JC History Tuition Bishan Bedok Tampines Singapore - What caused the Golden Age of Capitalism - JC History SBQ Skills

What caused the Golden Age of Capitalism?

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What is the Golden Age of Capitalism? The ‘Golden Age of Capitalism’ refers to a momentous period of economic growth that lasted from the end of World War Two in 1945 to the early 1970s. The economic recovery of Western Europe and East Asia had accelerated growth and expansion of the global economy. In this topic, we will find out what were the contributing factors that gave rise to this remarkable period of economic prosperity that improved the living standards of many countries.

Topic of Study [For H2 History Students]:  Paper 1: Understanding the Global Economy (1945-2000) Section B: Essay Writing Theme II Chapter 1: Reasons for growth of the global economy 

In the following section, we will cover some of the key reasons for the growth and development of the world economy.

1. Post-War Economic Reconstruction [After 1945]  Against the backdrop of a devastating war that left the affected countries in ruins, post-war economic reconstruction was of paramount importance to revive the industries. The emphasis on wartime production had affected the nature of industries [e.g. production of military supplies]. In particular, Western Europe and Japan were in poor shape due to the protracted military confrontations. As such, economic recovery was made possible through the provision of foreign aid, such as the United Nations Relief and Rehabilitation Administration (UNRRA) and the Marshall Plan.

With the substantial economic relief, these recipient countries revive their industries quickly. For example, Western European countries only required three years to restore pre-war production levels. By 1947, global industrial production was back to pre-war levels. As a result, the robust growth of developed countries contributed to higher consumption of goods and services. This development was then reinforced by the liberalisation of world trade.

2. Liberalisation of World Trade [General Agreement on Tariffs and Trade, 1947] During the Bretton Woods Conference of 1947, members of the United Nations (UN), including USA, deliberated on the creation of an international monetary system. This system was developed with the goal of ensuring financial stability at the global level. During the Conference, members planned to establish an International Trade Organisation (ITO) to set the rules and regulations for international trade. However, the plan failed to take shape. Nevertheless, a palatable alternative was formed, also known as the General Agreement on Tariffs and Trade (GATT).

Before the World Trade Organisation was formed in 1955, the GATT played the primary role of pushing for periodic bargaining, in terms of the removal of trade barriers between member nations. The reduction in tariffs, for example, enabled freer flow of resources and commodities, raising world output and propelling growth of the global economy.

3. Establishment of an International Financial System [Bretton Woods System, 1944] As mentioned earlier, the Bretton Woods Conference had the main aim of creating an international financial system to achieve financial stability. In the process, two financial international institutions were formed, namely the International Monetary Fund (IMF) and the World Bank.

Initially, the World Bank was named International Bank for Reconstruction and Development (IBRD). It was responsible for the provision of loans that supported post-war economic reconstruction, since the late 1940s. Subsequently, the World Bank aided developing countries in their goal of achieving economic and social progress.

As for the International Monetary Fund (IMF), its role was to provide financial support to member countries and correct temporary payment imbalances. Members could access the financial support only if they met the requirements set by the IMF Articles of Agreement, which stipulated conditions, like the need to disregard foreign exchange controls. As a result, the IMF contributed to the freer flow of currencies between countries, promoting growth.

The third notable feature of the Bretton Woods System was the gold exchange standard that facilitated foreign exchange convertibility. From 1944 (Year of the Bretton Woods Conference) to 1971, all foreign currencies were pegged to the U.S. Dollar (USD). The USD was pegged to gold, specifically 35 USD per ounce of gold. Consequently, this gold exchange standard gave rise to the creation of foreign exchange markets that led to exchange rate stability. Hence, stable currency values boosted market confidence and promoted greater trading and investment activities. As such, the Bretton Woods System contributed to the remarkable growth of the global economy.

What’s Next? In view of the above-mentioned factors, it may appear that the seemingly-sustained period of economic prosperity could last indefinitely. However, from the 1970s onwards, the expansion and growth of the global economy began to slow down. In the next issue, we will discuss the problems of the global economy, such as the twin oil shocks of the 1970s. To support your revision, consider these questions: – How did the United States contribute to the growth of the global economy? – Which was more important: The Bretton Woods system or the liberalisation of world trade [to be discussed in class]

The H2 and H1 History Tuition feature online discussion and writing practices to enhance your knowledge application skills. Get useful study notes and clarify your doubts on the subject with the tutor. You can also follow our Telegram Channel to get useful updates. We have other JC tuition classes, such as JC Math Tuition and JC Chemistry Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition, Social Studies Tuition, Geography, History Tuition and Secondary Economics Tuition. For Primary Tuition, we have Primary English, Math and Science Tuition. Call 9658 5789 to find out more.
JC History Tuition Bishan Bedok Tampines Singapore - How to write a History essay

How to write an A Level History essay?

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How to write a History Essay? In general, essay writing involves the organization of arguments to support or challenge a given view in the question statement. In the context of A Level History essay writing, it is important to adopt an argumentative style of writing to convince your reader that your stand is sound and well-analyzed. However, it is insufficient to weave a continuous line of arguments and submit your script with the expectation that you have just aced the examination. In this article, we will examine some key considerations that will support your efforts to create a good essay.

1: Read the question carefully The first step to do well for A Level History essay is to read the question. Some students are eager to skip the reading process and attempt the writing immediately, which can lead to fatal errors. It is imperative that you read the question and pick out the keywords. Pay attention to the command words, like “assess”. Also, identify the given view in the question statement to find out what is the opposing view, in order to take a clear stand in your introduction. During our JC History Tuition, we conduct class discussions to guide students through the reading process, by using example essay questions. Through proper reading and annotation setting, you will realise the importance of careful reading, such as the identification of possible arguments to support your essay writing.

2: Set your essay outline Once you have analyzed the essay question, plan your essay outline. By deriving a rough guideline on how you can arrange your ideas in the essay, this approach minimizes the potential error in which you arrive at a stumbling block and you are unable to decide on the direction of your subsequent paragraphs. The outline should be written in five minutes or less. Focus your efforts on the listing of key arguments that support your stand and those that challenge it. Under each argument, you can list down examples that come to your mind. Now, you are ready to write.

3: Acknowledge the given view in the question Similar to how individuals engage in intellectual debates, it is important that you acknowledge the view stated in the question. Failure to do so, you may risk being marked down for the ‘inability to answer the question’. To do this, you should explain how the given view answers the question.

Example Question: “The effectiveness of the United Nations (UN) peacekeeping efforts depended solely on the Security Council.” How far do you agree with this view in the period of 1945 to 1991?

With reference to the above example question, you should acknowledge and explain the given view of how the Security Council played a part in contributing to the successes of the United Nation peacekeeping efforts in the first paragraph of your ‘Main Body’.

4: Align the arguments to your stand This alignment of argument depends on the direction stated in your stand (which should be stated in your ‘Introduction’. With reference to the above question, if your stand is that you disagree and argue that the effectiveness of the UN did not depend on the Security Council, but rather the General Assembly, then your second paragraph should provide an analysis of the limitations of the Security Council’s role.

Bear in mind that the analysis of factors in every essay question cannot be memorised and stored piecewise in your own revision notes. It is a misleading approach that limits your thinking ability. Instead, our JC History Tuition will feature numerous question practices to widen the scope of assessments, such that you will be familiar with the possible perspectives in a given topic.

What’s Next? Practice makes perfect! I strongly encourage you to attempt more essays. Once you start, you will realise that this perceived sense of hesitation and reluctance can be overcome. Furthermore, your worries (Can I complete my essays on time? How do I remember so many examples?) will dissipate as you practice more often. I do not deny that writing can be a frictional process at the start. Do not give up. Your determination will bring you closer to your goal.

The H2 and H1 History Tuition feature online discussion and writing practices to enhance your knowledge application skills. Get useful study notes and clarify your doubts on the subject with the tutor. You can also follow our Telegram Channel to get useful updates.

We have other JC tuition classes, such as JC Math Tuition and JC Chemistry Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition, Social Studies Tuition, Geography, History Tuition and Secondary Economics Tuition. For Primary Tuition, we have Primary English, Math and Science Tuition. Call 9658 5789 to find out more.
JC History Tuition Singapore Bishan Bedok Tampines - Myths and Errors of History

Common errors and myths of JC History

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How to learn History? For students who have selected A Level History as one of the subjects to learn at schools, some hold the perception that it is a challenging subject due to the vast content to remember and understand. As such, these students feel a sense of apprehension and anxiety as they are concerned over the inability to recall relevant information during examinations. While it is undeniable that A Level History is indeed a subject that covers a wide range of themes, topics and issues, I believe that it is a feasible and achievable task to grasp the essential knowledge and ace the examinations. In this issue, we will examine the common myths and errors that students that may have with regards to JC History.

Myth #1: The content is too much for me to remember! Based on conventional views, some argue that A Level History is a tough subject to grasp as there is too much to remember. Let’s refer to the syllabus requirements set by the Singapore Examinations and Assessment Board (SEAB):

For H2 History students, there are two overarching areas to learn, namely ‘Shaping the International Order (1945-2000)’ and ‘Making of Independent Southeast Asia (Independence-2000)’. For the former, there are three main themes that cover the Cold War, Global Economy and the United Nations. Similarly, the latter features three themes that cover Political Development, Economic Development and Regional Conflicts and Cooperation in ASEAN.

Given this understanding, it is easy to jump to the conclusion that it is an uphill task to learn these topics and be competent in applying the knowledge to A Level History examinations at the end of the two-year journey.

In fact, this misconceived perception is the result of ineffective strategies. The absence of an organized revision plan, a proper process to analyze historical issues and development of proficient writing methods are some of the critical components to create a productive revision plan. On a related note, students who have attended our JC History Tuition programme benefited from our exam-driven class activities and developed the capabilities to address the above-mentioned challenges.

Myth #2: I should provide as many examples as possible to attain higher marks for my JC History Essays. In addition, some students may bear the notion that they should include many examples to support their arguments in their History essays to obtain higher grades. As such, these students tend to spend much of their revision time reading through notes and additional readings to remember specific case studies and country-based examples. Then, the ‘regurgitation’ of information is evidenced by the disproportionate weight of writing on the use of examples in each ‘Main Body’ paragraph.

By applying this strategy, there is one fatal flaw. Students who lack the awareness may lose track of their arguments and deviate from the discussion, giving rise to the problem of ‘not answering the question’. For example, the essay writing may contain irrelevant information, like specific dates and quotes mentioned by Historians. Consequently, examiners are likely to penalise the students.

This error is the result of the inability to identify the question requirements. Students should pay attention to the command words and given statement (if any). By analyzing the question, students will know what to write and how much to write. By joining our JC History Tuition programme, we will guide students through this learning process and review their answers to minimise this error.

Do I have enough time to rectify my errors? Yes, there is! Although A Level History may appear intimidating to students, especially JC1s, it is possible to grasp the content well and attain grade A for the examinations. You can learn the ‘art of writing’ by focusing your efforts on reading reflectively, write logically and answer systematically.

The H2 and H1 History Tuition feature online discussion and writing practices to enhance your knowledge application skills. Get useful study notes and clarify your doubts on the subject with the tutor. You can also follow our Telegram Channel to get useful updates. We have other JC tuition classes, such as JC Math Tuition and JC Chemistry Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition, Social Studies Tuition, Geography, History Tuition and Secondary Economics Tuition. For Primary Tuition, we have Primary English, Math and Science Tuition. Call 9658 5789 to find out more.