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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
*9207636527*
0457/03
GLOBAL PERSPECTIVES
Paper 3
May/June 2010
2 hours
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
You may use a pencil for any diagrams or graphs.
DO NOT WRITE IN ANY BARCODES.
There are two sections in this paper, Section A and Section B. Each section has four questions.
Answer all questions, writing in the spaces provided.
For Examiner’s Use
Any rough working should be done in this booklet.
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Total
This document consists of 12 printed pages.
DC (LEO) 21183/2
© UCLES 2010
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Section A
Read the radio discussion below. Answer all of questions 1 to 4.
Presenter:
Today’s discussion on World Issues Today is about patriotism. Our guest speakers are
Professor Kofi Fofanna, Dr Melissa Maalouf and Ms Yolanda Leppe.
Professor Fofanna, you don’t believe that children should be taught to love their country,
do you?
Fofanna:
No I certainly do not. I think that patriotism, the love of one’s country, leads to a great
many troubles. I think most conflicts and atrocities have their roots in patriotism.
Leppe:
I must interrupt. I disagree with you, Professor Fofanna. How can children learn to love
themselves if they do not first learn to love the country that made them? I would argue that
most violent acts come from a deep sense of shame about oneself and one’s place in the
world.
Fofanna:
I am not suggesting that we teach children to be ashamed of their countries. What I would
like to see is children learning to love the world. We should aim to create world citizens
rather than Kenyans or Argentineans or Americans.
Leppe:
But the world is so big, one cannot feel a sense of belonging to the whole world. Children
are very small and need to learn about small places first, places that they can identify
with. First they need to learn about their families, then about their local area and then
about their nation. They need to learn to be proud of the history of their country. It is part of
the history of who they are.
Fofanna:
But look at all the wrongs done by people in the name of their country. They fight unjust
wars and they lose their lives and the lives of their sons because they must serve their
country. People are cruel and unkind to one another just because they belong to different
countries. Wouldn’t it be better if they could be friends?
Maalouf:
I would like to add here, I think history is a difficult thing. One country might learn to be
proud about a glorious victory over an enemy. The other country will probably learn about
the great injustices done to them by the first country. One country will celebrate a mighty
empire and economic success. The children of this country will learn to see themselves
as superior and good, even though there are victims of the success. Another country’s
children will learn to see themselves as servants of the mighty country. This can suppress
hope and stop these children achieving great things. And with no hope, some of them
might decide to fight back with bombs and terror.
Leppe:
But this is precisely what I mean. These children with no hope need to learn to love their
country and be proud of it, instead of being ashamed that their country is not important.
Fofanna:
No, these children need to learn that they are part of one world, with one sort of people.
We need to remove patriotic emotions from history and learn an objective truth that we
are all equal.
Leppe:
But history without emotion is just a handful of old dust and dates.
© UCLES 2010
0457/03/M/J/10
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Question 1
For
Examiner’s
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(a) Explain, in your own words, why some people think that patriotism is a bad thing.
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(b) Explain, in your own words, why some people think that patriotism is a good thing.
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© UCLES 2010
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Question 2
How could you find out whether patriotism is more likely to lead to war or bring peace?
(a) Suggest a research project that would help you to find out whether patriotism is more likely
to lead to war or bring peace.
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(b) Explain how this research project would help you to find out whether patriotism is more likely
to lead to war or bring peace.
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(c) Explain some difficulties you might have with your research project.
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© UCLES 2010
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Examiner’s
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Question 3
(a) Find and write down one opinion given by Professor Fofanna. Explain why you think it is an
opinion and not a fact.
For
Examiner’s
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(b) Leppe says:
‘But the world is so big, one cannot feel a sense of belonging to the whole world. Children
are very small and need to learn about small places first, places that they can identify with.
First they need to learn about their families, then about their local area and then about their
nation. They need to learn to be proud of the history of their country. It is part of the history of
who they are.’
How convincing is this part of Leppe’s reasoning?
In your answer you should:
•
consider one of the claims she makes;
•
consider one of the values she holds;
•
use examples of her words and phrases to support your point of view.
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© UCLES 2010
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(c) Maalouf says, ‘One country will celebrate a mighty empire and economic success... Another
country’s children will learn to see themselves as servants of the mighty country.’
Do you think this is a likely consequence of teaching history to children? Give reasons for
your point of view.
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© UCLES 2010
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Examiner’s
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Question 4
For
Examiner’s
Use
Do you think that children should be taught to be proud of their country?
Write an email to the radio station expressing your opinion.
In your answer you should:
•
give reasons for your opinion;
•
use relevant examples to support your opinion (you may use your own experience);
•
show that you have considered different points of view;
•
explain why you disagreed with some of these points of view.
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© UCLES 2010
0457/03/M/J/10
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Section B
Read the extract below from a website called World Against Poverty. Answer all of questions 5 to 8.
World Against Poverty Blog
Some countries are investing in the internet because they believe that this technology can help
them to end poverty. India, for example, is trying to ensure that one young person from every
village is able to use the internet. They hope that these young people will introduce the rest of the
village to the information age. We want to know what you think. Join the discussion below.
Web Visitors’ Comments
einar_norseman
How can internet technology help people who cannot afford to buy food or shelter or health
care? You need to buy a computer. You need to buy software. You need to buy access to the
internet. All this costs money that poor people don’t have.
yachi38
It depends what you mean by poor people, einar_norseman. Do you mean people who have
nothing or just people who don’t have enough?
Dembe
I heard that some people in Madagascar travel for hours to get to places with internet
access.
KimYi_LotusFlower
Here in America internet systems have made the welfare system, including benefit payments,
more efficient. This means that more money can go directly to the people who need it.
kwame77
I think the internet can possibly reduce poverty. It is a very useful tool. If farmers have access
to the internet, they can see the weather forecast. If they know what the weather will do, they
can plan properly, and this should make their farms more productive. Another thing is, the
internet puts sellers directly in contact with the markets so farmers know what their crops are
worth; or a craftswoman in Nairobi can sell directly to a customer in New York. This all means
that people should make more money.
suhita_peacelover
I think kwame77 is too optimistic. People spend their time on the internet visiting social
networking sites, messaging and playing online games. How can more gossip online make
people richer? In Sri Lanka some people are spending 15% of their income on communications,
so giving them the internet is making them poorer.
dave_sunlord
Of course the internet will end poverty. einar_norseman is out of date. Old technology is getting
cheaper, so it will soon be free to poor people. In the future, educational material will be free
too, like Wikipedia. There is content that you have to pay for, like the Global Encylopaedia. This
is written by experts, whereas Wiki content is written by anyone, and some people criticise
it for being unreliable. But people in poor countries will be happy to use free materials. So
people in less developed countries will soon receive a good education via online learning.
Another thing is, people will be able to work for any company in the world using the internet,
wherever they live. So companies will use cheaper workers in poorer countries, and these
countries will get richer.
© UCLES 2010
0457/03/M/J/10
9
Question 5
For
Examiner’s
Use
(a) Give two ways in which the internet could reduce poverty.
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(b) Give two reasons why the internet is unlikely to reduce poverty.
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(c) yachi38 asks einar_norseman whether poor people are ‘people who have nothing or just
people who don’t have enough’?
Explain why it makes a difference what we mean by ‘poor’ people.
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© UCLES 2010
0457/03/M/J/10
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Question 6
(a) How useful is Dembe’s example about people in Madagascar in deciding whether the internet
will help reduce poverty? Explain your answer, and suggest what else you would need to
know.
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(b) India is trying to reduce poverty by ensuring that one young person in each village is able to
use the internet.
What information would you need to help you decide whether India is likely to succeed in
this?
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© UCLES 2010
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For
Examiner’s
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11
Question 7
For
Examiner’s
Use
Whose argument is more convincing: that of kwame77 or dave_sunlord ?
In your answer you should:
•
consider the claims both web visitors make;
•
consider possible consequences;
•
use examples of words and phrases from both web visitors’ comments to support your
point of view.
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© UCLES 2010
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Question 8
Do you think that poor countries with limited resources should invest a lot of money in the
internet?
For
Examiner’s
Use
In your answer you should:
•
give reasons for your opinion;
•
show that you have considered different points of view;
•
explain why you disagreed with some of these points of view.
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2010
0457/03/M/J/10