The document provides information about source-based questions (SBQs) and the skills needed to answer them, including inference, comparison, reliability, usefulness, and inference with purpose. It discusses the basic skills of making inferences from sources, such as locating meaning behind words and expressing meanings in own words. It provides examples of how to answer different types of SBQs, including inference questions using a three-step process of infer, support, explain; comparison questions focusing on similarities and differences; reliability questions checking if a source is trustworthy; and usefulness questions evaluating how useful a source is. The document is an instructional guide for students on the various source-based question skills and formats tested in exams.

1. SOURCE-BASED
QUESTIONS (SBQ)
- Inference
- Comparison (Differences and Similarities)
- Reliability
- Usefulness
- Inference with purpose

2. What are sources in Source-Based Qns.
Parts of a Source
Source A An interview with the National Development
Minister on preparing Singapore for a larger
population made in 2001
The Concept Plan of 2001, a 10-year blueprint for landuse, may
have to be amended due to events suggesting that the population
had grown faster than expected. Given that the population had
risen to 4.5million in the last six years – mainly from the inflow of
foreigners here to work and study – the 6.5 million figure could be
reached as soon as 20years. With the growing economy, it was
crucial to plan and invest now for the future. Otherwise, precious
business opportunities would be lost if potential investors found
insufficient land and infrastructure for their needs. Our goal is not
just to provide space, but also to enhance our living environment
to the extent that it becomes our competitive advantages in the
attraction of talent and investment.
Provenance: (Heading)
Source content

3. Basic Skills in Source-Based Questions
• Inference means locating meaning behind the words,
images and pictures used in a source.
• Students need to look for meanings from the words in the
source and express these meanings in their own words.
• Making inferences can be applied to all source-based
questions

4. Basic Skill - Revision
• What are the steps used in answering Inference questions
• I_____
• S_____
• E______
• (Infer, support, explain)

5. Inference Questions
Steps What to do Notes
Step 1 Analyse the Question
a. Break up the question into components
- Identify the Question word:
Why, Explain, What does this…
- Identify keywords/Issue
Question words help you to be certain
of what skill is being tested.
Keywords help you to identify the topic
and also to narrow down the inferences
you need to look for.
Step 2 Apply the Basic Skill
a. Infer: Make a point based on what you see or read
a. Support: Quote the evidence from the source.
a. Explain: Elaborate with details on your point (your inference)
Step 3 Write out the answer (in good Eng.)
a. Infer: “The source (Source __) says…
a. Support: “ …this is seen in the source, (quote evidence from the
source)…”
a. Explain: “…this shows that…(give more information about your
inference
(Adapted from Seah ,Josee,Upper Secondary Social Studies Skills Application, Wisemann Publishing, Singapore: 2009, p.11-12)

6. Inference Question Practice
Source A: An interview with the National Development Minister on preparing
Singapore for a larger population of 6.5million
Question: What does this source say about the government’s efforts in land
use planning in Singapore?
The Concept Plan of 2001, a 10-year blueprint for landuse, may have to be amended due to
events suggesting that the population had grown faster than expected. Given that the
population had risen to 4.5million in the last six years – mainly from the inflow of foreigners
here to work and study – the 6.5 million figure could be reached as soon as 20years. With the
growing economy, it was crucial to plan and invest now for the future. Otherwise, precious
business opportunities would be lost if potential investors found insufficient land and
infrastructure for their needs. Our goal is not just to provide space, but also to enhance our
living environment to the extent that it becomes our competitive advantages in the attraction
of talent and investment.

7. Check your answers!
• Check the model answer given to you.
• Was your team able to identify two inferences?
• Was your answer supported with evidence from the source?

8. Comparison Questions
• Type 1: Provide, support & explain similarities only; or
Provide, support & explain differences only
• Possible question words:
• What are the similarities between these 2 sources?
• In what ways are Sources A and B similar?
• How do the 2 sources differ?
• What are the differences between the 2 sources?

9. Comparison Question
• Type 2: Provide, Support & Explain 2 Similarities + 1 Diff
Provide, Support & Explain 2 Differences + 1 Sim
• Possible question words:
• How similar are these 2 sources?
• How different are Sources A and B?
• To what extent are the 2 sources similar?
• How far are these 2 sources different?
• How far does Source A support/differ from Source B?

10. Comparison Question
• Once you know what type of comparison question it
is…the next step is to find a way to “locate” similarities
and/or differences.
• Read the sources – seek meanings of each source that:
• the sources have in common
• make the sources different
• look for POV (point-of-view),
• tone (Negative tone, positive tone etc.)
• Don’t describe the differences!
• Common mistake: A is red in colour and B is blue in colour,
therefore they are different.
• Try: The difference bet. A and B is colour.

11. Comparison Question – Type 1
Template and guiding words
Common factor Support Explain
Both sources differ or
are similar in (state
criteria for comparison)
This is shown in Source
A, “…” However as seen
in Source B, “…”
Source A (Make
explanation linking inference
of Source A to the issue of
the question)
…However, Source B
highlights/comments that
(Make explanation linking
inference of Source B to the
issue of question)
Infer
Source A shows that
(state inference)
…whereas Source B
comments (state
inference)
Repeat Infer, Support and Explain (ISE) for every similarity/difference inference
that has been identified.

12. Comparison Questions
•Conclusion for comparison questions:
• Link similarities/differences back to the
question issue
and;
• Highlight the connection difference or
similarity) with the issue.

13. Comparison Question Practice
Source B: From a letter published in the Straits Times, 22 June 2001
Source B: A letter written on 23 June 2001 to the Straits Times by a
Member of Parliament who was the deputy chairman of the
Government Parliamentary Committee for Health
Shouldn’t healthcare services, which are needed by everyone, be available and affordable to
all, and not just the majority? It might seem unbelievable that many Singaporeans, like my
mother, have no CPF savings of their own, and so cannot use any of the healthcare schemes
like MediSave, Medifund etc. Even for people with CPF savings, the money would quickly be
used up due to high medical costs.
I would agree that healthcare services should be available and affordable to all people. The
needy and the elderly have always been my concern. In Parliament, I have frequently spoken
for better medical care and affordability. Our healthcare system already offers service to the
majority of Singaporeans who have MediSave and Medishield. For those who do not have such
insurance, we have Medifund to pay their bills. Thus nobody is left unprotected.
How similar are sources B and C ?
c

14. Comparison Question – Answer template
Common factor
Common Factor 1 (Similarity)
Common factor 2 (Similarity)
Common factor 3: (Difference – use for Type II Qns only)
Infer Support Explain
Inference No. 1:
Sources A and B show that…
Inference No. 2:
Sources A and B also show that…
Inference No. 3:
However, Sources B and C are also
different
Support for Inference 1
Support for Inference 2
Support for Inference 3
Explanation for Inference 1
Explanation for Inference 2
Explanation for Inference 3

15. Check your answers
• Check the model answers that have just been given to you?
• Were you able to identify at least two similarities?
• Was your team able to know what type of comparison question it is?

16. Reliability Questions
• How would you check if a product or a service you want to
buy is reliable?
• Check for a label or something to show that it is a genuine article.
• Check with Internet reviews on consumer blogs etc.
• Check with friends who have purchased similar types of products
• If these “checks” match what you already know of the
product…then the product is likely to be reliable.
• Students must do the same for sources when checking for
reliability.

17. Reliability Questions
• Checks on reliability can be affected/influenced by these
factors:
• Bias of the author of the source –
• Date the source was recorded –
• Why the source was produced – based on facts or propaganda.

18. Reliability Questions
• Step 1: State the point which makes the source
“reliable” and check if the author of the source
is biased or is it objective.
• Step 2: Cross reference to the other
sources/Background Information either to
i) support the point that the source is reliable
or
ii) Contradict the point that source is reliable

19. Reliability Questions
Source A: A lecturer at the Syarif Hidayatullah State Islamic University of Jakarta
sharing his views on the success of racial and religious harmony in
Singapore
With a highly urban character and predominantly Chinese population of 77% (Malay 14%,
Indian 8%), Singapore had become South-east Asia’s most thriving entrepreneurial state and a
major regional and global communications centre by the early 1990s. It is highly likely that
because of this economic prosperity, Singaporeans are able to enjoy religious freedom and in
various aspects, pragmatic and tolerant minds can be developed in this multi-racial society.
As such, there can be minimal discrimination as Singaporeans benefit from the country’s
positive economic development regardless of race or religion.
Does Source A prove that there is a strong correlation between racial harmony
and economic development?

20. Reliability Questions
Source B: A view by a sociologist on the importance of racial awareness in a multi-
racial society
Cultures of different races may be unique, but should never be used to segregate the
population of a multi-racial society like Singapore. As a citizen of the country, one should
uphold the national identity and be loyal to the country regardless of race and religion. People
must be aware that the racial and religious harmony the country has established along years of
economic development can be easily destroyed if their mindsets are less tolerant and less
mature. Any form of positive development in the country shall be the efforts ofevery citizen in
maintaining the peace andharmony of society.

21. Reliability Question – Answer Template
Infer Support Explain
Yes, Source A proves that…
(or)
No, Source A does not prove
that…
“…because (State Inference
1):
Inference 2:
Source also proves that (state
the issue) because (State
Inference 2)
As seen from the Source, it
says…
When cross-referenced to
Source B, it (supports or
contradicts what source A is
saying)
This is also seen from the
source when it says…
When cross-referenced to
Source B again, it (supports or
contradicts)
This implies that …
…and that

22. Check Your Answers
• Check the model answers that have just been given to
you?
• Were you able to identify the reliability?
• Was your team able to cross reference to support your answer?

23. Usefulness Questions
• For usefulness questions, students are asked to state
whether a source is useful in helping you understand a
topic or an issue
• Different from reliability.
• Focus is on whether the source guides your
understanding not whether the source is reliable
(trustworthy).
• Approach to developing the answer is similar to reliability
– must cross-reference.

24. Usefulness Question - Practice
Source A – A response by the Free Media Movement (FMM), a Sri Lankan based Non-governmental Organization
working for the welfare of media personnel on the forced eviction of jobless Tamils by the Sri Lankan government
The police claim that they were simply aiding Tamils’ return to their home towns. However; the reports from
residents, owners and staff of lodges, eye witnesses to the expulsion are in complete contrast to these police
accounts. People were forced to leave, even those who were in Colombo for health reasons and were not fit to
travel. The FMM unequivocally decries this action, which we see as a heinous act that grossly undermines
democracy, violates the civic rights of the Tamil community and makes a mockery of this Government’s avowed
commitment to strengthening human rights of all citizens. The Government’s action is the same as ethnic cleansing.
Source B – An appeal by the Communist Party of India’s (CPI) District Secretary R. Shanmugavelu to help the
Tamils in Sri Lanka.
Several thousands of innocent Tamils were killed in the war. Several people came here (India) as refugees and lost
their livelihood. There seems to be no end to the killings by the Sri Lankan Army. The Central government (in India)
should find a solution in the interests of Tamils. India should desist from providing all assistance to Sri Lanka and
prevail upon it to find a solution to the ethnic crisis.
Source C – A report by the Sri Lankan navy on the rescues of Tamil civilians
The escapees of whom the majority were in the prime of youth longing for a meaningful life away from LTTE
terrorism, claimed that they were living in constant fear of being forcefully conscripted despite their vehement
displeasure to be in league with the terror outfit waging a senseless killing spree of the innocent and its opponents.
They gratefully thanked the navy for the safe and cordial manner in which they were rescued, the hospitality shown
by providing them with basic needs and the swift measures taken for their immediate well-being.

25. Usefulness Questions - Practice
• Qn: How useful is Source A in showing that the Sri
Lankan government is to be blamed for the plight of the
Tamils?
How useful =
Usefulness question
Issue/ Topic focus:
- Are the Sri Lankan government policies to be blamed for
the plight of the Tamils?

26. Usefulness Question – Answer template
Infer Support Explain
Source A is useful…(state to what
extent) +
State inference no. 1 (Usefulness of
Source)
From Source A we learn that
When cross-referenced to Source B,
it supports Source A as …(say why it
supports)…This is seen in Source B
(put in the quotation)…”
This shows that the source suggests
that
This shows that (describe how
Source B enhances the explanation
of Source A)
However, Source A has its
limitations,
State Inference No. 2 (Limitations)
When cross-referenced to Source C,
it highlights what is missing in
Source A.
This is seen in source C when it
points out, (put in quotation from
source C)
Provide explanation for how Source
C points to the limitations in Source
A. Students should provide a
balanced answer (by stating why
Source is both useful and also why
it is not so useful)

27. Check your Answers
• Check the model answers that have just been given to
you
• Were you able to identify at least one inference on usefulness?
• Was your team able to cross-reference to support your answer?

28. Inference with purpose
• Use the same format as you would for Inference Question
but now your focus is on:
• Discovering the reason behind why the cartoonist, the author, the
artist created the source.
• For purpose type inference questions, students should also attempt
to identify tone from the source.
• Is the author, poet, artist unhappy with the issue he/she is trying to
express? Students must include a statement on the purpose behind a
source.
• Use phrases like: author is trying to raise awareness, or artist is trying to
criticise a government policy…etc.

29. Format of question, essay approach and
planning
SKILLS LECTURE:
STRUCTURED-ESSAY
WRITING

30. Lesson References
• Seah, Josee., - Upper Secondary Social Studies Skills
Application for Source-Based studies & Structured Essay
Questions, Wisemann Publishing Pte Ltd, Singapore:
2009
• Social Studies textbook

31. Introduction to Structured Essay
Questions
• Structured essay questions test the students ability to:
• “…to explain,
• “analyse and make judgements”
• The candidate answers will be assessed using essay
Levels Of Response Marking (LORM)s

32. Requirements for O’Level Social
Studies Paper
• Candidates are expected to:
• Select one question from a list of three (3) questions.
• Answer all parts of the question!
• Answer whole essay in 45 minutes!

33. Types of Structured Essay Questions
• Examples of Part (a) questions:
• To what extent was the dispute over territory the most important
factor that worsened the relations between Iraq and Kuwait?
Explain your answer.
• How far was the competition for investments and markets a
challenge for sustaining Singapore’s economic development?
Explain your answer.
• To what extent are the foreign threats a significant reason for the
fall of Venice? Explain your answer.

34. Types of Structured Essay Questions
• Examples of Part (b) questions:
• The Americans were the only ones to respond to the Iraqi invasion of
Kuwait. Do you agree?
• Here are three ways in which Singapore can increase its competitiveness
by managing the following resources:
• Attracting Foreign Talent
• Developing people
• Managing the environment
Which do you think is the best way to manage Singapore’s
competitiveness? Explain your answer.

35. Handling Structured Essay Questions
• Structured Essay Question approach in the following way:
• Step 1: Analyse the question: highlight the following:
• Words that ask for your stand (“what do you think?”, Which is )
• The Given Factor (if any) (Given factor is: the factor identified by the question itself)
• The keywords for linking sentence
• Step 2: Plan an outline to capture the key points:
• State Factor in the Topic Sentence… … … … … …(F)
• Make an elaboration on the Factor… … … … … … …(E)
• Make another elaboration on the same factor… … … ..(E)
• Make a link to the issue identified… … … … … … … …(L)

36. Handling Structured Essay Questions
1st paragraph (introduction)
2nd paragraph (Given factor):
3rd paragraph (1st other factor)
4th paragraph (2nd other factor)
5th paragraph (conclusion)

37. Structured-Essay Group Practice
• See question provided…and work out an outline together.
• You may refer to your Social Studies text book

38. Thank you and Keep
attending class!