These are the slides used to teach the new syllabus for Secondary 2 History for both Express and Normal Academic Stream on how World War 2 (WWII) affect Singapore.
History Chapter 8 Part 2 - Towards Self-GovernmentGoh Bang Rui
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These slides aim to explain Secondary 2 History Chapter 8 Part 2 which focuses on the first Merdeka Talk and the second Merdeka Talk. This explains the circumstances which eventually lead to People's Action Party (PAP)'s victory in 1959.
If you have missed out on part 1, you can visit the below link.
http://bit.ly/historychapter8part1
History Chapter 8 Part 2 - Towards Self-GovernmentGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides aim to explain Secondary 2 History Chapter 8 Part 2 which focuses on the first Merdeka Talk and the second Merdeka Talk. This explains the circumstances which eventually lead to People's Action Party (PAP)'s victory in 1959.
If you have missed out on part 1, you can visit the below link.
http://bit.ly/historychapter8part1
History Chapter 7 Part 1- Life after the World War IIGoh Bang Rui
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These slides introduce the first part of Lower Secondary History Chapter 7: Life after World War II to the Secondary 2 students who are studying for the Singapore syllabus.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
History Chapter 5 - Effects of External Events on Singapore before World War WWIGoh Bang Rui
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These slides are used in lower secondary History lessons to illustrate the effects of external events on Singapore before World War I. It aims to explain the start of world war 1 and how it affects Singapore.
Any feedback is welcome.
Chapter 8 Part 1 - Towards Self-GovernmentGoh Bang Rui
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These slides are used to explain Chapter 8 Part 1 of the Secondary 2 History which is on 'How did Singapore progress towards internal self-governance?'
The main objectives of these slides focus on
1. Compare and Contrast David Marshall and Lim Yew Hock
2. Reasons for British granting self-governance to Singapore in 1957
During which, two riots will be included in these slides, namely Hock Lee Bus Riots in 1955 and Students' Riots, also known as the Chinese Middle School Riots, in 1956.
For Part 2, please click on the below link.
http://bit.ly/historychapter8part2
History - Chapter 9 Part 1 How did Singapore achieve independence?Goh Bang Rui
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These slides explain the reasons for both Singapore and Malaysia behind the merger of Singapore, Malaya, Sabah and Sarawak to form the current Malaysia. This also explains the Cobbold Commission which leads to Sabah and Sarawak joining Malaysia. It also explains the split in the People's Action Party into two where one side is the current People's Action Party while the other reforms to become the Barisan Sosialis.
This is part 1 of the History syllabus for the Secondary 2.
Chapter 7 - Maria Hertogh Riot and Anti-National Service Riot Goh Bang Rui
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These slides are used in Singapore lower secondary History lessons to illustrate 'How did the local people respond to British rule after World War II'. . It aims to explain the riots which expressed anti-British sentiments after World War II after the British returned to Singapore. .
Any feedback is welcome.
This presentation will guide you through the steps needed to answer the Reliability question type in the SBQ section of your exam. I've borrowed the SURE acronym from the library campaign to help you to remember the answer structure for reliability questions.
History Chapter 7 Part 3 - the Rendel Constitution Goh Bang Rui
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These slides introduce the third and last part of Lower Secondary History Chapter 7: The Rendel Constitution to the Secondary 2 students who are studying for the Singapore syllabus. Along with this topic, it focuses on the 1955 election as well.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
History Chapter 7 Part 1- Life after the World War IIGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce the first part of Lower Secondary History Chapter 7: Life after World War II to the Secondary 2 students who are studying for the Singapore syllabus.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
History Chapter 5 - Effects of External Events on Singapore before World War WWIGoh Bang Rui
Follow me on slideshare.
http://www.slideshare.net/gohbangrui
These slides are used in lower secondary History lessons to illustrate the effects of external events on Singapore before World War I. It aims to explain the start of world war 1 and how it affects Singapore.
Any feedback is welcome.
Chapter 8 Part 1 - Towards Self-GovernmentGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides are used to explain Chapter 8 Part 1 of the Secondary 2 History which is on 'How did Singapore progress towards internal self-governance?'
The main objectives of these slides focus on
1. Compare and Contrast David Marshall and Lim Yew Hock
2. Reasons for British granting self-governance to Singapore in 1957
During which, two riots will be included in these slides, namely Hock Lee Bus Riots in 1955 and Students' Riots, also known as the Chinese Middle School Riots, in 1956.
For Part 2, please click on the below link.
http://bit.ly/historychapter8part2
History - Chapter 9 Part 1 How did Singapore achieve independence?Goh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides explain the reasons for both Singapore and Malaysia behind the merger of Singapore, Malaya, Sabah and Sarawak to form the current Malaysia. This also explains the Cobbold Commission which leads to Sabah and Sarawak joining Malaysia. It also explains the split in the People's Action Party into two where one side is the current People's Action Party while the other reforms to become the Barisan Sosialis.
This is part 1 of the History syllabus for the Secondary 2.
Chapter 7 - Maria Hertogh Riot and Anti-National Service Riot Goh Bang Rui
Follow me on slideshare.
http://www.slideshare.net/gohbangrui
These slides are used in Singapore lower secondary History lessons to illustrate 'How did the local people respond to British rule after World War II'. . It aims to explain the riots which expressed anti-British sentiments after World War II after the British returned to Singapore. .
Any feedback is welcome.
This presentation will guide you through the steps needed to answer the Reliability question type in the SBQ section of your exam. I've borrowed the SURE acronym from the library campaign to help you to remember the answer structure for reliability questions.
History Chapter 7 Part 3 - the Rendel Constitution Goh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce the third and last part of Lower Secondary History Chapter 7: The Rendel Constitution to the Secondary 2 students who are studying for the Singapore syllabus. Along with this topic, it focuses on the 1955 election as well.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
Social Studies Chapter 1 - CitizenshipGoh Bang Rui
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These slides introduce Chapter 1: Citizenship to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. 4 ways to become a Singaporean [Slide 4]
2. Advantages of joining Singapore Society [Slide 26]
3. Disadvantages of joining Singapore Society [Slide 50]
Part 1 Video Citizenship
https://www.youtube.com/watch?v=DHvaEBoCG70&ab_channel=MrGohBR
Part 2 Video Advantages of Citizenship
https://youtu.be/Cdp-0krqL14
Any feedback is welcome.
Social Studies Chapter 9 How do We Respond to Tensions Arising from some Econ...Goh Bang Rui
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These slides introduce Chapter 9: How do We Respond to Tensions Arising from some Economic Impacts under Issue 3: Being Part of A Globalised World to the Secondary 3 and 4 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 3 areas.
1. Economic Impact on Country [Slide 3]
2. Economic Impact on Companies [Slide 29]
3. Economic Impact on Individuals [Slide 50]
Video
TBC
Any feedback is welcome.
Social Studies Chapter 3.1 Role of Government in Society Goh Bang Rui
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These slides introduce Chapter 3: Role of Government in Society under Issue 1: Exploring Citizenship and Governance to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Maintain internal order and external security [Slide 5]
2. Ensure Justice [Slide 32]
3. Provide goods and services for the public [Slide 41]
4. Safeguard the interests of citizens [Slide 56]
Video
https://youtu.be/N3vlOG3MRdI
Your feedback is welcome.
Chapter 8 What Does It Mean to Live in a Globalised WorldGoh Bang Rui
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These slides introduce Chapter 8 What does it Mean to Live in a Globalised World? to the Secondary 4 Express and Normal (Academic) students who are studying Social Studies for the Singapore 2016 new syllabus. This topic is usually taught in Secondary 4.
The slides are divided into 4 sections.
1. Definition of Globalisation
2. Driving Forces of Globalisation - Developments in Transport
3. Driving Forces of Globalisation - Growth in MNCs
4. Driving Forces of Globalisation - Advancements in Technology
You can also watch the video below.
https://www.youtube.com/watch?v=jZau6Nmmmqw
A Year Without "Made in China"
https://www.youtube.com/watch?v=56rPP...
History Of Cellphones And How Drastically They've Changed
https://www.youtube.com/watch?v=nrdNd...
Any feedback is welcome.
Social Studies Chapter 2.2 Decision Making in a Representative DemocracyGoh Bang Rui
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These slides introduce Chapter 2.2 Decision Making in a Representative Democracy to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. What is Democracy [Slide 8]
2. The Legislative [Slide 23]
3. The Executive [Slide 73]
4. The Judiciary [Slide 84]
Any feedback is welcome.
Social Studies Chapter 7 How Can We Respond in a Diverse SocietyGoh Bang Rui
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These slides introduce Chapter 7: How Can We Respond in a Diverse Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 2 areas.
Management and Impact of Socio-cultural Diversity
1. Assimilation [Slide 14]
2. Integration [Slide 37]
Management and Impact of Socio-economic Diversity
1. Market-based Approach (USA) [Slide 83]
2. Shared Responsibility Approach (Singapore) [Slide 89]
3. Government-financed Approach (Sweden) [Slide 105]
You can also watch the flipped video below.
https://youtu.be/uhOpuIVkRhw
Any feedback is welcome.
Social Studies Chapter 6 What are the Experiences and Effects of Living in a ...Goh Bang Rui
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These slides introduce Chapter 6: What are the Experiences and Effects of Living in a Diverse Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 3 areas.
1. Interactions in a Diverse Society [Slide 4]
2. Exchanges and Appreciation in a Diverse Society [Slide 19]
3. Challenges in a Diverse Society [Slide 30]
Video
https://www.youtube.com/watch?v=kkKkx3MDoeM&ab_channel=MrGohBR
Any feedback is welcome.
Social Studies Chapter 5 Why is there Greater Diversity in Singapore NowGoh Bang Rui
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These slides introduce Chapter 5: Why is there Greater Diversity in Singapore Now under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 3 areas.
1. Immigration Policy [Slide 4]
2. Economic Opportunities [Slide 24]
3. Socio-cultural Environment [Slide 47]
Video
Part 1
https://youtu.be/noEFxIBPNrU
Part 2
https://youtu.be/Vp2SSDIdYro
Any feedback is welcome.
Social Studies Chapter 2.1 Challenges in Deciding What is Good for SocietyGoh Bang Rui
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These slides introduce Chapter 2.1: Challenges in Deciding What is Good for Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Differing Needs and Interests [Slide 5]
2. Differing Priorities [Slide 14]
3. Unequal Sharing of Costs [Slide 21]
Any feedback is welcome.
Social Studies Chapter 4 What is DiversityGoh Bang Rui
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These slides introduce Chapter 4: What is Diversity in Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Nationality [Slide 4]
2. Race and Ethnicity [Slide 23]
3. Religion [Slide 45]
4. Socio-economic Status [Slide 65]
Video
Part 1
https://www.youtube.com/watch?v=_VRdUe1i_es&ab_channel=MrGohBR
Part 2
https://www.youtube.com/watch?v=EB8pwquB8Bw&ab_channel=MrGohBR
Any feedback is welcome.
English Language - Subject Verb AgreementGoh Bang Rui
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These slides introduce the concept of Subject-Verb Agreement to the students. This concept is important to understand the basic foundations of Grammar under English Language.
Can you identify facts from opinions?
If you have any feedback, please comment and like it if you find it useful.
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English Language - Exposition: Facts and Opinions Goh Bang Rui
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These slides introduce the concept of Facts and Opinions to the students. This concept is important to understand the basic foundations of Exposition or Expository Writing under English Language.
Can you identify facts from opinions?
If you have any feedback, please comment and like it if you find it useful.
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Reading Aloud Part 2 - Syllables and Word Stress (O' Level Oral Examination)Goh Bang Rui
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These slides are used to explain the syllables and word stress for Reading Aloud (Section A under Paper 3) and provides the fundamentals to read rhythmically as well as to know when to emphasize or stress during reading for O Level English Language Examination in Singapore.
If you have any feedback, please comment and like it if you find it useful.
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Reading Aloud Part 1 - Pronunciation (O' Level Oral Examination)Goh Bang Rui
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These slides are used to explain the common pronunciation students have missed out for Reading Aloud (Section 1 under Paper 3) and provides examples to warm up your vocal chords for O Level English Language Examination in Singapore.
Students are introduced to the concept of key consonants which affects the accuracy of your reading. These 10 marks can be a difference your current grade and the next one and learning how to pronounce these consonants accurately will help you score for your next Reading Aloud for O' Level Oral Examination Paper 3.
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Subscribe to my education channel.
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These slides introduce Chapter 3: Fall of Venice to the Secondary 4 students who are studying Social Studies for the Singapore current syllabus.
These slides are divided into 4 factors.
1. Foreign Threats [Slide 5]
2. Maritime Competition [Slide 21]
3. Political Challenges [Slide 32]
4. Social Challenges [Slide 48]
Any feedback is welcome.
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These slides introduce Chapter 3: Rise of Venice to the Secondary 4 students who are studying Social Studies for the Singapore current syllabus.
These slides are divided into 3 areas.
1. Background [Slide 3]
2. Factors leading to the Rise of Venice between 9th and 15th centuries [Slide 16]
3. Venice at its Peak of Development [Slide 58]
Any feedback is welcome.
Chapter 2 - Part 1 Sustaining Economic Development in a Globalising WorldGoh Bang Rui
This is the first part of the Sustaining Economic Development in a Globalising World (Chapter 2 of Social Studies Secondary 4 Syllabus), It introduces the concept of globalisation, the 3 key driving forces behind it and the impacts or consequences of globalisation.
1. What is Globalisation?
2. Key Driving Forces of Globalisation
- Advances in Communication
- Advances in Transportation
- Transnational Corporations (TNCs)
3. Impacts of Globalisation
- Economic
- Social
- Environmental
Please subscribe if you would like to stay tuned to more slides in the future.
You can also subscribe to my Youtube Channel.
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Chapter 2 - Part 2 Singapore StrategiesGoh Bang Rui
This is the second part of the Sustaining Economic Development in a Globalising World (Chapter 2 of Social Studies Secondary 4 Syllabus), It describes the 5 strategies to cope with the globalising world.
1. Diversify the Economy
2. Nurture the Growth of SME
3. Venture Abroad
4. Expand Market Reach through Economic Cooperation
5. Manage Resources Efficiently.
- Promote local entrepreneurship and technopreneurship
- Promote continuous learning among the workforce
- Attract Foreign Talent
- Manage Environment
- Regional and International Cooperation
- Education
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You can also subscribe to my Youtube Channel.
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O Level Visual Text - Common Questions and How to Answer ThemGoh Bang Rui
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These slides are used to explain the common questions for Visual Text (Section A under Paper 2) and provides examples to answer various types of questions for O Level English Language Examination in Singapore.
Students are introduced to the concept of Visual Text which consists of 5 marks. These 5 marks can be a difference your current grade and the next one and learning how to answer these questions will help you score for your next Visual Text assignment.
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my YouTube channel if you like what you are watching.
Social Studies - Transnational TerrorismGoh Bang Rui
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These slides introduce Chapter 1: Transnational Terrorism to the Secondary 4 students who are studying Social Studies for the Singapore current syllabus.
These slides are divided into 3 areas.
1. Who is Osama? What is Al-Qaeda? [Slide 4]
2. Muslim Extremism [Slide 9]
3. Israel-Palestine Conflict [Slide 37]
Any feedback is welcome.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. Attitude
The Japanese The British
• Aggressive
• Wanted to gain power in Asia
• Gain access to natural
resources
• Wanted to be rich and
powerful
• Proud and arrogant
• Looked down on Japanese
• Underestimated the military
strength of the Japanese
5. Leadership
The Japanese The British
• General Tomoyuki Yamashita
had fought the war in China
• Strong leadership
• General Percival was
inexperienced in warfare.
• Generals could not agree with
each other
• Weak leadership
6. War Equipment
The Japanese The British
• ‘Zero’ fighters
• Superior and modern
• Tanks
• Able to move easily in
jungles
• ‘Flying coffins’
• Old and outdated
• Anti-tank guns
• Ineffective
7. Strategies and Training
The Japanese The British
• Intelligence services
• Gather information about
the British planning in
defence system
• Poor assessment of the
Japanese military strategies
• Not well-trained in jungle
warfare
8. How did the Occupation
change the lives of people
in Singapore?
9. Life of the people in Singapore
during the Japanese Occupation
Political Economic Social
12. Nippon Seishin
The Japanese promoted this
Japanese spirit in order to
remove any Western
influence.
‘Nipponisation’
1. Mass drills (Taisho)
compulsory for everyone
2. Singing of the Japanese
national anthem, Kimigayo
is compulsory
3. Teachers & students have
to learn Japanese
14. Controlled radio
stations and
radio sets
Showed only
Japanese movies
and propaganda
in cinemas
Controlled
Chinese and
English
newspapers
strictly by
printing news
that favoured the
Japanese
16. Disruption of trade during Japanese Occupation
led to food shortage.
Food rationing was introduced to solve food
shortage.
17. Food Rationing
Each household was given
a “Peace Living Certificate”
to obtain ration cards.
Ration cards were used to
buy basic necessities at the
distribution centres.
28. The
Allied
POWs
More than 50 000 British, Australian
and Allied soldiers, including women
and children, were imprisoned.
29. Became POWs in
Changi Prison.
Sent to work on
the Death Railway
in Thailand.
Many died of
infectious
diseases/ harsh
living conditions.
30. The Water Treatment
“…..our captors beat us up, subject us to electric
shocks and pumped us up with water as part of
the interrogation routine…
The feeling of having one’s belly pumped full of
water and then seeing the water gushing out of
the body was hardly bearable.”
31. Electric Shocks
“…..the electric shocks sent
my whole body into spasms;
my tears and mucus flowed
uncontrollably. The pain was
indescribable.”
“A Shameful Past in Human Memory : A Verbal
Account by Elizabeth Choy” by Jane Thum Soon Kun
in The Price of Peace
35. Planted spies all over
the island
Encouraged people to
supply them with
information by giving
rewards and privileges
Anti-Japanese suspects
were beaten and
tortured until they
revealed the information
the Japanese wanted
Often, people were
punished for crimes
they did not commit
36. Living the Days of Darkness
Harsh action taken to establish control
Looters were
shot and
beheaded, public
display of heads
Barbed wires to
form road blocks
Bowing as a sign
of respect
38. Treatment of the Chinese
The Japanese regarded the Chinese as their arch enemies.
Strong Chinese
resistance during
Japanese invasion of
China
Chinese in Singapore
actively helped China in
its fight against Japan’s
attack
In the Battle of Bukit
Timah, the Chinese
volunteers put up a fierce
resistance against the
invading Japanese troops
39.
40. Mass Screening
To identify Chinese who were believed to have anti-
Japanese sentiments
All 18 - 50-year-
old Chinese
men
Report to Mass
screening
centres
41. Questioned by
Japanese or singled
out by hooded local
informers
More fortunate ones
allowed to go home
• “EXAMINED” stamped
on a small piece of paper
• Sometimes stamped
onto shirts or arms
Those accused of
being anti-Japanese
were brought to
remote areas of
Singapore and killed
43. Treatment of Eurasians
Suffered as they
were related to
Europeans
Many belonged
to the Singapore
Volunteer Corps
and fought
against the
Japanese.
Those
suspected of
helping the
British were
shot while
others were
imprisoned.
44. Treatment of the
Malays and Indians
Did not see
them as a
threat.
Tried to win the
support of the
Malays and
convince them
that Japan
would free them
from British rule
Persuaded
Indians that
Japan would
free India from
Britain
45. But both races were not entirely
spared especially if they did not
obey Japanese orders.
46. Hardship and Suffering
Local Civilians
Serious shortage
of food and other
goods
Essential
foodstuffs like
rice, salt and sugar
were controlled
Ration cards :
Limit amount of
food for each
person
Malnutrition and
diseases
Shortage of
medicine
49. “Here are rows and rows of back-to-back houses
crammed to the physical limit. Conditions are bad.
Rooms contained several separate families. Those
who cannot share rooms live underneath stairways or
in cubicles which are in complete darkness at all hours
of the day and without direct contact with sunlight.”
51. “Many houses have
but one water-tap for
the whole house and
all the inmates share
one bucket-type
latrine. The dirt and
stench are appalling.”
52. British tried to solve the problems by
Clearing the
harbour
Removing the
shipwrecks &
mines
Rationing the
food
Opening
People’s
restaurants
Setting a law
on rent
control
55. The attitude towards
the British
government
changed after WWII.
People of Singapore
felt that the British
had ruled Singapore
for more than 100
years but had failed
to protect it.
They felt it’s time for
the local people to
run the country.