Marking Scheme for SBQ Comparison Question

I did not provide the source because I want you to focus on the format and the sample marking scheme for a comparison question. It is slightly different from a single source inference question and requires much more analysis from you.

Question is on Problem in Post-War Singapore

Question: How similar are the Sources C and D in showing the conditions of post-war Singapore?

Comparison question Marking Scheme with some sample answering format

Level of Response	Level Descriptor and Rubrics	Marks Allocation
L1	YES(Inference without support from source content of C and D) 1 mark for answer without elaboration E.g. Yes, Sources C and D are very similar in showing that Singaporeans faced a lot of hardships during the post-war period.Award 2 marks for answer with elaboration E.g. Yes, both Sources C and D are very similar in that it showed that Singaporeans faced a lot of hardships during the post-war period. Many struggled to eke out a living as even the basic amenities such as food, water and shelter was hard to come by.	1 – 2 m
L2	YES, supported from source content of C and D Award 3 marks for 1 piece of evidence from either Source C OR D  Award 4 marks for 1 piece of evidence from Source C AND D  Award 5 marks for 2 pieces of evidence from Source C AND D E.g. Yes, Source C says that the individual tried “……….” Source C also says that during the post war period “………”This is similar to Source D which says that the “……….” The Source also says that the some locals had to “………..”	3 – 5 m
L3	Yes and No (critical analysis with support from source content for both sides) Award 6 marks for critical analysis for similarity E.g. After inserting the relevant evidence, you need to critically analyse and elaborate on the similarityE.g: Both sources show that Singaporeans were worried for their safety and survival in post-war Singapore. Both sources shows that each day was a struggle as they eke out a meager living.  Award 7 marks for critical analysis for similarity plus difference E.g: Source C and D are very similar but with one difference…..(After which, you must critically analyse and elaborate on this difference) For allocation of 8 marks – there are ample evidence/examples to be taken from both sources with a stronger grasp of contextual knowledge about the problems of post-war Singapore.  E.g. Based on my contextual knowledge, post-war Singapore was not that good a time to live in. The British government did try to make the situation better however. As an example, to try and solve the food shortage problem, the British cleared the harbour so that ships transporting foodstuffs could enter the port. Docks were repaired and trade links were established. This led to a gradual increase in food supplies. The British also tried to solve the housing problem. Many houses were destroyed by the war and many were left homeless. The British introduced a law on rent control to stop landlords from raising the house rents and forcing tenants out. They also tried to build flats to overcome the housing shortage.	6 – 8 m
L4	Critical analysis of both sources but with a recognition and explanation of toneBoth sources display a negative and pessimistic tone about the conditions of post war Singapore. Source D shows later on, however, a more positive and optimistic view about the conditions in Singapore as things began to get better.	9 m

Sample Source Based Answer – Pictorial Source

Students please refer to Graded Assignment 1 – Source A for the photograph.

Question:

What can you learn about the situation of the locals in Singapore during the Japanese Occupation in Singapore from this source? Explain your answer.
(5 marks) 

Model Answer

Point:

 Source A shows that the situation of the locals were very dire and they were living in very pressing times during the Japanese Occupation. I can infer that the Japanese did not treat the locals well even to the point of torturing and killing them.

 Evidence (at least 2 evidence)

 From the source I can see that the surrounding area was badly damaged with debris, most probably from buildings damaged by Japanese aerial bombing during the invasion, lying on the ground. I can see also several aged women who looked helpless and pitiful. There is also a dead body lying on the ground in front of the two women. From the source thus, I can see very clearly the deaths and suffering the Japanese inflicted on the people in Singapore. Like the lifeless body in the picture, many people died and many  lost their loved ones.

 Elaboration (at least 2 points)

 Based on my contextual knowledge, the source clearly shows the atrocities of the Japanese and the extent to which they tortured the locals. The source obviously shows the negative and brutal side of the Japanese. The Japanese did indeed used fear to rule Singapore. Many innocent people were executed and had their heads decapitated. Another example would be the Japanese act of forcing weak, half starving prisoners of war to work at the Death Railway. This led to many more deaths.

Sample Source Based Answer – Textual Source

How did the British Govern Singapore before World War II?
Lesson 4: How did the British Government improve social services for the people

Source A

Though the population of the town and suburbs of Singapore is about 70, 000 and the trade totals nearly 10,000,000 pounds, a Governmental educational institution of any kind does not seem to exist. It is most shameful that a British Settlement which has so increased in population and wealth did not make any provision for the education and improvement of the local children in Singapore.

  Adapted from an account in 1854 from an Anecdotal
  History of Old Times in Singapore by Charles B. Buckley

Question:

Question:  What does Source A say about the educational situation in Singapore in 1854?

Sample Answer:

Point

Source A says that the education of the people in Singapore was totally neglected even though the settlement was profiting greatly from the trade that it had. Therefore, it can be said that, education for the locals was almost non-existent in Singapore in the 1800s.

Evidence:

I say this because; Source A says that, “A British settlement which has so increased in population and wealth did not make any provision for the education and improvement of the local children in Singapore.” Additionally, the source also mentioned that “A Governmental educational institution of any kind does not seem to exist.”

Elaboration:

Based on my contextual knowledge, the British government did not see the need to provide education for the locals throughout the 19^th century and were happy to leave it in the hands of private organisations. They changed their attitude however as there was a demand for people trained in English to fill up government offices and trading companies. Malay and English schools were thus set up and grants were given to these schools. Deserving students were also given the Queen’s Scholarship so that they could further their studies in British universities

Answer is adapted and edited from Keith Yen of 2E4, Fajar Secondary.

Carpe Diem 2Es and 2As

Last week saw the start of what was to be a hectic if not penultimate period to the lead up towards the End of Year examinations. As such, the 2Es went through a quite rigorous set of After Curriculum Time (ACT) classes which comprised of one General Session (held last week) for the whole class, and one more session this week, geared towards the weaker students from every class.

One thing for sure though, I am quite amazed and actually proud that the students did not complain nor grumble when the ACT was enforced on them. I must say that the reaction was positive and very heartening. Even as I held several group of students back as I wanted better quality answers from them for their SBQs, they kept trying until a minimum standard was met. Kudos to you guys.

Like I’ve been saying, I know that History has been really tough, but look at how far most of you have progressed. From the time when some of you mentioned, “Cher, cher, I dont know how to do lei,” or ,”What you talking cher?”  TO “Mr. Kamal, is this correct?” or “Where can I find the information for the elaboration part?” I very much appreciate the effort that ALL of you have put in thus far.

That said, you must realise that it takes 2 hands to clap. Therefore as I try my best to teach you, you too must play your part and keep trying and persevering on.  Your education is your responsibility. Your future is yours to decide.

I have faith in everyone of you and you must have faith in yourself too. Keep up the great work guys, I am sure all of you have realised how far you’ve progressed.

Success is the sum of small efforts, repeated day in and day out.
Robert Collier

Murid-Murid 1E – Arahan bagi tugasan forum

Assalamualaikum murid-murid,

Untuk tugasan kali ini anda dikehendaki untuk pergi ke lelaman Cybermelayu dan:

Langkah 1: Masuk ke lelaman tersebut dengan menggunakan Nombor I.C dan kata laluan anda

Langkah 2: Klik Subjek Bahasa Melayu

Langkah 3: Klik Forum

Langkah 4: Klik ke topik “Cara-cara untuk membantu mereka yang kurang bernasib baik”

Langkah 5: Klik ‘Arahan bagi Tugasan. Baca arahan yang telah diberikan

Langkah 6: Untuk memulakan atau menjawab perbincangan, klik ‘reply’. 

Langkah 7: Apabila sudah selesai menulis jawapan anda, klik ‘post.
Anda boleh menukarkan tajuk post anda mengikut  isi yang telah anda tuliskan.

Sila jaga tata-terbib apabila berbincang dan berikan jawapan dan pendapat yang bernas.

Jika ada soalan, sila tujukan pada saya melalui ‘blog’ ini.
Tarikh penutup bagi forum adalah Sabtu, 13hb Oktober.

Terima kasih.

Yang Iklhas,

Cikgu Kamal Halim

Peace be upon you

This marks the official beginning of my experience as an educator. I entered the service with the utopian want of guiding, educating and inspiring groups of students not dictated by the prestige present in the top schools nor aided by the advantage of being from a well-to-do family. And in this permanent posting, I am glad that my prayers has been answered.

In Fajar, I am privileged to be around a pool of dedicated teachers, where insofar as the experience goes, has been uberly warm, committed and supportive. In the students, I see potential too, not the least from the lower secondary students to whom I have the honour of presently teaching. I am looking forward to the many things that I want to do, to the many objectives that I want to meet and finally to this exciting nascent chapter of my life.