history is fun

Reliability

Reliability of a source is about its accuracy!

• The reliability of the evidence in an historical source can depend on what you want to use it for.
• An historical source may be reliable in some parts and unreliable in others.
e.g. A cartoon might prove unreliable in telling you the facts about an event, but it could be very reliable for showing the way people thought about the incident at that time.

You might suspect a source provides unreliable evidence because:
• It shows the clear bias of the writer.
• It contains factual errors.
• It contains exaggerated comments.
• It is inconsistent with similar sources.
• It was written a long time after the events it describes. (Or it can just be immediately to add more fuel to the fires.)
• It was produced for a particular purpose which might affect its reliability.

E.g. PROPAGANDA = INFORMATION WHICH GIVES A ONE VIEW OF EVENTS EITHER BY CAREFUL SELECTION, EXAGGERATION OR DELIBERATE UNTRUTHS WHICH IS DESIGNED TO GENERATE SUPPORT FOR ONE SIDE IN A CONFLICT, OR QUARREL OR COMPETITION.

RELIABLE = CAN BE TRUSTED OR MADE USE OF AT FACE VALUE.
REMEMBER - JUST BECAUSE A SOURCE IS UNRELIABLE, THIS
DOES NOT MAKE IT TOTALLY USELESS.

If you want to discuss the bias of a source then what reveals its bias?
- its content?
- its attribution? (provenance)
- your knowledge of the period?

ATTRIBUTION / PROVENANCE = THE CIRCUMSTANCES IN
WHICH A SOURCE WAS PRODUCED REMEMBER - INACCURATE OR UNRELIABLE SOURCES DO NOT MEAN USELESS SOURCES.

There are three ways a historian can seek to establish the reliability of a source:
a. Site visits (this is out in exam context)
b. Cross-referencing with other sources from the same period
c. Referring to background information

There are several key questions which you can ask of a source in order to establish its reliability.

• Who produced the source and when?
• Was the writer/artist an eyewitness? What were the sources of her/his information?
• Why was the source produced?
• What is the origin of the source? (i.e. where was it produced?)
• Is there consistency in the source? (i.e. does everything in the source make sense?)
• Is there consistency with other sources? (i.e. do other sources agree with this source?)

Level of analysis
L1/1 Provenance or details only
L2/2 Uncritical acceptance of content
L3/3 Unsupported assertion of bias
L4/4 Reliability affected by date of the source
L5/5 Cross-reference to other sources/specific contextual knowledge [1. Identify content 2. Identify supporting or contradictory content from other sources 3. Draw your conclusion]
L6/6 Evaluation of source content using provenance/purpose/audience etc. [Content + who, where, when > purpose + motive > audience and how (tone)]

A safe approach that consists of L5 and L6, this is how it looks.

Yes, I can believe what this source says when it claims that … because if I look at Source A I can see that …

However, as a whole, I’m not sure that I can accept this source as a complete explanation of what … It tries to …(content/supporting details) …but it ignores the fact that … Obviously, in a history produced for the PAP’s annual celebrations, he is bound to give an account of the … which will put his party in a good light.

Here is another example:

Source A
Under the Japanese, Singapore is enjoying peace and prosperity. No one has gone hungry ever since we chased the British away. Unlike the past when only the rich could go to school, now children from all social backgrounds can go to school. This is what we mean by Asia for the Asians.

A Japanese officer talking to a newspaper reporter from Japan in 1943.

Source B
Life was hard. People were living in fear most of the time. Families went hungry and many suffered from malnutrition. Supplies of good food were either kept for the Japanese or only to be found in the black market.

An eyewitness’s account of the Japanese Occupation.

Is source A reliable as evidence of the conditions in Singapore under the Japanese Occupation? (6m)

No, I can’t believe Source A is reliable as evidence of the conditions in Singapore under the Japanese Occupation. Source A claims that the Japanese were good rulers in Singapore as it says that no one went hungry. However, when I cross reference with Source B, B says that the Japanese were harsh and many families did not have enough food to eat. Therefore, Source A is not reliable.

Moreover, I can’t trust the source because it is said by a Japanese officer who is talking to a Japanese reporter who eventually would publish what he said to the Japanese back home. This means that the Japanese officer would want to say things that would convince his fellow countrymen that Japan was fighting a just war to liberate Asia from the West and they were good rulers so that they would receive the support of the common Japanese for their conquests. Hence, what he said would be a distorted picture of what was happening and thus, I think A is not reliable.

Source-Based Question

Inference

Inference questions will usually look something like this:

• What impression does Source A give of …………
• What message does the cartoon in source C give about ……….
*How does Source A help you to understand …..? Use the source and
your own knowledge to explain.
*What does the source tell you about…

All you have to do is write down what the source is telling you about the person or situation mentioned in the question.

1) Firstly read or look at the source or sources carefully and write down the obvious things it is telling you. Make sure you keep the question in mind.
2) Secondly look beyond the obvious and see what you can infer. What can you work out from what you have read or seen in the source even though it may not be immediately obvious?
3) Write down what you have inferred and use the source to back you up.

Note:
1. Always use your own words when you write your inference
2. For evidence, you can quote by using open and close inverted commas
3. Always go for two inferences!!!

Infer = To work something out from what you have read or seen.


****SQUEEZE THE EVIDENCE FOR MEANING.****

L1/1 Based on provenance or source type (1 mark) - description

L2/2 Inference w/o support (2 marks)

L3/3-4 Inference with support (3-4 marks)
3 marks for 1 inference and 4 marks for 2 inferences.

E.g. (Workbook pg 6) What does the source tell you about Singapore before 1819? (4 marks)


From the source, I can tell that the history of Singapore goes back a long way as they had early contacts with China by trade [inference]. This is supported by the fact that there have been archaeological discoveries of Chinese pottery and mercury pots in Singapore itself. {evidence} (3 marks)

In addition, the source also tells me that the people who lived in old Singapore wrote and read in a language that was very different from what we have today. [inference] This is because the source states that there was a ‘writing system that no one can make sense of.’ {evidence} (4 marks)

Next to come, reliability!

The ex-President of Indonesia has just passed away. With his passing, he has also left a mixed legacy for himself and the people of Indonesia. Some sang praies and some cried foul for the fact that he was never brought to trial for offences he committed. So watch on to find out more. Read about him too on BBC or Channel New Asia and decide for yourself.

Dear Parents,

Family & Friends: A Singapore Album is a project organised by the National Museum of Singapore, Landmark Books and supported by Ministry of Community Development, Youth and Sports (MCYS) and Nexus (formerly Central National Education Office). It was launched on 5 September 2006.

Victoria School has adopted this project as School Family Education (SFE) project.

We believe that this meaningful and simple project will strengthen bonds within families by building bridges between generations. It will also root our children to Singapore and allow them to better understand what we, as Singaporeans, have in common and to appreciate our diversity.

Through this project, we want our children to know about their family members such as grandparents and great-grandparents, their names and what they did.

We also want to use this project to let our children open a window to their past by recording a true story of their family based on a family photograph. Examples of material contributed to the national Singapore Album project by other Singaporeans can be viewed at www.SingaporeAlbum.sg. Please also refer to the Keeping Memories booklet given to you with this project.

Do spend time with your child in this activity. We are sure that you will find it worthwhile.

We will be selecting suitable work for submission to the national Family & Friends: A Singapore Album project. If your child’s work is selected, we will let you know and, at that time, invite you to contribute your photographs to the national e-photo album housed in the National Museum of Singapore.


Thank You
Victoria School NE Committee


Activity Guidelines

(1) Ask your parents about your grandparents and great-grandparents and fill in the form provided. When you have done that, you will have an important record of your family.

(2) Look through your family photographs together with your parents and choose one that is interesting or meaningful.

• Find out when the picture was taken
• Find out where the picture was taken
• Find out who the people in the picture are. If you can, give their names
• Find out what happened, why it happened and how it happened.

Write the true story about the picture. Give it a title. Your story should contain about 50 – 100 words.

Submission Details
Every class will be provided with an email account. Students will scan their photos, do the write up about the photos and will e-mail the photos to their respective class email accounts. Their respective History teachers will provide details of the e-mail accounts soon. Please visit http://victoriaschoolhistory.blogspot.com for further details.



Email your photos and the write up by 11 Feb 2008

hi all,

Mr Daryl Tan here, for those of you who need some samples on how to start your project and what aspects of Katong to look out for during your research, the National Heritage Board has lots of Heritage Trails that you can have a look at for ideas!

Check out the following URL for more details:
http://www.nhb.gov.sg/discover_heritage/discover_heritage.shtml

TFU History Project – The Meanings and Making of Katong - Part 1 (10%)

You are required to complete all the writings and questions to the best of your knowledge for the first part of this project. These required writings and questions are structured to guide and keep you aligned with your objective(s). Do consult any of us if you have problem in writing or answering the work assigned below.

1. Write a brief introduction on your selected theme.
2. Write out a list of questions that will help you find out more about your selected theme.
3. What are your assumptions of your selected theme?
4. Describe your research methods.
5. What are your objectives for this project?

Note: You will type out your work in Microsoft Word and submit to your respective history teachers by the 1st of Feb. In addition, please upload the finished product onto your OPW folder too.

Warning: Do not copy and paste from the internet or any books or articles. This is cheating! We can find out very easily, trust us. You may refer to any relevant sources but learn to paraphrase and use your own words as far as possible. At the end of it, write down the list of sources you have referred to so that we know where you get them from. Lastly, if you are guilty of cheating, you will get zero (0) for this section.

To give you a rough idea, we have prepared the following example to guide you through your Part 1. (You may use some of my ideas for your project. It will not be considered as cheating.)

Hi, this is Mr Leo here. I will be researching on architecture of Katong.

1. Brief Introduction

One of my favourite things whenever I am in Katong is to admire the architecture of the vicinity. As a distinct cultural area in Singapore, Katong stands out with its quaint architecture; from the huge bungalows along Mountbatten to East Coast Roads to the modest and commonplace shophouses around Joo Chiat and Tanjong Katong Roads. Some of these edifices are residential and some commercial, though some might serve as both. Some take on a colonial façade but some display influence of local design that is more suited to the climatic conditions of this island too. There are buildings that have managed to survive but there are those that have been torn down. Of those that still stand proud, in actual fact, many are balancing precariously between preservation and progress, and arguments continue to arise between those with conflicting interests.

Fortunately, of Katong’s unique architectural beauties that have usually escaped the notice of superficial and hasty eyes, they are mostly private houses and shophouses. Survival of these living monuments, mostly, depends on the matriarch or patriarch who owns the place. Nevertheless, living in an island that favours progress more than traditions and with urban renewal being the foremost agenda of the relevant authorities, it would be timely to start taking stock and record what is remaining before the area of Katong undergoes another tremendous change in terms of the built environment, which inadvertently in one way or another transforms the social fabric, economic activity and cultural identity of the area.

2. List of questions
a) Where is Katong? Where it starts and where it ends?
b) What are the different types of architecture in Katong?
c) Who lived in or used these buildings in the past?
d) Who live in or use these buildings now?
e) Are there any architectural symbolisms in these buildings?
f) Where can the more interesting buildings be found?
g) Why are there so many big bungalows here?
h) How did Katong look like in the past?
i) Which ethnic group populated this area? Is it still the same now?
j) What were/are the economic activities that can be found in Katong?
k) Is Katong under any conservation plan? Has any buildings been listed as heritage buildings?
l) Can I see similar architecture in areas outside of Katong?
m) Which are the ones that should be conserved? Why?
n) Why some of the buildings are finding it difficult to survive these days?
o) Why are some seemingly interesting buildings demolished or torn down?
q) What materials are used to build some of these buildings?
r) Will these buildings survive the test of time?

3. My assumptions
a) Katong is East Coast.
b) Katong has experienced land reclamation.
c) Katong is an area for the rich.
d) Most Eurasians and Peranakans live in Katong area.
e) It will take a long time for Katong to change.
f) Buildings in Katong are mostly of colonial designs.
g) Most of the shophouses today in Joo Chiat area are new.
h) There are no more old grand architectural buildings in Katong anymore.
i) Katong architecture and its people are not worth studying.
j) Katong is not worth conserving.
k) Katong does not have its distinct culture and identity.
l) Katong is the same as any other place in Singapore.

4. Research Methods
a) First, I will rely on books, newspapers, magazines, related articles and the internet to provide me with background knowledge of what Katong, its history and architecture is all about. The library and Singapore Archives will be of great help.
b) Second, I will study old photographs of Katong from books, internet, from my interviewee and maybe even from the national archives to gain a better insight of how Katong is in the past.
c) Third, I will visit some of these places to get a good sense of the place and look out for interesting architectures. In this trip, I hope to introduce myself to people whom I want to interview.
d) Through the oral history interview, I will learn about the history of interesting houses and the people who live there.
f) I will take photographs of the places and buildings I visit and interpret or infer those photographs I have taken. Then, compare them to the ones of the past and see its change and continuity.
g) Lastly, I will collate all my data and photographs and write a reflection on architecture of Katong. This will be complemented by the final product as well.

5. Objectives
a) I would like to learn more about Katong; its architecture, culture and people.
b) I would like to explore the history of these buildings which is usually ignored and forgotten.
c) I would like to see what are the changes and continuities of Katong.
d) I would like to learn about the people in the past and present who had/have been responsible in giving Katong its distinctive culture.

That's all expected of you. There are 5 to 6 of you in a group. Split the work up and hand it in early!!!

The rubrics of Part 1 will be shown to you in class by your History teachers!

Thank you.

D Leo

Why do we need to make sense and discover about the meanings and making of Katong?

First, our school hopes to embark on a year long project that eventually culminates in us, teachers and boys of VS, being able to create a walking heritage trail in Katong. This heriatge trail envisages that tourists and the public would come to us and let us be their guides to discover the beauties of Katong; be it architecture, community, places of worship and of course food.

As this is a combined effort by the Geography and History teachers, on the part of History, you would need to start off by getting to know the area, its past and present; its people, through oral history interview; discovering the beauties of Katong by seeking out places with good food and buildings that are unique in its architecture; and lastly, on the part of Geography you will use your mapping skills to map out a trail.

In the History component, there are 4 parts to the project.

Part 1: Background Knowledge 10%

Expected end product: Research of your theme to be typed out using A4 paper

Deadline: 01/02/08

Part 2: Oral History Interview 10%

Expected end product: Transcripts to be typed out using A4 paper

Deadline: 22/02/08

Part 3: Photographs and Reflection 10%

Expected end product: Photos either scanned or pasted onto A4 paper with write-up and reflection

Deadline: 07/03/08

Part 4: Presentation 10%

Expected end product: Video clip, blog, travel brochure, 3D model, photo exhibition, podcast, book, maps, quizzes, worksheets.

Deadline: 04/04/08

Themes for Groups (Generative Topic)
1) Food
2) Architecture
3) Places of Worship
4) Cultural Landuse Change
5) Entertainment
6) Schools/Education
7) Profiles of People
8) Nature
9) Folklore
10) Any others


Do consult your teachers if you have any queries. We will be most willing to help.

Best of Luck!

D Leo