Saturday, 23 August 2014

Sources

source 1 :
Casualty :A police detective, his face and clothes smeared with burning petrol, a victim of Hock Lee bus rioters. He died later.

source 2:
On 18 and 24 April, SBWU workers in the Hock Lee Amalgamated Bus Company staged lightning strikes to protest against certain actions taken by their management. In the first instance, the workers alleged that the management had breached certain terms of an earlier agreement between the bus company and the SBWU. They were also unhappy with the number of Hock Lee Bus Employees’ Union members being employed as spare workers. In the second instance, the workers objected to the management’s refusal to allow members of the SBWU to operate the spare buses. In response, the management dismissed all 229 SBWU workers in the bus company
Hock Lee bus strike and riots ,Stephanie Ho, 6 August 2014



source 3:
Basically, then workers of the Hock Lee Amalgated Bus company who were also members of the pro-communist Singapore Bus Workers Union (SBWU) went on strike due to the new work rosters and the formation of rival unions.
Averlynn Lim,Tuesday, 10 December

Source 4:
The riot resulted in four people dead and 31 people injured. Corporal Andrew Teo Bok Lan of the Volunteer Special Constabulary was beaten to death and his car overturned and burned. Detective Corporal Yuen Yau Pang died from injuries sustained after the vehicle he was in was similarly attacked.19 Other victims included American press correspondent Gene Symonds and a 16-year-old Chinese student, Chong Lon Chong, who suffered a gunshot wound.

Hock Lee bus strike and riot.Stephanie Ho .6 August 2014



source 5:
The Straits Times, 28 April 1955, Page 115 BUS STRIKERS INJURED



source6:
The Straits Times, May 13, 1955



source7:
Death of journalist , MediaCorp News Group. © 2014 MediaCorp Pte Ltd. Date NIL



Source 8:
The riot subsided in the early hours of 13 May. Later in the day, the government closed three Chinese middle schools – the Chinese High School, as well as the Chung Cheng High School and its branch school. The government stated that this action was taken because of the “deterioration in the strike situation and the increased participation in that situation by pupils of these schools in particular”.22

Hock Lee bus strike and riot, Stephanie Ho,6 August 2014 http://eresources.nlb.gov.sg/infopedia/articles/SIP_4_2005-01-06.html?s=hock%20le%20bus%20riots


Thursday, 21 August 2014

Minutes

1st meeting:
Date: 11 August 2014
Time: 1.30-2.30
Members: Zhi Ning, Shi Qi, Dillon, Xaiver
Place: Nex Library
Issue Discussed: 
we decided to research on Hock Lee Bus Riot for our history investigation
we did a write-up on what happened to allow us to understand more on the Hock Lee Bus Riot
Plan of Action: 
all to do research and have an understanding of the riot

2nd meeting: 
Date: 18 August 2014
Time: 11.30-12.30
Members: Zhi Ning, Shi Qi, Dillon, Xaiver
Place: CCHMS computer lab 4
Issue Discussed: creating a blog
Plan of Action: shiqi to create a blog

3rd meeting:
Date: 19 August 2014
Time: 1.30-2.30
Members: Zhi Ning, Shi Qi, Dillon, Xaiver
Place: CCHMS computer lab 4
Issue Discussed: shi qi created a blog, zhining did the difference answer for compare and contrast, xaiver and dillion did the similarity answer for compare and contrast and shiqi re-phrased and added smaller details to the answer of compare&contrast.
Plan of Action: shi qi to put up the first blog post (compare&contrast) and all to find sources (at least 1 source), shiqi to do the minutes for all 3 meetings

4th meeting:
Date: 20 August 2014
Time: 8-9
Members: Zhi Ning, Shi Qi, Dillon, Xaiver
Place: CCHMS computer lab 3
Issue Discussed: shi qi put up the first blog post, zhining found 2 sources, shiqi found 2 sources, xaiver found 2 sources, dillon found 1 source, shiqi added to the minutes for today's meeting
Plan of Action: dillon to find the last source, shiqi to post up the 2nd blog post (minutes)

5th meeting:
Date: 22 August 2014
Time: 11-11.30
Members: Zhi Ning, Shi Qi, Dillon, Xaiver
Place: CCHMS computer lab 4
Issue Discussed: dillon found the last source, xaiver did the introduction of essay, shiqi & zhining discussed points of essay, shiqi added to the minutes for today's meeting
Plan of Action:  xaiver to finish introduction, zhining and dillon to start on a point of essay each, shiqi to start on ending, shiqi to post up the third blog post (sources)

6th meeting:
Date: 27 August 2014
Time: 10.30-11.30
Members: Zhi Ning, Shi Qi, Dillon, Xaiver
Place: CCHMS computer lab 4
Issue Discussed: xaiver finished introduction of essay, shiqi started on ending, zhining, dillion and xaiver each started on a point of essay, shiqi added to the minutes for today's meeting
Plan of Action: zhining, dillon and xaiver to finish points of essay, shiqi to finish ending and  shiqi post up the last blog post

Compare & Contrast

Similarity

Sources A and B are similar in the political repression by the British government. Source A states that, "And oh they couldn't give me any office- it took a long time- government offices were extremely overloaded- and there was a lot of difficulty. I had to threaten to bring a desk here to set it up here or in my flat before I could get an office!" This shows that David Marshall had to pressurize the government before he had a proper environment to work in. Similarly, source B states that, "Out on the streets, Chinese students ignored the government's official closure of their schools, and in a repeat of the previous year locked themselves into their classrooms, where they established their own revolutionary curriculum." This shows that the students had to rebel against the government in order to get what they want. Therefore, both sources are similar in showing the political repression by the British government. 

Difference

Sources A and B are different in the goal they were trying to achieve. Source A shows that David Marshall wanted to fight for the independence of Singapore. Source B shows that the Chinese students were fighting for their own school syllabus as they didn't want to use the British's syllabus. Source A states that, "Merdeka! People of Singapore!" This shows that David Marshal was leading the local people to fight for independence. In contrast, Source B states that, "Out on the streets, Chinese students ignored the government's official closure of their schools, and in a repeat of the previous year locked themselves into their classrooms, where they established their own revolutionary curriculum." This shows that the students were not satisfied with the government's timetable and wanted a brand new timetable for their studies. Therefore, both sources were different in showing the goal that was trying to be achieved.