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WHO present WHAT?:
Slide 1 – Han
Slide 2,3 – Bala
Slide 4,5,6 – Wendy
Slide 7,8,9 – JiaHuan
Slide 10 – Han

*Leave a comment if you have any enquiries.

Please see the attached table on WHEN your group will be presenting

2E Schedule
Date:    Group:
2 July     Jiahui
2 July    Nigel
2 July    Ayuni
3 July     Faeez
3 July    Jia Huan
3 July    Ken Lai
4 July    Sunarisih

As mentioned, please see the following details – It will tell you what we HOPE to see in your presentations.

Please remember you have 15 min
Aside from CONTENT, we will be grading you on presentation skills. The best groups will be presenting your project to the Lower Secondary Assembly. =)

Basically the presentation must cover the following:

1. All scripts, storyboards, photos etc should be posted with everyone’s comments on how these
answer the project task question you have been assigned (You MAY choose to extract certain quality postings/responses to showcase during your presentation)

2. The actual movie/documentary and photo journal can be displayed.

3. You should also post blog entries discussing the oral presentation and how you would organise it
to make it interesting for the audience. Your oral presentation should address the following
processes:

a) What’s your project question /task and what is your understanding of this question? How have you
managed to answer this project question through the project research and work you have done?

b) What were the roles and responsibilities of each member and what was done to ensure that
everyone contributed? What problems were encountered and how did you solve these as a group?

c) Explain your concept of the documentary and how does this documentary answer the project task
focus or question.  Explain clearly why you have chosen to present the dicumentary in this way ,
explain the ideas behind the way you plan the storyboard, the different scenes and why certain
scenes are chosen and what you intend to show with these ( include details abt camera angles/shot
types, music, narration text, sequence of scenes, focus of video and what is the message you wish to
communicate).  The same questions can be applied for the photo journal

d) Reflection on Learning – must be specific in terms of what skills esp thinking skills, analysis skills,
planning skills, team management skills, visual skills, history skills, language related like writing
skills, presenting information etc

That’s all. All the best!

bubblus_propag6.jpg

2

http://www.youtube.com/watch?v=iLmJ5ikw3zI

Please click this link to see the mind map for lesson

bubblus_propag5.jpg

Propaganda handbill

British oppression is caricatured in this anti-British propaganda handbill printed by the Indian Independence League in East Asia. The Japanese worked hard at cultivating the nationalistic sentiments of the Indians in Singapore to assist them in their planned conquest of Singapore.

Propaganda leaflet

This pamphlet illustrates how an allied solider would receive food, cigarettes and medical aid if he would simply raise his hands in surrender. Ironically, allied propagandists made identical promises to Japanese soldiers.

Propaganda leaflet

Time and again, illustrations of food were used on propaganda leaflets to tempt allied soldiers. Here, a tempting plate of salad is illustrated and the word “surrender” has been tactfully substituted with the euphanism, “a change of heart”.

Propaganda handbill

“The good will be rewarded, the wicked will be punished.” Here, civilians were advised to co-operate with the allies against.

Japanese solider on a boat

A Japanese soldier is shown all alone on a boat. Futilely awaiting reinforcements that will never arrive.

[slideshare id=316297&doc=new-story-board-2-1206103641446551-2&w=425]

Scene 1: video taken at fort siloso

Speaker: At the period of world war two, Japanese used a lot of propaganda in Southeast Asia during the attack of Singapore as well as during the occupation of Singapore. Actually, Propaganda refers to the action taken, especially by a government, to influence the way people think by spreading certain ideas, beliefs, news, etc. which are often inaccurate or biased. 

Scene 2: MUST video taken at fort siloso

Interview at the Japanese occupation house in fort siloso

Interviewer: Do you know what happened in Singapore in WW2?

Student 1: yes, I do.

Interviewer: Can u roughly tell us what was happening?

Student 1:  before 15^th feb of 1942, Singapore was under British’s control. After Japanese attacked Singapore and Singapore fall in Japanese. The Japanese occupation began at Singapore.

Interviewer: Have you ever seen a written source of WW2 in Singapore?

Student 1:  yes, I have seen some in the history textbook.

Interviewer: ok. Let’s look at this. ( the picture in fort siloso) What comes to your mind when you first see the propaganda? Why?

Student 1:  I think this propaganda is very cute because the human figures are in cartoon form.

Interviewer: is it reliable? Why?

Student 1:  This is unreliable because the fact was not like what is showing on it. Japanese was very cruel in Singapore.

Interviewer: Do you know other ways of showing propaganda by the Japanese?

Student 1:  Yes, such as Newspaper, Japanese movies or propaganda films, Radio stations which were controlled by the Japanese and straight education like learn Japanese and sing the Japanese national anthem.

Interviewer: Ok, thank you very much.

Student 1:  you are welcome. 

Scene 3:No speech.       

Scene 4: video taken at fort siloso

Normal street.

Student 1: what is the date today?

Student 2: Today is third December 1941.

Student 1: did you read today’s newspaper?

Student 2: no.

Student 1: me too. Let’s go and buy it. I want to read the Malaya tribune.

Student 2: ok.

 Scene 5: video taken at fort siloso

In the store:

Student 1: one piece of the Malaya tribune, please.

Student 3: here you are

 Student 1: Thanks

Student 2: what is the headline of today’s newspaper.

Student 1: Japan’s hopeless task in pacific war 

Scene 6: video taken at fort siloso

Focus on the picture in the newspaper. 

Scene 7: video taken at fort siloso

Student 1: Do you know that Japanese will attack us?

Student 2: Yes I knew it. I think they will never win the British.

Student 1: Why?

Student 2:Don’t you feel that Japanese are very foolish? Look at the stupid face of the Japanese. They even wear diaper.

Student 1: Ha, ha, ha.

Student 2: I think they even don’t know what they are doing. Compare the weapons of the Japanese and the British. Of course British will win the war.Student 1: yes, you are right. 

Scene 8: video taken at fort siloso

We take the face of the speaker.

Speaker: As you can see, from the cartoon picture in propaganda, the British wanted to humiliate Japanese, they wanted to show Japanese do not have wisdom, they are doom and weak. British also wanted to give the people in Singapore more confidence and wanted to show that they still had the power to protect Singapore.  

  Scene 9: MUST video taken at fort siloso

Back ground is the video of “Japanese is attacking Singapore.”There are “In the year around 1942 Japanese attack Singapore, February 16 1942 Singapore fall in Japan” on the scream. 

Scene 10: video taken at fort siloso

At the streetJapanese is giving out the free Japanese propaganda to the people in Singapore. 

Scene 11: video taken at fort siloso

Focus on the picture. 

Scene 12: video taken at fort siloso

Student 1: wow, what a cute cartoon picture!

Student 2: let me see it. Yes, so cute. I like it.

Student 1: hey, after the war, what do you think about the different between the Japanese and the British?S

tudent 2: Emm, I think Japanese are very friendly, they look like our father because they are helping us in many way of our life like our own father.

Student 1: yup, we live very happy with the Japanese, right?

Student 2: yes, they are helping us to solve a lot of problems and they are very kind.

Student 1; don’t you think that we were slaves under the British’s control?S

tudent 2: yup, we should only support Japanese because we are the family. British are very cruel. 

Scene 13: video taken at fort siloso

While we are showing the Japanese propaganda on the video, the speaker is reading the purpose of the Japanese propaganda.

Speaker:The purpose of the Japanese propaganda is to make people believe that the Japanese are the saviors of Singaporeans and that they are here to liberate us from the real enemies, the British.This was called “Asian to Asian” at that period. It also make people feel that the Japanese are very kind to them and believe that they live very happy under Japanese control, only Japanese are friends people will support the Japanese in the war .furthermore Japanese wanted people in Singapore  follow the instructions that Japanese gave them. Scene 14: type out the conclusion.

The use of propaganda by the Japanese were to influence the minds of the people in Singapore, to remove Western influence and to promoted the Japanese spirit (Nippon Seishin) so that the people would be loyal to Japan. 

     bubblus_propag4.jpg

Please click this link to see the mind map for lesson

What do you think is the purpose of this source?

What do you think is the purpose of this source?

How do you think this propaganda postcard would help  the Japanese win the war?

Please do this First because we are going to use it in the powerpoint.

Post your anser in the comment.

[slideshare id=310185&doc=new-story-board-120575592699343-3&w=425]

scene1:

We are going to show the map of Singapore. The purpose is to tell the audience that this documentary is about Singapore.

scene 2:

This slide tells the audience that the documentary for next part is the time Singapore was under the British control.

scene 3:

The people are reading the newspaper (propaganda) from the British.

scene 4:

Focus the picture in the newspaper.

scene 5:

People are commenting from the newspaper.

scene 6:

We show the purpose of this newspaper.

scene7:

This is a slide that Japanese attack Singapore and Singapore fall in Japanese.

scene 8:

The people are reading the newspaper (propaganda) from the Japanese.

scene9:

Focus the picture in the newspaper.

scene 10:

People are commenting from the newspaper.

scene 11:

We show the purpose of this newspaper.

scene12:

Interview the modern people about the propaganda.

Questions:

Do you know what happened in Singapore in WW2?

Can u roughly tell us what was happening?

Have you ever seen a written source of WW2 in Singapore?

Let’s look at this. ( the picture in fort siloso)

What comes to your mind when you first see the propaganda? Why?

What do you think is propaganda?

How did the government in Singapore use propaganda at WW2?

What way do they use in propaganda?Is it reliable?

 If not, why they used the not reliable propaganda?

Ok, thank you very much.

scene13:

This is the finial conclusion.

bubblus_propag3.jpg

Please click this link to see the mind map for lesson

What do you think is the purpose of this source?

What do you think is the purpose of this source?

Tencho-setsu (emperor’s birthday) was celebrated on 29 April 1942. children paraded on the padang and sang aikoku koshin kyoku, the patriotic song. There were rallies and speeches. At the cinemas, special propaganda movies were screened. All households were told to flu the Japanese flag.

A booklet of patriotic songs was published to help local people learn the songs. Song sheets were distributed freely.

Japanese propaganda called for an “Asia for the Asiatics”. All English signboards were replaced by Japanese.

Education came under the bureau of public welfare in the tolubetu-si. Mamoru shinozaki was chief ececutive of the education department and he re-opened the primaty schools in April 1942. Children were educated in the ‘Nippon’ way and “Nippon-go” because the official common language of Malaya and Singapore.

The Japanese style of teaching physical training was a regular drill in unison with music of “radio taisho”. Children were taught to sing Japanese songs and be little “Nippon-jins”

What do you think is the purpose of this source?

Propaganda is like advertisements.Advertisments always say the positive of the  product.It brainwash people to buy their products and propaganda is also the same.It also brainwash  people.A example is the source which shows a Japanese man carrying children of different races.It only say the good thing about Japanese.It will never tell the bad thing about the Japanese.It will only tells the good thing about the Japanese.A propaganda can be buyers also.

Done by balasubramaniam

This is not from the internet

Japanese arrested the Chinese in Singapore:Chinese have until this time been with the  of the government in China, and the most of them supported the Chinese government.  Moreover, they have helped the British Army, forming volunteer corps and secretly disturbing the military activities of the Japanese army.  Thus it is the most important thing to sweep away these disloyal Chinese elements and to establish peace and promote welfare of the population.Souce by internet.Changed by balasubramaniam           

A example of a propaganda in the japanese occupation

Done by balasubramaniam

Researched by balasubramaniam

      Tucked into the hillside of Fort Canning is the Battle Box, the largest underground command centre of the British Malaya Command Headquarters during World War II. Comprising 22 rooms linked by a corridor, this complex is bomb-proof and also capable of recycling its own air supply.

The Battle Box has undergone extensive restoration and through the use of special audio-visual effects, and high-quality animatronics, visitors are able to relive the morning of 15 February 1942 when Singapore fell to the Japanese.

Done by bala,researched by bala

Character(8):

[Books and newspaper Seller]
Act: selling things
Speech: LehLong!! LehLong!! Selling Newspaper and books!!

[Buyer1]
Act: looking around at books on the table.

[Buyer2]
Act: walk past the classroom after buying a newspaper

[Japanese soldier (2)]
Act: walking around in the classroom spying at the students.

[Student1, 2]
Act: paying attention to to the teacher teaching

[Student 3](got killed in scene8)
Act: unwilling to study the lesson, got killed by the Japanese soldier
Speech: I can’t tolerate anymore!! I don’t want to study Japanese language and values!! I want freedom!! Kill me if you want!!

Uploaded By: Wendy

Source: http://www.toondoo.com/

Explanation:
Scene 1: (Singapore map) to show about the place we are talking about.
Scene 2: (Raffles City) to show how the present Singapore looks like.
( shoot in the bus – on the way to Sentosa)
Scene 3: (Years) to show the date when the attack of Singapore/Japanese Occupation occurred.
Scene 4: (Book/newspaper stall) to show how the propaganda is read by readers.
Scene 5: (examples of propaganda) to show some example of propaganda
Scene 6: (link) to link scene 5 and 7
Scene 7: (classroom) to show the scenario in the classroom when a japanese teacher is teaching the children of Singapore the values and language of the japanese by some books of propaganda.
Scene 8: (threatened/forced) to show a person got killed by the Japanese soldier as he/she is unwilling to study/learn propaganda.
Scene 9: (purpose) purpose of the use of propaganda.
Scene 10: (interview) some interview of our classmates about what they think about the use of propaganda.

Discussed By: all group members
Uploaded by: Wendy

A photo of a food rationing card

A food ration card needed to provide rice and other needs

Done by K.balasubramaniam

researched by k.balasubramaniam

From the information given from wendy ,i realise that propaganda was used to make people believed that it was true but in the fact it was not.propaganda can be in any form like pictures,viedos,and articles, the purpose of using a propoganda is to make people think that japanese at the time was very kind to people in singapore.not only this propoganda also make people that that they should support the japanese as they treat singapore,china and other country including japan people fairly.from this this will make people feel that the japanese  deserved to be the leader not british and hence japanese can take over many country as japanese will have many countries people joining forces together.japanese at the time in fact was not even kind to other countries people they wanted to conqure many country they try to conquer those countries by force and the treat those people who are innocent like they are no longer human.prisoner were the people who tried to fight back with the japanese but was being capture into their prison and being torture. at the time people were fear of them innocent people and the prisoners were killed by the japanese.peoples were also treat like slaves at the time and if they have no more energy the japanese will killed them off.from this we can see that the propogada is a bias as the propoganda describle the postive side of the japanese in fact of the truth of the inhuman japanese which make this not true in the first place.

after infering from this i conclude that the propoganda is not reliable as it is not true.(posted by phan chong)*please give me your comments as soon as possible.

MESSAGE: These military postcards depict the tenderness and warmth shared by a Japanese soldier and the children of Malaya. The face of the soldier was left out so that the sender can fill it in himself.

What is the purpose??
- It is to tell the tenderness and warmth shared by a Japanese soldier and the children of Malaya.

Source found: http://ourstory.asia1.com.sg/war/postcard.html

What can i infer from this picture??
From this i can infer that the propaganda postcards is drawn by the anime skill of the Japanese. By making the postcards appealling to children, this will make the children feel warm and will think that Japanese is not their enemies but the British is. Thus, it will help them to gain chances of conquering Singapore as this will persuade people in Singapore to surrender temasek to them. I know this because i can see that in the first picture, children in different races is hunging and clinging at japanese soldier. To add on, they are also holding the japanese flag on their hand and arm. From this, i can see that the japanese soldier is like a father protecting the children and as a result, the children will think that the Japanese is their liberator who will saved them from being the slaves of the british.

Done By: Wendy
Uploaded By: Wendy

Interview with Prof. Brian Farrell( Australian) about the propaganda of Singapore as an impregnable fortress
(Prof. Brian Farrell is from the National University of Singapore.)

The propaganda said that Singapore was a fortress, an impregnable fortress.
Question: Who was fooled by that propaganda?

Prof. Brian Farrell: I think the only people that might’ve been fooled by that propaganda were the general population of Great Britain and the dominions and perhaps the colonists and the territories in the far east. The Japanese certainly weren’t fooled. They knew very well how pregnable the fortress was; Whitehall and the British government weren’t fooled. They knew very well that they were using an image and a myth to try and take the place of substance that wasn’t there, and again to be frank, neither was Canberra. I mean asking tough questions and pursuing answers that might lead to painful public reassessments and perhaps the need to take more responsibility for Australia’s own defence, which meant spending more money – that was something which pre-war Australians shied away from. It wasn’t that they were fooled, it was that they preferred not to ask the final question and to hope that it would all come out alright on the day.

What can infer from this source??
From the interview, I can infer that the Japanese, British and Canberra are smart as they are not easily trick by the propaganda. Instead, the only ones that were decieved by the propaganda were the population of British and the territories which i can infer that they did not think thoroughly when making a decision of whether they want to believe in the propaganda or not.

Uploaded By: Wendy

The British who decided to implement the strategy “Main fleet to Singapore” had chosen Singapore as the site for a naval base while the Main Fleet would be based in Europe. Thus, it will not only defend Singapore, but also the rest of its empire in the Far East, and Australasia. However, when it seemed clear that an attack could come from the sea or from Johore, a strategy is devised to take these alternatives into account. By 1939, the main defences of Singapore consisted of a series of Guns Batteries that to popular belief were made to fire both landward and seaward.
To add on, the British defence planners (who thinks that the Japanese would first attack from the sea) were confident that the Main Fleet and reinforcements would arrive in Singapore well before any landward attack.

Source found: http://www.s1942.org.sg/s1942/dir_defence2.htm

Done By: Wendy
Uploaded By: Wendy

Source : http://ourstory.asia1.com.sg/war/war2.html
During the Japanese occupation, the optimistic wartime propaganda in the local newspapers was their source of their faith. They replaced all signs on the streets of Singapore with Japanese symbols and propaganda. Furthermore, they take over Major newspapers like the Straits Times, broadcast Japanese propaganda and cultural programmes in the radio and also introduced their language to schools.

Some Question related to the use of propaganda:

1) What was this propaganda about?
- It was about Japanese information like their languages and spiritual values that was used to harm Singaporeans.

2) In what way did the British make the people in Singapore believe that they were well-protected and had nothing to fear?
- An article appeared in a leading Singapore newspaper, The Malaya Tribune, on Dec 3, 1941 shows a cartoon accompanied an article that stated “the Japanese are caught in a trap of their own making… neither by land nor sea nor in the air do they have even a glimmer of a chance of victory…’’ This reflected a general that said “there was no threat of war in South east Asia because of the thick jungles of the Malay Peninsula and the military might of the British”.

3) How did they convince people of this?
- They wrote the article in the newspaper which I can infer that when people read the newspaper they will come across it and some will think that the Japanese really step into the trap as they thought that article in newspaper is always accurate. Therefore, people in Singapore believe that they were well-protected and had nothing to fear

DoneBy: Wendy
Uploaded By: Wendy

- The purpose of using propaganda.
- How does it help them in conquering Singapore?
- How the propaganda was presented in Singapore?(By teaching, publishing in newspaper and books)
- Example of propaganda during the attack of Singapore as well as during the occupation of singapore.
- Who was the one who wrote the propaganda?
- Is the writer reliable?
- How japanese force singaporean to read propaganda?

Discussed by: All group members
Uploaded By: Wendy

                                                    The history of port siloso

In 1967 when the British troops departed, the island was handed back to the Singapore government. Less than a decade later in 1975, under its new custodian Sentosa Development Corporation, the Fort was granted a new lease on life – its doors opening to the public for the first time.

For many veterans and their families, it serves as an important window to Singapore’s colonial past and a poignant reminder of the war

Picture of port Siloso

Done by balasubramaniam posted by balasubramaniam

I think that Japanese use propoganda to make singapore respect them.I think that they are books that tells “Japanese  is the  greatest people in the world.It is to make singapore people especially the chinese to be their slaves.Japanese also wanted to educate singaporean,children and teached them Japanese. The purpose is to point about the preeminence of the Japanese way of life ,their spirited value and the ill s of western materialism.Atually the fact is Japanese did not bring hapiness to singaporean.

Done by balasubramaniam    Research by balsubramaniam

new-timeline.jpg

Please click this link to see the timeline

Done by Jia huan

Uploadated by Zi lu

During World War II, the Imperial Japanese Army conducted many
amphibious and combined arms operations. Their austere, yet highly
successful amphibious combined arms operations are worthy of intense
study. Imperial Japanese Army Joint Operations describes the
cooperation between the Japanese Army, Navy and Air Force in
hundreds of operations throughout the Pacific. The Japanese armed forces
were very modern armed forces in the 1930s, but in the 1940s they were
obsolescent. However in 1944, Japanese armed forces began to develop a
number of the most modern and effective weapons and equipment. But it was
too late. By then the Imperial Japanese Army and Navy amphibious joint
operations capabilities had been reduced to shambles in late World War
II because it was too lightly armed. The fortunes of the Imperial Japanese
Army, described so precisely in Imperial Japanese Army Joint Operations,
are a lesson to the modern US armed forces that are in the process of
returning to the motorized days of 1940s in the name of “lightness.”  
Imperial Japanese Army Joint Operations describes many fascinating and
relatively unknown facts about Japanese amphibious combined arms
operations, and their constituent elements, in World War II.

Excerpt from Imperial Japanese Army Joint Operations

Japan laid the groundwork for Asiatic conquests with years of intense propaganda and covert organization in China,
Indochina, Thailand, British Malaya, Burma, India, the Netherlands East Indies, and other southwest Pacific islands in
British, American, and Dutch possessions. Rivaling Germany’s far-flung propaganda activities, Japan was estimated to
organized a fifth column in Asia led by over 200,000 paid and schooled professional agitators and other subversive
agents at work in the above-named areas prior to the Japanese attack on America, Britain and Holland.
Until September 1941, the propaganda had been aimed mostly along cultural, educational, and political lines. Since then
propaganda was accelerated to arouse colonialized natives against their governments so as to obtain their support for
forthcoming military operations.
When Japanese troops first entered Malaya, in order to win over local support, they distributed Singapore money (printed
in Japan) among a large number of natives. The same device (guilders, printed in Japan) was used in Borneo and other
islands of the Netherlands East Indies. In addition, natives were told that the homes of the British and Dutch were theirs,
and they were invited to move in and take them over or else to loot them of furniture and other valuables that the
Japanese themselves did not want.”

Uploaded by Zi lu

Uploaded by Zi lu

A Soldier’s Home

To get to Singapore in the late 1800s involved a long, tedious sea journey with the very real prospect of bad weather and storms on the way. Troopships were never designed to be comfortable, but merely to transport as many troops as possible to the far flung places of the British Empire.

Life on board was hard as there would be duties, inspections, physical training etc. It was anything but a cruise. Even so, there would be a sense of excitement among the young soldiers who may never have been far from their homes before.

Today, we take international travel for granted as we can get to anywhere we want in a day or so. but it was a much greater adventure over a hundred years ago. Soldiers on their way to the far east would spend several weeks on board as the ship made its way to Singapore calling at places such as Gibraltar, Malta, Aden and India dropping of troops destined to serve in these places.

The Guardroom

The Guardroom at Fort Siloso was built during the early 20th Century. It is fitted out to represent a typical Guardroom of the 1880s.

Once at any army camp, a soldier would quickly become acquainted with the Guardroom. A fair bit of his time would be spent on guard duty. This could be quite a boring duty, with only the visits by the Orderly Sergeant and Orderly Officer punctuating the dull routine.

Barrack Life

Home for the soldier was the Barrack Room. An 1880s barrack room has been faithfully created at Fort Siloso and gives a clear insight into barrack life for the first soldiers to serve at Siloso.

The Cookhouse. A health inspector would be reduced to tears by what he sees here in an 1880s Cookhouse. The Orderly Serjeant is checking the quality of the men’s food — rather him than me.

Clearly the dhobi (laundry) is not up to scratch here. The soldier is clearly not a happy man about something and is pointing out the error of his ways to the dhobi wallah.

A soldier has to be smart on parade. All camps had tailors to make ill-fitting uniform as presentable as possible.

Life in any army was not very comfortable in the late 1800s and early 1900s. However, living conditions and food changed for the better as the 1900s drew on. The 21st century soldier has far superior accommodation and facilities than the soldiers depicted above. Superior even to the generation of soldiers I served with in the 1960s.

The Barrack Square

The Barrack Square on Blakang Mati. This is representative of the early British military buildings on the island.

Other Military Buildings

There are still many old British military buildings on Sentosa which are still in use today.

This building, near the Cable Car Station, was originally a British Military Hospital built in the 1880s. It continued to be used as a hospital during the Japanese occupation and afterwards until the 1950s. It then became a training centre for the Royal Artillery. On the British withdrawal from Singapore, the Singapore Combat Engineers moved in. As Sentosa became developed for leisure and tourism, the building began a new life as a museum, which it still is today.

Another former British military Building on Blakang Mati.

This photograph of British Military buildings is shown courtesy of the Sentosa Leisure Group. It is not to be reproduced without their permission.

Research By: zi lu

Uploaded By: zi lu

Fort Siloso is Singapore’s only preserved coastal fort stands as an important window to our colonial past and a reminder of the war years. It has the most collection of World War II memory with life-sized depiction, interactive exhibits and even authentic aromas are lovingly recreated. We will be able to explore through more than 245 photographs, documents and film clips on display. When exhibitions are over, head out into the sunshine and examine actual 17th century guns and cannons, or explore the old tunnels. All in all, we must be sure to check out two new docudramas about the war years, three new routes and some brand-new exhibits, definitely will make history leap out at us.

Research By: Jiahuan(:
Uploaded By: Jiahuan(:

Zi lu —directing the story in the film to make it smooth

Phan chong — take over zi lu when he is not around

                         Narrate the story

Wendy— take over phan chong when he is not around

                 Make props that are required

Jia huan- suggest ideas on where, what, when, to take the shot

                Take over Bale when he is not around

Bale — take charge of filming the video

Done by Jia Huan

Uploaded by Zi lu

Director: Zi lu

Assistant Director: Phan chong

Actor: everyone

Narrator: Phan chong

Assistant narrator : Wendy

Producer: Jia huan

Props master: Wendy

Videographer: Bala

Assistant videographer: Jia huan

The source from the mind map shows that the propaganda used by the Japanese were all written in their language and were published in daily newspaper. To add on, children in school were forced to learn Japanese language by books of propaganda although they were unwilling to. As a result, most of the Singaporeans will know their way of life and their language.
Furthermore, the propaganda was also used to point about the pre-eminence of the Japanese spirited values and the ills of western materialism. Thus, the main purpose of propaganda is to helps them to conquer much more of Singapore by winning the respect and support of Singapore citizen who have read the propaganda.

Discussed by: All Group Members
Written by: Wendy
Uploaded By: Wendy

Bruce (ZiLu): Japanese wanted to educate Singapore children and teached the japanese. The purposee is to point out about the
pre-eminence of the japanese way of life , their spiritual values and the ills western materialism. Actually the fact is,
japanese did not bring happiness to Singapore, they killed people and rob properties.

Wendy: Japanese use propaganda by media communication(eg;radio,newspaper,money) to tell Singaporean their way of life. NOt
only, they also use propaganda to teach children their languages in school. As a result, this help them to conquer much
more of Singapore by winning the support of Singapore citizen. Thus, many people were killed by them during the attack
of Singapore as they were unwilling to follow the japanese values.

JiaHuan: Japanese use their language to write propaganda as the method of teaching their spiritual values and the ills of western
materialism.

PhanChong: I think propaganda are images that are use during the occupation of Singapore at the time. The japanese uses the
wrong information to teach the people that at that time japanese did not do cruel thing to singaporeans but it is not
true in the fact.

Bala: Japanese use propaganda to make singapore respect them. I think that they are books that tells “Japanese is the greatest
people in the World”. It is to make Singapore their Slaves.

Done By: All group members
Uploaded by: Wendy

Done by everybody

Uploaded by Zi lu

bubblus_the_use_of_propaganda.jpg

Please click this link to see the mindmap of the use of proganda

Done by Wendy

Uploaded by Zilu=)

Propaganda is an evocative word that brings to mind images of dictatorships and wartime misinformation. Although not as widespread as conspiracy theorists might have us believe, it is still in use daily in virtually every country. Propaganda is believed to be political, religious, philosophical. The basic condition for a propaganda to happen is that they must be in positions of power where they have significant control over mass-communication media. This can include presidents, governments and media moguls. It also includes company bosses, head teachers and parents. This person must have a need either that a significant group of people believe something to be true or perceive something in some way.

Done by Jia Huan

 Uploaded by Zi Lu:)

Pictures of japanese occupation

Done by Balasubramaniam

Detail of the blackboard above. The Thai reads Ka, Tapoo, Bida, Kaba, Jana

Done and Uploaded by Zi Lu:)

Done and Uploaded by Zi Lu:)

Done and Uploaded by Zi Lu:)

Done and Uploaded by Zi Lu:)

Done and uploaded by Zi lu

Done and Uploaded by Zi Lu:)

information from http://2bangkok.com/wwiipropaganda.shtml New Japanese propaganda booklet from World War II

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information from http://2bangkok.com/wwiipropaganda.shtml New Japanese propaganda booklet from World War II

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The Japanese occupation of Singapore was the period in the history of Singapore between 1942 and 1945, when Japanese forces occupied Singapore during World War II, after having defeated the combined Australian, British, Indian and Malayan garrison. The occupation was to become a major turning point in the history of several nations, including that of Japan, the United Kingdom, and the then colony of Singapore itself. Singapore was renamed Syonan-to (昭南島 Shōnan-tō, “Radiant South” in Japanese) by the Japanese.

source from http://en.wikipedia.org/wiki/Japanese_occupation_of_Singapore

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Propaganda [from modern Latin: 'propagare', "extending forth"] is a concerted set of messages aimed at influencing the opinions or behavior of large numbers of people. Instead of impartially providing information, propaganda in its most basic sense presents information in order to influence its audience. The most effective propaganda is often completely truthful, but some propaganda presents facts selectively to encourage a particular synthesis, or gives loaded messages in order to produce an emotional rather than rational response to the information presented. The desired result is a change of the cognitive narrative of the subject in the target audience.

information from http://en.wikipedia.org/wiki/Propaganda

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timelinea2.jpg 

Please click this link to see the timeline

Done by Zi Lu and Bala

Uploaded by Zi lu

bubblus_questions_of_the_task.jpg

Please click this link to see the mindmap

 Done by Phan Chong, Wendy, Jia Huan and Zi Lu

Uploaded by Zi Lu:)