2010 Sec 1 History paper

You may use last year's paper for practice. But please ignore the last section because you are tested on a different format for SEQs.

Attempt the paper before looking at the answers.

2010 Sec 1 SA2 paper

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2010 Sec 1 SA2 Answers

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Answering SEQs

Answering Structured Essay Questions

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Comparison and purpose questions

Comparison and Purpose Questions

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Practice MCQs

Here are a few MCQ exercises you can attempt to test if you've acquired what is necessary.

(Click on the links)

http://bit.ly/iDRcDZ

http://bit.ly/kfGauo

http://bit.ly/jahVDm

Have fun!

Chapter 7 - Scientific and artistic achievements

Chapter 7 - Scientific and artistic achievements

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Chapter 6 - Religion and Philosophy

Chapter 6 - Religion

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Chapter 6 - Philosophy

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Chapter 5 - Organisation of Society

Chapter 5 - Organisation of society

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Chapter 4 - Government

Chapter 4 - Government

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Sec 1 History TFU Project 2011

Sec 1 HY TFU 2011 instructions

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Sec 1 History 2011 TfU Project on Prezi

For additional resources, you may want to check out the following websites:

http://newspapers.nl.sg/

Source-based questions and answers

Here are 3 sources and answers to help guide you along. (Unfortunately, they're not the CA answers.)

Source-based questions and answers

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2010 CA paper

For those of you who have no idea how a history paper looks like, here's the 2010 CA paper. Note that the format of the paper is different from this year's.

This year, the format of the paper is:

(a) 10 MCQs (10m)
(b) 1 SBQ (5m)
(c) Handling evidence (10m)

2010 Sec 1 History CA2

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Common mistakes made in inference

So, you've made it through your first few inference exercises and you know you have to give inference, evidence and explanation. Now what?

Simple. Just follow the guide below to understand the kinds of mistakes you should avoid making in the CAs.

• Incomplete explanation

e.g. Therefore I can infer that religion was very important in the lives of the people of the Indus Valley Civilisation.

(At this point, the marker will say “So?” Your explanation should be on HOW your evidence gives you your inference. Ensure that when the marker is reading your answer, he or she is able to see the link.)

• Incongruent explanation

e.g. Therefore, the government was advanced as they made their people’s lives easier.

(Being advanced has nothing to do with making people’s lives easier.)

e.g. The government has a sense of hygiene because they cared for hygiene.

(This explanation is redundant and doesn’t explain anything.)

• No link between explanation and inference

Inference: The government of the Indus Valley Civilisation was very organized

Explanation: Therefore, I can say that the government of the Indus Valley Civilisation were very smart as they could orientate their streets to the cardinal directions.

(Initially, the student inferred that the government was organized, in his explanation, he said that the government was smart. Being organized and being smart are 2 different things altogether.)

• Wrong kind of explanation

Therefore, I can infer that the government wanted to keep the city clean and cared for the people because if they did not build drainage systems and rubbish chutes, the villagers’ homes would be smelly and filthy.

(Explanation is about you explaining how you derived your inference from your evidence. You’re not suppose to explain why people in the source did what they did.)

• Stating the obvious or merely paraphrasing the provenance/source

• Not answering the question

Qn: What does Source B tell you about the fall of the Indus Valley Civilisation?

Ans: Source B tells me that Civilisations do not last forever.

(Before even attempting to answer the question, read the question CAREFULLY to find out what kind of answer are you expected to give.)

• Lifting
Lifting words from the source is an immediate indication that you are not inferring. You should mostly avoid lifting verbs (actions words) adjectives (describing words).

• Using the same piece of evidence for both inferences.
The sources provided are rich in inference. If you use the same piece of evidence for both inferences, it shows that you have not read the source thoroughly for other possible inferences.

• Use of words like “smart”, “intelligent”, “evil”, “stupid”, “foolish”
Avoid using words that are loaded or judgmental. Be more objective. For example, instead of “foolish”, use “not forward-looking”.

Chapter 3 - China and Southeast Asia

Panicking for exams yet? Feel like you haven't been paying attention and you can't tell one civilisation from another?

No worries, here are some slides to get you right back on track. However, note that your textbook should not be ignored and should be your main form of study material for your CAs. All the best!

Chapter 3- China

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Chapter 3 - Southeast Asia

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What really happened to the I.V.C.?

While the textbook proposed that the fall of the Indus Valley Civilisation may be attributed to the invasion of the Aryan, this theory has been widely disproved.

Read this article to find out why.

Here is an excerpt:

"...as a result of several independent explorations conducted over a vast belt from southern Europe to India, it is now clear that civilizations over a large part of the ancient world were brought to a calamitous end by an abrupt climate change on a global scale. To attribute a global calamity of such colossal magnitude to nomadic 'Aryan' tribes is simplistic in the extreme."

The Indus Valley Civilisation

Here's a set of slides on the Indus Valley Civilisation.

This will help you answer the following questions:
1. What is life like during the Indus Valley Civilisation?
2. What led to the downfall of the I.V.C.?

Indus Valley Civilisation

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Welcome to the new school year!

...and welcome to the Victoria School Sec 1 History blog. We trust that you'll find lots of useful and interesting resources around here to guide you in your studies.

For the first two to three weeks, the following questions will be answered in our lessons.

1. Why study history?

2. How is the past reconstructed?

3. What are the different sources of history?

4. What is archaeology?

Meanwhile, here are some slides to get you started. =)

Chapter 1: Introduction to History

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Chapter 2: Reconstructing the past

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Grading Rubrics for TfU 2010

Rubrics for Component 1 (Oral interview) - 10%

	1	2-3	4
Execution of the interview	Interview was conducted in a haphazard manner. Not much thought has been put into the phrasing of the questions.	Interview was conducted in an organised manner. Some thought has been put into the phrasing of the questions.	Interview was conducted in an organised manner with an obvious underlying theme. Plenty of thought has been put into the phrasing of the questions.
Linkage	Little or no effort has been made to phrase the questions such that they are linked to the research required in component 2.	Some effort has been made to phrase the questions such that they are linked to the research required in component 2.	-
Clarity of the interview transcript	Information and answers are presented in a disorganised fashion.	Information and answers are presented in a fairly organised fashion.	-

Rubrics for Component 2 (Background research) - 15%

	1 -2	3 - 4	5
Writeup on the location of the photograph	Information does not clearly relate to the location of the photograph. There is little or no detail with little or no evidence of research. Little or no evidence of effort.	Information relates clearly to the location of the photograph. There is a good amount of detail with evidence of varied sources of research. Evidence of good effort put in.	Information relates very clearly to the location of the photograph There is excellent detail with evidence of usage of numerous sources of research. Evidence of excellent effort put in.
Writeup on the period or the era that the photograph is situated in	Information does not clearly relate to the era of the photograph. There is little or no detail with little or no evidence of research. Little or no evidence of effort.	Information relates clearly to the era of the photograph. There is a good amount of detail with evidence of varied sources of research. Evidence of good effort put in.	Information relates very clearly to the era of the photograph. There is excellent detail with evidence of usage of numerous sources of research. Evidence of excellent effort put in.
Writeup on Significance of the photograph	Information does not clearly relate to the significanc of the photograph. There is little or no detail with little research. Little or not evidence of effort.	Information relates clearly to the significance of the photograph. There is a good amount of detail with evidence of varied sources of research. Evidence of good effort put in.	Information relates very clearly to the significance of the photograph. There is excellent detail with evidence of usage of numerous sources of research. Evidence of excellent effort put in.

Rubrics for Component 3 (Reflection) - 5%

	1-2	3-4	5
Individual reflection	Reflection reveals that the student shows little or no understanding on the purpose and objectives of the TfU project. The student shows little or no effort in documenting his candid personal thoughts on the project. The student reveals little or no insight.	Reflection reveals that the student shows some understanding on the purpose and objectives of the TfU project. The student shows some effort in documenting his candid personal thoughts on the project. The student has a commendable level of personal insight.	Reflection reveals that the student has shown understanding on the objectives of the TfU project. The student shows tremendous effort in documenting his candid personal thoughts on the project. The student demonstrates maturity in his personal insight.

Choosing a photograph

Many of you will inevitably ask us, so what type of photograph will be acceptable for this project?

Let us show you a few examples.

A photograph depicting my grandmother (middle row, on the extreme right) with her teachers and fellow classmates in a university in Manado, Indonesia. This picture was most likely taken between 1930 and 1935, before Indonesia gained independence from the Dutch, which explains the Dutch professor in the picture (top row, on the extreme left).

This is a picture of my mother (on the left) with her best friend on a trishaw in Jakarta, Indonesia. This was taken in the year 1974, when Suharto was the President.

Therefore, as long as your photograph has a some form of historical significance and you are able to trace back to its origins and the events that took place that year, it should be acceptable.

All the best in choosing the right photograph!

History TfU Project Guidelines - 2010

Victoria School Sec One History TfU Project Guidelines

Term 3 Assessment components (CA):

TfU Project – 60%
CA paper in Week 8 – 40%

What is this project all about?

This project is 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 form groups of one to 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.In your groups, find a photograph that is of some historical value.

This history project is about this photograph and through the study of this photograph, we hope to find out more about its origins, background and historical significance.

What kind of photograph?

Preferably a photograph that dates back to (at least) your parents' generation.
The photograph must have some form of historical significance. It is advisable to show your teacher the photograph for approval before you continue with the interview and research.
The components are as follow:

Component 1: Oral Interview (10%)

This component requires you to conduct an oral interview with a person who has some knowledge of the photograph. You may use the following to formulate your interview questions. You are encouraged to pose more questions to your interviewee.

Clearly state the year (or the period) the photograph was taken.
Briefly describe the place and what is happening in the photograph.
Identify the people in the photograph. Who were they? What were their occupations? How old were they when the photograph was taken?
(Note: More marks will be awarded to groups with well-formulated questions. A full transcript of the interview is required for grading.)

Component 2: Background Research (15%)

After completing the oral interview, you are required to do some research based on the information gathered from the interview. Do a little background research on the historical events that took place during that year and relate it to the photograph. You may use the following questions to guide your research.
How is your photograph related to or reflective of that particular year or era?
What is the historical significance of this photograph?

(Minimum number of words: 350)

Component 3: Individual Reflection (5%)

Component 3 requires you to reflect upon your learning through the completion of this unit and your group project.
1. What have you learnt?
2. Challenges that you faced throughout the project and how you overcame them?What are some of the thoughts and feelings that you have?

Assignment requirements:

All documents should be typed in Arial, font size 12, 1.5 paragraph spacing. No hand-written papers will be accepted. Names, class and register numbers have to be clearly indicated on the cover page.

Deadlines:

You will need to submit a draft of the project to your respective teacher for checking by the final week of Term 3, with Friday (3 Sep 2010) being the last day of submission. It is not necessary for you to submit a complete project but the teacher must be able to see some form of progress.

Final submission date of the TFU project: Term 4 Week 1 (17 Sep 2010)

Penalty for late submission: 10% of the total marks will be deducted for every day of late submission.

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.