cedar girls prelim

CEDAR GIRLS’ SECONDARY SCHOOL Preliminary Examination Secondary Four [Turn over HUMANITIES Paper 1 Social Studies 2272/01 2273/01 26 August 2019 1 hour 45 minutes Additional Materials: Answer Paper Cover Page READ THESE INSTRUCTIONS FIRST Write your index number and name on all the work you hand in. Write in black or blue pen. Do not use paper clips, highlighters, glue or correction fluid. Section A Answer all parts of Question 1. Section B Answer both parts of Question 2. Write all answers on the answer paper provided. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 6 printed pages and a Cover page.

2 Cedar Girls’ Secondary School 2272/01, 2273/01/S4/Prelim2019 [Turn over SECTION A (Source-Based Case Study) Question 1 is compulsory for all candidates. 1 Living in a Diverse Society Study the Background Information and the sources carefully, and answer all the questions. You may use any of the sources to help you answer the questions, in addition to those sources you are told to use. In answering the questions, you should use your knowledge of the issue to help you interpret and evaluate the sources. (a) Study Source A. What is the author’s message? Explain your answer, using details of the source. [5] (b) Study Source B. Why did the cartoonist draw the cartoon? Explain your answer. [6] (c) Study Sources C and D. How far does Source C show that Source D was wrong about discrimination in France? Explain your answer. [7] (d) Study Sources E and F. Does Source E help in your understanding of the problems raised in Source F? Explain your answer. [7] (e) ‘France’s policy of assimilation has been effective in helping its new immigrants’. Using the sources in this case study, explain how far you would agree with this statement. [10]

Cedar Girls’ Secondary School 2272/01, 2273/01/S4/Prelim2019 [Turn over 3 Has the assimilation policy created social tension in 21st century France? BACKGROUND INFORMATION Read this carefully. It may help you to answer some of the questions. France’s assimilation policy requires all citizens to adopt the beliefs and practices of the majority in the country. It was meant to create a homogenous society where immigrants are no different from the native French. However, with an increased number of immigrants, particularly from the North African region, its assimilation policy is under threat – minority communities, including Muslims, are reluctant to remove their religious symbols in public. They also do not consider themselves as fully ‘French’. As a result, the immigrants have difficulties fitting in and are also discriminated in schools, at the workplace, and even in the neighbourhoods they live in. This caused many (both local and international communities) to question the effectiveness of assimilating the minorities into French society. Study the following sources to assess the success of the assimilation policy in France today. Source A: Adapted from the website of a privately-run French school. The school was established in 1954. From 1959, it had incorporated France’s assimilation policy in its education system. Every year, we welcome more than one hundred new non-French speaking students from all over the world. Most don’t speak French; some don’t speak English either. We teach them French, and French culture, and English; we help them build the skills they need to adapt to all school systems and excel. Up to and including first grade, children are placed with age peers who are often already bilingual. Invariably, these children are orally fluent in French within a few months. Beginning in second grade and up to 10th grade, new non-French speaking students enrol in “adaptation” classes where they follow a one-year French immersion program. A senior advisor follows them closely and, the following year, they join the mainstream where they continue to be supported with a special French programme, including three additional hours of French each week and individual support, as required.

4 Cedar Girls’ Secondary School 2272/01, 2273/01/S4/Prelim2019 [Turn over Source B: A Canadian cartoonist’s view on France’s policy of assimilation, published in 2013. Source C: An account by Awa Timera, a 26-year old Frenchwoman, whose parents are from Senegal, during an interview in March 2016. She works in corporate recruiting, narrowing down lists of potential candidates for her clients. I remember on one occasion, in 2016, a client who was hiring for a management position rejected all of my proposed candidates because of their ethnic backgrounds. The client said, “I don't want black or Arabic people.” It's really hard to put your finger on racism because it's really subtle. But this comment stuck with me because it was so blatant. I really had tears … because you think that people don't like you ... they don't want you to have a job that you deserve. I am happy to be French and the opportunities the country has given me. I would like to see more opportunities for people with immigrant backgrounds, but I am doubtful about what steps the government would take to get there. Source D: A Frenchman’s response to the online question “Is racism an issue in France?” It was uploaded in August 2016. No, it’s not a problem in France. Let me explain: Look at the current government, there are Blacks, Jews, Chinese, Muslims, etc. They have as much rights, same help from the government, same voting rights, same education, same health care, same opportunities to get jobs. I know many people who migrated to France and succeeded, it wasn’t a problem to get a job or anything; there are many non-native French firefighters, police, ministers, doctors, etc. You make sure you learn your French, speak French, follow the French way, and I tell you…all will be good. I really wanted to answer this question because I have spent 4 years outside France, in an island in Tahiti. In some places you couldn’t walk 500m without getting insulted, pushed, or attacked as a white-man (even sometimes people in the bus throw things at you when you walk in the street).

Cedar Girls’ Secondary School 2272/01, 2273/01/S4/Prelim2019 [Turn over 5 Source E: An extract from a report by Brookings Institution, a non-profit public policy organisation based in the USA. The report was published in 2001. France recently begun to pay more attention to issues of discrimination. Since the late 1990s, there has been a steady number of reports by anti-racist associations and other groups highlighting the level of racial or ethnic discrimination in housing projects, discotheques, and places of employment. The government recently addressed these concerns by establishing a racism hotline that residents could call if they experienced discrimination. The operators were overwhelmed with hundreds of thousands of complaints over the first few months, thousands of which they forwarded to new regional coordinating agencies that were designed to monitor and combat racial discrimination. Source F: Results of a survey conducted by Ipsos Polling Institute* across 22 countries. It looks into locals’ perceptions towards immigrants in their countries, published in 2016. Just 11 percent of French people felt that immigration had an overall positive impact; the average global figure over the 22 countries surveyed was 20 percent. More than half of French people (54 percent) said immigration was "causing their country to change in ways they don't like", a figure which aga