notes for SS skills!

1 4G3 Social Studies RevisionGeneral approach to SBCS:1.Read the main issue question for an understanding of the broader case study. 2.Read the questions, identify the type of skill(s) needed to ATQ. 3.Analyse the question – is there a specific focus or is it about the broader topic? oE.g. specific focus: How far do the journalists agree about the challenges to improving birth rate?  must compare information related to the challenges to improving birth rate.oE.g. broader focus: How useful is this source in the discussion on birth rate?  what about the birth rate? Whether it has been improving? Whether citizens are willing to have children? Whether governments are effective in managing the low birth rates? What is it? Select 1 and focus on that throughout.4.Read the background information.5.Read the sources and attempt questions.6.Always ATQ, follow question phrasing.Time management:SectionTotal number of marksSuggested time allocatedA: Source-Based Case Study35 m70 mins /1h 10minsB: Structured Response Questions15 m30 minsAlthough time is a constraint, do not rush through the source(s). Read them purposefully with clarity. Do not rush through writing your response, make sure that you’ve answered the question clearly (i.e. clear stand with one main point for each paragraph)Stay calm to remain clear-headed for the exam!

2 Source-Based Case Study (SBCS)No.SkillWhat it meansApproaches; how to writeTipsTime management1Inferencea logical conclusion based on evidence from the sourceBased on question, infer:- Content- Attitude- PerspectiveInferenceEvidenceExplanation- Should be related to the main issue question- For an inference on the author’s attitude, you’ll need to infer the author’s thoughts and/or feelings:Thought – opinion or judgement about an issue (e.g. ‘serious problem’, ‘government’s responsibility’)Feeling – e.g. satisfied, optimistic, hopeful, pessimistic etc.Examples of attitude: encouraging, optimistic, supportive, welcoming, critical, hostile, pessimistic, mocking etc.- Select specific evidence that supports your inference:Vague evidence: “Canada, the story goes, is a supporter of multiculturalism.”Specific evidence: “The Canadian government has resettled more refugees than any other country and with little negative reaction from the public.” ~ 5-10mins 2MessageThe overall idea the author wants to convey in relation to the main issue question.Message- Read the source in totality to find the overall message, avoid nitpicking ideas from a specific part of the source.~ 10-12mins3PurposeMotive / reason why something was done or saidPurpose wordAudienceMessageOutcomeSupport (Evidence)- Read the provenance in relation to the content of the source to determine the author’s purpose. - Purpose word is meant to show the intent of the author. Examples include: Convince/ Persuade/ Encourage/ Warn/ ~ 10-12mins

3 Justify/ Defend/ Educate/ Reassure/ Criticise / Mock- Outcome: The change in Feeling / Action / Thoughts of the audience that the author wants to create.4ComparisonFinding out the similarity and difference between 2 sources.Approaches:Compare 1 similarity and 1 difference of the source’s:1. Content2. Perspective 3. Purpose - PAMOS4. ToneFor each similarity or difference:Basis of comparisonInfer both sourcesEvidence from each sourceExplanation of each source - Always ATQ and follow question phrasing- Potential basis of comparison between 2 sources:Impact (benefit or drawback? Positive or negative?)oE.g. The author in source B would agree with the author in source C that the minimum wage disadvantages low-wage workers. <explain the drawback> (GCE O-Level SS 2020 Q2)Cause (reason why something happens)oThe cartoonist in source B would disagree with the author in source C that large multinational corporations are responsible for the haze. <explain why MNCs are responsible/not responsible> Effectiveness of a strategy or stakeholder in addressing the problemoSource B and C are similar in saying that government’s initiatives to encourage couples to have children are ineffective. <explain why govt. initiatives are ineffective> (GCE O-Level SS 2024 Q2)Reaction from a group of peopleoSource B and C are similar in saying that British citizens are dissatisfied with Dyson’s move to Singapore <explain why British citizens are dissatisfied> (GCE O-Level SS 2021 Q2) ~ 10-15mins 5ReliabilityWhether a source can be trusted.Approaches:1. Infer, ATQ:InferenceoATQ, have a clear stand to conclude if the source is reliable.oCross-reference must match what you’ve inferred in the ~ 10-15mins

4 EvidenceExplanation2. Cross-reference to another source / BI to check for reliability of given source:X-ref, ATQEvidenceExplanation3. Critical analysis to check for reliability of given source (i.e. Provenance and purpose; tone)first paragraph.oFor critical analysis, do note that:oagenda to benefit self  unreliableoagenda to benefit others (part of their job/role)  reliableoTone: objective, optimistic, pessimistic, critical, biased?6UtilityA piece of information will be useful if it is relevant. It will be even more useful if it is reliable.Approaches: 1. Infer, ATQ (useful?)InferenceEvidenceExplanation2. X-ref to check for reliability and utility. Provide stand and ATQ.X-ref, ATQ (reliable? Useful?)Evidence Explanation 3. Critical analysis to check for reliability and thus, utility. - Check if the question has a specific focus or a broad topic. (refer to general approach to SBCS)- Cross-reference point must match what you’ve inferred in the first paragraph.~10-15 mins 7SurpriseDoes it meet your expectation?Approaches:1. Logical/ common sense reasoning  ATQ- Always explain why it is expected or unexpected, provide a reason for it.~10-12 mins

5 2. X-ref to check if information is also said in another source  ATQ (follow question phrasing)3. Critical analysis to explain why the source content is expected or unexpected.8Hybrid Surprise(Double source surprise; Compare and Surprise)Approaches:1. Compare content, ATQ2. X-ref to 3rd source to check if information is commonly found  ATQ, refer to all 3 sources in your stand.e.g. Since source C supports source A, it is surprising that source A would contradict source B about …3. Critical analysis to explain why the authors are expected or unexpected to agree or disagree~15 mins 9Hybrid Proving (Double source reliability; Compare and Reliability)Using one source to prove a claim on another source.e.g. How far does Source C prove that Source D is correct?Approaches:1. Compare, ATQ 2. X-ref to check for reliability of the source used to prove (i.e. source C)3. Critical analysis of the source used to prove (i.e. source C).  reliable or not? Can prove?oDo note that question phrasing may change, just remember to ATQ.E.g. The two sources differ in their opinion about Canada. Does this mean that one of them is less believable?  in this case, you can check the reliability of any source. ~15 mins

6 10SynthesisExplain the various perspectives regarding an issue.Approaches:1. Analyse claim in question- positive vs negative impact? So what?- who is responsible? Why?2. Categorise sources3. Explain why the sources agree or disagree with the statement. One source per paragraph. Minimally 2 sources agree, 2 sources disagree (alternate)Inference EvidenceExplanation (MUST give a clear reason; refer to tips on the right)4. Bonus 2 marks- Attach it to one source you’ve used previously. Use it to further support that stand (agree/disagree) -Select ONE piece of evidence that has room for explanation. If you can’t explain it, don’t use it.-Explanation needs to be specific and clear. -Each source should have a unique or distinctive reason. Your explanation for each source should not be repeated.E.g. 2025 ‘O’ level: “Canadians have a positive attitude towards diversity”oGood evidence: “It’s easy for people who come through sponsorship to adapt to the new life. We have friends already.”oValid explanation on the attitude (thoughts, feeling