I chose this source because the money was expressed very efficiently, using her impression of the currency and a descriptive of not only one note, but several notes for example, the 10 dollar note or 50 dollar note. Synonan-to money was called Banana money because the picture on the $10 note displayed a bunch of bananas. In addition, there were also bunches of coconuts in the picture. The $5 note also depicted coconuts whereas the $100 note displayed a rubber plantation scene and the $1000 note portrayed a typical Malayan bullock cart being pulled by two bulls. The local people decided to call the overall, Banana money, for the banana's erotic shape.
I chose this source because this gives us a primary account on what it was like in the society with their thoughts on the Japanese sentries.The Japanese claimed that they saved the civilians from the British, thus it was rightful for them to bow to the sentries. The civilians were told that when a sentry was on duty, he represents the Emperor of Japan. People got slapped because they did not bow properly. Japanese civilians bow to them. Civilians tried to keep away from sentries to avoid bowing.
Reasons for choosing this source: I choose this source as it talks about jobs Joshua Benjamin Jeyaretnam took up in the Japanese occupation to earn a living and survive.
I choose this source as it talks about Jie Yi See’s grandmother’s experiences during World War two and what forced her to work, what did she work as and the effects of her working.
I chose this source because it shows how a normal lesson looks like during the Japanese occupation in Singapore. It tells us that The students during the Japanese occupation had to study the Japanese language and their culture instead of what they usually learn in school before the war broke out.Textbooks at that time were even printed in Japanese.
I chose this source because Eric talked about how school was like during the time of Japanese occupation. For example, instead of a fullday schedule, they only had to attend school for half a day. However, more time was allocated to Japanese than other subjects. They also had something called Rajoi Taisho (radio exercises). This oral recount provides detailed information of how school was like during 1942-1945.