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Monday, December 15, 2008

Social Studies Notes Chapter 6 Managing Peace and Security

Social Studies Notes (Sec 3 textbook) 
Ch 6:  Managing Peace and Security:
          Deterrence and Diplomacy

Why do conflicts occur among countries?
*to protect national interest
*fight over territory, compete over scarce resources, do not share the same ideological beliefs

Competing Territory
Due to its importance in terms of defence and national pride
To extend control by taking over territories which do not belong to the country that attacks

Conflict over Border
China was unhappy that India had inherited the border areas, Aksai Chin Plateau and the North-East-Frontier Agency when India gained independence from the British
Problem: Difficult to have a clear border between India and China because much of their frontier lies in the inaccessible Himalayas
1958: China announced that it had built a road on the Aksai Chin plateau
Indian government was angry as it felt that the road built had violated its territorial rights
1959: fighting broke out in the Aksai Chin Plateau and the North-East-Frontier Agency
Result: China occupied territories
             Indian government demanded return of territories
             1962: War broke out between India and China
Outcome: Territorial conflict not resolved but India and China signed an agreement in 
                 2005 to deal with the matter in a reasonable manner

Conflict over scarce resources
when resources are necessary for survival and economic growth, those with less resources may use force to gain more
1970: Britain and Iceland: conflict over fishing grounds
            Iceland depended on fishing industry for its survival
            Iceland felt that its national interest was threatened

Conflict over ideological differences
Conflict arises because of: difference in values and beliefs
North Korea (Communism) fought South Korea (Democracy) due to different 
   ideological beliefs
Other parties involved were: USA, Soviet Union, China and UN

How do countries manage conflicts?
*Criticise each other openly
*Reduce trade with the conflicting country as a form of protest
*Resolve conflicts through peaceful negotiations
*Seek help from regional (ASEAN) and international (UN) organizations to resolve   conflict
*Start a war
*Display the strength of their military force through military exercises as a warning to 
   other countries
* Cut diplomatic ties with each other
*Protest to the other country through their representatives 
 
How does Singapore manage conflict and ensure national security?

Deterrence: measures taken by countries to prevent and protect themselves from 
                        Threats
Measures to deter aggressors: 
*Carrying out military exercises
*Sharing information among countries
*Installing CCTV cameras at train stations
*Maintaining military installations

Why is deterrence necessary?
*to provide security for the people
* to give investors the confidence that it is worth to invest in the country
*when British withdrew its military force from Singapore in 1966, the Singapore 
  government decided to build its own army

How is deterrence practiced?

A Citizen Armed Forces

*the government built a citizen armed force in order to ensure that there would be a peaceful environment to develop the economy
*1967: NS introduced
*NS: bonded men, developing in them a sense of loyalty, patriotism and a shared 
        destiny for Singapore

3rd Generation Singapore Armed Forces
*SAF: keeps up with advances in info-communication technology
*3rd Generation Armed Forces: ^maximizes defensive capabilities through modern
                                                   technology
                                                 ^equip soldiers to fight decisively in war and respond
                                                   flexibly in peacetime
                                                   Aim: to create an intelligent defence force – to help 
                                                           destroy the enemy quickly      

Singapore’s Defence Industry
*SAF: self-reliant in essential defence weapons and equipment
*Defence Science and Technology Agency:
  a. provide cost-effective and modern  technology to SAF and Ministry of Defence
  b. buys and upgrades weapons
  c. develops new weapon systems for the SAF’s use
  d. conducts defence-related R&D 
*defence industry improves the capability and effectiveness of the SAF
RESULT: Singapore has overcome its constraints through its own innovations

Total Defence
*Total Defence preparedness deters potential aggressors as they will have to face 
  the entire nation and not just the armed forces

Civil Defence: civil emergencies, role of SCDF
Economic Defence: role of Singapore Workforce Development Agency
Social Defence: Community Development Council, Inter-Racial Confidence Circel
Psychological Defence: having the will and mental strength to overcome challenges


Multi-agency coordination on security
*National Security Coordination Secretariat (NSCC): meets regularly to plan national 
 security strategies and policies
*NSCC: works together with commercial and private parties to effectively combat any 
  form of major terror threats
Result: prevents, protects and effectively responds to any security

Military co-operation with other countries
*Singapore actively fosters friendly ties with the armed forces of other countries

Bilateral military agreements and exercises
*allowing Signapore to train in the countries the agreement was signed with
*Singapore conducts regular military training with neighbouring countries

Multi-lateral military agreements and exercises
*Five Power Defence Arrangements (FPDA):
 ^conducts exercises each year ot enhance their cooperation and coordination
 ^members could consult one another on the appropriate measures to be taken to 
   deter aggressor

What is diplomacy?
*the way countries manage or conduct relations with one another
Aim: a. promote common interests
         b. resolve conflicting interests in a peaceful manner  
         c. help each other in times of need  
         

Why is diplomacy necessary?
 *sense of inter-connectedness among countries 
*provides countries opportunity to pursue mutual interest
*helps countries resolve conflicts, differences, disagreements peacefully

How is diplomacy practiced?
*through, bilateral, regional and international relations

Bilateral Relations 
*one country establishes relationship with another country
*promote political, economic, cultural ties with Maysia and Indonesia
*Singapore provides medical aid

*Trading relationship with: Japan, USA, Germany
RESULT: allowed Singapore to acquire advanced technological skills from these 
                developed countries


ASEAN
Aims:
Promote economic, social and cultural development of the region
Protect peace and stability of the region
Provide opportunities for member countries to discuss and resolve the differences peacefully

ASEAN’s INITIATIVE

ASEAN Free Trade Area (AFTA)
It aims to remove import taxes among Southeast Asian countries.
AFTA’s long-term aim is to 
integrate Asian economies into a single production base
create a regional market of 500 million people
remove all import taxes among member countries by 2015


ASEAN Regional Forum (ARF)
Through ARF, ASEAN aims to provide an avenue for countries in the region to discuss security issues and resolve conflicts peacefully

Singapore and ASEAN
ASEAN provides Singapore with an avenue to discuss their differences with neighbouring countries peacefully

Through ASEAN, Singapore provides:
Education and Professional Exchange
Economic Cooperation and Assistance
Environmental Collaboration





UNITED  NATIONS

It is an international organisation to preserve world  peace and prevent another major war.

Singapore and the UN
Membership allowed 
Singapore to be recognized as a sovereign state
Singapore to gain the help of experts in its industrial planning and development from the period of its independence to the late 1970s

UN Peacekeeping Operations
UN peacekeepers are soldiers and military officers, civilian police officers and civilian personnel, deployed from many countries
  

Sunday, December 14, 2008

Social Studies Assertion Skill (Fifth Skill)

ASSERTION SKILL

Study ALL the sources
Do the sources show that the British Army was to be blamed for the
conflict?
Do the sources show that ...EYA
L1 : Identifies sources that show AND/OR do not show (1-2)
Award 1mark for identifying 1 source that shows OR does not
show.
L2 : Shows OR does not show, using source details
Award 2 marks for reference to 1 source supported by details,
and an additional mark for any further sources supported by details.
L3 : Both elements of L2
Award 4 marks for reference to 1 source from both sides.
Award 5 marks for reference to 2 sources that show and 1 that
does not show, or 1 that shows and 2 that do not show, or 2
sources that show and 2 sources that do not show.
Award 6 marks for reference to 3 sources that show and 1 that
does not show, or 1 that shows and 2 that do not show, or 2
sources that show and 2 sources that do not show.
Award 7 marks for reference to 4 sources that show and 2
sources that do not show.

* There is no value in grouping sources. Sources have to be explained
specifically.




Structure:

Keep in mind: (The choice of Sources that support / do not support the statement made in the question depends on the sources. There is no standard ratio)

Source _ , _ and _ shows that the British Army was to be blamed for the Norhtern Ireland conflict. However, Sources _ and _ show that they were not to be blamed as there were other factors contributing to the conflict.

Source _ shows that (infer the source, keeping in mind that you want to show that the source supports the statement made in the question). The evidence is ………………
Continue this step with the other sources that support the statement made in the question.

Source _ shows that it was …………………. The evidence is………… Therefore, this shows that it was not the British Army that was responsible for the Northern Ireland conflict
Continue this step with the other sources that support the statement made in the question.

Social Studies Usefulness Skill (Fourth Skill)

USEFULNESS SKILL

Structure:

Source D is useful as it shows that ………………………. The evidence is “…………………..” Source __ supports Source D as is also shows that ……………………. The evidence is “ ……………..”


Source D is not useful because …………………. The evidence is “………… ………” Source __ shows that Source D is not reliable because Source __ shows that …………………… The evidence is “……………”


Usefulness for what it reveals about….. (keep in mind the given question)
[7th mark] [Sec 4EXP]


Usefulness based on tone and purpose [Sec 5NA]

Social Studies Reliability Skill (Third Skill)

RELIABILITY SKILL : (One Source)

Steps to take to answer the question:

Infer how the Source is Reliable (keep in mind the question asked)
Give evidence to prove that it is reliable
Provide a cross-reference source that supports what the given Source says
Infer why the source is unreliable
Give evidence from the source to show that the content is unreliable
Provide a cross-reference source that shows that the given source cannot be trusted
Make a judgement on whether you can believe the source based on the provenance. That is, evaluate the reliability by assessing the provenance

Structure:

Source E is reliable as it shows that (explain Source E) ………………………. The evidence is “…………………..” Source __ supports Source E as is also shows that ……………………. The evidence is ……………..

Source E is not reliable because (explain Source E) …………………. The evidence is “………… ………” Source __ shows that Source E is not reliable because Source E shows that …………………… The evidence is “……………”

I believe that Source E is reliable because (use the information in the provenance to decide why the Source is reliable: Evaluate the provenance in relation to what has been said in the source) This is your personal opinion

OR

I believe that Source E is not reliable because (use the information in the provenance to decide why the Source is not reliable: Evaluate the provenance in relation to what has been said in the source) This is your personal opinion


Sec 5NA: Last step: Give the purpose: WAOS

RELIABILITY SKILL : (Two Sources)

How to answer the question.
[These two sources are different. Which one is wrong]
[If unable to find a ‘wrong’ source, then state that the two sources are expressing different views or opinions]


Step 1: Give the content + Evidence of Source B (in relation
to the question)
Give the Content + Evidence of Source C (in relation
to the question)


Step 2: Proof which ONE is wrong
Give the CR source for Source B (to show if Source B
is reliable or not reliable)
Give the CR source for Source C (to show if Source C
is reliable or not reliable)


Step 3: Purpose of Source B (W_A_O_S)
Purpose of Source C (W_A_O_S)

OR



In proving reliability with 2 sources, (similar to proving reliability with one source) What do you have to do?

Infer Source B + evidence
Infer Source C + evidence
Do CR for Source B to show whether source is more / less reliable
Do CR for Source C to show whether source is more / less reliable
State which Source is more reliable
Give purpose of Source B and Source C



Structure:

Source B is about …………. (infer the source). The evidence is “…………”

Source C is about ………. (infer the source). The evidence is “…………”

(Use the provenance and the content to build up your argument on which is wrong)


Source B is less reliable / more reliable because…. . The evidence is “……”
Source __ shows that Source B is (less reliable / not reliable) as it states. The evidence is “……”.

Source C is less reliable / more reliable because….. The evidence is “……”
Source __ shows that Source C is (less reliable / not reliable) as it states. The evidence is “……”.

Therefore Source __ gives a less reliable view on the North Korean’s intention in the nuclear crisis.


Source _ is less reliable because ……….. while Source _ is more reliable because ………

OR

The purpose of Source B is………
The purpose of Source C is ……….

Social Studies Comparison Skill (Second Skill)

COMPARISON SKILL (Compare and Contrast)

How to answer Compare and Contrast Questions?

Look at the Issue. Establish what it is focusing on.
Look at the Provenance of the Sources. Get clues from the Provenance:
Eg: place, person/people, event/activity
3. Based on Issue and Provenance, establish Similarity keeping in mind:
Matching Content

Eg of Matching Content:

Issue: Do we need people to keep the world going?

Provenance of Source A: Observation of People of varying heights
Provenance of Source B: Factual Account of Tall people

Similarity?

Both sources talk about the personal traits of people of varying heights

Difference: Source A says that short people are cute and friendly
(personal trait) while / however Source B says that tall
people are serious all the time



False Matching? Source A says that short people are cute and friendly
(personal trait) while / however Source B says that
most tall people have blue eyes (physical characteristic)


Structure

Comparison Skill

Both Source A and B are about……………….………… (Hint: Matching Issue must be stated when making the inference) The evidence from Source A is “……” and the evidence from Source B is “…….”

Source A is about (infer content of Source A) ……………… while Source B is about (infer content of Source B)……………… (Hint: The difference must be on the same issue) The evidence from Source A is “……” and the evidence from Source B is “…….”

The tone of Source A is (explain the tone) ……………… while the tone of Source B is (explain the tone)……………… The evidence from Source A is “……” and the evidence from Source B is “…….” [difference in tone]

OR

The tone of both source A and Source B is ……………. as both the sources tone shows (explain the tone). The evidence from Source A is “…..” and the evidence from Source B is “……………….”[similarity in tone]


The purpose of Source A is to ______ (W) the ____ (A) that ……………………………. The evidence is “………..” (S) is to gain the support / to go against (O)……..


The purpose of Source B is to ______ (W) the ____ (A) that ……………………………. The evidence is “………..” (S) is to gain the support / to go against (O)……..


Advice: Given the time constraint, you may want to stop at the Tone level.


Also, We have received a lot of queries from people on how they could get a hard copy of this post (:

summer_fall_92@hotmail.co.uk

Any queries add us on it and we will answer asap =D

Social Studies Inference Skill (First Skill)

INFERENCE SKILL:

Steps:

One Inference + Evidence
Message / Purpose: keeping in mind audience, evidence, outcome (reaction expected from the audience)

Structure

From the source I can infer that …………………………. The evidence is ………………… The message / purpose of the source is to ………………….. (keep in mind the audience and outcome). The evidence of the source is …………

OR

From the source I can infer that………………. The evidence is …………………. The cartoonist is trying to say …………………….. (keep in mind the audience and outcome). The evidence of the source is …………

Bring in tone into the message / purpose, if possible

An example: (4 Exp)
The message of the source is to tell the Westerners that Saddam is a coward who do not dare face problems uprightly. In other words to criticize Saddam for taking hostages. The evidence is the Saddam hiding, looking afraid, behind the POWs legs. The impact is to generate an outcry among Westerners on the actions of the Iraqi leader. This might pressure the Iraqi leader to release the captives in the face of criticisms. (6/6 marks)


An Example: (5NA)

I think the message is that the government wants to reassure Singaporeans that they have taken care of all the worries of Singaporeans as in the picture the lady represents the government and the government shows its reassurance as seen in the cartoon when the lady repeats ‘CHECK! CHECK! CHECK!”.[4]. And finally the government hopes that Singaporeans will take advantage of the benefits and choose to have children as seen in the evidence where in the final part of the cartoon where the lady, representing the government says “ALL IN ORDER… NOW, LET’S HAVE BABIES” [5/5marks].

First post

This blog will be posting resources for Upper Secondary O Level Social studies.

I created this blog because I was troubled by the attitude singapore students gave to Upper secondary social studies.

Hence I created this resource to help students cope and hopefully, have a better perception of the subject.

:)


Also, We have received a lot of queries from people on how they could get a hard copy of this post (:

summer_fall_92@hotmail.co.uk

Any queries add us on it and we will answer asap =D