Sec 1 Movie Screening

I'm sure most of us watched Indiana Jones and the Legend of the Crystal Skull, well, there was a time when Harrison Ford was far younger and Indiana Jones was a far better movie.

This is something from 1989, way before your time. But it's a really entertaining film all the same.

Do pay attention to the historical aspects of the movie, in particular, the use of evidence and complete the reflection below.

SA1 - ALL THE BEST!!

Dear all,

Here are some final tips:

By this stage, you should have sat for your mock and at least have completed part of it, so you know what is required of you in a history exam. This is what you need to do to finalise your preparations.

Practice Practice Practice
There are lots of MCQs, SBQs and SEQs in your workbook to practice on - Practice and keep your skills current, do some practice to tune your brain to the skills that you need to exercise during the exam!

Make Notes
For content, you should not just plug in the I-Pod and lie down to read your textbook, NOTHING will go in! Sit down and summarise the key content into notes. Then 2 days before the exam, try to re-summarise all the notes that you have taken into a mind map or if that doesn't work for you, then try to summarise all your notes into one sheet of foolscap paper according to chapter and topic. Then the day before try to summarise everything into half a sheet of paper (3/4 of a page is fine too)!

Read the Questions Carefully
On the day itself, READ the questions VERY carefully! Some questions might be a bit tricky but if you calm down and re-read the questions, you might be able to understand it better. Similarly, don't jump in excitement when you see a familiar word and write everything you know about the topic. Re-read the question and re-confirm what you need to do!

Plan and manage your time
There is nothing worse than knowing everything but not having the time to put it down on paper. Plan your strategies before the paper, know exactly how much time you should spend on each section of the paper and work within the framework of the time.

Your history teachers would have shared some strategies with you on how to proceed, but the basic principle is that you have 90 minutes to do everything. So this means you must prioritise, the MCQs are worth 10 marks, the SBQs are worth 20 marks and SEQs are worth 30 marks. Don't get bogged down with the MCQs, if you are still stuck at the MCQs after 10 minutes, drop it and move on and come back to it later!

To one and all, remember, work hard and remember what you have learnt in class, good luck for SA1 2009!


Best Wishes,
Your History Teachers

Feedback SEQ Exercise

hi all,

Many thanks to those who took part in the SEQ revision exercise. I've already e-mailed feedback to those of you who need it, so, if you haven't received anything, it's a sign that you're on the right track.

Keep up the good work!

SEQ Revision

SEQ Revision

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SEQ Skills Revision

hi all,

In view of the exams, this section will re-cap answering SEQs. Now most of you have already been introduced to the PEEL structure during and for the purpose of answering SBQs. You would need to use this structure for the SEQs, which stands for structured essay questions.

I've adapted a post from the sec 2 history blog by Mr Donald Leo in order to give you a better idea of what to expect.

What is SEQ? It is 'structured essay question'. SEQ can either be short or long essay question. The following is an example of SEQ:

1. Government and Society [15m]

a. How did Parameswara establish the foundation for Malacca to become a great trading port? [4m]

b. What was the impact of cultural adaptation on Southeast Asian civilisations? [4m]

c. Do you agree that Qin Shihuang's reign was bad for the people of China? [7m]

Now we shall introduce to you the steps to answer such questions:

Steps:

1. Read the essay question carefully.
2. What are the key words in the question? (This gets students to think about what they need answer.)
3. What are the key issues in the essay title? (This gets the students to focus on the content of the essay as well as historical issues.)
4. What is your opinion on the matter? (Do not start writing until you know what you want to say?)
5. Opening points to be made in each paragraph (This is very difficult but crucial. This should provide the skeleton of the essay and show the students how the entire essay is constructed. It helps in the planning!)

Remember this:

Point > Explanation, Example > Link back to the essay

PEEL

Each paragraph should always consist of a point, which is elaborated by explanation and examples. Then the point has to be linked back to the question. VERY IMPORTANT!

Note:
1. Always answer the question right from the beginning by stating your point of view!!! E.g. I agree Qin Shihuang's rule was bad for China....
2. Always write in small paragraphs.
3. Keep one point to one paragraph.
4. Each paragraph must be elaborated with examples and explanation.
5. Always link back to the question either at the beginning or end of each paragraph!!!
6. If time permits, always write a well-thought conclusion at the end of the essay. If time is limited, at least answer to the question one more time so that you will not go out of point.
7. Always time yourself.
8. Look at the mark allocation and answer the question accordingly. For a 4 mark question, 2 points with relevant explanation and examples would be sufficient. For people who want to play safe, 3 points. Remember 4 marks doesn’t mean 4 points without explanation nor examples.
9. Always present the two sides of an argument. You may agree with the statement but you must also write about counter arguments. Always two sides [given factor and additional factors]!!!
10. As far as possible you should never contradict yourself by saying you agree and then disagree later in your essay (when it comes to a 7 mark question). Instead, in your introduction, after you have stated your stand (or point of view), you should stick with the same stand in the conclusion too. This is only logical and prevents you from contradicting yourself. Learn to defend your argument!!!
11. Use conjuction to link your essay so that there is a good flow. e.g. firstly, secondly, thirdly, in addition, moreover, furthermore, nevertheless, but, however, in contrast, on the contrary, despite, etc.

Examples:

1. How did Parameswara establish the foundation for Malacca to become a great trading port? [4m] ?

Point
Firstly Parameswara was able to recognise the potential for Malacca to become a great trading port.

Explanation and Example
Parameswara noticed Malacca had a safe harbour and was located along the Straits of Malacca which was part of the India-China trade route. As such, its location made it an ideal centre for the distribution and collection of goods brought from other parts of Southeast Asia and other countries.

Link
Thus Parameswara and his followers decided to settle in Malacca and recognised the potential for Malacca to become a great trading port.

Point
Secondly, Parameswara was able to take steps to make Malacca an attractive port for traders.

Explanation and Example
Parameswara formed a friendship with China in order to protect Malacca from its enemies and thus made Malacca a safe port. In addition, he also appointed syahbandars to look after the needs of the foreign traders who stopped in Malacca. Later, he married a Muslim princess from Pasai in Northern Sumatra and coverted to Islam, this attracted many Indian-Mulsim and Arab traders to setup their trading headquarters in Malacca.

Link
Thus by taking these steps, Parameswara was able to lay the foundations for Malacca to become a great trading port.

2. Do you agree that Qin Shihuang's reign was bad for the people of China?

L1 UNSUPPORTED AGREEMENT/DISAGREEMENT WITH THE HYPOTHESIS [1-2]
L2 AGREES OR DISAGREES WITH THE HYPOTHESIS AND SHOWS WHY THE HYPOTHESIS WAS RIGHT or WRONG [3-4]
L3 AGREES AND DISAGREES WITH THE HYPOTHESIS AND SHOWS WHY THE HYPOTHESIS WAS RIGHT AND WRONG [5-6]
L4 L3 PLUS A GOOD CONCLUSION [7]

[An L4 answer]
I agree that Qin Shihuang's reign was bad for the people of China.

[Agrees]
Qin Shihuang's reign was bad for China as the reign was infamous for its cruelty. There were many strict laws which were used against the people of China. For example, those who broke the law were executed along with their families. In addition, Qin Shihuang also executed many scholars and burnt books that went against the state philosophy of legalism. Thus by these acts, he brought tremendous cruelty, hardship and destruction upon the people of China.
[Disagrees]
On the other hand, Qin Shihuang was able to unify China by bringing China under the control of a single central rule by eradicating the power of the feudal Shi and removing their powers. He was able to put in place a civilian and military governor in each province who took charge of all matters. These officials were watched over by an inspector, and all officials reported to him directly. In addition, Qin Shihuang was alboe to introduce laws and uniformed weights, script and measures to China and created a sense of unity in China. Thus Qin Shihuang's rule had a lasting impact on China as these changes were used in subsequent dynasties.

[Conclusion]
In conclusion, whilst Qin Shihuang's reign did have a lasting impact on the people of China, the inherent nature of its cruelty cannot be denied as the Qin Dynasty was brought to an end by a revolt by the people and its eventual replacement. Thus, the rule of the Qin Dynasty was bad for the people of China.

* See, the conclusion still must agree with the introduction. It is very contradicting and confusing to say that you agree and then disagree later just because we have taught you to provide both sides of the argument.

Please do take some time to look through this and do approach your history teachers for clarifications if required. You can also out some examples to help in your revision in the exercise below.

Comparison Questions

hi all,

Here's a post to re-cap comparison questions. For students from 1C and 1G, please attempt the question at the end of this post using the embedded form. Thanks.

The comparison question can come in a number of different forms:
1) How different are Source A and Source B?
2) How similar are Source A and Source B?

This is what you need in order to answer the question:

L3/3-4 - One similarity AND One Difference in source content
Remember, you need to have a point of comparison between the two sources. When you compare anything from cars to footballers, you always compare them on the basis of a number of items, e.g:
In terms of the clubs that the footballers play for:
Wayne Rooney and Michael Owen are different in terms of the clubs they play for. Wayne Rooney plays for Manchester United, whilst Michael Owen plays for Newcastle United.
In terms of the position:
Wayne Rooney and Michael Owen are similar in terms of their onfield positions. Wayne Rooney and Michael Owen are both forwards.

When you apply this to a SBQ, a point of comparison looks something like this:
The two sources are similar in as they both highlight the achievements of the Malacca Sultanate. [Point of Comparison] Source A states that "The Malacca Sultanate was a period of cultural and religious achievement" and Source B states that "The Malacca Sultanate was the largest empire in maritime Southeast Asia". [Evidence] Thus both sources clearly demonstrate the considerable achievements of the Malacca Sultanate.

Find one similarity and one difference and write them down in separate paragraphs.

L4/5 - Similarity/Difference in Tone
Tone refers to the manner in which a source is written. Sometimes sources can sound the same, at others, sources can sound very different. When you look out for tone, look for things such as exaggerations and emotive words which will give you clues about how a source is written.

The two sources are different in terms of tone. Source A is written in a harsh and critical manner when it states that "Qin Shihuang ruled without any regard for his people", whereas Source B is written in an adulatory manner as it sates "Qin Shihuang makes clear the Way for the people".

L5/6 - Similarity/Difference in Purpose
We've already come across purpose in the 'why' question. So you would know what purpose is all about.

Sources can have similar and different purposes. So you can compare sources based on their purpose as well.

The two sources are different in terms of purpose. Source A was written with the purpose of criticizing Qin Shihuang whereas Source B was written in order to convice people to support Qin Shihuang. This can be supported by Source A which states "...." and Source B which states "..."

So now you have an idea about comparison questions, to get the top marks, you need 4 paragraphs in total, one on similarity in terms of content, one on difference in terms of content, one similarity/difference in terms of tone and one similarity/difference in terms of purpose.

Here are the sources from CA2. Try to answer this question:
How similar are Source A and Source B in what they say about the rule of the Qin Dynasty?

Source A: A historian’s account of the actions of the first rulers of the Han Dynasty which had overthrown the Qin Dynasty.

As commoners under the Qin Dynasty, the rulers of the Han Dynasty knew the suffering that its harsh rule had brought to the people. They were quick, therefore, to abolish its more offensive laws and institutions, while leaving intact the rest of its elaborate machinery of government.

Source B: An extract of an account written by Sima Qian, a court historian of the Han Dynasty, after the collapse of the Qin Dynasty.

The First Emperor was greedy and short-sighted, confident in his own wisdom, never trusted his meritorious officials, nor got to know his people. He cast aside the kingly way and relied on private procedures outlawing books and writings, making the laws and penalties much harsher, putting deceit and force foremost and humanity and righteousness last, leading the whole world in violence and cruelty.”

Happy International Friendship Day!

Here's the video that we watched at morning assembly for all of you who want to watch it again.

Happy IFD to one and all.

Chapter 9 - Internal Threats

hi all,

The slides for Chapter 9, Internal Threat

Tapslides Lesson09

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Source-Based Questions Clinic

Dear all,

For the 7 of you who have signed up for the SBQ clinic, since there are only 7 of you, could we meet on 21 Apr 2009 instead for the session?

We will meet at IT resource room 1 at 2.45pm.

Please e-mail me at daryl@vs.moe.edu.sg to confirm your attendance.

If anyone else is interested, please fill in the form in the earlier post, e-mail me or contact me at ext 265 at the staff room.

Thank you.

Regards,
Mr Daryl Tan

Decontextualised History Lecture Series: Caste System- From Past to the Present

Caste System: From Past to the Present

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History Tutorial Schedule

History Tutorial Schedule

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Decontextualised History Lecture Series: Ancient Egypt- Land of the Pharaohs

For your reference for those who came for the lecture and for those who could not make it.

I will be placing the namelist of all those who have expressed interest in the next lecture (next Wed on the Caste System) on the notice board tomorrow. Please check the list and for those who
are still interested, there are still slots available.

A lot of you have been inquiring about the 2012 Lecture which is completely FULL ! Due to your avid response, I have decided to get the Auditorium instead, thus I can take up MORE students that usual ! You can sign up for this lecture during the later part of the term. (Those of you who have already signed up need not sign up again.)

Cheers,
Mr. Leslie Tay

History Tutorial Classes

CA 1 Answers

ca1answers

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Manchu Mania

hi all,

The Manchu Mania field trip has been canceled due to poor response.

Thank you.

Videos - Inventions of Ancient China and India

hi all,

Some videos on the inventions of Ancient China and India.



Click here for the full playlist.




Click here for the full playlist.

Chapter 7 - Scientific and Artistic Achievements

hi all,

Here are the slides for Chapter 7, Scientific and Artistic Achievements.

Scientific And Artistic

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Source-Based Questions Clinic

hi all,

I will be organising a source-based questions clinic on Tue 7 Apr 2009 and will be running the same session again on 21 Apr 2009 for those of you who think who need some help for SBQs. Priority will be given to those who did not do well for CA1. Please sign up using the form below.

Manchu Mania! - Sign Up Now

Dear all,

The Humanities Department is organising a field trip to the Asian Civilisations Museum on Saturday 28 Mar 2009 to attend 'Manchu Mania!' from 12pm to 3pm. The purpose of this trip is for students to be able to experience aspects of life in the Qing Dynasty first hand and to attend the exhibition. The Kangxi Emperor: Treasures From The Forbidden City, where characters like imperial concubines, soldiers and court officials come alive and tell you their stories. Admission is free!

So if you're interested, sign up using the form on your right! The number of spaces limited to 40, so sign up quickly!


Best Wishes,
Your History Teachers

TfU Part II and III

Dear all,

You should be thinking about starting on Parts II and III of your TfU Project. Please submit both Parts II and Part III together with one set of completed worksheets from the TfU Unit in a folder to your history teacher by Friday, 17 Apr 2009.

To recap the submission requirements are as follows:

TfU Part II [10% overall]

Interview Component (10 marks)
Conduct an oral history interview with a family member from the family which owns the keepsake.
In the interview you need to find out:
- The reason for the choice of location for the holiday.
- The events of the holiday.
- The highlights of the holiday.
- Interesting events from the holiday.
- What was learnt during the holiday.

Interview Reflection component (10 marks)
Oral History Interview:
- Was the interview effective?
- What were my preconceptions, stereotypes and biases?
- Did I manage to overcome my biases?
- What did I learn from the interview?

TfU Part III
Overall Project Reflection:
To reflect on what you have learnt from the project by addressing the following questions:

How has this unit allowed me to understand the different sources of history?
How has this unit allowed me to understand the significance of history from the bottom up?
Why is it important to have a different perspective of history?
Has this project allowed me to develop a better understanding of a culture of another country?

Portfolio Completion (5%):
All portions of the project must be submitted in one portfolio.
All worksheets must be completed to an acceptable standard.
Late submissions without valid reason will be penalised.

Videos on Hinduism

Introduction (Just to get you excited)




The Story of Hinduism



Brief Overview of Hinduism

Just for Laughs: Unagi- The Philosophy of Total Awareness

Decontextualised History Lecture Series

Sign up now! Places filling up fast.

Mr. Leslie Tay


Decontextualised History Lecture Series

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Chapter 6 - Religion and Philosophy

Here are the lesson slides for Chapter 6 Religion and Philosophy

Religion And Philosophy

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Chapter 5, Society: Chinese Imperial Examination System

hi all,

Here's a video on the Chinese Imperial Examination System.

It's a bit confusing to watch the first time round due to the overlapping translation in English, but it does help visualise what it must have been like to take the examinations back then.

Chapter 5, Society - The Caste System

Here's a video on the Caste System.

This video is useful to show the attitudes of some segments of modern Indian society to the caste system but should not be taken as an overall portrayal of attitudes of modern Indian society to the caste system. The caste system has since been outlawed although it's effects are still felt, particularly in rural areas.

This video is also useful to show some of the problems confronting members of the lower castes.



What are your thoughts on the caste system? Please post them as a comment, and do remember to state your name and class as well.

Inference based on Purpose

Dear Students,

I have uploaded the notes for inferring based on purpose. There is a worked example for your reference. Don't be too worried if you have difficulty in understanding what inferring based on purpose is. You will have a better grasp on purpose when we move on to the other types of SBQs like reliabilty and usefulness. The SBQ in your CA will just test you on your basic inferencing skills.

Cheers,
Mr Leslie Tay


Inferring based on Purpose

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Answers - Sources A & B

Dear all,

These is the LORMS for the first question from the earlier post. Make sure that you at least try the first two questions.

Please check your answers after you have done the questions.

Study Source A

What does the source tell you about the people of the Shang civilization ? 5m

L1 Lifting from the source 1- 2

The source tells me that there were different types of people which comprise of ‘men-at-arms, doubtless the companions and servants of the king’

L2 Inference unsupported 2-3 [One Inference - 2 marks, Two inferences - 3 marks]

The source tells me that the people of Shang civilization had different hierarchy of society.

The source also tells me that the people of the Shang were loyal to their king.

The people of the Shang civilization had a high level of craftsmanship.

L3 Inference supported 4-5 [One Inference with support - 2 marks, Two inferences with support - 3 marks]

The source tells me that the people of Shang had different hierarchy of society. This can be supported with evidence from the source ‘The royal coffin, made of wood, lay above the central grave, in which a dog has been sacrificed. Surrounding this grave were remains of men-at-arms, doubtless the companions and servants of the king’ The king was evidently at the top most level than the nobles , craftsmen and sevants.

It also shows that the people were loyal to the king.This can be supported by the fact that the people were willing to sacrifice for him ‘surrounding his grave…….companions and servants of the king’’

The people of the Shang civilization had a high level of craftsmanship.This can be supported from the source that says ‘pottery bronze vases, and other objects’.

These are the answers for Source B

Study Source B

Why did the author of Source B make this inscription? Explain your answer.

L1 Lifting from Source [1]
The author made this inscription to say that Qin Shihuang made rules and measures just and fair.

L2 Inference Unsupported [2-3]
The author made this inscription to praise Qin Shihuang in order to create a favourable view of Qin Shihuang among the people of China.

The author made this inscription to convince people about the benefits of Qin Shihuang’s rule.

The author made this inscription to justify Qin Shihuang’s rule to the people of China.

L3 Inference supported [4-5]

The author made this inscription in order to praise Qin Shihuang in order to create a favourable view of Qin Shihuang among the people of China. This can be supported from Source B which states that ‘he makes rules and measures just and fair’. This shows that the author views Qin Shihuang favourably and seeks to praise him in this inscription.

The author made this inscription to convince people about the benefits of Qin Shihuang’s rule, this can be supported by the source which states “his wisdom, kindness and justice”. This shows that the author seeks to highlight the good qualities of Qin Shihuang in order to convince people to support Qin Shihuang.

The author made this inscription in order to justify Qin Shihuang’s rule to the people of China, as the source states “make bright and clear the principles of the Way”. This demonstrates that the author clearly feels that Qin Shihuang is a good ruler who is able to lead the people.

SEC 1 HISTORY CA 1

Dear Students,

Please take note that CA 1 will cover topics up to Chapter 3: Birth of Civilisations. The paper will consist of 2 parts, i) Fill in the Blanks and ii) SBQ. The Source Base Question will test you on your inferential skills. Feel free to consult your teachers if you have any other queries. Study hard and all the best.

Mr. Leslie Tay

"Those who do not study are only cattle dressed up in men's clothes."

Confucius (c. 551 - c. 479 BC)

CA 1 - Monday 23 Feb 2009

hi all,

CA 1 for history will take place on Monday, 23 Feb 2009 from 0740hrs to 0815hrs. Please note that it is worth 20% of your overall marks for history.

The revision notes and hints have all been posted on this blog, so do work at it and consult your teachers if you aren't sure. All the best!

Regards,
Your History Teachers

Fatal Mistakes when dealing with inferential SBQ

Here's a video to show you what you will look like if you mess up your inferential questions.



Joey's attempt number 1: Failure to understand what an inference is. i.e You simply quote from the source.

Joey's attempt number 2: Making inferences that are completely irrelevant to what the source provides you and failing to read what the inferential question wants.

Joey's attempt number 3: You enter the examination hall thinking you can deal with a SBQ without revising your topics well enough. i.e. You have 0 contextual knowledge.

Cheers,
Mr. Leslie Tay

Using Tables to Revise: Chapter 3- Civilization

History may be boring to study. Honestly, no one likes studying history for examinations. Like it or not, you will have to remember facts. Those of you with a poor memory will find this challenging. One method of revising is to construct a table of what you have learn. In the process of doing up the table, you are actually remembering stuff ! Try it !

Revision Chapter 3

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Source Based Question: Inferencing

Inference

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CA Revision Package

hi all,

This is a package for you to practice and revise for the forthcoming CAs.

The LORMS will be posted later on for you to check your answers.

Sbq E Revision Package

view presentation

Please do approach your history teachers if you need any assistance.

Regards,
Mr Daryl Tan

CA - Inference Questions

hi all,

Some notes on the 'what' inference question for the SBQ section.

1. Inference
a. Read the question - Find out what exactly is the question asking you to make an inference about.
b. Always use your own words for inference and look beyond the obvious;
c. You can quote directly from the source for evidence;
d. Give 2 inferences (3 if you want to be safe)
e. 2-3 paragraphs

Remember it's all about looking beyond the surface level of the source.

Try the SBQ exercise on pages 44-45 of your workbook. Use the following LORMS to self-mark only have you have done the exercise.

Workbook Exercise P 44-45 Answers - Upload a Document to Scribd

Read this document on Scribd: Workbook Exercise P 44-45 Answers

CA Revision Posts

hi all,

Here are some posts to help you with your CA revision. Some of the questions are from chapter 4, government, so only try those that talk about Qin Shihuang and Chandragupta AFTER you've completed chapter 4.

The answers will follow shortly.

Thank you.

Mr Tan

HISTORY HELP DESK

hi all,

The history help desk is now open!

Please post your questions in the form of a comment and a history teacher will get back to you very soon.

Do identify yourselves and your class in addition to which history teacher you are directing your query to.

For students from 1C and 1G, I am off for reservist duty so that means there might be a slight delay in my response, but I will get back to you soon.

Best Wishes,
Mr Tan

Chapter 5 - Society

hi all,

Here are the slides for Chapter 5, Society.

Organisation of Society

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Chapter 4 - Government

Here are the slides for chapter 4, government.

Government

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Inference Skills

Watch this video and think about how this links to inference skills!

TfU Part I Rubrics

hi all,

Just to help everyone along, here's the rubrics for part I of the TfU project.

Tfu ModuleA Rubrics

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Chapter 3 - The Birth of Civilisations

Here are the lesson slides

Chapter 3 Birth Of Civilisations

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TfU Unit Lesson Slides

hi all,

The slides for the TfU unit for your reference.

Sec 1 Project Slides

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Submission Requirements - TfU Part I

hi all,

The submission requirements for TfU part I is as follows:

1) A4 sized paper 80 GSM (paper quality and thickness) or more.
2) Picture/s and catalogue information (e.g. place of origin, size) on 1 sheet of paper
3) Write up on 2nd sheet of paper

Submit this (unstapled) to your history teachers by Fri, 27 Feb 2009. The best submissions from each class will be displayed during International Friendship Day.

Sample Submission: TfU Project Part I

Dear all,

Here's a sample of the artefact catalogue card for Part I of the TfU project.

New Norcia, Western Australia
Dec 2003
Clay with attached magnet
Diameter 5 cm.

Artefact: Pax Fridge Magnet
The fridge magnet is adorned with the term 'pax' which is the Latin term for peace. This term is of great significance particularly to Catholics as the rite of peace is celebrated before Communion during Mass whereby the Priest wishes the congregation peace by praying: "Lord Jesus Christ, you said to your apostles: 'I leave you peace, my peace I give you.' Look not on our sins, but on the faith of your Church, and grant us the peace and unity of your kingdom where you live for ever and ever ", the priest wishes the people the peace of Christ: "The peace of the Lord be with you always." and the congregation responds 'and also with you' and thereafter, members of the congregation will wish each other peace prior to moving on to the next rite.

The rite is meant for all those partaking in communion to be at peace with Christ and also with each other. This rite is also of great significance as in the gospels of Luke and John, after the resurrection of Jesus, he appears to his disciples and the first words he says to them is 'peace be with you' and dispels the doubts and disbelief of his disciples of his resurrection.

Place of Origin: New Norcia, Western Australia
This artefact was purchased from the gift shop from a small Benedictine settlement known as New Norcia. The Benedictines are a Catholic Order and New Norcia was founded by a number of Benedictine Monks in the mid 1830s.

During the early years of the settlement's existence, it attempted to create a self-sufficient agricultural village and evangelise the local indigenous people (Aborigines). However due to the introduction of European dieases which saw the death of large numbers of indigenous peoples, the settlement concentrated more upon education. In later years, it served as a religious centre for the region. However, the decline in the number of monks in recent years and the closure of the various educational institutions associated with New Norcia has seen the settlement become more of a heritage and tourist location whilst at the same time continuing its religious duties.

Significance of Keepsake
This keepsake was purchased on my first visit to New Norcia in 2003. At that time, my wife and I were on holiday in Western Australia and signed up for a day tour without really looking very carefully at the itinerary. It was only upon our arrival at New Norcia that we realised that there was a Benedictine settlement in the middle of a large rural area.

As Catholics, my wife and I found New Norcia to be a place of peace and to a great degree, the existence of this settlement demonstrated the faith and committment of the members of the Benedictine order who founded the settlement. One can only imagine the difficulties they had in reaching the location and thereafter to construct the various buildings that can be found there.

It is truly an oasis of peace in the midst of rural Western Australia, hence the significance of the pax fridge magnet.

References
The New Revised Standard Version Bible, Catholic Edition.
The Catholic Encyclopedia
http://www.newnorcia.wa.edu.au/monastery_history.htm
http://www.newnorcia.wa.edu.au/

What is the role of a historian?

A historian can be like an investigator. After all, both deal in terms of evidence and work to piece together a picture using different sources of information.

Let's watch a video on a Police investigation to find out more about what investigators do and compare it to the role of historians.

What is Archaeology?

Here's a video which introduces archaeology to beginners.

TfU Project 2009

Dear all,

Welcome to Secondary 1 History!

As you would know by now, you are required to do a Teaching for Understanding (TfU) project worth 40% of your overall history grade for Sec 1.

What is this project all about?
Essentially, this project is all about the use of evidence in history and the different ways in which the evidence is used to reconstruct the past. In order to do this, you will be formed into groups of four to complete this project. This project consists of a number of different components which require you to work closely with your group mates in order to complete the project.

The main theme of this project is: Singapore in the World

Every year, many Singaporeans make trips to many overseas destinations for various purposes, bringing back precious memories and experiences from these trips. In many instances, these memories and experiences can be captured in the form of a keepsake or souvenir that was bought in the country that we visited. This history project is about this keepsake and through the study of this keepsake, we hope to capture document your memories and experiences from your overseas trips and to find out more about these countries that you have visited and the significance of your memories and experiences.

The components are as follows:

Component 1: Keepsake Information Card (15%)
This component requires you to put into practice the skills that you have learnt in class to process and catalogue artefacts by applying this process to the keepsake that your group has identified.

Thereafter, you would need to conduct some background research about the country and region from which this keepsake was purchased and you would also need to find out the significance of this keepsake to the person who purchased it.

This information will be presented on a keepsake information card. More details and examples will be made available on this blog.

Component 2: Oral History Interview (10%)

Thereafter you will complete an oral history interview with someone who has expert knowledge on the keepsake or the area that the keepsake originated from or someone who has the same experience as you, for example, someone who was on holiday with you.

More details on the submission will be made available on this blog.

Component 3: Reflection (10%)
Component 3 requires you to reflect upon your learning through the completion of this unit and your group project.

More details on the submission will be made available on this blog.

Component 4: Portfolio Completion (5%)
An essential part of this project is the completion of the various handouts and the timely submission of your project by the 30 Mar 2009. Failure to complete the various parts of the project and late submission will result in the deduction of these marks.

We hope this unit will be a time of fun and learning for all. We look forward to your submissions!

Best Wishes,
Mr Khoo, Mr Leo, Mr Tan and Mr Thiru

Welcome to Secondary 1 History 2009!

hi all,

Welcome to Secondary 1 history!

At this point in time, you must be wondering what you can expect from the study of history at lower secondary. Before we actually look at the content itself, we are going to learn about the reasons why we study history and how historians go about re-constructing history.

Well, why study history? In this article I stumbled on whilst holidaying in Malaysia, the last British governor of Hong Kong captures it very well:
1. A good understanding of one's history and heritage helps one to define one's future.
2. History helps you understand why things are the way they are today.
3. History helps us to decide on how to deal with current problems.

More will be revealed in class. In the mean time, here's the article!