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Social Studies Intensive Revision SEQ Mock Examination 2 Conflict & Harmony in Multi-ethnic Societies Answer ONE question.

. Conflict in Sri Lanka 1 (a) To what extent was the issue of citizenship rights the most important [12] cause of the conflict between the Sinhalese and the Tamils in Sri Lanka? Explain your answer. (MFSS MYE 2011) The political impact of the conflict in Sri Lanka is more severe than the [13] social impact. Do you agree? Explain your answer. (SPS Prelims 2010)

(b)

Conflict in Northern Ireland 2 (a) Divided loyalties were the main driving force of the Northern Ireland [12] conflict. How far do you agree with this assertion? Explain your answer. (ACSBR MYE 2011) Which was the more adverse result of the Northern Ireland conflict [13] the impact on the economy or the impact on society? Explain your answer. (ACSBR MYE 2011)

(b)

Bonding Singapore 3 (a) Transnational terrorism is the only challenge faced by multi-racial Singapore. Do you agree? Explain your answer. (HKSS MYE 2011) [12]

(b)

Here are three measures adopted by the Singapore government to [13] develop common space: Opportunities for Interaction in Educational Institutions Common Living Space Provided by Public Housing Events and ProgrammesOrganised by Grassroots Organisations Which of these is the most effective measure to develop common space? Explain your answer. (NSS Prelims 1 2011)

AES / HUM

Social Studies Intensive Revision SEQ Mock Examination 2 Conflict and Harmony in Multi-ethnic Societies Suggested Answer Scheme Conflict in Sri Lanka 1 (a) To what extent was the issue of citizenship rights the most important cause of the conflict between the Sinhalese and the Tamils in Sri Lanka? Explain your answer. (MFSS MYE 2011) Response Writes about the topic but without focus on the question Award 1 mark for each detail, to a maximum of 2 marks. L2 Describes the given factor, AND/OR identifies/describes other factor(s) Award 3 marks for describing the given factor OR identifying / describing other factor(s). Award 4 marks for both. L3 Explains the given factor OR other factor(s) Award 4 marks for an explanation, and additional marks for any supporting detail, to a maximum of 6 marks. E.g. Citizenship rights was an important cause of the conflict between Sinhalese and Tamils. The Citizenship Act granted citizenship only to those who were either born in Sri Lanka or those whose forefathers were born there. As a result, many Indian Tamils who lived in Sri Lanka were stateless. This meant that they were denied basic rights such as education, jobs, housing and voting even though they had been in Sri Lanka for many years. This frustrated and angered the Tamils who felt marginalised although they were contributing immensely to the countrys economy by working at the tea plantations. By being denied the basic rights, the Tamils indeed felt like second class citizens in a country which they had regarded as their home. This made them resent the Sinhalese whom they considered to be responsible for this discrimination as the Sri Lankan government comprised mainly of them. Thus this contributed to the conflict between the Sinhalese and the Tamils. L4 Explains the given factor and identifies/describes other factors Award 7 marks for answers which explain the given factor and identify/describes other factor(s). E.g. [L3 plus] However, there were other factors such as the Sinhala Only policy and University admission criteria. L5 Both elements of L3 Award 8 -10 marks for explanation of the given AND other factors. Do not award 10 marks unless more than one additional factor is explained. E.g. However, the Sinhala Only policy was also another important cause for the conflict between the Sinhalese and Tamils. When Sri Lanka was under British rule, English-educated Tamils occupied some of the most powerful jobs in the government service as they could read and write English unlike their Sinhalese counterparts. After Sri Lanka achieved independence, Sinhala was made the official [8-10] [7] [4-6] [3-4] [12]

Level L1

Marks [1-2]

AES / HUM

language. Many English-speaking Tamils in the government service were given three years to learn Sinhala or lose their jobs. This once again angered the Tamils as they realised how unfair the new policy was towards them as it was difficult to secure their jobs or be promoted. They felt discriminated against as Tamil was their dialect and they were asked to learn a language they had no knowledge of. This made the Tamils resent the Sinhalese as they felt that the Sinhalese were responsible for their loss of opportunities and dismissal. When a protest meeting against this policy was disrupted by government supporters, it caused riots to break out between the two communities. AND E.g. University admission criteria was another cause for conflict between the Tamils and Sinhalese. One of the goals behind the policy was to restrict the accessibility of the English-educated Sri Lankan Tamils to the higher education and government and government employment. At the same time it sought to increase the number of the Sinhalese educated youth in the universities and government services. In 1970, the government adopted a pro-Sinhalese education policy by replacing merit as the criteria for the university admissions with a system of weightage in favour of the Sinhalese students. Thus the Tamil students had to score higher marks to secure a place in the university. This evoked a strong protest from the Tamil community but the government disregarded it. Education is the gateway to better job opportunities. As the Tamils felt very deprived in getting equal opportunities for a higher education, this prevented them from moving up the economic and social ladder. Hence, they had no access to the countrys economic wealth as they missed out on the opportunities. This made them resent the Sinhalese even more. As a result, the distrust and suspicion they had of each other deepened even further, causing conflict between the Sinhalese and the Tamils. L6 L5, plus explains the relative importance of different factors [11-12]

AES / HUM

(b)

The political impact of the conflict in Sri Lanka is more severe than the social impact. Do you agree? Explain your answer. (SPS Prelims 2010) Response Assertions lacking valid contextual support Award 1 mark for each detail, to a maximum of 2 marks

[13]

Level L1

Marks 1-2

L2

Describes one or both sides, but without answering the question e.g Before the formation of the Tamil Tigers, demands made by the Tamils were generally done peacefully. But with the formation of the LTTE, their demands took on a violent nature especially when violence was met with retaliation from the Sinhalese government. Besides attacking the Sinhalese, they also attacked Tamil members of the police force, Tamil members and supporters of the ruling party and Tamil politicians who did not support their aim of creating a separate state for Tamils. OR e.g The conflict has also caused large-scale displacement beyond its borders. In the 1983 riots, thousands of Tamils fled to Tamil Nadu in South India. Many still remain as refugees in India. High Security Zones (HSZ) were built by the Sri Lankan Army to keep the LTTE away. Many had to flee whenever the Sri Lanka moved into parts of the country to take on the LTTE. Many are forced to live in overcrowded refugee camps or with relatives or friends.

3-5

L3

Explains one side Explanations must have valid contextual support e.g Before the formation of the Tamil Tigers, demands made by the Tamils were generally done peacefully. But with the formation of the LTTE, their demands took on a violent nature especially when violence was met with retaliation from the Sinhalese government. Besides attacking the Sinhalese, they also attacked Tamil members of the police force, Tamil members and supporters of the ruling party and Tamil politicians who did not support their aim of creating a separate state for Tamils. It is serious because it had troubled Sri Lanka for more than 20 years. Many lives were lost about 60 000 and the economy was crippled due to the continuous stream of violence in the country. Young teenagers are known to be recruited as members of the LTTE. These episodes of violence and the inculcation of hatred prejudice and hostility towards the Sinhalese among the young Tamils perpetuates the vicious cycle of generations of violent existence in Sri Lanka. OR e.g. The conflict has also caused large-scale displacement beyond its borders. In the 1983 riots, thousands of Tamils fled to Tamil Nadu in South India. Many still remain as refugees in India. High Security Zones (HSZ) were built by the Sri Lankan Army to keep the LTTE away. Many had to flee whenever the Sri Lanka moved into parts of the country to take on the LTTE. Many are forced to live in overcrowded refugee camps or with relatives or friends. The conflict has led to many having to abandon their homes in place for temporary housing. Most of these are refugee camps with poor living conditions and are ill-equipped. Thus, the conflict had driven many Sri Lankan Tamils out of their homeland.

6-8

L4

Explains both sides

9-11

AES / HUM

i.e. both L3 examples L5 L4 + Reaches a balanced conclusion based on the relative significance of the factors. e.g. L4 + emergence of Tamil Tigers is more damaging because it is the root of armed conflict which in turn leads to other damaging consequences. The destruction of lives and properties done by Tamil Tigers have driven many types of people away, thus lowering the economy, driving away investors and weaken social stability. Many Tamils ran away to become refugees because of the fear from Tamil Tigers and do not wish to be in the conflict. Social instability is less damaging as it is the result of the armed conflict. The society can be strong only if armed conflict is resolved. Otherwise, the society will continue to be in chaos and weakened. 12-13

AES / HUM

Conflict in Northern Ireland 2 (a) Divided loyalties were the main driving force of the Northern Ireland conflict. How far do you agree with this assertion? Explain your answer. (ACSBR MYE 2011) Response Writes without focus or identifies other factor(s). The Catholics and Protestants were the parties involved in the conflict in Northern Ireland. OR Unequal housing and the lack of voting right were also driving forces of the conflict. L2 Describes given factor and/or other factor(s). Divided loyalties also led to the conflict in Northern Ireland. Most Protestants saw themselves as British and wish to see the country remain as part of the United Kingdom. On the other hand, the Catholics saw themselves as Irish and wanted to be reunited with the Republic of Ireland. Moreover, they resented the history of English conquest where Catholics were either killed or treated harshly. AND The government perpetuated the conflict through unequal public housing. Public housing was partly paid by the government and the city councils were usually run by protestants. All this cultivated hostility, distrust and biasness toward between the two groups. L3 Explains given factor or other factors(s). Divided loyalties also led to the conflict in Northern Ireland. Most Protestants saw themselves as British and wish to see the country remain as part of the United Kingdom. Many of them did not want a union with the Republic of Ireland. The feared that a Catholic government may not be tolerant of their Protestant beliefs. On the other hand, the Catholics saw themselves as Irish and wanted to be reunited with the Republic of Ireland. Moreover, they resented the history of English conquest where Catholics were either killed or treated harshly. Thus, divided loyalties could be an underlying cause of the conflict in Northern Ireland. OR The government perpetuated the conflict through unequal public housing. Public housing was partly paid by the government and the city councils were usually run by protestants. This meant that Catholics usually had to wait very long before they could get their own houses. All this cultivated hostility, distrust and biasness toward between the two groups. The increasing tension eventually led to civil war in Northern Ireland. L4 Explains one factor and describes other factor(s). Divided loyalties also led to the conflict in Northern Ireland. Most Protestants saw themselves as British and wish to see the country remain as part of the United [7] [5-6] [3-4] [12]

Level L1

Marks [1-2]

AES / HUM

Kingdom. Many of them did not want a union with the Republic of Ireland. The feared that a Catholic government may not be tolerant of their Protestant beliefs. On the other hand, the Catholics saw themselves as Irish and wanted to be reunited with the Republic of Ireland. Moreover, they resented the history of English conquest where Catholics were either killed or treated harshly. Thus, divided loyalties could be an underlying cause of the conflict in Northern Ireland. AND Public housing was partly paid by the government and the city councils were usually run by protestants. All this cultivated hostility, distrust and biasness toward between the two groups. The increasing tension eventually led to civil war in Northern Ireland. L5 Explains given factor and explains other factor(s). Divided loyalties also led to the conflict in Northern Ireland. Most Protestants saw themselves as British and wish to see the country remain as part of the United Kingdom. Many of them did not want a union with the Republic of Ireland. The feared that a Catholic government may not be tolerant of their Protestant beliefs. On the other hand, the Catholics saw themselves as Irish and wanted to be reunited with the Republic of Ireland. Moreover, they resented the history of English conquest where Catholics were either killed or treated harshly. Thus, divided loyalties could be an underlying cause of the conflict in Northern Ireland. AND The government perpetuated the conflict through unequal public housing. Public housing was partly paid by the government and the city councils were usually run by protestants. This meant that Catholics usually had to wait very long before they could get their own houses. All this cultivated hostility, distrust and biasness toward between the two groups. The increasing tension eventually led to civil war in Northern Ireland. L6 Rankings given factor and other factor(s). Divided loyalties were the most important factor as it was the root cause of the conflict. The actions of the government in providing unequal housing were only a catalyst for the war. The deep divide between the Protestants and Catholic started from and Middle Ages. It was a rip in the fabric of Northern Irish society that could not be mended, eventually tearing the country into two. Housing issues only added to the tensions but was not a root cause. Thus, divided loyalities were the most important factor that cause the Irish civil war. [11-12] [8-10]

AES / HUM

(b)

Which was the more adverse result of the Northern Ireland conflict the impact on the economy or the impact on society? Explain your answer. (ACSBR MYE 2011) Response Writes without focus. The Catholics and Protestants were the parties involved in the conflict in Northern Ireland.

[13]

Level L1

Marks [1-2]

L2

Describes given factor(s). Foreign investors were discouraged from investing in the country. The threat of bombings and the high cost of security drove away large manufacturers in great numbers. The conflict put a strain on the British economy. AND It was sometimes possible for young people in Northern Ireland to grow up not having met someone from the other community. This led to the lack of understanding between the two groups. For example, the Belfast peace wall was one of the many walls built to separate the Catholic and Protestants.

[3-4]

L3

Explains one given factor. The economy of Northern Ireland was affected by the conflict. Foreign investors were discouraged from investing in the country. The threat of bombings and the high cost of security drove away large manufacturers in great numbers. The conflict put a strain on the British economy. In the 1970s, it was estimated that the daily cost of maintaining the British Army and providing compensation for the victims of the conflict was half a million pounds. Thus the economy of both England and Northern Ireland were affected by the conflict. OR The conflict socially segregated the Protestants and Catholics in the way they live, work and play. It was sometimes possible for young people in Northern Ireland to grow up not having met someone from the other community. This led to the lack of understanding between the two groups. For example, the Belfast peace wall was one of the many walls built to separate the Catholic and Protestants. Thus, the conflict had an impact on the Northern Irish society.

[5-6]

L4

Explains one factor and describes other factor. The economy of Northern Ireland was affected by the conflict. Foreign investors were discouraged from investing in the country. The threat of bombings and the high cost of security drove away large manufacturers in great numbers. The conflict put a strain on the British economy. In the 1970s, it was estimated that the daily cost of maintaining the British Army and providing compensation for the victims of the conflict was half a million pounds. Thus the economy of both England and Northern Ireland were affected by the conflict. AND

[7-8]

AES / HUM

It was sometimes possible for young people in Northern Ireland to grow up not having met someone from the other community. This led to the lack of understanding between the two groups. For example, the Belfast peace wall was one of the many walls built to separate the Catholic and Protestants. L5 Explains both given factors. The economy of Northern Ireland was affected by the conflict. Foreign investors were discouraged from investing in the country. The threat of bombings and the high cost of security drove away large manufacturers in great numbers. The conflict put a strain on the British economy. In the 1970s, it was estimated that the daily cost of maintaining the British Army and providing compensation for the victims of the conflict was half a million pounds. Thus the economy of both England and Northern Ireland were affected by the conflict. AND The conflict socially segregated the Protestants and Catholics in the way they live, work and play. It was sometimes possible for young people in Northern Ireland to grow up not having met someone from the other community. This led to the lack of understanding between the two groups. For example, the Belfast peace wall was one of the many walls built to separate the Catholic and Protestants. Thus, the conflict had an impact on the Northern Irish society. L6 Rankings given factors. The impact on society was the more important than the impact on the economy. The economy recovered within a decade of the end of the conflict. Presently, the Northern Irish economy is one of the stronger ones in Europe. However, the divide between the Protestant and Catholics remains. It will take generations for the two groups to be fully integrated. Thus, the impact on society was the more important impact as compared to the impact on the economy. [12-13] [9-11]

AES / HUM

Bonding Singapore 3 (a) Transnational terrorism is the only challenge faced by multi-racial Singapore. Do you agree? Explain your answer. (HKSS MYE 2011) Response Lists points without support or explanation Describes factor(s) but without explaining them [12]

Level 1 2 3

Marks 1-2 3-4 5-7

Explains one challenge


Transnational terrorism can be challenging as they can test the social bonds of Singapores people. In 2001, Singapore experienced the threat of transnational terrorism as seen in the arrest of Jemaah Islamiyah members within Singapore. 34 JI members were arrested under the Internal Security Act for their involvement in terrorist-related activities. Some of their activities included fund-raising for terrorist activities and the purchase of materials for bomb making. Their targets included the US embassy and major government buildings. These threats can divide the people as race and religion may be used to swiftly and strongly create ill feelings among the different ethnic groups. OR Managing perceptions of different religious groups in Singapore is another challenge. A Dutch couple, imprisoned by the Japanese, placed their daughter, Maria, under the care of a Malay lady, Aminah. Maria was raised as a Muslim and at the age of 13, married a Malay teacher. When her parents demanded that Maria be returned to them, a court trial followed. The court decided to give custody of Maria back to her original Dutch parents, the Hertoghs, instead. The Muslim community thought it was unfair to them as they thought their communitys welfare was ignored. This also sparked off anger towards the European and Eurasian communities, which resulted in the Maria Hertogh riots. The riots showed that if religious issues are not handled carefully, hostility and distrust could occur amongst the people of various religious beliefs in Singapore. OR Managing perceptions of different racial groups is another challenge faced by Singapore. The lack of understanding among racial groups in general can create suspicion and unhappiness among the people of Singapore. In 1964, the Malaysian government led by UMNO went against the PAP government by portraying it as antiMalay. UMNO claimed that the resettlement projects were launched to uproot the Malays from their homes in the traditional Malay areas such as the Kallang River and the West Coast. The Malay newspaper, Utusan Melayu, also highlighted that the PAP government did not care about the Malays in Singapore. As a result of these racial issues, in July 1964, during the celebration of Prophet Muhammads birthday, a clash between a Chinese policeman and a group of Malay participants of the procession, turned into a full-blown race riot over the next few days.

Explains two or three challenges

8-11

AES / HUM

10

Reaches a balanced conclusion based on the relative significance of all challenges

12-13

(b)

Here are three measures adopted by the Singapore government to develop common space: Opportunities for Interaction in Educational Institutions Common Living Space Provided by Public Housing Events and ProgrammesOrganised by Grassroots Organisations Which of these is the most effective measure to develop common space? Explain your answer. (NSS Prelims 1 2011) Response Describes the issue but without focus on the question Award 1 mark for each detail, to a maximum of 2 marks E.g. Common spaces are areas which are accessible to all Singaporeans, regardless of ethnic background. These provide more chances for Singaporean to come together and interact, promoting better understanding.

[13]

Level L1

Marks [1]

L2

Describes the given factors Award 3 marks for describing one factor and an additional mark for explanation/other factors, up to a maximum of 4 marks. Opportunities for Interaction in Educational Institutions E.g. Educational institutions like primary and secondary schools, junior colleges as well as tertiary institutions like Institute of Technical Education (ITEs), polytechnics and universities are places which are open to every Singaporean, regardless of his race, language or religion. Interaction takes place during lessons and provides opportunities for cooperation and friendships to be developed. Co-Curricular Activities (CCAs) in schools also help to build close bonds between the races. By cooperating, working and playing with one another, students from different races build teamwork and appreciate one anothers talents and strengths. Since 2003, Racial Harmony Day is celebrated in schools. The Racial Harmony Declaration is recited on 21 July every year. It is a statement that affirms the importance and commitment of Singaporeans towards religious harmony. Common Living Space Provided by Public Housing E.g. HDB was founded in 1960 to resettle people from the urban slums into low cost public housing. The building of new housing estates was a way to allow members of the different races to interact and live harmoniously within the same community. Until HDB estates were built, the various races lived in separate areas based along racial lines in the 1950s, e.g. Malays GeylangSerai, Kampong Kembangan and PasirPanjang; Chinese Chinatown areas; Indians Little India and Rochor areas; Eurasians Katong and the south-eastern side of the island. In the 1980s, it was observed that there were again too many people from the same racial group living in the same housing estate. Because 84% of Singaporeans live in public housing estates, government policy makers felt that such patterns should not be allowed to grow. In 1989, HDB set ethnic quotas to ensure that the demographics of HDB

[2-4]

AES / HUM

11

housing estates reflect the demographics of the country. Called the Ethnic Integration Policy (EIP), the rules were designed to promote racial harmony and prevent the formation of racial enclaves. The EIP caused some difficulties for some who wished to sell their flats. However, the rules were put in place to protect racial harmony. Nonintegration is experienced in European countries, sometimes with disastrous consequences, e.g. the riots in Paris in 2006 were caused by the frustration of the African immigrants who had settled in large numbers in low-cost public housing areas of Paris. These problems have been avoided in Singapore because of the EIP. Events and ProgrammesOrganised by Grassroots Organisations E.g. Grassroots organisations refer to local groups in the community which are centres of political activity. There are many grassroots organisations whichorganise activities to promote common activities and integration. One of the earliest grassroots organisations was the Peoples Association (PA), a statutory board set up by the PAP in 1960 to consolidate and manage community centres, as well as to promote group participation in social activities so that there is inter-racial understanding. Activities like family carnival days, calligraphy or language lessons and all kinds of sporting activities are organised to promote racial harmony.

L3

Explains ONE given factor Award 5 marks for an explanation how one factor helps to develop common space in Singapore and an additional mark for each supporting detail, to a maximum of 7 marks. Opportunities for Interaction in Educational Institutions E.g. Opportunities for interaction in educational institutions help to develop common space because the criteria for entry is based on merit, not on ethnicity or religion, and the activities organised allow for interactions between people of different races, thus allowing Singaporeans to understand and appreciate one anothers differences. Common Living Space Provided by Public Housing E.g. Common living spaces provided by public housing help to develop common space because they provide opportunities for interaction between people of different backgrounds by ensuring a proportionate number of residents from each ethnic group stay in each block, thus allowing Singaporeans to understand and appreciate one anothers Events and ProgrammesOrganised by Grassroots Organisations E.g. Activities organised by grassroots organisations contributes to the development of common spaces because they provide for opportunities for interaction between people of various backgrounds, by ensuring a variety of programmes are provided to residents regardless of their ethnicities or religions, allowing them to interact with one another, thus resulting in a greater appreciation and understanding of one another, and allowing people to participate, regardless of their ethnicity or religion.

[5-7]

AES / HUM

12

L4

Explains more than ONE given factors Award 8 marks to answers that explain two factors. Award an additional mark for any further supporting details. Do not award 10 marks unless all three factors are explained.

[8-10]

L5

L4 +Weighs the relative importance of the different factors in L4 Award 11 marks to answers that have an explanation of why the given factor has more or less impact, compared to an alternate factor. An additional mark to be awarded for any comparison with other alternate factors, up to a maximum of 13 marks. E.g. In my opinion, opportunities for interaction in educational institutions is the most important factor to develop common space in Singapore because it involves and affects all Singaporean students, regardless of citizenship. This would mean that the culture of being inclusive would start from a young age and it would involve all students. For common living spaces provided by public housing, it would only affect residents living in HDBs as most segregation occurs only in public housing, and events organized by grassroots organisations only involve people who choose to participate.

[1113]

AES / HUM

13

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