INTRODUCTION

Although Singapore appears to be a peaceful and harmonious multi-racial society, we have not been free from ethnic tension and ethnic conflict. We do not have to look too far into Singapore's history for an example. We hear about the racial riots that happened in 1950 and 1964 year after year.

The point to note is: Ethnic conflicts are not unique to Singapore. There are ethnic tensions in many multi-racial or mult-cultural societies and these often hidden tensions have the capacity to develop into open internal conflicts. Throughout the course of human existence, there have been terrible crimes committed by humans on humans. These acts have often been blamed on Race.

http://www.offthewahl.com/editorialcartoons/1993/screen/9301tc.gif

Your group’s main responsibility is to help your group and the class understand what is involved if and when ethnic conflicts break out.

In this exercise, we will be looking at events around the world and in our country in order to understand why ethnic conflicts arise. We also hope to find out if race or ethnicity is really the main cause of ethnic conflict. Hopefully, we will be able to gain insights into human behaviour and discover patterns that can help us understand our own societies.

Happy journeying!

http://www.coloradospringsconservatory.org/images/Picasso,%20Don%20Quixote2.jpg

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PROCESS

Here is a brief description of the process you will go through in carrying out your assignment:

STEP 1: Select a CONFLICT
You and your group will first select an ethnic conflict to work on from the list found in the TASK section. Each conflict focuses on a region where acts of violence have occurred in the name of race, religion, language, etc. One group per topic, please. There should be no repetition of topics in any one class.

STEP 2: Read & Learn About WHAT HAPPENED
Go to RESOURCES to research the conflict you have selected in Step 1.

STEP 3: Present it to the Class

Your presentation will consist of a GROUP ORAL PRESENTATION and accompanying visual aids such as Powerpoint slides, video clips, etc.

STEP 4: Class Level Debrief on Exercise

After all the groups have presented, your tutor will lead a class-level discussion on the various presentations.

Go on the next section, i.e. TASK for a more detailed description of what you need to do.

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TASK

A. OVERVIEW OF TASK

• As described in the PROCESS section, your task is simply to meet as a group, conduct brief research into a regional ethnic conflict/war of your choice, and present your findings to your tutor and classmates.
  

B. PRESENTATION

• Structure of Presentation: Your presentation should take the form of an oral presentation supported by visual aids in the form of either a PowerPoint slideshow, posters, video clips or any other relevant material.
• Length of Presentation: The Oral Report should be no more than 25 minutes in length and each member of the group must present. Each group is responsible for providing evidence of how everyone in the group contributed to the task.
• Submissions to Tutor: All groups must submit a print out of their PowerPoint slides and a copy of any supporting visual aids to their tutor on the day of the presentation. Groups that do not do so will not receive a grade.

C. AREAS THAT MUST BE COVERED IN YOUR PRESENTATION

Your presentation must include the following:

1. TIMELINE – OUTLINE the key events from the conflict on a timeline. DESCRIBE briefly the events given in your timeline. Who were the parties involved?
2. KEY EVENTS – IDENTIFY the reasons for the conflict. How did the conflict come about? What were the key events that triggered the conflict? EXPLAIN/JUSTIFY your views.
3. IMPACT – DISCUSS the consequences resulting from the conflict. How were the countries involved affected? You may wish to consider the political, economic and cultural consequences. EXAMINE the various reactions to the conflict. How did the people in the affected country or community respond to the conflict? What about the international community (think of organisations like the United Nations)? What was their response?
4. THE SINGAPORE CONNECTION! - Ask yourselves: Can this conflict happen in Singapore? Explain your answer.
5. REFERENCES – LIST, i.e., cite all sources (graphics and visuals included) that you used in your presentation. Your references must be included either in your PowerPoint slides or as a separate print out and handed in to your tutor.

D. LIST OF ETHNIC CONFLICTS OR WARS (Each group is to select ONE, please.)

• The Holocaust in World War II (1938 – 1945)
• The Arab-Israeli Conflict (1945 – the present)
• Apartheid in South Africa (1948 – 1994)
• Cambodia’s Killing Fields (1975 – 1979)
• The Separatist Movement in Sri Lanka (1983 – the present)
• India-Pakistan Tensions over Kashmir (1989 – the present)
• Genocide in Rwanda (1994)
• Ethnic Cleansing in Bosnia-Herzegovina/ Kosovo (1995 – 1999)
• The May 1998 Racial Riots in Indonesia
• The 1950 Maria Hertogh Riots and/or July & September 1964 Race Riots in Singapore*

* The Challenger Project (An Alternative Only for Those Who Dare!):

• 1964 July and September Race Riots: Any group choosing this option must conduct a brief oral history research of these events. The group must present a people's history rather than a textbook history. In their oral history research, points-of-views (POVs) of Singaporean-Malays, Singaporean-Chinese, Singaporean-Indians or Singaporean-Eurasians who lived through the 1964 riots must be included. These potential respondents could be anyone above 50 years of age - your parents, grandparents, relatives, neighbours, family friends, etc.

With the exception of the group opting to do the Challenger Project, all other groups will be able to access the relevant weblinks for their chosen conflict in the subsequent pages. You will need to be logged onto MeL in order for these links to be accessible.

E. ADDITIONAL THINKING POINTS

Here are several questions that you might wish to consider as you carry out your investigation:

1. What role does a lack of mutual understanding between different ethnic groups play in the conflict?
2. What part would the internal politics of a country have in increasing ethnic tensions?
3. Who is most responsible for the conflict: the majority population or the minority population?
4. When do ethnic conflicts often break out into the open?
5. Is racial inequality often present as pre-condition in countries experiencing ethnic conflict?
6. Do economic conditions have a part to play in ethnic conflict?

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RESOURCES - THE HOLOCAUST IN WORLD WAR II

The Holocaust in World War II (1938 – 1945)

Scene from a Concentration Camp

Pictures from

http://history.grand-forks.k12.nd.us/ndhistory/SourceInfo.aspx?Source=Pictures&LessonID=0&selection=12

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View you might wish to consider in your research:

• Hitler and his supporters
• Moderate (peace-seeking) Germans or moderate Nazi members
  Jewish Germans
• All other non-Nazi civil rights leaders of Germany
• Homosexuals, the disabled, gypsies or Romanies and other non-mainstream sections of German society
• US government
• British government
• League of Nations (the failed predecessor of the United Nations)

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RESOURCES - THE ARAB-ISRAELI CONFLICT

The Arab-Israeli Conflict (1945 – the present)

Civilian Casualities in Palestine

Picture from http://www.amanjordan.org/campaigns/palestinian%20women/palwomen9.htm

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Moderate (peace-seeking) Palestinians
• Hamas and other radical Palestinians
• Moderate (peace-seeking) Israelis
• Conservative and radical Israelis
• United Nations
• United States (and its role in the UN)
• Arab nations, especially the wealthier Gulf States like Saudi Arabia
• Moderate (peace-seeking) Muslims around the world
• Extremist Muslims around the world

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RESOURCES - APARTHEID IN SOUTH AFRICA

Apartheid in South Africa (1948 – 1994)

Toilets for Coloured South Africans

Picture from http://www.africanaencyclopedia.com/apartheid/apartheid.html

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• White South Africans
• Black South Africans
• United Nations
• International Community
• Other African nations
• South African government under the Afrikaners (Whites)
  
  
  
  
  

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RESOURCES - CAMBODIA'S KILLING FIELDS

Cambodia’s Killing Fields (1975 – 1979)

Skulls of people who died under Pol Pot's Regime

Picture from http://www.iamtonyang.com

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Khmer Rouge
• Vietnamese government
• The Cambodian people
• US government
• United Nations
• Vietnamese government
• ASEAN Political Leaders

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RESOURCES - THE SEPARATIST MOVEMENT IN SRI LANKA

The Separatist Movement in Sri Lanka (1983 – the present)

Child Soldiers of the Liberation Tigers of Tamil Eelam (LTTE)

Picture from http://www.worldpress.org/images/033104ltte.jpg

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Sinhalese Sri Lankans
• Tamil Sri Lankans
• Indian government
• Sri Lankan government
• International Community
• United Nations
  
  

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RESOURCES - INDIA-PAKISTAN TENSIONS

India-Pakistan Tensions over Kashmir (1989 – the present)

A Protest over Kashmir

Picture from http://www.fiscalstudy.com/2004-global-photo/48-kashmir-conflict.jpg

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Indian government
• Pakistani government
• Kashmiri people
• British Colonial government
• United States
• United Nations

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RESOURCES - THE RWANDAN GENOCIDE

The Rwandan Genocide (1994)

Victims of the Genocide

Picture from http://www.boostdam.net/
(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Hutus - Both Radical and Moderates (peace-seeking)
• Tutsis
• Belgians
• United Nations
• European Union, especially France and Belgium
• United States
• Other African nations
  

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RESOURCES - ETHNIC CLEANSING IN BOSNIA-HERZEGOVINA/KOSOVO

Ethnic Cleansing in Bosnia-Herzegovina / Kosovo (1995 – 1999)

Violence in Bosnia

Picture from www.culturewars.com

(Click on the above picture or title to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Bosnian Muslims
• Croats
• Serbians
• Albanians
• United Nations
• European Union
• United States
• Soviet Union
  
  

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RESOURCES - THE MAY 1998 RACIAL RIOTS IN INDONESIA

The May 1998 Racial Riots in Indonesia

Mayhem in Indonesia

Image from http://www.khilafah.com/

(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore? Explain your answer.

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Points of View to consider in your research:

• Indonesian Chinese
• Political forces supporting President Suharto - GOLKAR
• Indonesian Army
• Indonesian pribumi - ethnic Javanese, etc.
• Overseas Chinese communities and their reaction to the Riots
• The international community
• United Nations
• ASEAN political leaders

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RESOURCES - THE 1950 MARIA HERTOGH / 1964 RACIAL RIOTS IN SINGAPORE

The 1950 Maria Hertogh/1964 Racial Riots in Singapore

Street Scene during the July 1964 Race Riots
Image from http://www.mha.gov.sg/isd/ct.htm
(Click on the above picture to access the MeL web-links.)

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THE SINGAPOREAN CONNECTION!

Can this happen to Singapore AGAIN? Explain your answer.

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Points of View to consider in your research:

• Singaporean-Chinese
• Singaporean-Malays
• Singaporean-Indians
• Singaporean-Eurasians
• Other Residents of Singapore
• Singapore Government
• Malaysian Government
• Social Situation in Singapore during 1964 (gangsterism, etc.)
  

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* The Challenger Project (An Alternative Only for Those Who Dare!)
1964 July and September Race Riots: Any group choosing this option must conduct a brief oral history research of these events. The group must present a people's history rather than a textbook history. In their oral history research, points of views (POVs) of Singaporean-Malays, Singaporean-Chinese, Singaporean-Indians or Singaporean-Eurasians who lived through the 1964 riots must be included. These potential respondents could be anyone above 50 years of age - your parents, grandparents, relatives, neighbours, family friends, etc.


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GRADING RUBRIC

Here is the marking guide that determines the grade each group/individual will receive.

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CONCLUSION

THE LEARNING OBJECTIVE:

To discover for yourself and your group that ...

1. Race and Ethnicity are not necessarily the main agents that cause ethnic or racial conflicts.
2. Lack of mutual understanding, weak economic conditions, racial inequality, politics all play a major role in transforming superficially peaceful ethnic relations into potentially volatile situations that all too often translate into full-blown ethnic conflict.

http://www.irancartoon.com/100/daily/racism.jpg

It's been hard work but all of you pulled through! Congratulations and well done!!!!!!!!

INTRODUCTION

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CONCLUSION