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Social Studies Years 3 & 4

Skills - Strategies to answering Source-Based Case Studies

Skill: Inference (No need to do cross referencing [CR])

Type A: Infer contents from given source – infer MAIN message + SUB messages
1 or 2 Inferences + explanation using own words + supported by source[s] details
via quotations or paraphrasing.

Example: What does the source say about…? / What is the message of the
source…? /Which side do you think the cartoonist supported? / Do you think the
cartoonist is a supporter or opponent? / What is the opinion of the cartoonist?

Begin your answer with:

From Source ( ), I can infer that the author is trying to
show/suggest/imply/support/oppose…[write inference 1 in your own words]. This is
because……(explain using own words). This can be supported from Source ( ) by
"………." [quote source details/paraphrase if cartoon or graphic source].

From Source ( ), I can infer that the author is trying to

show/suggest/imply/support/oppose…[write inference 2 in your own words]. This is
because …(explain using own words). This can be supported from Source ( ) by
"………." [quote source details].

Type B: Infer purpose[s] of source[s] – explaining the REASONS for source creation
Inference on purpose using provenance + explanation + supported by source[s]
details and details taken from provenance
Note: The following question asks ‘WHY’. Only answers which provide a REASON
can therefore be rewarded.

Example: Why do you think the author in this source says that…? / Why do you think
the cartoonist draw that poster? / Why do you think the author made this comment?

Begin your answer with:

From Source ( ), the author wrote this because the situation at that time…..(Context)
+ based on the source (MM+SM), he has the intention of mocking/propagating
ideas/persuading the audience/convincing the target audience/pressurizing the
government or authority etc. to achieve / change behaviour of target audience…..
(intended outcome).
This can be supported from Source ( ) by "………." [quote source details or details
taken from provenance]
Criteria for ‘Why’ type of inference questions;
1. Context (situation at that time) – if possible to be analyzed
2. Target Audience (specific or general audience)
3. Intention: MM + SM + Quotes from source + key verbs
(support/convince/persuade/influence/mock/criticise/praise/pressurize/propagate/mock)
4. Impact on target audience / Intended outcome (change in mindset or behaviour on the
target audience)

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Skill: Comparison (Simply compare the sources as stated in the question)

 NO NEED to do cross referencing to any other sources not stated in this type of
question.
 Compulsory to analyse CONTENTS: The key is to find COMMON CRITERIA for
both similarities and/or differences in content.
 Optional to analyze TONE / PURPOSE – depending on the richness of the
sources stated.
Question Types Begin your answer with:
Similarities only Based on contents. (Compulsory)
Both Sources X and Y are similar in
Questions type: contents. Both sources show/suggest
 In what ways are Sources X and Y that……….(common criteria identified &
similar? explained)
 How are Sources X and Y similar? This can be supported by Source X;
 Does Source X agree with Source "………." and Source Y; "………."
Y?
 In what ways does Source Y agree Based on tone. (Optional)
with Source X? Both Sources X and Y have similar tone.
 In what ways does Source Y The tone is bias/ balanced / one sided /
support Source X? critical or praising / supportive or not
supportive etc.
This can be supported by Source X;
"………." and Source Y; "………."

Based on purpose. (analyse the

provenance to infer purpose)
Both Sources X and Y have similar
purpose. With reference to the
provenance…the authors in both sources
sought to
convince/propagate/pressurize/blame
so that the audience will….(intended
outcome). This can be supported by
Source X; "………." and Source Y; "………."
Differences only Based on contents. (Compulsory)
Question type: Source X is different from Source Y in
 In what ways are Sources X and Y contents. Source X shows/suggests
different? that….. (common criteria identified &
 How do the two sources differ? explained)
 How are Sources X and Y This can be supported by Source X;
different? "………."
 In what ways does Source X BUT/ON THE OTHER HAND/HOWEVER
disagree with Source Y? Source Y shows/suggests that…..
 In what ways does Source X not This can be supported by Source Y;
support Source Y? "………."
Based on tone. (Optional)
Source X has a different tone from

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Similarities and Differences
Question type:
 To what extent do the two
sources (X and Y) differ?
 To what extent are Sources X and
Y similar?
 How similar are these two
sources?
 How different are these two
sources?
 How does Source X support
Source Y…?
 How far does Source X agree with
Source Y?
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Source Y. Source X tone is balanced or
positive or praising or supportive and this
can be supported by "…….." BUT/ON THE
OTHER HAND? HOWEVER Source Y tone
is bias or one-sided or negative or critical
or not supportive. This can be supported
by "………."
Based on purpose. (Optional / Important)
Source X purpose is different from
Source Y. With reference to the
provenance which can be supported by
"………." the author in this Source X wants
to convince/propagate/pressurize/blame
etc. so that audience will…(intended
outcome)
BUT/HOWEVER/ON THE OTHER HAND,
the author in Source Y, based on
provenance which can be supported by
"………." wants to praise and give credit to
the…./want to get more support for….
(intended outcome).
Based on contents (both similarities and
differences in contents): minimum 1 set
of each / maximum 2 sets of each.
Both Sources X and Y are similar in
contents. Both sources show/suggest
that……….( common criteria identified &
explained)
)
This can be supported by Source X;
"………." and Source Y; "………."
Source X is different from Source Y in
contents. Source X shows/suggests
that…..This can be supported by Source
X; "………."
BUT/ON THE OTHER HAND/HOWEVER
Source Y shows/suggests that…..
common criteria identified & explained)
This can be supported by Source Y;
"………."
Based on tone. (Either similar OR
different)
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Either

Both Sources X and Y have similar tone.

The tone is balanced or bias / one-sided
or two-sided…. (identified and explained)
This can be supported by Source X;
"………." and Source Y; "………."

OR
Source X has a different tone from
Source Y. Source X tone is balanced VS
bias / one-sided VS two sided (identified
and explained)- and this can be
supported by "…" BUT/ON THE OTHER
HAND? HOWEVER Source Y tone is …….
This can be supported by "………."

Based on purpose. (Either similar OR

different)
Either

Both Sources X and Y have similar

purpose. With reference to the
provenance…the authors in both sources
sought to
convince/propagate/pressurize/blame
etc. so that audience will…..(intended
outcome). This can be supported by
Source X; "………." And Source Y; "………."

OR

Source X purpose is different from

Source Y. With reference to the
provenance which can be supported by
"………." the author in this Source X wants
to convince/propagate/pressurize/blame
etc. so that audience will…..(intended
outcome).
BUT/HOWEVER/ON THE OTHER HAND,
the author in Source Y, based on
provenance which can be supported by
"………." wants to praise and give credit to
the…./want to get more support for….
(intended outcome).

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Skill: Test reliability of source[s]

Question type:
 Is Source X reliable as evidence of…..?
 How reliable is Source X as evidence of …..?
 Can you believe/trust what Source X says about….?
 Does Source X prove that ….? / How far does source X prove that…?
 Do you think Source X is fair….?
 How far is Source X reliable as evidence of …?
 Are you surprised by Source X?

Answers can be one-sided depending on nature of the question e.g. 'Can you…' or
'Does this source prove…'.
Answers must be balanced-view/two-sided if question require explicit consideration
of 'How far' or 'To what extent' e.g. 'How far can you believe…'
A balanced view provided for a one-sided answer, shall not be penalised.
A one-sided view provide for a two-sided question, will also not be penalised if
students’ answers reached a superior level of analysis.

Important points to note when testing reliability of source[s]:

 Must first infer what source[s] shows/says/suggests + proper support by
quotations/paraphrase for photograph or pictorial sources.
 Can cross-refer to either other relevant source[s] or contextual knowledge to
check the reliability of stated source + proper support by
quotations/paraphrase.
 Treatment of source: question the motive/purpose of the stated source
through the use of its provenance + proper support by quotation/paraphrase
to check reliability.
 Treatment of source: do not take sources at face value i.e. always infer
sources at non-face-value.
 Treatment of source: observe for loaded statements – if language is loaded,
then, source is questionable in reliability.
 Treatment of source: typicality (on its own is low level) i.e. one person’s
view cannot represent a larger or all section of a society. In order to up the
LORMs level for typicality, students should cross refer (if other sources are
available) to other sources or background information or contextual
knowledge that there are differing views held by others in the same society –
thus, making the source reliability questionable or source unreliable.
 Treatment of time: time lapse i.e. over a prolonged period of time, attitudes
or behaviour may change.

DO NOT make statements such as ‘this source is reliable to a certain /

large / small extent. Not needed at all.

Begin your answer with:

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Case A: One-sided answer. Source is reliable – thus, believable.

Based on contents and cross referencing skills:
Source X is reliable because / I can believe what Source X says because …. / Source X
does prove that it is true….because….from Source X, I can infer that…..(identify and
explain contents; NOT copy source)
This can be supported by Source X; "………."

When I cross refer to Source Y, Source Y supports what is mentioned in Source X.

Source Y suggests/shows that…..which is similar to what Source X says.
This can be supported by Source Y; "………." and Source X, "………."
AND/OR
Based on contextual knowledge or background information, it also says that ….(elab)
This information supports what Source X says about…..which can be supported by
"………."
Based on the provenance of Source X, which is written by …..and which can be
supported by "………." has the purpose / intention to ….. (this is the highest level)

Therefore, I can believe what Source X says about….. because it is reliable and true
or Source X proves that it is true that…..so, I can believe Source X

Case B: One-sided answer. Source is unreliable – thus, not believable.

Based on contents and cross referencing skills:
Source X is unreliable because….. / I cannot believe what Source X says
becaause…..or Source X does not prove that what it says because …..is true.
From Source X, I can infer that….. (identify and explain contents; NOT copy source)

This can be supported by Source X; "………." (quote or paraphrase contents in X)

When I cross refer to Source Y, Source Y does not support what is mentioned in
Source X; hence, proving X is unreliable or untrue or wrong. Source Y
suggests/shows that…..but Source X shows otherwise in that…(identify and explain
contents; NOT copy source)
This can be supported by Source Y; "………." and Source X; "………."
AND/OR
Based on contextual knowledge or background information, it says that ……….(elab)
(identify and explain contents; NOT copy source)
This information also does not support what Source X says about…..which can be
supported by "……….". Therefore, it makes Source X unreliable or I thus, cannot what
Source X says about……

Based on the provenance of Source X, which is written by ….. which can be

supported by "………." has the purpose / intention to ….. (this is the highest level)

Therefore, I cannot believe what Source X says about…..or Source X does not prove
that it is true that…..or Source X is unreliable in ……

Case C: Balanced View / Two-sided answer. Reliable + Unreliable.

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I can believe what Source X says / Source X is reliable / Source X is proven true in a
limited way.

Based on contents and cross-referencing skills.

Source X suggests that ……(identify and explain contents; NOT copy source)
This can be supported by Source X; "………."

When I cross refer to Source Y, it supports what Source X says about……(identify and
explain contents; NOT copy source)
This can be supported by Source Y; "………."

When I cross refer to Source Z, it also supports what Sources X and Y say about…..
(identify and explain contents; NOT copy source)
This can be supported by Source Z; "………."

However, when I cross-refer to Source P, Source P does not support what Sources X,
Y and Z say about…..(identify and explain contents; NOT copy source)
Source P implies/suggests that ……..(identify and explain contents; NOT copy
source)
This can be supported by Source P; "………."

Based on contextual knowledge or background information, I know that……..

(elaborate) (identify and explain contents; NOT copy source)
Therefore, contextual knowledge supports what Source X says about OR challenges
what Source X says about or both support and challenge what Source X says.

Based on the provenance of Source X, which is written by …..and which can be

supported by "………." has the purpose / intention to ….. (this is the highest level)

Therefore, I can believe what Source X says or Source X proves that it is true of…../
reliable
OR
Therefore, I cannot believe what Source X says or Source X proves that it is not true
of / unreliable…..

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PROVING type questions: For example: How far can Source X prove that
Singapore will lose its skilled workers?

 Ensure that you must test the reliability of the source(s) in question.
 Ensure that after testing the source to be reliable / not reliable, you MUST
remember to link it back to prove / does not prove. You must not leave your
answers as being reliable or unreliable only, it must show that if Source is
reliable, then, it can prove ….. or if Source is unreliable, then, it cannot
prove….
 Failure to link back to ‘prove’ or ‘does not prove’ for PROVING type questions
is considered as technically wrong and thus, no mark can be rewarded.
 ‘Proving’ question is trickier because it is about proving whether a source
taken as a whole (and not just for its contents only) is in its totality a
reliable piece of evidence which we can use to prove an issue. Thus, due
consideration must be given to analysing the following:
where the source come from, who is making the comments in that source,
what comments is author making, does source consist of loaded language
to make it less worthy/reliable and does the author has a hidden agenda
with an intended outcome/impact on the audience?

** Proving a source in question = can this source as a whole (provenance, contents,

tone, are the claims in source real or imagined) constitute a piece of reliable
evidence such that you can use it as a piece of reliable proof to ascertain the issue
in the question? Hence, students should NOT be focussing on the issue in the
question. Instead, the key is to check if the source on its own constitute in its
totality a piece of reliable or unreliable evidence such that it may render the
source totally able to be used as proof or not able to be used as proof for the issue
in question.

Answers may look like this:

Source X is not able to prove that Singapore will lose her skilled workers because: e.g.

India has not successfully managed to hire Singapore skilled workers though
India merely talks about how optimistic they are and how they are willing to
pay for Singapore workers but the reality remains that these skilled workers
are still hired by CAAS in Singapore and did not quit Changi Airport to be hired
by India. Hence, optimism does not mean reality. Thus, this source cannot be
used as a source of reliable proof. (Treatment of source)
Or
Source X cannot be used a piece of reliable to show that retrenched local workers
who sought re-training of skills will surely find a new job. Source X is from a
retrenched worker who has gone for re-training in the IT field and still looking for a
job, though optimistic, the reality remains that he has not found a job as yet.
(treatment of source). Furthermore, Source Y shows evidence of another retrenched
worker who went for re-training but still could not get a job after a year, thus
rendering Source X as a piece of unreliable evidence which cannot be used sufficiently
to prove that retrenched workers who went for retraining will surely get a job. (CR)

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Skill: Comparison and testing reliability

Question type:
1. Source X says different things from Source Y about…Does this mean that one
of them is untrue?
2. How far does source X show that Source Y is wrong?
3. How far does Source X prove that Source Y is wrong?
4. Study Sources X and Y. Having read Source X, are you surprised by Source Y?

Important points to note:

For Question type 1:
Must first infer contents differences between Sources X and Y + support from
Sources X and Y by quotation or paraphrase if source is pictorial/photograph.
To check reliability, check accuracy of contents in Sources X and Y by cross-
referencing to contextual knowledge/background information or other relevant
sources in the question. You may also analyse by way of treatment of source.
To further check reliability, infer based on the purpose of Sources X and Y. To
decipher purpose/motive of sources, refer to provenance of sources to assess the
author of sources, the status/standing/power of the authors of sources, motives
being to propagate ideas? To convince audience? To pressurize government etc? To
blame…?

For Question types 2-3:

Students should focus on testing the reliability of Source X (via cross referencing
skills or testing purpose/treating loaded statements) in order to prove Y to be right
or wrong. Thus, if student can work out to prove that X is reliable, then, Y would
logically be unreliable (assuming X and Y says different things), hence, wrong. The
reverse can be applied. To prove the reliability of X, student must test
contents/purpose/check for loaded statements. The skill of cross referencing may
be applied to check contents reliability. NO NEED to prove reliability of Y at all.
** If X is proven/shown to be reliable, then, Y can be assumed to be wrong.
** If Xi is proven/shown to be unreliable, then, X cannot prove or show that Y is
wrong.

For Question type 4:

For ‘Surprise’ question, student must answer directly i.e. Yes. I am surprised
because / I am not surprised because. If the contents of source are factually
correct/reliable, then, you may not be surprised by source. The reverse is true. You
are surprised only because of the false/incorrect/wrong information. You can be
surprised/not surprised by the loaded statements/purpose (such as who is making
the statement and its intended outcome). Most importantly, you are not surprised
by source because there is an element of EXPECTATION. Conversely, you are
surprised by source because you do not expect the author of source to make such
comments/take such stand etc.

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Question Type 1:
Begin your answer with:

Students must infer main messages of contents in sources in relation to issue in

question (explained + quotes)
Based on contents, Source X is different from Source Y.
Source X suggests/shows/implies that ….and this can be supported by "………."
Whereas, Source Y suggests/shows/implies that ….and this can be supported by
"………."
They give different views about…..(identify + explained)

Based on contextual knowledge/background information, it is a fact that …….

(elaborate with reference and relevance to the issue stated in the question;
substantiated with well-explained examples and details)

Furthermore, with cross-referencing to Sources P and Q, I can infer that ….

This can be supported by Source P; "………." and Source Q; "………."

Both contextual knowledge and Sources P and Q tend to support what Source X says
rather than what Source Y says about…

In addition, the motive/purpose of Source Y, based on provenance and written

by...which can be supported by "………." intends to …..
Therefore, it is questionable if Source Y can be believed or not because…

On the other hand, the motive/purpose of Source X, based on provenance and

written by…which can be supported by "………." intends to…..
This is more believable because….

Therefore, since contextual knowledge and other sources can prove that what
Source X is true whereas what Source Y says is rather questionable / untrue and the
motives of Source Y is for the purpose of….(let's say, propaganda) whereas the
purpose of Source X is to reveal the truth (for example) as the author is from a
reliable source since he is….., Source X contains more truthful information compared
to Source Y. Thus, Source X is more true compared to Source Y.

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Question type 2-3:

Since question asks whether Source X shows that Source Y is wrong, the best way is
to question Source X.

For example: Source X cannot show that Source Y is wrong because Source X is
totally unreliable. …..

Students must be able to show that a difference in content between the two sources
could relate to Source X showing Source Y is wrong, and that a similarity between the
two sources could relate to Source X not showing Source Y is wrong. – This is source
comparison skills. Students must make proper comparison between sources. Valid
matches. Cannot quote directly from source, must explain valid matches.

A fully developed answer is one where students explain the purpose of Source X to
prove reliability / unreliability via cross-referencing or by analysing loaded language
or content treatment in source. Contents MUST be evaluated at non face value.
So, if Source X is proven/shown to be unreliable, then it cannot show that Source Y is
wrong. / If Source X is proven/shown to be reliable, then, it can show that Source Y is
wrong provided X and Y says different things or have differing viewpoints.

The most important aspect of the argument is that answer being consistent with the
stand made must be doubly stressed in answers using cross-referencing. Thus,
argument and stand must MATCH.

Question Type 4:

If both sources agree in contents (comparison skill), then, I am not surprised at all
because both sources say similar things. I can also not be surprised because of
typicality of both sources and the element of expectation based on prior knowledge.

However, if after comparing contents, found that Source X says different things from
Source Y, then, I could be surprised that they differ because I do not expect them to
contradict each other.

Another developed answer: both Sources X and Y differ in contents BUT I might not
be surprised – based on valid explanation of why sources can differ but yet not
necessarily surprising. (Answers based on common sense/logic/element of
expectation based on prior knowledge)

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Skill: Utility of source[s]

A: Question type:
 How useful is Source X as evidence about.…?
 Is Source X of any use to your understanding of / as evidence about ….?
 Study Source X and Y. Which of these two sources is more useful as evidence
about……?
 Is Source X useless as evidence about…..?

Pertinent to note:
Source is useful only because it is proven to be reliable (content and purpose reliability).
Source is not completely useful / is useless because it is proven to be highly unreliable
(content and purpose unreliability)
DO NOT take source at face value. Always look out for Non-face-value aspects.

If Source X is reliable = then, it is useful.

If Source X is unreliable = then, it is not very useful.
(Check reliability based on source contents (CR skill) + treat source loaded language * +
treat source typicality & CR to other others to show that there are other different views
from X* + treat source for hidden intentions / purpose)
*optional – depending on source type

Finally, even is Source X is largely unreliable, it can still be useful………

Finally, it is still necessary and important to consider the source for its innate / lesser degree
of utility i.e. no matter how largely unreliable a source is, it can still be useful for showing
that certain perspectives are held even by a small segment of the society OR that the
attitude prevalent at that point in time is important to note due to the dynamics or context
of that given or current situation etc.

Begin your answer with:

Source X is useful in showing …….(explain contents and support from source details).
Source X is useful because it is reliable where Source___/CK / BI supports what it says (Explain and
support from source details by quotes/ CK / BI) [CONTENTS]
AND
Furthermore, Source X may not be very useful because it is not reliable/questionable reliability as
Source ____/CK/BI contradicts what Source X says about……. (explain source contents and supported
by quotes). [CONTENTS]
AND / OR
However, Source X may not be very useful because the purpose / the person who make this statement
cannot be trusted/it is unreliable….. (explain and support based on cross referencing to provenance) -
source taken at NON FACE VALUE.
AND / OR
Source X is not very useful as it is a view of one person (typicality), cannot represent all the society
such as when I cross refer to another source ( ), there is alternative viewpoint. Thus, questioning the
reliability of Source X which makes X less useful.
AND / OR
Source X contains very biased / one sided language that focussed only on the negative aspects as
supported by ………..(quote key biased words/phrases), making this source very opinionated and
questionable in reliability, hence Source X is not very useful.
However,
Source X can still be useful in showing me that there are segments of people in any society who hold a
differing view or perspective on the issue of ____________.

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B: Question type: (not so common)

 How far do Sources X and Y help you understand….?
 How useful are Sources X, Y and Z to your understanding of …?

Important points to note:

 Must show both sides i.e. source[s] that are helpful AND source[s] that are
not helpful + support from sources by quotations/paraphrasing for
photograph or pictorial sources.
 Must cross-refer to other sources (not those sources stated for study in the
question) and/or contextual knowledge or background information to check
reliability.
 Must do explicit consideration of 'how far' that is, 'to what extent' - so must
make a stand/judgement of the sources with reference to contextual
knowledge or other sources. For example: Sources….useful in a limited way
or both useful + not useful.

Begin your answer with:

Example: Study Sources X, Y and Z. How far do they help you to understand that
internal problems are to be blamed for….?

Sources X and Y are useful in helping to understand that internal problems are to be blamed
for….
From Source X, I can infer that the internal problem of poor leadership is to be
blamed……..and this can be supported by "………."
From Source Y, I can infer that internal problems of lack of support…….and this can be
supported by "………."

Based on contextual knowledge or background information, it is true that internal problems

of poor leadership such as……..and lack of support from…….are to be blamed for…...
(elaborate with at least 2 well-explained and substantiated examples). Thus, contextual
knowledge or background information supports Sources X and Y.
However, Source Z is not useful in helping to understand that internal problems are to be
blamed for….rather it suggests that external problem of foreign aggression……is to be
blamed for…….
From Source Z, I can infer that the external foreign aggression by………is to be blamed
for……..and this can be supported by "………."
By cross-referencing to Sources P and Q, both sources support Source Z that external
problem caused by….. to be blamed for…..
This can be supported by Source P; "……….' and Source Q; "……….".

However, Sources X,Y and Z are not entirely useful in helping me to understand the issue
of…..because they do not take into account/explain the role played by natural
factors…..indirectly/directly to be blamed for……Based on contextual knowledge, natural
factors such as……..contributed to……to be blamed for……..(elaborate)
Besides, Sources X, Y and Z contain some bias such as ……..which can be supported by
"…………". They may have the motive/purpose/intention of influencing the audience through
propaganda because the provenance suggests that ……..and the provenance can be
supported by "………….". Therefore, Sources X,Y and Z are useful in ….understand…to some
extent.

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Skill: Drawing conclusions and making judgements

Question type:
 Do Sources X and Y show that…right decision…?
 How far do these sources show that…right decision…?
 Do Sources X and Y agree that …is serious…?
 Do you think the source provides a balanced view of…?
 Do you think Source X and Y support what Source Z says about…?
 Do you think the …would be happy with the decision as stated in source…?
 How far would the suggestions in Source F help to lesson the worries of the …
mentioned in Sources A and E?
 Does the sources show that ….is beneficial to ….?

Important points to note:

 Must consider sources as stated in the question.
 Must give a balanced view that is, show both sides of agreement AND
disagreement based on sources. For example, Sources X and Y agree that…
but Source Z disagree that… (unacceptable that all sources either agree or
disagree with hypothesis)
 Must cross-refer to contextual knowledge or background information. If only
2 stated sources in the question and not study all sources, then, you may
cross-refer to other sources and/or contextual knowledge. If you have to
study all sources in the entire question, then, of course, you can only cross-
refer to contextual knowledge or background information.
 Must make explicit consideration of 'how far' i.e. the sources show that …
agree/disagree with …to a certain/small/large extent.

Example: Study Sources X,Y and Z. How far do they show that…a right decision…?

Begin your answer with:

From Source X, I can infer that the author suggests that the…was a right decision
…..as…the author says that…and/or because of …
This can be supported by Source X; "………."

However, from Sources Y and Z, I can infer that the authors suggest that the …was a
wrong decision……….since both sources say that….and/or because of…
This can be supported by Source Y; "………." and Source Z; "………."

Based on contextual knowledge, I know that the …was a right decision or wrong
decision or both right and wrong to some level…Contextual knowledge says that……
(elaborate with at least 2 well-explained and substantiated examples).

Therefore, the sources show that the…was a right decision…to a certain/small/large

extent since Source X agree that…while Sources Y and Z disagree that…and
contextual knowledge also suggest…
Other scenarios that might occur:

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1. If question calls for whether Source X support what Source Y says about…?,
then,

 Infer based on contents how Source X both support and challenge

Source Y.
 Infer based on tone and/or purpose how Source X support or
challenge what Source Y says.
 All inferences at contents, tone and purpose levels must be
supported by source details quoted from Sources X and Y.

2. If question calls for whether Sources A to D support what Source E says

about…?, then,

 Infer contents of Source E + support from the source by quotation or

paraphrase.
 Infer based on contents, from sources from A to D , sources that support and
challenge what Source E says. For example; Sources B and C support Source E
but Sources A and D do not support Source E.
 Infer based on tone and/or purpose, sources that support and challenge what
Source E says.
 All inferences at contents, tone and purpose levels must be supported by
source details quoted from all sources A to E.

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SBCS Part [e] question: Study all sources. (10m) – NEW! For Sec 4 2017

Key points to note:

 A balanced view or analysis of ALL sources required.
 A lop-sided answer will not be credit worthy.
 For each source, your evaluation must surely ANSWER the issue in the question +
infer the main message that answers the issue in the question + support by
quotes or paraphrasing + make a clear stand of whether you agree or disagree
with the question statement. (overall linkage must be evident and clear)
 Name your sources correctly.
 Never describe each / all sources + quote blindly without answering the question.
 The key is to answer the question straightaway and directly. DO NOT provide
vague and confused answers!

Marking Scheme:

L1 Writes about statement, no valid source use or specific knowledge [1]

L2 Yes / No, supported by valid source use (ONE SIDED) [2-4]
1S (2-3)/2S(3-4)/3S(4)
L3 Yes + No, supported by valid source use (Balanced View) [5-8]

No of Sources Mark
Yes No
1 1 5m
1/2 2/1 6m
2 2 7m-8m
3 2 8m
2 3 8m
3 3 8m

Note: Consideration on number of sources used and the quality of analysis in

deciding on marks in L2 & L3.
 Don’t need to use all sources to get 8m / can be less than 6 sources.

 Quality of explanation is important and necessary.

 Balanced treatment (penalize students who take shortcut by using 1 source on

‘YES’ and others on ‘NO’ or vice versa: unbalanced treatment of sources + even
though excellent explanation = penalty applies)
If Yes + No is unbalanced i.e. 1+4/1+3/1+5, then, maximum mark awarded is
between 5-6m. This range of marks is given only if answers are good but the
presentation is very scheming and calculative. (Penalize at L3 first)
+ Can still award bonus 2m if L3 is well explained.

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+2 bonus points: evaluate one source reliability (chosen source must not be
evaluated on reliability in earlier questions) / evaluate one source on utility or
sufficiency / balanced conclusion / cross refer to CK to take a stand.

** To score additional 2 marks, candidates can take any one of these 3 routes:

 analyzing at least one source in relation to its reliability, utility or sufficiency

(not done previously in other parts of the SBCS)
 sharing example[s] from CK
 giving a balanced conclusion or resolution
The route will allow scope for candidates to decide what comes more naturally for
them, and will invite meaningful thinking, without making any of the above a direct
requirement.
Note: Consideration on number of sources used and the quality of analysis in
deciding on marks in L2 & L3.

This is how you should state your evaluation of each source (do the same for others):

For example:

I would agree with question statement as some sources agree with question
statement:
I would agree with (question statement) as Source A agrees that ………. Because
……….(explain in your own words how the contents inferred agrees with the question
statement) and this can be supported by ‘………………….’ (Source A details).

I would disagree with question statement as some sources disagree with question
statement:
I would disagree with (question statement) as Source B disagrees with the
statement that ……. Because (explain in your own words how the contents inferred
differed with the question statement) and this can be supported by ‘………………..’
(Source B details).

**3+2 OR 2+3 = balanced view (maximum 8m) [total sources in SBCS is 5 sources]
**3+3 = balanced view (maximum 8m) [total sources in SBCS is 6 sources]

+2m bonus points (choose any 1 of the 3 routes) DON’T DO ALL!

Prepared by Chan Shu Hwee for Social Studies.

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