Anyone has some tips on how to score well for Social Studies, Geography and history ?
Memorize memorize and memorize..Then understand the question.
Social studies.
There are levels to Source base questions and Essays.Basically formats should be memorized for essays and the typical inference,cross reference for SBQ.
Geography.Normally those alot mark question.Just make a general statement.Then state the good points then the bad points then the good and bad.Normally 2 factors are enough.
Thats all I know..I'm not saying that what I said is right but this are just base on my opinions..
I do not take history so I can't really comment on it.
=)
yes........mug
You must understand what you are studying.
Memorize no use.
Social science is about study of human society.
You must understand how human society functions and how it changes.
How to score well in essay for SS, must we memorize everything ?
Three generations ago the bourgeois wife rarely became aware of her frustrations. She was largely confined to her home, was kept too busy with children and housework to find much time for meditation on her situation or for comparison with other wives or the outside world generally. Brought up in a male-dominated family, she was prepared to accept a similar situation in her own life. This means that her outside contacts and her general picture of the world came to her through the screen of her husband's vision of these things.
The decrease in the number of children in middle-class families and the spread of labor-saving devices, from vacuum cleaners to frozen foods, gave the bourgeois wife increasing leisure in the 1920's and 1930'5. Enterprising editors like Edwin Bok filled that leisure with new slick women's magazines (like the Ladies' Home Journal). Popular novels and, to a lesser extent, the early movies, dramatic matinees, and spreading women's clubs allowed women to build up a vision of a fantasy world of romantic love and carefree, middle-class housewives with dazzling homes and well-behaved and well-scrubbed children. By 1925 the average bourgeois housewife was becoming increasingly frustrated because her own life was not that pictured in the women's magazines. Her increasing leisure gave her time to think about it, and her more frequent contact with other wives encouraged her to raise her voice in criticism of her husband whose financial inability to provide her with the life she came to regard as her due seemed to her to justify her desire to nag him onward to greater effort in pursuit of money. To him this became nagging; to her it was only an occasional reminder of the expectations under which she had entered upon the marriage relationship.
While this was going on, the outside world was also changing. Women became "emancipated" as a consequence of World War I, with considerable urging onward from the women's magazines. Shorter skirts and shorter hair became symbols of this process, but even more significant was the appearance in the outside world of a great increase in the number of jobs that could be done best, or only, by women. As part of this process, there took place considerable changes in bourgeois morality, the ending of chaperonage, greater freedom between the sexes, and the acceptance of divorce as morally possible in bourgeois life (a custom that came in from the stage and cinema).
As part of this whole process, there occurred a dramatic event of great social significance. This was the reversal in longevity expectations of men and women in adult life. A century ago (to be sure, in a largely rural context), a twenty-year-old man could expect to live longer than a twenty-year-old wife. In fact, such a man might well bury two or three wives, usually from the mortality associated with childbirth or other female problems. Today, a twenty-year-old man has little expectation of living as long as a twenty-year-old woman. To make matters worse, a twenty-year-old woman a century ago married a man considerably older than herself, at least in the middle classes, simply because future preference required that a man be established economically before he began to raise a family.
Today, from a series of causes, such as the extension of the female expectation of life faster than the male expectation, the increased practice of birth control, coeducation (which brings the sexes into contact at the same age), weakening of future preference and of the middle-class outlook generally, which leads to marriages by couples of about the same age, husbands now generally die before their wives. Recognition of this, the increased independence of women, adaptation to taxes and other legal nuisances, has given rise to joint financial accounts, to property being put in the wife's name, and to greatly increased insurance benefits for wives. Gradually the wealth of the country became female-owned, even if still largely male-controlled.
But this had subtle results; it made women more independent and more outspoken. Bourgeois men gradually came to live under a regime of persistent nagging to become "better providers." To many men, work became a refuge and a relief from domestic revelations of the inadequacy of their performance as economic achievers. This growth of overwork, of constant tension, of frustration of emotional life and of leisure began to make more and more men increasingly willing to accept death as the only method of achieving rest. Bourgeois men literally began to kill themselves, by unconscious psychic suicide, from overwork, neurotic overindulgence in alcohol, smoking, work, and violent leisure, and the middle class slowly increased its proportion of materially endowed widows.
One notable change in this whole process was a shift, over the past century, from the male-dominated family to a female-dominated family. The locality in which the young couple set up their home had an increasing tendency to be matrilocal rather than patrilocal. In increasing numbers of cases, where the young couple married before the groom's educational process was finished, they even lived with her family (but very rarely with his family). Increasingly part of the burden of housework was shifted to the husband: washing dishes, buying groceries, even tending the children. In 1840 a child could cry at night and would invariably be tended by its mother, while the father slept peacefully on, totally unaware of what was going on. By 1960, if a child cried at night, the chances were as likely as not that the mother would hear nothing while the father took over the necessary activities. If this were questioned by anyone, the mother's retort was pointed: "I take care of baby all day; I don't see why he can't take care of it at night!".
Closely related to this confusion, or even reversal, of the social roles of the sexes was decreasing sexual differentiation in child-rearing practices. As recently as the 1920's girl babies were reared differently from boys. They were dressed differently, treated differently, permitted to do different things, and admonished about different dangers. By 1960, children, regardless of sex, were all being brought up the same. Indeed, with short cropped hair and play-suits on both, it became impossible to be sure which was which. This led to a decrease in the personality differences of men and women, with males becoming more submissive and females more aggressive.
This tendency was accelerated by new techniques of education, especially in the first twelve years of life. The neurological maturation of girls was faster shall that of boys, especially in regard to coordination, such as in feeding oneself, talking, dressing oneself, toilet-training, learning to read, and general adjustment to school. The shift from home to school in the early grades was adjusted to by girls more easily than by boys, partly because girls were more self-assured and gregarious. By the age of ten or twelve, girls were developed physically, neurologically, emotionally, and socially about two years in advance of boys. All this tended to make boys less self-assured, indecisive, weak, and dependent. The steady increase in the percentage of women teachers in the lower grades worked in the same direction, since women teachers favored girls and praised those attitudes and techniques that were more natural to girls. New methods, such as the whole-word method of teaching reading or the use of true-and-false or multiple-choice examinations, were also better adapted to female than to masculine talents. Less and less emphasis was placed on critical judgment, while more and more was placed on intuitive or subjective decisions. In this environment girls did better, and boys felt inferior or decided that school was a place for girls and not for boys. The growing aggressiveness of girls pushed these hesitant boys aside and intensified the problem. As consequences of this, boys had twice as many "non-readers" as girls, several times as many stutterers, and many times as many teen-age bed-wetters.
While the outside world was decreasing its differential treatment of children on a sexual basis by treating boys and girls more and more alike (and that treatment was better adapted to girls than to boys) within the middle-class home, the growing emotional frustrations of the mother were leading to an increasing distinction on a sexual basis in her emotional treatment of her children.
The earliest feeling of sensual reassurance and comfort any child experiences is against the body of its mother. To a boy baby this is a heterosexual relationship, while to the girl it is a relationship with the same sex. In most cases the little girl avoids any undesirable persistence of this homosexual tendency by shifting her admiration and attention to some available male, usually her father. Thus by the age of six or eight, a daughter has become "Daddy's girl," awaiting his return from work to communicate the news of the day, getting his slippers and newspaper, and hoping that he will read her a story or share her viewing of a favorite television program before she must go to bed. By the age of twelve, in a normal girl, this interest in male creatures has begun to shift to some boy in her class at school. With a boy baby the transference is later and less gradual. The undesirable aspects of his love for his mother are avoided by the powerful social pressures of the incest taboo, but this merely means that the sexual element in his concern for the opposite sex is suppressed and is undeveloped. Thus there is a natural, we might almost say biological, tendency in our society for the sexual development of the boy to be delayed and for the girl to be free from this retarding influence.
Originally posted by ƒlame:How to score well in essay for SS, must we memorize everything ?
You must understand what you are doing and you must acquire techniques of analysis.
Originally posted by angel3070:You must understand what you are doing and you must acquire techniques of analysis.
omggggg, i can understand BUT I CAN'T RMB EVERYTHING
We have said that the culture of a civilization is created in its core area originally and moves outward into peripheral areas which thus become part of the civilization. This movement of cultural elements is called "diffusion" by students of the subject. It is noteworthy that material elements of a culture, such as tools, weapons, vehicles, and such, diffuse more readily and thus more rapidly than do the nonmaterial elements such as ideas, art forms, religious outlook, or patterns of social behavior. For this reason the peripheral portions of a civilization (such as Assyria in Mesopotamian Civilization, Rome or Spain in Classical Civilization, and the United States or Australia in Western Civilization) tend to have a somewhat cruder and more material culture than the core area of the same civilization.
Material elements of a culture also diffuse beyond the boundaries of a civilization into other societies, and do so much more readily than the nonmaterial elements of the culture. For this reason the nonmaterial and spiritual elements of a culture are what give it its distinctive character rather than its tools and weapons which can be so easily exported to entirely different societies. Thus, the distinctive character of Western Civilization rests on its Christian heritage, its scientific outlook, its humanitarian elements, and its distinctive point of view in regard to the rights of the individual and respect for women rather than in such material things as firearms, tractors, plumbing fixtures, or skyscrapers, all of which are exportable commodities.
The export of material elements in a culture, across its peripheral areas and beyond, to the peoples of totally different societies has strange results. As elements of material culture move from core to periphery inside a civilization, they tend, in the long run, to strengthen the periphery at the expense of the core because the core is more hampered in the use of material innovations by the strength of past vested interests and because the core devotes a much greater part of its wealth and energy to nonmaterial culture. Thus, such aspects of the Industrial Revolution as automobiles and radios are European rather than American inventions, but have been developed and utilized to a far greater extent in America because this area was not hampered in their use by surviving elements of feudalism, of church domination, of rigid class distinctions (for example, in education), or by widespread attention to music, poetry, art, or religion such as we find in Europe. A similar contrast can be seen in Classical Civilization between Greek and Roman or in Mesopotamian Civilization between Sumerian and Assyrian or in Mayan Civilization between Mayan and Aztec.
The diffusion of culture elements beyond the boundaries of one society into the culture of another society presents quite a different case. The boundaries between societies present relatively little hindrance to the diffusion of material elements, and relatively greater hindrance to the diffusion of nonmaterial elements. Indeed, it is this fact which determines the boundary of the society, for, if the nonmaterial elements also diffused, the new area into which they flowed would be a peripheral portion of the old society rather than a part of a quite different society.
The diffusion of material elements from one society to another has a complex effect on the importing society. In the short run it is usually benefitted by the importation, but in the long run it is frequently disorganized and weakened. When white men first came to North America, material elements from Western Civilization spread rapidly among the different Indian tribes. The Plains Indians, for example, were weak and impoverished before 1543, but in that year the horse began to diffuse northward from the Spaniards in Mexico. Within a century the Plains Indians were raised to a much higher standard of living (because of ability to hunt buffalo from horseback) and were immensely strengthened in their ability to resist Americans coming westward across the continent. In the meantime, the trans-Appalachian Indians who had been very powerful in the sixteenth and early seventeenth centuries began to receive firearms, steel traps, measles, and eventually whiskey from the French and later the English by way of the St. Lawrence. These greatly weakened the woods Indians of the trans-Appalachian area and ultimately weakened the Plains Indians of the trans-Mississippi area, because measles and whiskey were devastating and demoralizing and because the use of traps and guns by certain tribes made them dependent on whites for supplies at the same time that they allowed them to put great physical pressure on the more remote tribes which had not yet received guns or traps. Any united front of reds against whites was impossible, and the Indians were disrupted, demoralized, and destroyed. In general, importation of an element of material culture from one society to another is helpful to the importing society in the long run only if it is (a) productive, (b) can be made within the society itself, and (c) can be fitted into the nonmaterial culture of the importing society without demoralizing it. The destructive impact of Western Civilization upon so many other societies rests on its ability to demoralize their ideological and spiritual culture as much as its ability to destroy them in a material sense with firearms.
When one society is destroyed by the impact of another society, the people are left in a debris of cultural elements derived from their own shattered culture as well as from the invading culture. These elements generally provide the instruments for fulfilling the material needs of these people, but they cannot be organized into a functioning society because of the lack of an ideology and spiritual cohesive. Such people either perish or are incorporated as individuals and small groups into some other culture, whose ideology they adopt for themselves and, above all, for their children. In some cases, however, the people left with the debris of a shattered culture are able to reintegrate the cultural elements into a new society and a new culture. They are able to do this because they obtain a new nonmaterial culture and thus a new ideology and morale which serve as a cohesive for the scattered elements of past culture they have at hand. Such a new ideology may be imported or may be indigenous, but in either case it becomes sufficiently integrated with the necessary elements of material culture to form a functioning whole and thus a new society. It is by some such process as this that all new societies, and thus all new civilizations, have been born. In this way, Classical Civilization was born from the wreckage of Cretan Civilization in the period 1150 B.C.� B.C., and Western Civilization was born from the wreckage of Classical Civilization in the period A.D. 350�. It is possible that new civilizations may be born in the debris from the civilizations wrecked by Western Civilization on the fringes of Asia. In this wreckage is debris from Islamic, Hindu, Chinese, and Japanese civilizations. lt would appear at the present time that new civilizations may be in the throes of birth in Japan, possibly in China, less likely in India, and dubiously in Turkey or Indonesia. The birth of a powerful civilization at any or several of these points would be of primary significance in world history, since it would serve as a counterbalance to the expansion of Soviet Civilization on the land mass of Eurasia.
Turning from a hypothetical future to a historical past, we can trace the diffusion of cultural elements within Western Civilization from its core area across peripheral areas and outward to other societies. Some of these elements are sufficiently important to command a more detailed examination.
Originally posted by ƒlame:omggggg, i can understand BUT I CAN'T RMB EVERYTHING
Remember what?
Originally posted by angel3070:Remember what?
All the main points.
lol i didnt even bother reading
Originally posted by ƒlame:All the main points.
Of what?
Originally posted by angel3070:Of what?
Like using the singapore way to control traffic. Must I state ERP, ALS, Park-And-Ride and blahblahblah~
Originally posted by ƒlame:Like using the singapore way to control traffic. Must I state ERP, ALS, Park-And-Ride and blahblahblah~
yes. need. then elaborate
Originally posted by Sgforum King:yes. need. then elaborate
YES HOW TO REMEMBER EVERYTHING. I FORGOT THE DATE IT WAS SET UP AND THE REASON AND THE EFFECTS OF IT
Originally posted by ƒlame:YES HOW TO REMEMBER EVERYTHING. I FORGOT THE DATE IT WAS SET UP AND THE REASON AND THE EFFECTS OF IT
u no need to remember the date
Originally posted by Sgforum King:u no need to remember the date
i though we need to elaborate everything ?
Originally posted by ƒlame:Like using the singapore way to control traffic. Must I state ERP, ALS, Park-And-Ride and blahblahblah~
How about how PAP government suppresses local culture.
That seems to be more interesting topic to me.
Lee Kuan Yew is not chinese.
Originally posted by angel3070:How about how PAP government suppresses local culture.
That seems to be more interesting topic to me.
Okay... show me your way of answering .
Originally posted by ƒlame:i though we need to elaborate everything ?
no need to talk about the date. just the effects after applying the scheme but must say why 1st
Originally posted by Sgforum King:no need to talk about the date. just the effects after applying the scheme but must say why 1st
CAUSE NEED TO CONTROL THE INCREASING MOTORIST IN SINGAPORE
Originally posted by ƒlame:CAUSE NEED TO CONTROL THE INCREASING MOTORIST IN SINGAPORE
turn off caps.
U know le why still ask?
Originally posted by Sgforum King:turn off caps.
U know le why still ask?
turn on caps.
Let me ask you: Do you think that Singapore is success in controlling it's traffic population. Explain
Originally posted by ƒlame:CAUSE NEED TO CONTROL THE INCREASING MOTORIST IN SINGAPORE
Why you focus on this topic?