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 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. Similarity Difference

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 Teargas and helicopters were brought in and many key pro- communist 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 …Lim’s government confirmed its reputation for toughness in its handling of the Chinese middle school riots in October Teargas and helicopters were brought in and many key pro- communist 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. Similarity Difference

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 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. Difference

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 dogs and cats began to disappear from the streets! Once I saw rats in wire traps being sold at food stalls in Waterloo Street. Difference

-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.