chij sec prelim qp

CONVENT OF THE HOLY INFANT JESUS SECONDARY Preliminary Examination in preparation for the General Certificate of Education Ordinary Level 2019 CANDIDATE NAME CLASS REGISTER NUMBER HUMANITIES Paper 1 Social Studies Additional Materials: Writing Paper 2272/01, 2273/01, 2274/0128 August 20191 hour 45 minutes READ THESE INSTRUCTIONS FIRST Write your name, class and register number in the spaces provided on the work you hand in. Write in dark blue or black ink on both sides of the paper. Do not use staples, paper clips, glue, correction fluid or correction tape. Section A Answer all parts of Question 1. Section B Answer both parts of Question 2. Begin Section A, Section B Part (a) and Section B Part (b) on a fresh sheet of paper. The number of marks is given in brackets [ ] at the end of each question or part question. The following should be handed in at the end of the examination in three separate parts:  Section A  Section B Part (a)  Section B Part (b) Write your name, class and registration number on every sheet of the answer paper provided. At the end of the examination, fasten all the separate parts of your work securely. This document consists of 6 printed pages and 2 blank pages. [Turn over

2 CHIJSec/2019/OLevelPrelim/2272/2273/2274/01 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 then answer all the questions. You may use any of the sources to help you answer the questions, in addition to those sources which 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. Why was the poster published at this time? Explain your answer. [6] (b) Study Source B. Source B is just a comment made by an individual. Does this mean that it is not useful as evidence about Singaporeans’ behaviour towards people who are different from them? Explain your answer. [7] (c) Study Source C. What is the message of this source? Explain your answer. [5] (d) Study Sources D and E. Having read Source D, are you surprised by what Source E says about Singaporeans’ acceptance of diversity? Explain your answer. [7] (e) ‘The government should be responsible for encouraging inclusiveness in Singapore.’ Using sources in this case study, explain how far you would agree with this statement. [10]

3 CHIJSec/2019/OLevelPrelim/2272/2273/2274/01 Are Singaporeans accepting of diversity? BACKGROUND INFORMATION Read this carefully. It may help you to answer some of the questions. Singapore has become more socially diverse in recent years, beyond our traditional differences of race, religion and language. Many Singaporeans have gained greater awareness now that diversity can come in many other forms, for instance, diversity in age, learning abilities, physical abilities, socio-economic status and political beliefs. This greater diversity in Singapore has the citizens divided in their opinions on Singaporeans’ readiness to accept these differences. In general, many Singaporeans feel a greater sense of social responsibility and believe in greater inclusiveness for all. However, occasional incidents that made it to the headlines concerning insensitive comments made about foreigners or fellow Singaporeans who are different from them have cast doubt on Singaporeans’ ability to manage and accept diversity in the country. In 2016, a deaf and mute food court cleaner was verbally abused by a woman when he cleared her plate by mistake. Just three months ago, a Member of Parliament was heavily criticised by citizens for describing large crowds at Little India as “walking time-bombs”. As Singapore becomes more socially diverse, are Singaporeans also becoming more accepting of diversity? Source A: A poster published on a website that focuses on employment management of mature workers, November 2016. This poster was part of a series of posters launched in conjunction with a nationwide move to increase Singaporeans’ re-employment age to 67 the following year. Chia Kwok Sang, 76 Assistant Manager -- Ho Nai Chuen Managing Director, On Cheong Jewellery

4 CHIJSec/2019/OLevelPrelim/2272/2273/2274/01 Source B: Adapted from a Facebook post by an aspiring actor, Shrey Bhargava, on his audition experience for the local movie, ‘Ah Boys to Men 4’, May 2017. Source C: Adapted from a website banner on the homepage of Singapore’s Tripartite Alliance for Fair and Progressive Employment Practices (TAFEP), a committee made up of representatives from the Singapore unions, employers and the government that looks into safeguarding the rights of workers. After playing a soldier with a Singaporean accent, I was asked by the casting director to act as a ‘full-blown Indian man'. I said "but not all Indians in Singapore speak with a thick Indian accent" and she just said "but that's what we want. And make it funny.” So I was told to portray an exaggeration of my race, because that's what made it funny. Diversity in Singaporean film I guess, comes down to making fun of some of us so the majority race can find it amusing. I left the room disgusted. I was seen by my country as nothing more than the colour of my skin and the way they think I ought to speak. Films play a very important role in shaping our ideas, perceptions and feelings towards social issues, our country and one another. It's 2017 and it's time for us to change. We cannot keep perpetuating such thoughts about people different from us.

5 CHIJSec/2019/OLevelPrelim/2272/2273/2274/01 Source D: Adapted from a letter published in The Straits Times forum page, November 2018. Source E: Adapted from a statement by a Ministry of Education (MOE) spokesperson, August 2016. The number of students with special needs studying in mainstream schools has been increasing over the years. In 2016, there were about 18,000 students with mild special educational needs in mainstream schools, up from the 13,000 students in 2013. The rise could be attributed to greater availability of information on special educational needs and access to assessment by professionals, as well as more students being identified with dyslexia through a screening process for primary two pupils. More governmental efforts have also been made to provide support for children with mild learning disabilities at the pre-school level. The recent announcement on the expansion of a support programme to 30 more pre-schools would allow more children with learning difficulties to benefit from therapy intervention and be better prepared for mainstream primary school. Though I am thankful that my youngest son (with moderate autism) attends a nurturing and caring mainstream pre-school, I wonder what will happen after he graduates. When my wife and I visited a couple of mainstream primary schools to look for one for him, we were informed that it would be a challenge for him to fit in. We were encouraged to seek a place in a special school instead. Children in Singapore of different abilities are segregated, with learning tailored accordingly. This has resulted in a huge gap between those who can get ahead and those who are left behind. It is now timely to consider making schools more inclusive, since all children with special needs will be included in the Compulsory Education framework next year. There should be a central authority such as the government that oversees the allocation of fairer educational chances to children with special needs.

6 CHIJSec/2019/OLevelPrelim/2272/2273/2274/01 Section B (Structured-Response Question)