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History 2024 EOY Revision - Coggle Diagram

- - - - Maria (b 1937) was left in the care of Che Aminah, a friend of Maria's parents, during WWII > Maria renamed and raised in the Muslim faith > In 1950, Maria's biological parents tried to reclaim her > British judge granted request > Che Aminah appealed against judge's decision
        
        Newspapers published sensationalised stories about Maria's life in the convent she was placed while waiting to return to the Netherlands + issued was portrayed as Islam vs Christianity > Muslims felt upset as they felt that their religion was being disrespected
        
        Judge rejected Che Aminah's appeal > Che Aminah's supporters were upset that British judge sided with Dutch parents + anti-colonial sentiments (from other countries gaining independence e.g. India, Indonesia, Vietnam)
        
        Riots on 11 Dec 1950 > 18 dead, 173 injured, curfew imposed, riots lasted three days (11-13 Dec)
    - - Post-war British government decided that Singaporeans should also learn to defend Singapore > passed the National Service Ordinance in 1953 - NS Ordinance required all males between 18 and 20 yo to register for NS by May 1954, failing which they would be jailed or fined
        
        Announcement made eligible students from Chinese-medium schools unhappy as 80% of govt's education budget went to English-medium schools and only 6% went to Chinese-medium schools > JO had disrupted their education, now NS would disrupt it again + British discriminated against Chinese education > Unwilling to defend a foreign govt that did not give anything in return
        
        13 May 1954, 500 students held a protest march
        
        Police deployed riot police > Peaceful demonstration turned violent, 26 injured > British ordered closure of all Chinese-medium schools > 22 May 1954, thousands of students locked themselves in Chung Cheng High School (CCHS) and sang songs, held their own lessons and went on a hunger strike > British postponed NS registration
        
        Chinese-educated students' morale and strength boosted > Formation of groups such as SCMSSU + Chinese communities disapproved of violence by police
    - - In April 1955, Singapore Bus Workers' Union (SBWU) employees of the Hock Lee Amalgamated Bus Company (HLABC) felt that they were being treated unfairly as compared to workers from the Hock Lee Bus Employees' Union (HLBEU) e.g. not allowed to take leave to attend union meetings, having worse treatment etc.
        
        HLABC dismissed 229 workers from SBWU
        
        On 27 April, Dismissed workers went on a hunger strike and blocked the bus depot gates so buses could not leave > Police called to intervene, used batons and 15 injured
        
        David Marshall attempted to settle dispute between SBWU and HLABC but was unsuccessful
        
        See First Merdeka Talks
        
        Over 10,000 students from Chinese-medium schools gathered at the depot over the next few days, brought food for the workers and entertained them
        
        Employees of other bus companies joined to protest unfair treatment
        
        On 12 May, police used water hoses to disperse the crowd > Crowd fought back by throwing bricks, stones and bottles > Next morning, 4 dead and 31 injured, among dead were a detective and 16yo student
        
        First Merdeka Talks failed
        
        14 May 1955 - government helped negotiate an agreement between HLABC and SBWU - dismissed workers got their jobs back
    - - After becoming Chief Minister, Lim Yew Hock (LYH) banned the Singapore Chinese Middle School Students' Union (SCMSSU) in September 1956 due to supposed communist activities > 5000 students demanded registration of SCMSSU > Govt warned them and protest died down
        
        Two weeks later, 142 students from CCHS, Chinese High School and other schools were expelled on suspicion of anti-govt activities > Students camped at both schools in protest > On 24 Oct LYH demanded they leave by 25 Oct 8pm > Students, with support of unions, were more willing to fight to the end + Large crowd gathered
        
        Peaceful demonstration turned violent when some students confronted the police
        
        Riots continued for 3 days, troops from Malaya called to restore order > order restored on 28 Oct, 13 died and more than 120 injured
        
        Lim Chin Siong, Fong Swee Suan and union leaders were arrested in the aftermath
        
        Second Merdeka Talks succeeded
    - - Context
        
        Aggravating Cause
        
        Trigger Cause
        
        Riot details
        
        Impacts and actions
- - - - (P) I can infer that Source C says that / The message of Source C is that < message of source >. (EE) Source C depicts/states that < quote sentence/describe cartoon >. This suggests/implies that <explain source>, (L) and hence < link back to your inference >.
        
        (CR) I can infer that Source C is more/less reliable as its claim that < message of source C> is supported/challenged by Source D/E, which claims that (P) < message of source D/E >. (EE) Source D/E depicts/states that < quote sentence/describe cartoon >. This suggests/implies that <explain source>, (L) and hence < link back to your inference >. As Source D/E supports/contradicts Source C, Source C is more/less reliable.
        
        (CK) This source was published in < quote date from provenance > by < quote author from provenance >. <Describe the author and relevant issues near the date >. (AA) By publishing this source, < author > hoped to < audience action - what audience should do > (IO) so that < author > would benefit by < intended outcome >. As Source C is/is not self-serving, it is more/less reliable.
      - If Source C is NOT trustworthy (possibly becuase it is by the PAP or UMNO or Barisan) then MUST cross-refer to a supporting source. One-sided answers will be capped at 5m.
    - - (P) Source B was published to convince/persuade < audience > that < message of source >. (EE) Source B depicts/states that < quote sentence/describe cartoon >. This suggests/implies that <explain source>, (L) and hence < link back to your inference >.
        
        (CK) This source was published in < quote date from provenance > by < quote author from provenance >. <Describe the author and relevant issues near the date >. (AA) By publishing this source, < author > hoped to < audience action - what audience should do > (IO) so that < author > would benefit by < intended outcome >.
    - - (P) I can infer that Source A says that / The message of Source A is that < message of source >. (EE) Source A depicts/states that < quote sentence/describe cartoon >. This suggests/implies that <explain source>, (L) and hence < link back to your inference >.
    - - Inference/Message 5m, Purpose 6m, Reliability 7m
  - - - (x2) (P) < factor > was more important with regards to < topic >. (EE) < quote dates, people, causes and impacts of factor >. (L) As such, < factor > was more important with regards to < topic >.
        
        P and L can be rephrased according to the question: "Konfrontasi was a security threat to Singapore in the 1960s" or "The 1959 elections was a major step towards independence"
        
        (Eval) < factor > was more important than < factor > with regards to < topic >. < explain why one factor is more important, and why other factor is less important >. As such, < factor > was more important than < factor > with regards to < topic >.
- - - - 20min writing: 10min each main BP, 5min evaluative paragraph