Remember to do your homework ok? Of course, it's the holidays, so play first before you work! But must do ah.. Like I said, there won't be any model answers from me if I don't see any effort on your part. Doing it halfway because of reasons like no time, lazy, etc doesn't count as effort too...
Yup, I just hope you can take something away from these extra lessons so that you can be better prepared when the school term starts. =)
Comment away.......
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