RI P2 Prelim 2026 Answer Key student version

Raffles Institution 2026 RI Y6 Prelim P2 For internal circulation only Suggested Answer Key 1. From paragraph 1, what criticisms does the author make of institutions that present themselves as custodians of cultural heritage? (2m) From the passage Suggested answer Mark Small wonder, then, that governments, international bodies, and cultural institutions have rushed to position themselves as its custodians. (lines 1-3) A [Hasty/Impulsive] The author criticises that these institutions acted on impulse / without much thought/they acted too quickly/too eagerly. OR [INF] The author criticises that these institutions acted opportunistically. 1 But custodianship implies responsibility to the people whose heritage is being protected and unfortunately, the record of those institutions is considerably less flattering than their promotional materials would suggest. (lines 4-6) B [Actual record vs promoted image] [INF] The actual record showed that they had fallen far short of the expectation to protect the heritage of the peoples that was set out in the promotional materials. OR The actual record of heritage protection was far less impressive than the image they presented to the public. OR [INF] They may have exaggerated / oversold their plans to protect cultural heritage in their promotional materials. Note: The gap between what was promised and reality must be present 1 2. How does the example of Angkor Wat in paragraph 2 support the author's assertion in the last sentence of paragraph 1? (3m) From the passage Suggested answer Mark … the government began removing thousands of families who had lived within the complex for generations. (lines 9-10) A It supports the assertion by showing that A multitude of families who were long-term residents were made to leave/evicted. 1m for each (A, B and C1/C2) Officials arrived with short deadlines… (line 11) B They were given little time to relocate … … and meagre compensation (line 11) C1 and were poorly reimbursed for the homes they lost. OR and only received very little reimbursement for the homes they lost.

Raffles Institution 2026 RI Y6 Prelim P2 For internal circulation only OR … and the unspoken warning that those who lingered would receive nothing at all. (lines 12-13) Note: meaning of ‘meagre’ (very little, or unfairly low) must be captured C2 Additionally, it was implied that those who delayed leaving risked receiving no compensation at all/would be denied any compensation/not obtain compensation at all. Note: Mention of unspoken warning alone, without context supporting idea that the govt/international orgs have failed their responsibility, is insufficient 3. In paragraph 3, what similarities does the author draw between the experiences of the communities in the UNESCO-listed Ngorongoro Conservation Area and Panama City's Casco Viejo district? (2m) From the passage Suggested answer Mark [Ngorongoro] … UNESCO … explicitly acknowledging their right to remain and promising to safeguard their interests. (lines 15-17) A [Guaranteed Benefits] One similarity is that both communities that lived there received strong assurances that they would gain from heritage conservation / their heritage would be protected. 1m [Casco Viejo] … World Heritage listing guaranteed benefits to the residents … (lines 20-21) [Ngorongoro] Within decades … departure felt less like a choice than a foregone conclusion. (lines 17-19) B [Unavoidable Displacement] Another similarity is that heritage conservation resulted in the unavoidable displacement of local communities. 1m [Casco Viejo] Yet, it resulted in the inevitable eviction of the working-class families … (lines 21-22)

Raffles Institution 2026 RI Y6 Prelim P2 For internal circulation only 4. How does the author illustrate that only ‘things that could be photographed, packaged, and sold’ (line 37) are prioritised over ‘lived experiences’ (line 38)? Support your answer using one example from Paragraph 4. From the passage Suggested answer Mark [About Casco Viejo] What was preserved immaculately however, was only the façade. (lines 31) A1 [What was preserved: façade] This was illustrated in how … What was preserved in Casa Viejo was only the exterior of buildings … OR (INF) architecture … 2m or nothing Residents who were evicted spoke not only of the neighbourhood's colonial architecture but also of the social fabric they had built across generations … (lines 28-29) A2 [What was valued: social fabric] and not the relational ties/ties between people. OR [About Ngorongoro] However, what was protected, and promoted to the world, was merely the view. (lines 35-36) B1 [What was preserved: scenery] In Ngorongoro, what was preserved was only the scenery 2m or nothing Instead, they spoke of a way of life shaped by intimate knowledge of grazing routes and the landscape accumulated over centuries. (lines 33-35) B2 [What was valued: way of life] and not the people’s lifestyle/manner of living. 5. Explain how lines 40-46 support the author's assertion that ‘what passes for preservation is often something closer to theatre’? (lines 39-40) (2m) From the passage Suggested answer Mark folk dances … performed on a nightly schedule for hotel guests… (lines 41- 42) A Traditional dance showcases are staged as regular performances for tourists. Any 2 for 2m … and sacred festivals reduced to ticketed spectacles on an events calendar. (lines 42-43) B Hallowed/Holy festivals have turned into paid entertainment/shows. Note: Do not accept “events” Worryingly, some governments routinely dramatise whichever aspects of a culture bolster an approved national story… (lines 43-44) C Governments embellish/exaggerate cultural elements that support state- endorsed narratives.

Raffles Institution 2026 RI Y6 Prelim P2 For internal circulation only 6. Summarise the author’s views on why cultural heritage matters and the threats it faces. Write your summary in no more than 120 words. From the passage Pt Suggested paraphrase … is what makes us who we are. (line 2) OR … it is the foundation of identity. (lines 9- 10) OR … its members know where they come from (lines 10-11) A [FORMS IDENTITY] Heritage gives people a collective sense of self, and can find meaning in where they are collectively going. (lines 11-12) OR a community that loses its shared history struggles to articulate a shared future. (lines 21-22) B [PROVIDES SHARED DIRECTION] helps them find purpose in their common future, OR helps communities shape a shared future. … communities stripped of their cultural moorings tend to fracture (lines 12-13) OR those that retain them tend to hold together even under the most severe external pressure. (lines 13-14) C [STRENGTHENS SOCIAL COHESION] [INF] and prevents group fragmentation. OR Without culture, societies may fragment. OR keeps communities united despite the gravest outside threats. Heritage also functions as a repository of collective knowledge. (lines 14-15) D [PRESERVES SHARED KNOWLEDGE] It stores/preserves shared knowledge. Through cultural traditions, later generations also inherit knowledge about how to live in a particular landscape, sustain unique crafts, or navigate social relationships. (lines 15-17) E [TRANSMITS PRACTICAL KNOWLEDGE / SKILLS] [INF] Additionally, practical/useful know- how/wisdom is passed on. … the preservation of heritage promotes dialogue between communities. (lines 17- 18) F [ENCOURAGES INTERCULTURAL EXCHANGE] It encourages meaningful discussions /exchange of ideas among communities. … fosters mutual understanding in ways that textbooks alone cannot achieve. (lines 18-19) G [ENCOURAGES INSIGHTS CONCERNING OTHERS] and bui