Pei hwa 4E5N Prelims 2026

NAME: ( ) FORM CLASS / TEACHING GROUP: MARK /50 PEI HWA SECONDARY SCHOOL Preliminary Examinations 2026 Secondary Four Express/ Five Normal (Academic) COMBINED HUMANITIES (SOCIAL STUDIES) 2260/01 and 2261/01 Paper 1 25 Aug 2026 Additional Materials: Writing Paper 1 hour 45 minutes READ THESE INSTRUCTIONS FIRST 1. Write your name, class, teaching group and index number on all question papers, and on all other scripts meant for submission. Write all answers in dark blue or black ink. You may use a soft pencil for any diagrams or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. 2. Section A Answer all questions. Section B Answer all questions. 3. Write all answers in the writing papers provided. 4. The allocation of marks is given in brackets [ ] at the end of each question or part question.

2 5. At the end of the examination, fasten all your work securely together if you use more than one piece of writing paper. Submit Sections A and B separately. This document consists of 8 printed pages, including this cover page.

3 Section A (Source-Based Case Study) Answer all questions. Being Part of a Globalised World 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 and understanding of the topic to help you interpret and evaluate the sources. 1 Study Source A. What does it suggest about radicalisation today? Explain your answer. [5] 2 Study Source B. Why do you think this was published? Explain your answer. [6] 3 Study Source C. How useful is Source C as evidence that technology drives radicalisation? Explain your answer. [7] 4 Study Sources D and E. D and E differ in their opinion on the ways to manage radicalisation. Does it mean one of them is less reliable? Explain your answer. [7] 5 “Technology is effective in countering terrorism.” Using the sources in this case study, explain how far you would agree with this statement. [10]

4 Why is radicalisation on the rise? BACKGROUND INFORMATION Read this carefully. It may help you to answer some of the questions. Today, the rise in radicalisation is largely driven by algorithmic online propaganda, social isolation, and the exploitation of personal grievances. Extremist groups use digital networks to target vulnerable individuals, drastically shortening the timeline between exposure and radical action. Today, extremist groups are weaponising technology to recruit, radicalise and exploit young people, and they are infiltrating some unexpected arenas – gaming and Artificial Intelligence (AI). As this phenomenon becomes more pervasive, there is a pressing need to study how these technologies are being used to propagate radical ideologies and examine how they have emerged as powerful tools in the war for hearts and minds. In response, governments, organisations, tech companies, schools and families work together to reduce the reach of these networks. Prevention programs and vigilance at the national, school and family level, is crucial in diverting young people who are radicalised online, before they act on their radicalised beliefs. However, the convenience of technology which facilitates the interconnectedness of individuals across the globe and their access to online materials continue to make countering radicalisation a difficult task. Study the following sources to consider why radicalisation is on the rise and how can it be countered. Source A: A cartoonist’s view of radicalisation, published 2016.

5 [Turn Over] Source B: Adapted from a US National Security Programme research “Countering Radicalisation Online”, published on the official US Homeland Security website, Dec 2012. One of Al -Qaeda’s best online propagandists, responsible for editing Al -Qaeda’s “most downloaded” English-language online magazine, started running pro –Al Qaeda blogs and translated Al -Qaeda materials from his parents’ house in USA as early as 2004. But because he had not broken any U.S. laws, American authorities couldn’t arrest him or take down his websites, illustrating a major limitation of managing homegrown online radicalisation by removing content or restricting access to the Internet. Unlike USA, many countries have procedures & laws to prevent people from accessing potentially dangerous websites, files, or locations online. However, censoring the Internet is only effective in countries with full control over Internet access and devote resources to policing its use. In USA, constitutional free speech protection means that promoting the aims, methods of a terrorist organization and inciting violence is not illegal, if it did not result in lawless action. Source C: Adapted from a research article by S. Rajaratnam School of International Studies, a prominent research institution that conducts studies in national security, counterterrorism and non -traditional security, published online in 2024. As teenagers start gaming, they are unaware that this seemingly innocent experience could lead to radicalisation. For example, terrorist group, ISIS, created The Clanging of the Swords, a video game where players engage in simulated attacks against targets representing ISIS’ enemies. The game is designed to desensitise players to violence and instil extremist ideologies through repetitive exposure, turning terror into a thrilling experience. Extremists even found ways to manipulate popular games like Minecraft. On private servers, they replicate real-world conflict zones where players participate in virtual attacks, normalising violence and reinforcing the notion of engaging in such acts for a higher cause. This tactic transforms terrorist activities into a shared group experience, fostering a sense of camaraderie and purpose among players who might be searching for a sense of belonging. Similarly, those seeking to counter radicalisation can also use gaming as a powerful medium for promoting empathy, understanding and resilience.

6 Source D: Adapted from a research article by S. Rajaratnam School of International Studies, a prominent research institution that conducts studies in national security, counterterrorism and non -traditional security, published online in 2024. “Radicalisation meters” in online forums magnifies radicalisation by visually indicating users’ levels of radicalisation and reinforcing echo chambers. In response, game designers and counter extremism practitioners are exploring the use of games to promote critical thinking, empathy, and positive social engagement. For example, the game “Salaam”, simulates the experience of fleeing conflict, helping players develop empathy for refugees. Such games can counter extremist narratives by providing alternative p erspectives and promoting understanding among players. Similarly, games with cooperative and teamwork features can foster positive relationships and community resilience against extremism. When players work together toward shared goals, they are less likely to be drawn into radical echo chambers and more incli ned to develop a sense of empathy and inclusivity. Additionally, AI -enabled games can provide interactive experiences that challenge players’ beliefs, encourage empathy, and promote critical thinking. These experiences help individuals see beyond the narro w ideologies of extremist groups. Source E: Adapted from an article shar