Topic of Study [For H2 History Students]: Paper 2: Regional Conflicts and Co-operation Source Based Case Study Theme III Chapter 2: ASEAN (Growth and Development of ASEAN: Building regional peace and security)
The Bali Summit: ASEAN Concord and TAC Following the Bali Summit in February 1976, member states of ASEAN cooperated and produced two key documents: The ASEAN Concord and the Treaty of Amity and Cooperation (TAC). These agreements were formed in the wake of USA’s withdrawal from Indochina following the end of Vietnam War in April 1975. ASEAN members expressed their concerns over regional security due to the incoming tide of communist expansion in the region.
The ASEAN Concord was created to promote regional economic cooperation for the primary aim of regional security. For instance, the Preferential Trading Arrangements (PTA) was introduced to encourage intra-ASEAN cooperation so as to meet the economic demands of their respective countries. In subsequent years, economic ministers of the member states held annual meetings to oversee this aspect of development.
The TAC was introduced to promote the principle of non-interference and non-use of force so as to address inter-state tensions and maintain regional security. It is imperative to note that this form of political cooperation applied not only to ASEAN member states, but also for non-ASEAN countries.
A Test of Time: Indonesia’s Invasion of East Timor [December 1975] Following the decision of the Portugal to relinquish its control of ‘Portuguese Timor’ (before it was known as East Timor) in 1974, local elections were held. Two major political parties, the Revolutionary Front for an Independent East Timor (Fretilin) and the Timorese Democratic Union (UDT) unified to form a coalition. Yet, internal fighting broke out and the UDT carried out a coup. The Fretilin then declared East Timor independence on 28 November 1975.
The Indonesian government perceived the rise of the left-wing Fretilin as a threat to its doorstep. The Suharto administration feared the creation of a communist East Timor could destabilise Indonesia.
Although the United Nations condemned the act, other countries such as Australia recognised the annexation. Furthermore, ASEAN members regarded the political developments as a domestic issue, thus explaining their inaction. A more critical interpretation is that the ASEAN Way hamstrung the member states from criticising and antagonising Indonesia, given the strict adherence to the principle of non-interference.
A Role Model: ASEAN’s Response to the Vietnamese Invasion of Cambodia [December 1978] In contrast to the East Timorese crisis, ASEAN demonstrated the effectiveness of its regional unity to the world by taking the lead in condemning the Vietnamese invasion of Cambodia.
In 1988, ASEAN facilitated the Jakarta Informal Meetings (1988-1990). It involved the disputing parties such as the Coalition Government of Democratic Kampuchea (CGDK) and the People’s Republic of Kampuchea (PRK). Notably, these closed-door meetings provided effective as a platform for conflict resolution.
ASEAN’s efforts had paid off after the great powers followed up with the signing of the Paris Peace Agreement on 23 October 1991 that marked the official end of the war.
However, it is also important to consider the improvements in the political climate by the mid-1980s that explained the successes of ASEAN’s diplomatic efforts. In particular, the willingness of Soviet Union and China to engage in political discussions to pressure Vietnam’s withdrawal was a vital factor.
Also, ASEAN’s decision to take the side of the USA and China in condemning Vietnam’s aggression conflicted with the principles of the Zone of Peace, Freedom and Neutrality (ZOPFAN), since ASEAN initially rejected interference by external powers.
Concluding Remarks: Was ASEAN effective? In view of these two case studies, we can conclude that ASEAN was faced with challenging circumstances to address various threats to regional security – ideological subversion and political interference. Therefore, some political leaders, historians and political observers have reconciled with these perceived contradictions to argue that certain conflicting actions were deemed necessary to achieve regional consensus.
What can we learn from this article? Consider the following question: – Assess the political effectiveness of ASEAN in response to the Third Indochina War [to be discussed in class].
Now that you have examined the case studies to analyse the applications of ASEAN’s political cooperation, it is important to attempt source-based case study questions for knowledge application. Join our JC History Tuition and learn to form logical arguments. We conduct essay writing and source based case study skills workshops to guide you through the writing process. More importantly, we teach you how to organise your points to complete these questions within the given time frame.
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.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/03/JC-History-Tuition-Bishan-Singapore-How-effective-was-ASEAN-in-maintaining-regional-security-JC-History-Essay-Notes.jpg7201280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-03-17 12:00:002026-03-23 13:20:43How effective was ASEAN in maintaining regional security?
Topic of Study [For H2 History Students]: Paper 2: Regional Conflicts and Co-operation Source Based Case Study Theme III Chapter 1: Reasons for the formation of ASEAN
Topic of Study [For H1 History Students]: Essay Questions Theme II Chapter 2: The Cold War and Southeast Asia (1945-1991): ASEAN and the Cold War (ASEAN’s responses to Cold War bipolarity)
The Prelude to ASEAN In this article, we will examine the creation of three specific regional organisations before the creation of ASEAN: SEATO, ASA and Maphilindo.
1a. Southeast Asian Treaty Organisation (SEATO) (Sept 1954) In September 1954, the SEATO was created as an anti-communist organisation to prevent further ideological expansion within the Southeast Asian region.
USA was the main advocate of the SEATO due to its belief that Southeast Asian was a critical pivot point for their ideological struggle against communism.
The US-led SEATO comprised of France, Great Britain, New Zealand, Australia, Pakistan, the Philippines and Thailand.
Ironically (or not), only two Southeast Asian countries joined the SEATO. The Philippines shared close political ties with USA, thus the government was supportive of this development. Furthermore, there were communist elements (e.g. Hukbalahap) within the Philippines that could cause political instability. As for Thailand, its government joined SEATO due to the perceived Chinese communist expansion in South China.
In contrast, other Southeast Asian nations had diverging perceptions over the threat of Communism, thus explaining their reluctance to admit the SEATO. For instance, both Indonesia and Burma maintained their neutral position (recall: there were countries that were part of the “non-aligned movement“).
1b. Failures of SEATO: Absence of Commitment Although the SEATO headquarters was established in Bangkok, Thailand, it did not possess a standing military force unlike the North Atlantic Treaty Organisation (NATO). At best, joint military exercises were conducted annually.
Additionally, the SEATO defense treaty was limited to consultation due to the push for decolonisation [emphasis on self-determination]. This means that member states had to manage internal security threats on their own.
During the Vietnam War, Pakistan and France disagreed with American military involvement. In 1973, Pakistan exited from SEATO due to the organisation’s inaction during the Indo-Pakistani War (1971). More importantly, after the Americans withdrew from Indochina following the end of the Vietnam War, SEATO was no longer functional. It was disbanded on 30 June 1977.
2a. Association of Southeast Asia (ASA) (July 1961) In January 1959, Tunku Abdul Rahman visited the Philippines. He proposed to the Philippine President Carlos P. Garcia to form the ASA. The Tunku wrote to other regional government leaders in Burma, Thailand, Indonesia, Laos, Cambodia and Vietnam, seeking their feedback on this organisation.
By January 1960, only Thailand and the Philippines agreed to form the ASA. On 31 July 1961, the ASA was officially formed in Bangkok, Thailand. The main function of ASA was to promote regional cooperation.
2b. Breakdown of the ASA However, the ASA broke down in 1963 due to conflicting views by member states as well as Indonesia. When the Tunku put forward the idea of creating the Federation of Malaysia, Philippines and Indonesia strongly objected to the notion.
For Philippines, the contentious issue lie with the possibility that Sabah joined the Federation. This gave rise to the territorial dispute between Malaysia and Philippines, known as the Sabah dispute.
For Indonesia, it was largely due to Sukarno’s fear of “Neo-Imperialism”. His anti-West political views explained his hostile Confrontation (Konfrontasi) policy which lasted from 1963 to 1966.
President Macapagal led the summit in which the three nations signed agreements to affirm their commitment to resolve disputes and conflicts pertaining to the former British-led Borneo Territories.
3b. Collapse of the Maphilindo Although the regional arrangement was perceived as a genuine desire for diplomacy, the underlying motivation that the Philippines and Indonesia had was to prevent the Tunku from establishing the Federation of Malaysia.
Eventually, the Maphilindo broke down when Sukarno launched the Confrontation to protest against the Federation.
What can we learn from this article? Consider the following question: – How far do you agree that political differences were the main reason for the breakdown of ASA? [to be discussed in class]
Join our JC History Tuition and find out how we conduct topical enrichment classes to broaden your knowledge of ASEAN and other A Level History topics. We provide summary notes, timelines and additional practices as well.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/03/JC-History-Tuition-Bishan-Singapore-What-were-the-organisations-formed-before-ASEAN-JC-History-Essay-Notes.jpg8531280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-03-10 12:00:002026-08-20 12:32:21What were the organisations formed before ASEAN?
Topic of Study [For H2 History Students]: Paper 1: Safeguarding International Peace and Security Section B: Essay Writing Theme III Chapter 2: Political Effectiveness of the UN in maintaining international peace and security
The Problem with Sovereignty of Nation-States A sovereign nation has the political rights to dictate the policies that affect its citizens within its national boundaries. This includes the introduction of new laws as well as modification of existing ones.
Following the disastrous events of the Rwandan Genocide (1994) and Bosnian War (1992-1995), United Nations Secretary-General (UNSG) published the Millennium Report to highlight the inaction of the international organisation. Annan asserted that sovereignty of nation-states should not take precedence over the ‘gross and systematic violation of human rights’.
“…if humanitarian intervention is, indeed, an unacceptable assault on sovereignty, how should we respond to a Rwanda, to a Srebrenica – to gross and systematic violations of human rights that affect every precept of our common humanity?”
We the Peoples, by United Nations Secretary-General, Kofi Annan
As such, the United Nations Security Council (UNSC) ushered an ‘decade of humanitarian intervention’ in the post-Cold War period. Peacekeepers expanded their role to peacebuilding, as such by its involvement in the political transition of Cambodia and East Timor.
To recap, let’s take a look at the UN Charter that outlined the importance of sovereignty:
“Nothing contained in the present Charter shall authorize the United Nations to intervene in matters which are essentially within the domestic jurisdiction of any state or shall require the Members to submit such matters to settlement under the present Charter; but this principle shall not prejudice the application of enforcement measures under Chapter VII.“
Article 2(7) of the UN Charter
The crux of the issue lies with the unwillingness of member states to allow UN intervention as external involvement is being perceived as threats to their sovereign rights. Thus, the international organisation is severely constrained by this Charter limitation.
The creation of the Responsibility to Protect (R2P) In September 2000, the Canadian government set up the International Commission on Intervention and State Sovereignty (ICISS) after the bombing campaign carried out by the North Atlantic Treaty Organisation (NATO) in Yugoslavia during the Kosovo War (1999).
In December 2001, the ICISS published “The Responsibility to Protect” report to assess the “right of humanitarian intervention” in view of past events such as the legality and morality of military actions.
A. State sovereignty implies responsibility, and the primary responsibility for the protection of its people lies with the state itself.
B. Where a population is suffering serious harm, as a result of internal war, insurgency, repression or state failure, and the state in question is unwilling or unable to halt or avert it, the principle of non-intervention yields to the international responsibility to protect.
The Responsibility to Protect: Core Principles, ICISS Report, December 2001
In short, the state must bear the responsibility to look after the interests of its people as part of its sovereign rights. Should it fails to do so, the international community can override the decisions of the state to look after the interests of the affected people.
On 2 December 2004, the UNSG Kofi Annan addressed the General Assembly, highlighting the involvement of the High-level Panel on Threats, Challenges and Change to “assess current threats to international peace and security” and “make recommendations” for collective security in the 21st Century.
138. Each individual State has the responsibility to protect its populations from genocide, war crimes, ethnic cleansing and crimes against humanity…
139. The international community, through the United Nations, also has the responsibility to use appropriate diplomatic, humanitarian and other peaceful means, in accordance with Chapters VI and VIII of the Charter, to help protect populations from genocide, war crimes, ethnic cleansing and crimes against humanity.
2005 World Summit Outcome, 24 October 2005
Application of the R2P: NATO’s intervention in Libya (2011) The R2P was invoked due to the state sanctioned attacks on the Libyan civilians during the “17 February Revolution”. The Libyan government was led by a despotic ruler, commonly known as “Colonel Gaddafi”.
On 19 March 2011, NATO led a coalition force against the Libyan dictator. The NATO campaign lasted for 7 months, which led to the death of Muammar Gaddafi.
However, NATO’s controversial involvement in Libya went beyond the protection of the citizens as it led to a regime change. As such, critics argued that Western military intervention was largely driven by the desire for resource acquisition, given that Libya was one of the world’s largest oil producers.
What can we learn from this article? Consider the following questions to understand the topic: – Examine the effectiveness of the Responsibility to Protect as a UN reform in keeping the organisation relevant in the 21st Century [to be discussed in class].
Join our JC History Tuition and learn to analyse the significance of the United Nations in the post-Cold War period.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/02/JC-History-Tuition-Bishan-Singapore-What-is-the-UN-Responsibility-to-Protect-JC-History-Essay-Notes.jpg7201280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-03-03 12:00:002026-08-20 12:32:24What is the UN Responsibility to Protect?
Topic of Study [For H2 History Students]: Paper 2: Regional Conflicts and Co-operation Source Based Case Study Theme III Chapter 1: Inter-state tensions and co-operation: Causes of inter-state tensions: historical animosities & political differences
Historical Context: The Malayan Railway Under the Railway Act of 1918, the British acquired 217 hectares of Singapore territory to develop the Malayan Railway for a period of 999 years. It was initially known as the Federated Malay States Railways (FSMR), which later became Keretapi Tanah Melayu (KTM). The acquired land was to be used to establish the railway stations situated in Tanjong Pagar, Bukit Timah and Woodlands.
Points of Agreement On 27 November 1990, a bilateral arrangement was made between Singapore and Malaysia to shift away from the Railway Act of 1918 and repeal the KTM Act of 1984. The Points of Agreement (POA) was signed by then Prime Minister of Singapore Lee Kuan Yew and then Finance Minister of Malaysia Tun Daim Zainuddin. The POA was made to undergo a joint development of the Tanjong Pagar Railway Station as well as the lands adjacent to the KTM-owned railway track.
Additionally, the Tanjong Pagar railway station would be relocated either to Bukit Timah or directly to Kranji. The plan was to allow Singapore to reclaim Tanjong Pagar for future development. In exchange, Singapore offered a plot of land of equivalent value in the Marina South to the Malaysian company.
Origins of the Dispute: A deadlock However, in 1993, disagreements emerged as Malaysia was unwilling to relinquish ownership of the Tanjong Pagar land. Instead, proposals were made to re-develop the existing KTM railway into a “Trans-Asian electric railway” that extended from Singapore to Kunming, China. Also, reluctance was expressed due to fears over the perceived loss of KTM’s land in Singapore.
In September 1993, both countries agreed to relocate their Customs, Immigration and Quarantine (CIQ) facilities from Tanjong Pagar to the Woodlands Train Checkpoint (WTCP) in Singapore by 1 August 1998. Yet, in June 1997, the Malaysian authorities “changed its mind” and chose to keep its CIQ at the Tanjong Pagar railway station. As such, both parties sent officials to discuss new arrangements in two occasions in July 1998 for the arrangements pertaining to the Malaysian CIQ.
The Woodlands Train Checkpoint As a result of the meetings, both sides agreed to re-locate the CIQ to Woodlands Train Checkpoint on 1 August 1998. The Ministry of Home Affairs (Singapore) published a press release on 24 July 1998 to announce the changes.
Singapore will allow Malaysian customs officials to operate at Tanjong Pagar railway station. Singapore officials will be present at Tanjong Pagar railway station to lend their authority to Malaysian customs officials during the interim period.
Singapore has agreed to Malaysia’s request to allow Malaysian Immigration to put some desks for its immigration officers on the passenger platform at WTCP to clear passengers after Singapore has cleared them for exit from Singapore.
Press Release by Ministry of Home Affairs (Singapore), 24 July 1998.
Improvement of Bilateral Relations: The 2001 meeting In September 2001, leaders of both Malaysia and Singapore held a closed-door meeting to resolve the railway land dispute. Prime Minister Lee reiterated to his Malaysian counterpart, Dr Mahathir, that the POA was a “legally binding agreement” and stated that Singapore offered a plot of land at Shenton Way in exchange for joint development. In this letter, the water dispute was also being mentioned.
3. On the POA, I would like to confirm that what I said was that “the POA is being varied to give the extra 12 plots of land at Bukit Timah and the CIQ, too”…The 1990 POA is a legally binding agreement…
4. According to Clause 7 of the POA, the MRA land at Keppel where the rail station is currently sited will be exchanged for a plot in Marina South of equivalent value for joint development by M-S Pte Ltd. It is in accordance with an option given in Plan 2 of the POA, as stated in my letter of 24 August 2000 to Tun Daim, that I had offered a plot at Shenton Way for this exchange, for joint development.
Letter by Prime Minister of Singapore Lee Kuan Yew to Prime Minister of Malaysia, Dr Mahathir, 10 December 2001.
Recent developments: 2010 arrangements Although there was an impasse of nearly 2 decades, a landmark land swap deal was finally made between the two countries in 2010. Three plots of former railway land – Keppel, Kranji and Woodlands – as well as three plots in Bukit Timah would be exchanged for four parcels of land in Marina South and two parcels of land in Ophir-Rochor.
A new company, known as M+S, was set up for the joint development of Marina South and Ophir-Rochor parcels. However, there were disputes over the Bukit Timah plots as they were not stated in the POA. Both parties referred to the Permanent Court of Arbitration at The Hague.
The Singapore Government shall vest four land parcels in Marina South and two land parcels in Ophir-Rochor in M-S Pte Ltd, in lieu of the three parcels of POA land in Tanjong Pagar, Kranji and Woodlands and three pieces of land in Bukit Timah.
The Marina South and Ophir-Rochor land parcels shall be vested in M-S Pte Ltd for joint development when Keretapi Tanah Melayu Berhad (KTMB) vacates the Tanjong Pagar Railway Station (TPRS). The KTMB station will be relocated from Tanjong Pagar to the Woodlands Train Checkpoint (“WTCP”) by 1 July 2011 whereby Malaysia would co-locate its railway Custom, Immigration and Quarantine (“CIQ”) facilities at WTCP.
Joint statement for meeting between PM Lee and PM Najib, implementations on the POA, 20 September 2010.
What can we learn from this article? Consider the following question: – How far do you agree that historical animosities were the main reason for the changing Singapore-Malaysia relations after independence [to be discussed in class]?
Join our JC History Tuition and learn to organise your study for this topic on Regional Conflicts and Co-operation.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/02/JC-History-Tuition-Bishan-Singapore-What-the-Malaysian-Railway-Land-dispute-is-about-JC-History-Essay-Notes.jpg8521280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-02-11 12:00:002026-08-20 12:33:51What the Malaysian Railway Land dispute is about
Topic of Study [For H2 History Students]: Paper 2: Regional Conflicts and Co-operation Source Based Case Study Theme III Chapter 1: Inter-state tensions and co-operation: Causes of inter-state tensions: territorial disputes
What is the Konfrontasi? Also known as the “Confrontation”, it was Indonesia’s response to the formation of the British-influenced Federation of Malaysia. During the decolonisation process in Southeast Asia, Malaya became an independent member of the Commonwealth of Nations on 31 August 1957.
In May 1961, Malayan Prime Minister Tunku Abdul Rahman announced a proposal to form the Federation of Malaysia, which included Singapore and the British colonies in Borneo (Sabah, Sarawak and Brunei). Initially, the Indonesian government did not raise any concerns regarding this proposal.
However, Indonesian President Sukarno criticised the formation of Malaysia, claiming that it was a form of British-led “neo-imperialism” that threatened the interests of Indonesia. On 20 January 1963, Indonesian Foreign Minister Dr Subandrio announced a policy of Konfrontasi towards Malaysia.
Attempts to de-escalate tensions: Manila Accord Nevertheless, both parties sought to defuse tensions through peaceful diplomatic means. In May 1963, both Sukarno and the Tunku held talks in Tokyo, Japan. The Tunku was in consensus of holding a referendum before the formation of the Federation, emphasising that the will of the people in the Borneo Territories was to be respected.
On 31 July 1963, the Manila Accord was signed between Malaya, Philippines and Indonesia. The Accord was initiated by the Philippine President Diosdado Macapagal. Its aim was to take into account the referendum in North Borneo and Sarawak, whether they supported their entry into the Federation of Malaysia.
In this context, the three Ministers supported President Macapagal’s plan envisaging the grouping of the three nations of Malay origin working together in closest harmony but without surrendering any portion of their sovereignty. This calls for the establishment of the necessary common organs…
The Federation of Malaya expressed appreciation for this attitude of Indonesia and the Philippines and undertook to consult the British Government and the Government of the Borneo territories with a view to inviting the Secretary-General of the United Nations or his representative to take the necessary steps in order to ascertain the wishes of the people of those territories…
However, Indonesia accused Malaysia of not abiding by the Manila Accord as the Tunku signed the London Agreement on 9 July which officially meant that the Federation was to be formed on 31 August.
An “Undeclared War”: The Confrontation On 27 July 1963, President Sukarno gave a rousing speech and announced the Ganyang Malaysia (Crush Malaysia) campaign.
After it has become clear that our efforts have been rejected and responded to with humiliation and an act of hostility, as for instance the call for a general mobilization;
I give the command to the twenty-one million volunteers, who have already registered their names, to increase the strength of resistance of the Indonesian revolution and support the revolutionary peoples of Malaya, Singapore, Sarawak and Sabah to dissolve the puppet state of Malaysia.
Indonesian President Sukarno’s speech, May 1964
Two days after the formation of the Federation, the militarised confrontation began in Singapore and the Malaysian Peninsula. For instance, Singapore suffered a series of bomb explosions, including the MacDonald House incident (see featured video) on 10 March 1965.
The end of the Konfrontasi: 30 September Movement The Konfrontasi came to an end partially due to the internal political division in Indonesia. On 1 October 1965, a failed coup attempt led by Indonesian military personnel had caused the deaths of six generals. Subsequently, General Suharto, the commander of the Indonesian reserve army, purged the communist threat (Partai Kommunis Indonesia, PKI) and replaced Sukarno as President.
In 1966, the newly-formed Indonesian government extended its offer for peace talks with Malaysia. Eventually, then-Deputy Prime Minister of Malaysia, Tun Abdul Razak, and then-Indonesian Foreign Minister Adam Malik signed a peace treaty (Jakarta Accord) on 12 August 1966, thus marking the end of the Konfrontasi.
What can we learn from this article? Consider the following question: – How far do you agree that the breakdown of the Indonesian-Malaysian relations was due to ideological differences [to be discussed in class]?
Now that you have covered the summary of the Confrontation, it is important that you apply your knowledge to source-based case study questions. You can also join our JC History Tuition. During our lessons, you will receive timeline and summary notes as well as exam-driven class practices to refine your reading and writing skills.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/01/JC-History-Tuition-Bishan-Singapore-Why-did-Konfrontasi-happen-JC-History-Essay-Notes.jpg7201280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-02-04 12:00:002026-08-20 12:33:46Why did Konfrontasi happen?
Topic of Study [For H2 and H1 History Students]: Paper 1: Understanding the Cold War (1945-1991) Section A: Source-based Case Study Theme I Chapter 3: End of Bipolarity
Context: How it all began Before the Second Cold War, there was a momentary period of much-desired peace in the 1970s. Also known as the Détente, both the American and Soviet governments held talks to limit the arms race. However, the myth was shattered when the Soviets invaded Afghanistan in December 1979. Additionally, the entry of the incoming American President Ronald Reagan had set the stage for the renewed tensions and superpower confrontation in the early 1980s.
1. Renewed Confrontation: The “Afghanistan problem” Following the 1978 Saur Revolution, in which a Soviet-backed People’s Democratic Party of Afghanistan launched a coup against the Afghan President Mohammed Daoud Khan, there was growing dissent in the nation. USSR justified its intervention by invoking the Brezhnev Doctrine, which was meant to preserve the Soviet bloc through military responses.
Subsequently, the Carter administration perceived the increased Soviet presence in the Gulf as an “arc of crisis”, thus declaring their intent to counter the Soviet invasion via proxies. The Central Intelligence Agency (CIA) aided the Mujahideen rebels who fought against the Soviet troops and the Afghan army.
Furthermore, the Afghan invasion swayed the perceptions of the Americans and its politicians, such that the potential Presidential candidates in America were more supportive of renewing Cold War antagonisms towards the Soviets.
2. Reagan’s Cold War Rhetoric: The Strategic Defense Initiative Reagan’s anti-communist stance had paid off, as evidenced by his remarkable victory in the US Presidential elections in November 1980. The former Hollywood actor assumed a more hostile stance towards the Soviets. In March 1983, his “Evil Empire” speech showed his resolve in denouncing and defeating the Cold War rival.
The truth is that a freeze now would be a very dangerous fraud, for that is merely the illusion of peace. The reality is that we must find peace through strength…
So, in your discussions of the nuclear freeze proposals, I urge you to beware the temptation of pride—the temptation of blithely declaring yourselves above it all and label both sides equally at fault, to ignore the facts of history and the aggressive impulses of an evil empire, to simply call the arms race a giant misunderstanding and thereby remove yourself from the struggle between right and wrong and good and evil….
In this speech, Reagan tried to dissuade the American public from supporting the anti-nuclear demonstrations (“freeze”) as the military build-up was an effective form of deterrence to prevent Soviet aggression. Also, Reagan justified the continuation of the arms race as the only viable option to manage this “evil empire” and save the world from potential catastrophe.
A few days later, Reagan proved his point by announcing the Strategic Defense Initiative (SDI), which was an ambitious project to protect the United States from Soviet nuclear attacks.
The defense policy of the United States is based on a simple premise: The United States does not start fights. We will never be an aggressor. We maintain our strength in order to deter and defend against aggression — to preserve freedom and peace…
It is that we embark on a program to counter the awesome Soviet missile threat with measures that are defensive. Let us turn to the very strengths in technology that spawned our great industrial base and that have given us the quality of life we enjoy today…
What if free people could live secure in the knowledge that their security did not rest upon the threat of instant U.S. retaliation to deter a Soviet attack, that we could intercept and destroy strategic ballistic missiles before they reached our own soil or that of our allies?
In his public address to the Americans, Reagan introduced the SDI and declared its creation as a defensive measure against potential Soviet attacks. By doing so, peace can be assured.
Yet, the SDI alarmed Moscow as the renewed arms race clearly violated the terms of the Anti-Ballistic Missile Treaty (ABTM) that was signed in 1972 by former leaders of the two superpowers. In fact, Soviet leader Yuri Andropov announced that the Soviets took the matter seriously and vowed to respond accordingly given that the SDI would render Soviet missiles obsolete.
Changing landscapes: For the better? Fortunately, the “Second Cold War” did not persist due to a series of events. First, the rise of Soviet leader Gorbachev marked a significant change. His “New Political Thinking” was a pivotal factor in influencing the withdrawal of Soviet forces from the Third World as well as Afghanistan, which ended the Cold War divide in Europe. Second, Reagan’s second term was characterised as being more accommodating. Therefore, tensions simmered when both leaders agreed to hold talks, as seen by the summits held in Geneva (1985), Reykjavik (1986), Washington (1987) and Malta (1989).
What can we learn from this article? Consider the following question: – How far do you agree that the political leaders were most responsible for the Second Cold War? [to be discussed in class]
After you have covered the topic on the Second Cold War, it is important that you attempt source-based case study practices to review your understanding. Join our JC History Tuition and we will guide you through the entire study process. Besides, students who join our programme will receive summary and timeline notes as well as outlines to derive a clear understanding of the Cold War.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/01/JC-History-Tuition-What-is-the-Second-Cold-War-JC-History-Essay-Notes.jpg8511280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-01-28 12:00:002026-08-20 12:33:41What is the Second Cold War?
Changes to the GCE A Level H1 History syllabus Similar to H2 History, the A Level syllabus for H1 History (8821) has been reviewed and modified. It is imperative that you take note of these changes as examination format and contents have been changed from 2017 and beyond.
If you require additional references, please view the documents provided by the Singapore Examinations and Assessment Board (SEAB): H1 History syllabus for 2021; H1 History syllabus for 2021.
1. Format of Assessment For the examination structure, the H1 History (8821) syllabus features only one paper:
The Cold War and the Modern World (1945-2000)
The duration of examination is three hours. Within the paper, there are two sections: Source-Based Case Study (Section A) and Essays (Section B).
1a. Section A: Source-Based Case Study The first section requires students to analyse five sources and answer two sub-questions. These sources are either text-based (e.g. academic publication) or visual-based (e.g. political cartoon – refer to our post on political cartoons). Bear in mind that both primary and secondary sources could be used in this section.
Section A carries 40 marks in total, which is 40% of the overall weighting.
For the part (a) question, students must compare two sources. It carries ten marks. For the part (b) question, students must analyse an assertion and refer to the given five sources. Application of contextual evidence may be required to answer these sub-questions.
1b. Section B: Essays The other section involves essay writing, in which students have to complete two essays in Section B. For the first essay question, students must select 1 out of 2 essay questions that are set on Theme II (The Cold War and Asia, 1945-1991). For the second essay question, they must choose 1 out of 2 essay questions that are set on Theme III (The Cold War and the United Nations, 1945-2000).
Each essay question carries 30 marks. In total, Section B carries 60 marks, which is 60% of the overall weighting.
2. Syllabus Content Next, we will now examine the areas of study to understand the list of topics covered for A Level H1 History (8821). At the end of the study, you should develop a keen sense of understanding about the Cold War and how its local, regional and global impacts.
2a. Theme I: Understanding the Cold War, 1945-1991 The first theme is strictly for the assessment of Section A, Source-Based Case Study. You will examine three stages of the Cold War to understand how it began and ended. First, the Emergence of Bipolarity after WWII discusses the possibly reasons that explain the outbreak of the Cold War. Then, A World Divided by the Cold War discusses two major events that explained the ‘”globalisation” of the ideological conflict, namely the Korean War and the Cuban Missile Crisis. Finally, the End of Bipolarity focuses on the study of how the USSR collapsed as well as the popular interpretations for the end of the Cold War.
2b. Theme II: The Cold War and Asia, 1945-1991 The second theme is applied in Section B, Essays. In this theme, you will learn more about the effects of Cold War in shaping the diplomatic relations of superpowers and a rising great power: China. In Superpower relations with China (1950-1979), you will analyse the historical developments that led to the notable Sino-Soviet Split. Also, a major turning point in the 1970s will be studied, such as the Sino-American Rapprochement.
The second half of Theme II features The Cold War and Southeast Asia (1945-1991). At the regional level, you will learn more about the motivations that led to the formation of the ASEAN organisation as well as the significance of the Second Indochina War (more commonly known as the ‘Vietnam War’). At the national level, you will examine how the ongoing Cold War threats influenced Singapore’s Foreign Policy from 1965 to 1991.
2c. Theme III: The Cold War and the United Nations, 1945-2000 As for the final third theme, which is also assessed in the essay section, you will develop a fundamental understanding of the United Nations (UN), which plays a central role of maintaining international peace and security. This is achieved through a brief examination of the Organisational Structure of the UN, which features the three key organs: Security Council, General Assembly and the Secretary-General.
As for the second half of Theme III, you will focus on six case studies to assess the Effectiveness of UN Peacekeeping Operations in Maintaining Peace and Security. A thorough review of each case study is paramount, given that past examination questions were set on specific cases.
If you are looking for writing support, do consider joining our JC History Tuition programmes. You will receive organised study notes, essay outline references and source-based case study questions. Furthermore, we conduct thematic content discussion to reinforce your historical understanding of the Cold War. Class practices are held regularly to ensure that you observe progress as you gear up for the GCE A Level examination.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/01/JC-History-Tuition-Bishan-Singapore-What-is-the-A-Level-H1-History-syllabus.jpg8531280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-01-14 12:00:002026-08-20 12:33:29New A Level H1 History syllabus
Changes to the GCE A Level H2 History syllabus From 2017 onwards, the A Level History syllabus has been reviewed and updated. In contrast to the previous syllabus, there are some changes to the topics covered in the essay and source-based case study questions. Also, changes to the examination format are made. Therefore, it is important to pay attention to these developments as you gear up for the final examination. In this article, we will be looking at the syllabus requirements for H2 History (9752).
For more information, please refer to the comprehensive document provided by the Singapore Examinations and Assessment Board (SEAB): H2 History Syllabus for 2020; H2 History Syllabus for 2021
1. Format of Assessment For the examination format, the H2 History (9752) syllabus features two papers:
Paper 1: Shaping the International Order (1945-2000)
Paper 2: The Making of Independent Southeast Asia (Independence-2000)
Students are required to sit for two separate papers (dates are usually announced in the first few months of the examination year). Within each paper, there are two key sections: Source-Based Case Study and Essays. Since the format for Paper 1 and Paper 2 is identical, we will be examining the two sections in a paper.
1a. Section A: Source-Based Case Study The first section features the Source-Based Case Study (SBCS in short). Students are required to analyse six sources and answer two sub-questions. These sources can be in the form of written or visual texts. For example, a press release by the U.S. State Department during the Cold War. Alternatively, the source can be a political cartoon that depicts an issue or individual. You can learn more about visual-based sources in our post.
In total, Section A carries 40 marks, which is 20% of the overall weighting.
For the part (a) question, students must compare two sources and answer in the context of the question. It carries ten marks.
Compare and contrast the evidence provided in Sources A and B about Reagan’s motivations behind the Strategic Defense Initiative. [10]
example of the part (a) question
For the part (b) question, students must study all six sources and test the given assertion. This part carries 30 marks.
How far do Sources A-F support the assertion that the Cold War ended mainly because of Reagan? [30]
example of the part (b) Question
1b. Section B: Essays The second section features the essays. Students are required to answer two questions from Section B.
They have to select 1 out of 2 essay questions in the first set (Paper 1 – Theme II; Paper 2 – Theme I). Then, students must do the same by selecting 1 out of 2 essay questions in the other set (Paper 1 – Theme III; Paper 2 – Theme II).
Within the Section B itself, there will be the ‘EITHER‘ and ‘OR‘ stated clearly to show the available choices for students to pick their preferred choice of question to attempt.
Each essay question carries 30 marks. Therefore, the total marks for Section B is 60 marks, which is 30% of the overall weighting.
How far was the United Nations able to overcome the challenge of Cold War rivalry?
Example of the section b essay question
One important point to remember is that for the Paper 2 Section B, students must compare at least three countries as case studies when supporting their arguments.
2. Syllabus Content Now that we have examined the examination format, we will now move on to the areas of study for H2 History (9752). Given the broad coverage of content, this article will provide a brief summary of the topics tested for A Level.
2a. Paper 1: Shaping the International Order (1945-2000) For Paper 1 (which is formerly known as ‘International History’), there are three major themes covered:
Theme I: Understanding the Cold War (1945-1991) [SBCS]
Theme II: Understanding the Global Economy (1945-2000) [Essay]
Theme III: Safeguarding International Peace and Security [Essay]
For Theme I, students will examine the Cold War topic from a chronological order: starting with its origins, followed by its internationalisation and finally its eventual end. The Cold War topic is an overarching theme that is essential for A Level given its widespread effects not only in Europe, but also in Southeast Asia. This means that your knowledge of the Cold War can be applied to Paper 2 as well.
For Theme II, students will learn more about the Growth and Problems in the Global Economy as well as the Rise of Asian Tigers (South Korea and Taiwan). This topic can be analysed both from the economic and political perspectives. Notably, the establishment of multilateral financial institutions (IMF, World Bank & WTO) still affects the modern world in many ways.
For Theme III, students are required to be familiar with the formation of the United Nations as well as its application in Peacekeeping Operations. Given the ever-changing and ever-expanding functions of the United Nations, the A Level H2 History syllabus will only cover four organs: Security Council, General Assembly, Secretary-General and the International Court of Justice. For UN Reforms, there will be changes to the content coverage, particularly the section about the ‘rise of regionalism and regional organisations’.
2b. Paper 2: The Making of Independent Southeast Asia (Independence-2000) For Paper 1, there are three main themes as well:
Theme I: Search for Political Stability [Essay]
Theme II: Economic Development after Independence [Essay]
Theme III: Regional Conflicts and Co-operation [SBCS]
For Theme I, students will learn about the Approaches to Governance and the Approaches to National Unity. This theme will provide a historical study on how various Southeast Asian colonies (as well as Thailand) became independent after World War Two. Political concepts, such as ‘Parliamentary Democracy’ and ‘Authoritarianism’ will be covered as well.
For Theme II, students are required to learn about the Paths to Economic Development and the Asian Financial Crisis. Similar to Paper 1 Theme II (Global Economy), the application of general economic concepts is carried out to understand how Southeast Asian nations became prosperous. Additionally, there will be a section dedicated to understand the causes and consequences of the 1997 financial crisis.
For Theme III, students are expected to be familiar with Inter-state Tensions and Co-operation as well as the establishment of the ASEAN. This theme is largely relevant in raising awareness on the political complexities of inter-state relations, given the persistence of such challenges in the modern world (e.g. South China Sea dispute). Furthermore, students will learn how this newly-formed regional organisation strives to maintain regional peace and security through various methods.
You can sign up for our JC History Tuition to study productively. Our programme features summary notes, essay outline references and source-based case study practice questions. Our structured curriculum will ensure that your time is well-spent as you learn in a progressive way.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2020/01/JC-History-Tuition-Bishan-Singapore-What-is-the-A-Level-H2-History-syllabus.jpg8531280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2020-01-07 12:00:002026-08-20 12:33:21New A Level H2 History syllabus
Essay Writing: Revisited In contrast to the typical posts that feature specific themes, such as the Cold War and the United Nations, I will re-cap on the critical aspects of essay writing, which is for Section B. This is done in view of the GCE A Level examination for H1 and H2 History in November 2019. Previously, I have also posted a similar article that highlighted relevant areas of study.
1. Be familiar with the syllabus requirements It is important to understand the featured themes that are covered in the examination. By doing so, you can derive a clear strategy for the actual day.
(a) For H2 History (9752), there are Papers 1 and 2:
For Paper 1, you are required to answer ONE essay question from Theme II: Understanding the Global Economy and ONE essay question from Theme III: Safeguarding International Peace and Security.
For Paper 2, you are required to answer ONE essay question from Theme I: Search for Political Stability and ONE essay question from Theme II: Economic Development after Independence
(b) For H1 History (8821), there is one paper, but the examination format is identical to the H2 syllabus:
You are required to answer ONE essay question from Theme II: The Cold War and Asia
Also, you have to answer ONE essay question from Theme III: The Cold War and the United Nations
(c) Be familiar with the topics tested within each theme Within each theme, there are several topics that students are expected to learn and apply in the essay section. For example, H2 History Paper 2 Theme II has two main areas: ‘Paths to economic development’ and ‘Asian Financial Crisis’.
Although some students hold the assumption that they can spot, meaning that they focus on specific topics, while excluding others, it is a risky strategy to take.
Although some students hold the assumption that they can spot, meaning that they focus on specific topics, while excluding others, it is a risky strategy to take. In view of the recent 2019 A Level examination (for H2 History), the ‘Asian Financial Crisis’ was not featured in Section B. We have gathered feedback from students and some revealed that there were those who were unable to write the second essay due to the lack of content familiarity.
Therefore, our concluding remark is that you are strongly advised against spotting as it can result in such disastrous consequences. Instead, it is crucial to cover all relevant topics within each theme. At least, you should cover the fundamental content for the topic that you are less likely to select during the examination.
2. Read the essay question carefully Cliché as it sounds, this word of advice should not be ignored. From the question itself, you can derive the given perspective as well as the contrasting viewpoint. Misinterpretation is a typical issue that some students encounter in their study of the subject.
(a) What is the question looking for? In History essay writing, students are required to analyse the extent of agreement based on the given perspective set by the question. Look out for phrases like ‘how far do you agree’ and ‘how important‘.
(b) Are we allowed to introduce other factors/perspectives not featured in the question? This is a major consideration as the decision to introduce irrelevant factors in a narrow-based question can compromise your essay grade.
The following are two essay questions:
How far do you agree that the Cold War hindered the effectiveness of the United Nations?
How far do you agree that the Cold War was the most significant obstacle that hindered the effectiveness of the United Nations?
Clearly, we can observe that the second essay question is broader in nature as students are allowed to introduce other factors besides the ‘Cold War’ to answer the question. In contrast, the first question is more specific than the latter.
3. Manage your time wisely In general, everyone is given the same amount of time for the A Level examination – 3 hours. To the uninitiated, 180 minutes may be perceived as long. However, one must be aware of the need to answer 1 source-based case study question and 2 essay questions within the time limit.
To the uninitiated, 180 minutes may be perceived as long. However, one must be aware of the need to answer 1 source-based case study question and 2 essay questions within the time limit.
Furthermore, students are assessed based on their ability to perform under pressure, such as deriving a clear essay structure and forming well-analysed arguments that are backed with adequate evidence. As such, it is folly to leave practice to the last phase of your two-year study.
You should set time aside for timed practices, even if it is for one essay question. When you are attempting the timed practice, you are not only reviewing your content familiarity, but also re-wiring your brain to think fast and clearly. Over time, you develop the quick-thinking skills to form arguments and critique the given perspective effectively.
4. Prepare yourself thoroughly More importantly, you should be mentally prepared for the A Level examination. Enter the examination venue with the anticipation that there may be ‘abstract-sounding’ questions that are intended to throw students off. Again, some students who sat for the 2019 A Level H2 History examination have shared with us that certain essay questions were difficult to attempt due to their style of phrasing.
Enter the examination venue with the anticipation that there may be ‘abstract-sounding’ questions that are intended to throw students off.
Indeed, from our observations as well, some essay questions tested narrow areas that were seemingly challenging to address at first sight. Yet, if the standard thinking and answering steps were to be applied, such abstract questions can still be answered.
Therefore, one final tip for essay writing is to practise as many questions as you can. Do not simply refer to past year preliminary examination questions and attempt to do so right away. Instead, you should be aware of the possible areas of testing to cover the fundamental aspects. Then, you can intensify your efforts by answering complex questions. Find the right balance of questions to have adequate time spent on each theme. Besides, you can gather feedback from your teacher, tutor or classmate to check if there are other arguments to broaden your discussion.
Alternatively, you can join our JC History Tuition as we conduct regular essay writing skills development workshops to refine your thinking and writing techniques. During these lessons, you will receive concise study notes, practice questions and reference answers to enhance your study efforts. Also, you can consult our JC History Tutor to identify your areas of improvement, such as essay structure, perspective setting and evidence explanation.
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 General Paper 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 8929 2422to find out more.
On a separate note, this is the final article in the 52-week cycle of 2019. It has been an enriching and meaningful year as I have covered diverse topics relating to A Level History. At the start of 2019, I have made the decision to embark on this endeavour primarily to provide students with a useful educational platform to access learning resources conveniently. Although some would claim that the freer access to the Internet has made information gathering easier, I believe that this website will ease the search process and empower students to learn purposefully. In anticipation of the upcoming decade, I will continue to expand on this platform. Let’s look forward to another series of informative, insightful and interesting articles!
https://www.jchistorytuition.com.sg/wp-content/uploads/2019/12/JC-History-Tuition-Bishan-Singapore-How-to-answer-an-A-Level-History-essay-question-JC-History-Essay-Notes.jpg8531280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2019-12-31 12:00:002026-08-20 12:33:09How to answer an A Level History essay question?
Topic of Study [For H2 History Students]: Paper 2: Regional Conflicts and Co-operation Source Based Case Study Theme III Chapter 1: Inter-state tensions and co-operation: Causes of inter-state tensions: territorial disputes
Historical Background Pedra Branca is an island situated in the easternmost point of Singapore, between the Singapore Strait and South China Sea. The island is known to many sailors for years, given its strategic location as a internationally-recognised shipping route.
Following the signing of the Anglo-Dutch Treaty of 1824, Pedra Branca was within the British-influenced territory of the Johor Sultanate. In the 1850s, the British established the Horsburgh Lighthouse (not the featured article image).
From 1826 to 1946, the Straits Settlements administered the Pedra Branca island. Subsequently, Singapore took over.
Origins of the Dispute On 21 December 1979, the Director of National Mapping of Malaysia published a map that depicted the island to be within its territorial waters. The map was titled ‘Territorial Waters and Continental Shelf Boundaries of Malaysia‘, which illustrated the inclusion of Pedra Branca, the ‘Middle Rocks’ and ‘South Ledge’ in its territory.
In response, Singapore delivered a diplomatic note on 14 February, requesting the map to be corrected. From then on, the territorial dispute began.
The conflict began to escalate in the 1980s as the Malaysian Marine Police entered the waters surrounding Pedra Branca several times.
Nevertheless, both parties exercised restraint and avoided direct confrontation. As such, political leaders from both governments engaged in discussions to defuse tensions.
International Arbitration: The ICJ In 2003, Singapore and Malaysia signed an official agreement to defer the dispute to the International Court of Justice (ICJ). The ICJ carried out its proceedings in 2005 and the case was heard in November 2007.
1962 Map titled ‘Pengerang’ – From Ministry of Foreign Affairs, Singapore.
From Singapore’s standpoint, it claimed sovereign rights over Pedra Branca based on the premise that it had managed the island over the years. For example, Singapore and its predecessors had investigated marine accidents in the vicinity, planned land reclamation works and installed naval communications equipment.
On the other hand, Malaysia undertook no action with respect to Pedra Branca from 1850 onwards. Furthermore, in 1953, the Acting Secretary of the State of Johor stated that they did not claim ownership of the island.
Conflict Resolution In conclusion, the Court declared that the sovereignty of Pedra Branca belonged to Singapore, whereas the surrounding Middle Rocks and South Ledge were granted to Malaysia.
What can we learn from this article? Consider the following question: – Assess the consequences of the Pedra Branca dispute on the management of inter-state tensions between Singapore and Malaysia [to be discussed in class].
Now that you have covered the general overview relating to this territorial dispute, it is imperative that you attempt source-based case study questions (Paper 2 – Making of Independent Southeast Asia) to review your knowledge application and writing skills.
Alternatively, you can join our JC History Tuition as we provide you with summarised content for each case study, outline references and additional practice questions. By doing so, you will be prepared thoroughly for the complexities of the GCE A Level History examinations.
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 General Paper 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 8929 2422to find out more.
https://www.jchistorytuition.com.sg/wp-content/uploads/2019/12/JC-History-Tuition-Bishan-Singapore-What-is-the-Pedra-Branca-dispute-JC-History-Essay-Notes.jpg8531280Justinhttps://www.jchistorytuition.com/wp-content/uploads/2016/01/JC-History-Tuition-Logo-300x86.pngJustin2019-12-24 12:00:002026-08-20 12:33:04What is the Pedra Branca dispute?
How effective was ASEAN in maintaining regional security?
/in History SBCS, Regional Conflicts and Cooperation/by JustinTopic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 2: ASEAN (Growth and Development of ASEAN: Building regional peace and security)
The Bali Summit: ASEAN Concord and TAC
Following the Bali Summit in February 1976, member states of ASEAN cooperated and produced two key documents: The ASEAN Concord and the Treaty of Amity and Cooperation (TAC). These agreements were formed in the wake of USA’s withdrawal from Indochina following the end of Vietnam War in April 1975. ASEAN members expressed their concerns over regional security due to the incoming tide of communist expansion in the region.
The ASEAN Concord was created to promote regional economic cooperation for the primary aim of regional security. For instance, the Preferential Trading Arrangements (PTA) was introduced to encourage intra-ASEAN cooperation so as to meet the economic demands of their respective countries. In subsequent years, economic ministers of the member states held annual meetings to oversee this aspect of development.
The TAC was introduced to promote the principle of non-interference and non-use of force so as to address inter-state tensions and maintain regional security. It is imperative to note that this form of political cooperation applied not only to ASEAN member states, but also for non-ASEAN countries.
A Test of Time: Indonesia’s Invasion of East Timor [December 1975]
Following the decision of the Portugal to relinquish its control of ‘Portuguese Timor’ (before it was known as East Timor) in 1974, local elections were held. Two major political parties, the Revolutionary Front for an Independent East Timor (Fretilin) and the Timorese Democratic Union (UDT) unified to form a coalition. Yet, internal fighting broke out and the UDT carried out a coup. The Fretilin then declared East Timor independence on 28 November 1975.
The Indonesian government perceived the rise of the left-wing Fretilin as a threat to its doorstep. The Suharto administration feared the creation of a communist East Timor could destabilise Indonesia.
As such, the government launched Operasi Seroja (Operation Lotus) on 7 December 1975. It was a full-scale military invasion that toppled the Fretilin-led government. In July 1976, Indonesia declared East Timor as its twenty-seventh province, signalling a successful and forceful annexation.
Although the United Nations condemned the act, other countries such as Australia recognised the annexation. Furthermore, ASEAN members regarded the political developments as a domestic issue, thus explaining their inaction. A more critical interpretation is that the ASEAN Way hamstrung the member states from criticising and antagonising Indonesia, given the strict adherence to the principle of non-interference.
A Role Model: ASEAN’s Response to the Vietnamese Invasion of Cambodia [December 1978]
In contrast to the East Timorese crisis, ASEAN demonstrated the effectiveness of its regional unity to the world by taking the lead in condemning the Vietnamese invasion of Cambodia.
In 1988, ASEAN facilitated the Jakarta Informal Meetings (1988-1990). It involved the disputing parties such as the Coalition Government of Democratic Kampuchea (CGDK) and the People’s Republic of Kampuchea (PRK). Notably, these closed-door meetings provided effective as a platform for conflict resolution.
ASEAN’s efforts had paid off after the great powers followed up with the signing of the Paris Peace Agreement on 23 October 1991 that marked the official end of the war.
However, it is also important to consider the improvements in the political climate by the mid-1980s that explained the successes of ASEAN’s diplomatic efforts. In particular, the willingness of Soviet Union and China to engage in political discussions to pressure Vietnam’s withdrawal was a vital factor.
Also, ASEAN’s decision to take the side of the USA and China in condemning Vietnam’s aggression conflicted with the principles of the Zone of Peace, Freedom and Neutrality (ZOPFAN), since ASEAN initially rejected interference by external powers.
Concluding Remarks: Was ASEAN effective?
In view of these two case studies, we can conclude that ASEAN was faced with challenging circumstances to address various threats to regional security – ideological subversion and political interference. Therefore, some political leaders, historians and political observers have reconciled with these perceived contradictions to argue that certain conflicting actions were deemed necessary to achieve regional consensus.
What can we learn from this article?
Consider the following question:
– Assess the political effectiveness of ASEAN in response to the Third Indochina War [to be discussed in class].
Now that you have examined the case studies to analyse the applications of ASEAN’s political cooperation, it is important to attempt source-based case study questions for knowledge application. Join our JC History Tuition and learn to form logical arguments. We conduct essay writing and source based case study skills workshops to guide you through the writing process. More importantly, we teach you how to organise your points to complete these questions within the given time frame.
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.
What were the organisations formed before ASEAN?
/in History SBCS, Regional Conflicts and Cooperation/by JustinTopic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 1: Reasons for the formation of ASEAN
Topic of Study [For H1 History Students]:
Essay Questions
Theme II Chapter 2: The Cold War and Southeast Asia (1945-1991): ASEAN and the Cold War (ASEAN’s responses to Cold War bipolarity)
The Prelude to ASEAN
In this article, we will examine the creation of three specific regional organisations before the creation of ASEAN: SEATO, ASA and Maphilindo.
1a. Southeast Asian Treaty Organisation (SEATO) (Sept 1954)
In September 1954, the SEATO was created as an anti-communist organisation to prevent further ideological expansion within the Southeast Asian region.
USA was the main advocate of the SEATO due to its belief that Southeast Asian was a critical pivot point for their ideological struggle against communism.
The US-led SEATO comprised of France, Great Britain, New Zealand, Australia, Pakistan, the Philippines and Thailand.
Ironically (or not), only two Southeast Asian countries joined the SEATO. The Philippines shared close political ties with USA, thus the government was supportive of this development. Furthermore, there were communist elements (e.g. Hukbalahap) within the Philippines that could cause political instability. As for Thailand, its government joined SEATO due to the perceived Chinese communist expansion in South China.
In contrast, other Southeast Asian nations had diverging perceptions over the threat of Communism, thus explaining their reluctance to admit the SEATO. For instance, both Indonesia and Burma maintained their neutral position (recall: there were countries that were part of the “non-aligned movement“).
1b. Failures of SEATO: Absence of Commitment
Although the SEATO headquarters was established in Bangkok, Thailand, it did not possess a standing military force unlike the North Atlantic Treaty Organisation (NATO). At best, joint military exercises were conducted annually.
Additionally, the SEATO defense treaty was limited to consultation due to the push for decolonisation [emphasis on self-determination]. This means that member states had to manage internal security threats on their own.
During the Vietnam War, Pakistan and France disagreed with American military involvement. In 1973, Pakistan exited from SEATO due to the organisation’s inaction during the Indo-Pakistani War (1971). More importantly, after the Americans withdrew from Indochina following the end of the Vietnam War, SEATO was no longer functional. It was disbanded on 30 June 1977.
2a. Association of Southeast Asia (ASA) (July 1961)
In January 1959, Tunku Abdul Rahman visited the Philippines. He proposed to the Philippine President Carlos P. Garcia to form the ASA. The Tunku wrote to other regional government leaders in Burma, Thailand, Indonesia, Laos, Cambodia and Vietnam, seeking their feedback on this organisation.
By January 1960, only Thailand and the Philippines agreed to form the ASA. On 31 July 1961, the ASA was officially formed in Bangkok, Thailand. The main function of ASA was to promote regional cooperation.
2b. Breakdown of the ASA
However, the ASA broke down in 1963 due to conflicting views by member states as well as Indonesia. When the Tunku put forward the idea of creating the Federation of Malaysia, Philippines and Indonesia strongly objected to the notion.
For Philippines, the contentious issue lie with the possibility that Sabah joined the Federation. This gave rise to the territorial dispute between Malaysia and Philippines, known as the Sabah dispute.
For Indonesia, it was largely due to Sukarno’s fear of “Neo-Imperialism”. His anti-West political views explained his hostile Confrontation (Konfrontasi) policy which lasted from 1963 to 1966.
3a. Maphilindo (July 1963)
Philippine leader, Dr. Jose Rizal, envisioned a Greater Malayan Confederation that united the Malay peoples after the end of colonial rule. On 31 July 1963, the Philippines proposed a tripartite arrangement that involved Malaya, Philippines and Indonesia (i.e. Ma-Phil-Indo).
President Macapagal led the summit in which the three nations signed agreements to affirm their commitment to resolve disputes and conflicts pertaining to the former British-led Borneo Territories.
3b. Collapse of the Maphilindo
Although the regional arrangement was perceived as a genuine desire for diplomacy, the underlying motivation that the Philippines and Indonesia had was to prevent the Tunku from establishing the Federation of Malaysia.
Eventually, the Maphilindo broke down when Sukarno launched the Confrontation to protest against the Federation.
Concluding Remarks
In view of these setbacks, ASEAN was created to overcome such differences. Member nations were encouraged to raise their concerns openly so that other members can respect their differences and find a common solution. Also, a regional organisation that comprised of member states in the region was a more reliable entity that SEATO, given the proximity of countries to potential challenges.
What can we learn from this article?
Consider the following question:
– How far do you agree that political differences were the main reason for the breakdown of ASA? [to be discussed in class]
Join our JC History Tuition and find out how we conduct topical enrichment classes to broaden your knowledge of ASEAN and other A Level History topics. We provide summary notes, timelines and additional practices as well.
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 General Paper 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 8929 2422 to find out more.
What is the UN Responsibility to Protect?
/in History Essays, United Nations/by JustinTopic of Study [For H2 History Students]:
Paper 1: Safeguarding International Peace and Security
Section B: Essay Writing
Theme III Chapter 2: Political Effectiveness of the UN in maintaining international peace and security
The Problem with Sovereignty of Nation-States
A sovereign nation has the political rights to dictate the policies that affect its citizens within its national boundaries. This includes the introduction of new laws as well as modification of existing ones.
Following the disastrous events of the Rwandan Genocide (1994) and Bosnian War (1992-1995), United Nations Secretary-General (UNSG) published the Millennium Report to highlight the inaction of the international organisation. Annan asserted that sovereignty of nation-states should not take precedence over the ‘gross and systematic violation of human rights’.
As such, the United Nations Security Council (UNSC) ushered an ‘decade of humanitarian intervention’ in the post-Cold War period. Peacekeepers expanded their role to peacebuilding, as such by its involvement in the political transition of Cambodia and East Timor.
To recap, let’s take a look at the UN Charter that outlined the importance of sovereignty:
The crux of the issue lies with the unwillingness of member states to allow UN intervention as external involvement is being perceived as threats to their sovereign rights. Thus, the international organisation is severely constrained by this Charter limitation.
The creation of the Responsibility to Protect (R2P)
In September 2000, the Canadian government set up the International Commission on Intervention and State Sovereignty (ICISS) after the bombing campaign carried out by the North Atlantic Treaty Organisation (NATO) in Yugoslavia during the Kosovo War (1999).
In December 2001, the ICISS published “The Responsibility to Protect” report to assess the “right of humanitarian intervention” in view of past events such as the legality and morality of military actions.
In short, the state must bear the responsibility to look after the interests of its people as part of its sovereign rights. Should it fails to do so, the international community can override the decisions of the state to look after the interests of the affected people.
On 2 December 2004, the UNSG Kofi Annan addressed the General Assembly, highlighting the involvement of the High-level Panel on Threats, Challenges and Change to “assess current threats to international peace and security” and “make recommendations” for collective security in the 21st Century.
Application of the R2P: NATO’s intervention in Libya (2011)
The R2P was invoked due to the state sanctioned attacks on the Libyan civilians during the “17 February Revolution”. The Libyan government was led by a despotic ruler, commonly known as “Colonel Gaddafi”.
The UNSC adopted Resolution 1970 on 26 February 2011 to condemn Gaddafi’s use of lethal force against protesters in Libya. Sanctions were imposed on the Gaddafi family, such as the freezing of assets.
On 19 March 2011, NATO led a coalition force against the Libyan dictator. The NATO campaign lasted for 7 months, which led to the death of Muammar Gaddafi.
However, NATO’s controversial involvement in Libya went beyond the protection of the citizens as it led to a regime change. As such, critics argued that Western military intervention was largely driven by the desire for resource acquisition, given that Libya was one of the world’s largest oil producers.
What can we learn from this article?
Consider the following questions to understand the topic:
– Examine the effectiveness of the Responsibility to Protect as a UN reform in keeping the organisation relevant in the 21st Century [to be discussed in class].
Join our JC History Tuition and learn to analyse the significance of the United Nations in the post-Cold War period.
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 General Paper 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 8929 2422 to find out more.
What the Malaysian Railway Land dispute is about
/in History SBCS, Regional Conflicts and Cooperation/by JustinTopic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 1: Inter-state tensions and co-operation: Causes of inter-state tensions: historical animosities & political differences
Historical Context: The Malayan Railway
Under the Railway Act of 1918, the British acquired 217 hectares of Singapore territory to develop the Malayan Railway for a period of 999 years. It was initially known as the Federated Malay States Railways (FSMR), which later became Keretapi Tanah Melayu (KTM). The acquired land was to be used to establish the railway stations situated in Tanjong Pagar, Bukit Timah and Woodlands.
Points of Agreement
On 27 November 1990, a bilateral arrangement was made between Singapore and Malaysia to shift away from the Railway Act of 1918 and repeal the KTM Act of 1984. The Points of Agreement (POA) was signed by then Prime Minister of Singapore Lee Kuan Yew and then Finance Minister of Malaysia Tun Daim Zainuddin. The POA was made to undergo a joint development of the Tanjong Pagar Railway Station as well as the lands adjacent to the KTM-owned railway track.
Additionally, the Tanjong Pagar railway station would be relocated either to Bukit Timah or directly to Kranji. The plan was to allow Singapore to reclaim Tanjong Pagar for future development. In exchange, Singapore offered a plot of land of equivalent value in the Marina South to the Malaysian company.
Origins of the Dispute: A deadlock
However, in 1993, disagreements emerged as Malaysia was unwilling to relinquish ownership of the Tanjong Pagar land. Instead, proposals were made to re-develop the existing KTM railway into a “Trans-Asian electric railway” that extended from Singapore to Kunming, China. Also, reluctance was expressed due to fears over the perceived loss of KTM’s land in Singapore.
In September 1993, both countries agreed to relocate their Customs, Immigration and Quarantine (CIQ) facilities from Tanjong Pagar to the Woodlands Train Checkpoint (WTCP) in Singapore by 1 August 1998. Yet, in June 1997, the Malaysian authorities “changed its mind” and chose to keep its CIQ at the Tanjong Pagar railway station. As such, both parties sent officials to discuss new arrangements in two occasions in July 1998 for the arrangements pertaining to the Malaysian CIQ.
The Woodlands Train Checkpoint
As a result of the meetings, both sides agreed to re-locate the CIQ to Woodlands Train Checkpoint on 1 August 1998. The Ministry of Home Affairs (Singapore) published a press release on 24 July 1998 to announce the changes.
Improvement of Bilateral Relations: The 2001 meeting
In September 2001, leaders of both Malaysia and Singapore held a closed-door meeting to resolve the railway land dispute. Prime Minister Lee reiterated to his Malaysian counterpart, Dr Mahathir, that the POA was a “legally binding agreement” and stated that Singapore offered a plot of land at Shenton Way in exchange for joint development. In this letter, the water dispute was also being mentioned.
Recent developments: 2010 arrangements
Although there was an impasse of nearly 2 decades, a landmark land swap deal was finally made between the two countries in 2010. Three plots of former railway land – Keppel, Kranji and Woodlands – as well as three plots in Bukit Timah would be exchanged for four parcels of land in Marina South and two parcels of land in Ophir-Rochor.
A new company, known as M+S, was set up for the joint development of Marina South and Ophir-Rochor parcels. However, there were disputes over the Bukit Timah plots as they were not stated in the POA. Both parties referred to the Permanent Court of Arbitration at The Hague.
What can we learn from this article?
Consider the following question:
– How far do you agree that historical animosities were the main reason for the changing Singapore-Malaysia relations after independence [to be discussed in class]?
Other useful references:
– Why Singapore rejected a common currency with Malaysia?
Join our JC History Tuition and learn to organise your study for this topic on Regional Conflicts and Co-operation.
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 General Paper 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 8929 2422 to find out more.
Why did Konfrontasi happen?
/in History SBCS, Regional Conflicts and Cooperation/by JustinTopic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 1: Inter-state tensions and co-operation: Causes of inter-state tensions: territorial disputes
What is the Konfrontasi?
Also known as the “Confrontation”, it was Indonesia’s response to the formation of the British-influenced Federation of Malaysia. During the decolonisation process in Southeast Asia, Malaya became an independent member of the Commonwealth of Nations on 31 August 1957.
In May 1961, Malayan Prime Minister Tunku Abdul Rahman announced a proposal to form the Federation of Malaysia, which included Singapore and the British colonies in Borneo (Sabah, Sarawak and Brunei). Initially, the Indonesian government did not raise any concerns regarding this proposal.
However, Indonesian President Sukarno criticised the formation of Malaysia, claiming that it was a form of British-led “neo-imperialism” that threatened the interests of Indonesia. On 20 January 1963, Indonesian Foreign Minister Dr Subandrio announced a policy of Konfrontasi towards Malaysia.
Attempts to de-escalate tensions: Manila Accord
Nevertheless, both parties sought to defuse tensions through peaceful diplomatic means. In May 1963, both Sukarno and the Tunku held talks in Tokyo, Japan. The Tunku was in consensus of holding a referendum before the formation of the Federation, emphasising that the will of the people in the Borneo Territories was to be respected.
On 31 July 1963, the Manila Accord was signed between Malaya, Philippines and Indonesia. The Accord was initiated by the Philippine President Diosdado Macapagal. Its aim was to take into account the referendum in North Borneo and Sarawak, whether they supported their entry into the Federation of Malaysia.
However, Indonesia accused Malaysia of not abiding by the Manila Accord as the Tunku signed the London Agreement on 9 July which officially meant that the Federation was to be formed on 31 August.
An “Undeclared War”: The Confrontation
On 27 July 1963, President Sukarno gave a rousing speech and announced the Ganyang Malaysia (Crush Malaysia) campaign.
Two days after the formation of the Federation, the militarised confrontation began in Singapore and the Malaysian Peninsula. For instance, Singapore suffered a series of bomb explosions, including the MacDonald House incident (see featured video) on 10 March 1965.
The end of the Konfrontasi: 30 September Movement
The Konfrontasi came to an end partially due to the internal political division in Indonesia. On 1 October 1965, a failed coup attempt led by Indonesian military personnel had caused the deaths of six generals. Subsequently, General Suharto, the commander of the Indonesian reserve army, purged the communist threat (Partai Kommunis Indonesia, PKI) and replaced Sukarno as President.
In 1966, the newly-formed Indonesian government extended its offer for peace talks with Malaysia. Eventually, then-Deputy Prime Minister of Malaysia, Tun Abdul Razak, and then-Indonesian Foreign Minister Adam Malik signed a peace treaty (Jakarta Accord) on 12 August 1966, thus marking the end of the Konfrontasi.
What can we learn from this article?
Consider the following question:
– How far do you agree that the breakdown of the Indonesian-Malaysian relations was due to ideological differences [to be discussed in class]?
Now that you have covered the summary of the Confrontation, it is important that you apply your knowledge to source-based case study questions. You can also join our JC History Tuition. During our lessons, you will receive timeline and summary notes as well as exam-driven class practices to refine your reading and writing skills.
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 General Paper 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 8929 2422 to find out more.
What is the Second Cold War?
/in Cold War, History SBCS/by JustinTopic of Study [For H2 and H1 History Students]:
Paper 1: Understanding the Cold War (1945-1991)
Section A: Source-based Case Study
Theme I Chapter 3: End of Bipolarity
Context: How it all began
Before the Second Cold War, there was a momentary period of much-desired peace in the 1970s. Also known as the Détente, both the American and Soviet governments held talks to limit the arms race. However, the myth was shattered when the Soviets invaded Afghanistan in December 1979. Additionally, the entry of the incoming American President Ronald Reagan had set the stage for the renewed tensions and superpower confrontation in the early 1980s.
1. Renewed Confrontation: The “Afghanistan problem”
Following the 1978 Saur Revolution, in which a Soviet-backed People’s Democratic Party of Afghanistan launched a coup against the Afghan President Mohammed Daoud Khan, there was growing dissent in the nation. USSR justified its intervention by invoking the Brezhnev Doctrine, which was meant to preserve the Soviet bloc through military responses.
Subsequently, the Carter administration perceived the increased Soviet presence in the Gulf as an “arc of crisis”, thus declaring their intent to counter the Soviet invasion via proxies. The Central Intelligence Agency (CIA) aided the Mujahideen rebels who fought against the Soviet troops and the Afghan army.
Furthermore, the Afghan invasion swayed the perceptions of the Americans and its politicians, such that the potential Presidential candidates in America were more supportive of renewing Cold War antagonisms towards the Soviets.
2. Reagan’s Cold War Rhetoric: The Strategic Defense Initiative
Reagan’s anti-communist stance had paid off, as evidenced by his remarkable victory in the US Presidential elections in November 1980. The former Hollywood actor assumed a more hostile stance towards the Soviets. In March 1983, his “Evil Empire” speech showed his resolve in denouncing and defeating the Cold War rival.
In this speech, Reagan tried to dissuade the American public from supporting the anti-nuclear demonstrations (“freeze”) as the military build-up was an effective form of deterrence to prevent Soviet aggression. Also, Reagan justified the continuation of the arms race as the only viable option to manage this “evil empire” and save the world from potential catastrophe.
A few days later, Reagan proved his point by announcing the Strategic Defense Initiative (SDI), which was an ambitious project to protect the United States from Soviet nuclear attacks.
In his public address to the Americans, Reagan introduced the SDI and declared its creation as a defensive measure against potential Soviet attacks. By doing so, peace can be assured.
Yet, the SDI alarmed Moscow as the renewed arms race clearly violated the terms of the Anti-Ballistic Missile Treaty (ABTM) that was signed in 1972 by former leaders of the two superpowers. In fact, Soviet leader Yuri Andropov announced that the Soviets took the matter seriously and vowed to respond accordingly given that the SDI would render Soviet missiles obsolete.
Changing landscapes: For the better?
Fortunately, the “Second Cold War” did not persist due to a series of events. First, the rise of Soviet leader Gorbachev marked a significant change. His “New Political Thinking” was a pivotal factor in influencing the withdrawal of Soviet forces from the Third World as well as Afghanistan, which ended the Cold War divide in Europe. Second, Reagan’s second term was characterised as being more accommodating. Therefore, tensions simmered when both leaders agreed to hold talks, as seen by the summits held in Geneva (1985), Reykjavik (1986), Washington (1987) and Malta (1989).
What can we learn from this article?
Consider the following question:
– How far do you agree that the political leaders were most responsible for the Second Cold War? [to be discussed in class]
After you have covered the topic on the Second Cold War, it is important that you attempt source-based case study practices to review your understanding. Join our JC History Tuition and we will guide you through the entire study process. Besides, students who join our programme will receive summary and timeline notes as well as outlines to derive a clear understanding of the Cold War.
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 General Paper 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 8929 2422 to find out more.
New A Level H1 History syllabus
/in Exam Skills, History Essays, History SBCS/by JustinChanges to the GCE A Level H1 History syllabus
Similar to H2 History, the A Level syllabus for H1 History (8821) has been reviewed and modified. It is imperative that you take note of these changes as examination format and contents have been changed from 2017 and beyond.
If you require additional references, please view the documents provided by the Singapore Examinations and Assessment Board (SEAB): H1 History syllabus for 2021; H1 History syllabus for 2021.
1. Format of Assessment
For the examination structure, the H1 History (8821) syllabus features only one paper:
The duration of examination is three hours. Within the paper, there are two sections: Source-Based Case Study (Section A) and Essays (Section B).
1a. Section A: Source-Based Case Study
The first section requires students to analyse five sources and answer two sub-questions. These sources are either text-based (e.g. academic publication) or visual-based (e.g. political cartoon – refer to our post on political cartoons). Bear in mind that both primary and secondary sources could be used in this section.
Section A carries 40 marks in total, which is 40% of the overall weighting.
For the part (a) question, students must compare two sources. It carries ten marks. For the part (b) question, students must analyse an assertion and refer to the given five sources. Application of contextual evidence may be required to answer these sub-questions.
1b. Section B: Essays
The other section involves essay writing, in which students have to complete two essays in Section B. For the first essay question, students must select 1 out of 2 essay questions that are set on Theme II (The Cold War and Asia, 1945-1991). For the second essay question, they must choose 1 out of 2 essay questions that are set on Theme III (The Cold War and the United Nations, 1945-2000).
Each essay question carries 30 marks. In total, Section B carries 60 marks, which is 60% of the overall weighting.
2. Syllabus Content
Next, we will now examine the areas of study to understand the list of topics covered for A Level H1 History (8821). At the end of the study, you should develop a keen sense of understanding about the Cold War and how its local, regional and global impacts.
2a. Theme I: Understanding the Cold War, 1945-1991
The first theme is strictly for the assessment of Section A, Source-Based Case Study. You will examine three stages of the Cold War to understand how it began and ended. First, the Emergence of Bipolarity after WWII discusses the possibly reasons that explain the outbreak of the Cold War. Then, A World Divided by the Cold War discusses two major events that explained the ‘”globalisation” of the ideological conflict, namely the Korean War and the Cuban Missile Crisis. Finally, the End of Bipolarity focuses on the study of how the USSR collapsed as well as the popular interpretations for the end of the Cold War.
2b. Theme II: The Cold War and Asia, 1945-1991
The second theme is applied in Section B, Essays. In this theme, you will learn more about the effects of Cold War in shaping the diplomatic relations of superpowers and a rising great power: China. In Superpower relations with China (1950-1979), you will analyse the historical developments that led to the notable Sino-Soviet Split. Also, a major turning point in the 1970s will be studied, such as the Sino-American Rapprochement.
The second half of Theme II features The Cold War and Southeast Asia (1945-1991). At the regional level, you will learn more about the motivations that led to the formation of the ASEAN organisation as well as the significance of the Second Indochina War (more commonly known as the ‘Vietnam War’). At the national level, you will examine how the ongoing Cold War threats influenced Singapore’s Foreign Policy from 1965 to 1991.
2c. Theme III: The Cold War and the United Nations, 1945-2000
As for the final third theme, which is also assessed in the essay section, you will develop a fundamental understanding of the United Nations (UN), which plays a central role of maintaining international peace and security. This is achieved through a brief examination of the Organisational Structure of the UN, which features the three key organs: Security Council, General Assembly and the Secretary-General.
As for the second half of Theme III, you will focus on six case studies to assess the Effectiveness of UN Peacekeeping Operations in Maintaining Peace and Security. A thorough review of each case study is paramount, given that past examination questions were set on specific cases.
If you are looking for writing support, do consider joining our JC History Tuition programmes. You will receive organised study notes, essay outline references and source-based case study questions. Furthermore, we conduct thematic content discussion to reinforce your historical understanding of the Cold War. Class practices are held regularly to ensure that you observe progress as you gear up for the GCE A Level examination.
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 General Paper 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 8929 2422 to find out more.
New A Level H2 History syllabus
/in Exam Skills, History Essays, History SBCS/by JustinChanges to the GCE A Level H2 History syllabus
From 2017 onwards, the A Level History syllabus has been reviewed and updated. In contrast to the previous syllabus, there are some changes to the topics covered in the essay and source-based case study questions. Also, changes to the examination format are made. Therefore, it is important to pay attention to these developments as you gear up for the final examination. In this article, we will be looking at the syllabus requirements for H2 History (9752).
For more information, please refer to the comprehensive document provided by the Singapore Examinations and Assessment Board (SEAB): H2 History Syllabus for 2020; H2 History Syllabus for 2021
1. Format of Assessment
For the examination format, the H2 History (9752) syllabus features two papers:
Students are required to sit for two separate papers (dates are usually announced in the first few months of the examination year). Within each paper, there are two key sections: Source-Based Case Study and Essays. Since the format for Paper 1 and Paper 2 is identical, we will be examining the two sections in a paper.
1a. Section A: Source-Based Case Study
The first section features the Source-Based Case Study (SBCS in short). Students are required to analyse six sources and answer two sub-questions. These sources can be in the form of written or visual texts. For example, a press release by the U.S. State Department during the Cold War. Alternatively, the source can be a political cartoon that depicts an issue or individual. You can learn more about visual-based sources in our post.
In total, Section A carries 40 marks, which is 20% of the overall weighting.
For the part (a) question, students must compare two sources and answer in the context of the question. It carries ten marks.
For the part (b) question, students must study all six sources and test the given assertion. This part carries 30 marks.
1b. Section B: Essays
The second section features the essays. Students are required to answer two questions from Section B.
They have to select 1 out of 2 essay questions in the first set (Paper 1 – Theme II; Paper 2 – Theme I). Then, students must do the same by selecting 1 out of 2 essay questions in the other set (Paper 1 – Theme III; Paper 2 – Theme II).
Within the Section B itself, there will be the ‘EITHER‘ and ‘OR‘ stated clearly to show the available choices for students to pick their preferred choice of question to attempt.
Each essay question carries 30 marks. Therefore, the total marks for Section B is 60 marks, which is 30% of the overall weighting.
One important point to remember is that for the Paper 2 Section B, students must compare at least three countries as case studies when supporting their arguments.
2. Syllabus Content
Now that we have examined the examination format, we will now move on to the areas of study for H2 History (9752). Given the broad coverage of content, this article will provide a brief summary of the topics tested for A Level.
2a. Paper 1: Shaping the International Order (1945-2000)
For Paper 1 (which is formerly known as ‘International History’), there are three major themes covered:
For Theme I, students will examine the Cold War topic from a chronological order: starting with its origins, followed by its internationalisation and finally its eventual end. The Cold War topic is an overarching theme that is essential for A Level given its widespread effects not only in Europe, but also in Southeast Asia. This means that your knowledge of the Cold War can be applied to Paper 2 as well.
For Theme II, students will learn more about the Growth and Problems in the Global Economy as well as the Rise of Asian Tigers (South Korea and Taiwan). This topic can be analysed both from the economic and political perspectives. Notably, the establishment of multilateral financial institutions (IMF, World Bank & WTO) still affects the modern world in many ways.
For Theme III, students are required to be familiar with the formation of the United Nations as well as its application in Peacekeeping Operations. Given the ever-changing and ever-expanding functions of the United Nations, the A Level H2 History syllabus will only cover four organs: Security Council, General Assembly, Secretary-General and the International Court of Justice. For UN Reforms, there will be changes to the content coverage, particularly the section about the ‘rise of regionalism and regional organisations’.
2b. Paper 2: The Making of Independent Southeast Asia (Independence-2000)
For Paper 1, there are three main themes as well:
For Theme I, students will learn about the Approaches to Governance and the Approaches to National Unity. This theme will provide a historical study on how various Southeast Asian colonies (as well as Thailand) became independent after World War Two. Political concepts, such as ‘Parliamentary Democracy’ and ‘Authoritarianism’ will be covered as well.
For Theme II, students are required to learn about the Paths to Economic Development and the Asian Financial Crisis. Similar to Paper 1 Theme II (Global Economy), the application of general economic concepts is carried out to understand how Southeast Asian nations became prosperous. Additionally, there will be a section dedicated to understand the causes and consequences of the 1997 financial crisis.
For Theme III, students are expected to be familiar with Inter-state Tensions and Co-operation as well as the establishment of the ASEAN. This theme is largely relevant in raising awareness on the political complexities of inter-state relations, given the persistence of such challenges in the modern world (e.g. South China Sea dispute). Furthermore, students will learn how this newly-formed regional organisation strives to maintain regional peace and security through various methods.
You can sign up for our JC History Tuition to study productively. Our programme features summary notes, essay outline references and source-based case study practice questions. Our structured curriculum will ensure that your time is well-spent as you learn in a progressive way.
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 General Paper 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 8929 2422 to find out more.
How to answer an A Level History essay question?
/in Exam Skills, History Essays/by JustinEssay Writing: Revisited
In contrast to the typical posts that feature specific themes, such as the Cold War and the United Nations, I will re-cap on the critical aspects of essay writing, which is for Section B. This is done in view of the GCE A Level examination for H1 and H2 History in November 2019. Previously, I have also posted a similar article that highlighted relevant areas of study.
1. Be familiar with the syllabus requirements
It is important to understand the featured themes that are covered in the examination. By doing so, you can derive a clear strategy for the actual day.
(a) For H2 History (9752), there are Papers 1 and 2:
(b) For H1 History (8821), there is one paper, but the examination format is identical to the H2 syllabus:
(c) Be familiar with the topics tested within each theme
Within each theme, there are several topics that students are expected to learn and apply in the essay section. For example, H2 History Paper 2 Theme II has two main areas: ‘Paths to economic development’ and ‘Asian Financial Crisis’.
Although some students hold the assumption that they can spot, meaning that they focus on specific topics, while excluding others, it is a risky strategy to take. In view of the recent 2019 A Level examination (for H2 History), the ‘Asian Financial Crisis’ was not featured in Section B. We have gathered feedback from students and some revealed that there were those who were unable to write the second essay due to the lack of content familiarity.
Therefore, our concluding remark is that you are strongly advised against spotting as it can result in such disastrous consequences. Instead, it is crucial to cover all relevant topics within each theme. At least, you should cover the fundamental content for the topic that you are less likely to select during the examination.
2. Read the essay question carefully
Cliché as it sounds, this word of advice should not be ignored. From the question itself, you can derive the given perspective as well as the contrasting viewpoint. Misinterpretation is a typical issue that some students encounter in their study of the subject.
(a) What is the question looking for?
In History essay writing, students are required to analyse the extent of agreement based on the given perspective set by the question. Look out for phrases like ‘how far do you agree’ and ‘how important‘.
(b) Are we allowed to introduce other factors/perspectives not featured in the question?
This is a major consideration as the decision to introduce irrelevant factors in a narrow-based question can compromise your essay grade.
The following are two essay questions:
Clearly, we can observe that the second essay question is broader in nature as students are allowed to introduce other factors besides the ‘Cold War’ to answer the question. In contrast, the first question is more specific than the latter.
3. Manage your time wisely
In general, everyone is given the same amount of time for the A Level examination – 3 hours. To the uninitiated, 180 minutes may be perceived as long. However, one must be aware of the need to answer 1 source-based case study question and 2 essay questions within the time limit.
Furthermore, students are assessed based on their ability to perform under pressure, such as deriving a clear essay structure and forming well-analysed arguments that are backed with adequate evidence. As such, it is folly to leave practice to the last phase of your two-year study.
You should set time aside for timed practices, even if it is for one essay question. When you are attempting the timed practice, you are not only reviewing your content familiarity, but also re-wiring your brain to think fast and clearly. Over time, you develop the quick-thinking skills to form arguments and critique the given perspective effectively.
4. Prepare yourself thoroughly
More importantly, you should be mentally prepared for the A Level examination. Enter the examination venue with the anticipation that there may be ‘abstract-sounding’ questions that are intended to throw students off. Again, some students who sat for the 2019 A Level H2 History examination have shared with us that certain essay questions were difficult to attempt due to their style of phrasing.
Indeed, from our observations as well, some essay questions tested narrow areas that were seemingly challenging to address at first sight. Yet, if the standard thinking and answering steps were to be applied, such abstract questions can still be answered.
Therefore, one final tip for essay writing is to practise as many questions as you can. Do not simply refer to past year preliminary examination questions and attempt to do so right away. Instead, you should be aware of the possible areas of testing to cover the fundamental aspects. Then, you can intensify your efforts by answering complex questions. Find the right balance of questions to have adequate time spent on each theme. Besides, you can gather feedback from your teacher, tutor or classmate to check if there are other arguments to broaden your discussion.
Alternatively, you can join our JC History Tuition as we conduct regular essay writing skills development workshops to refine your thinking and writing techniques. During these lessons, you will receive concise study notes, practice questions and reference answers to enhance your study efforts. Also, you can consult our JC History Tutor to identify your areas of improvement, such as essay structure, perspective setting and evidence explanation.
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 General Paper 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 8929 2422 to find out more.
On a separate note, this is the final article in the 52-week cycle of 2019. It has been an enriching and meaningful year as I have covered diverse topics relating to A Level History. At the start of 2019, I have made the decision to embark on this endeavour primarily to provide students with a useful educational platform to access learning resources conveniently. Although some would claim that the freer access to the Internet has made information gathering easier, I believe that this website will ease the search process and empower students to learn purposefully. In anticipation of the upcoming decade, I will continue to expand on this platform. Let’s look forward to another series of informative, insightful and interesting articles!
What is the Pedra Branca dispute?
/in History SBCS, Regional Conflicts and Cooperation/by JustinTopic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 1: Inter-state tensions and co-operation: Causes of inter-state tensions: territorial disputes
Historical Background
Pedra Branca is an island situated in the easternmost point of Singapore, between the Singapore Strait and South China Sea. The island is known to many sailors for years, given its strategic location as a internationally-recognised shipping route.
Following the signing of the Anglo-Dutch Treaty of 1824, Pedra Branca was within the British-influenced territory of the Johor Sultanate. In the 1850s, the British established the Horsburgh Lighthouse (not the featured article image).
From 1826 to 1946, the Straits Settlements administered the Pedra Branca island. Subsequently, Singapore took over.
Origins of the Dispute
On 21 December 1979, the Director of National Mapping of Malaysia published a map that depicted the island to be within its territorial waters. The map was titled ‘Territorial Waters and Continental Shelf Boundaries of Malaysia‘, which illustrated the inclusion of Pedra Branca, the ‘Middle Rocks’ and ‘South Ledge’ in its territory.
In response, Singapore delivered a diplomatic note on 14 February, requesting the map to be corrected. From then on, the territorial dispute began.
The conflict began to escalate in the 1980s as the Malaysian Marine Police entered the waters surrounding Pedra Branca several times.
Nevertheless, both parties exercised restraint and avoided direct confrontation. As such, political leaders from both governments engaged in discussions to defuse tensions.
International Arbitration: The ICJ
In 2003, Singapore and Malaysia signed an official agreement to defer the dispute to the International Court of Justice (ICJ). The ICJ carried out its proceedings in 2005 and the case was heard in November 2007.
From Singapore’s standpoint, it claimed sovereign rights over Pedra Branca based on the premise that it had managed the island over the years. For example, Singapore and its predecessors had investigated marine accidents in the vicinity, planned land reclamation works and installed naval communications equipment.
On the other hand, Malaysia undertook no action with respect to Pedra Branca from 1850 onwards. Furthermore, in 1953, the Acting Secretary of the State of Johor stated that they did not claim ownership of the island.
Conflict Resolution
In conclusion, the Court declared that the sovereignty of Pedra Branca belonged to Singapore, whereas the surrounding Middle Rocks and South Ledge were granted to Malaysia.
Initially, the Malaysian Government expressed its intent to reconsider the Court’s ruling over the island. In May 2018, Malaysia chose to drop the two cases of revising and interpreting the judgment by ICJ.
What can we learn from this article?
Consider the following question:
– Assess the consequences of the Pedra Branca dispute on the management of inter-state tensions between Singapore and Malaysia [to be discussed in class].
Now that you have covered the general overview relating to this territorial dispute, it is imperative that you attempt source-based case study questions (Paper 2 – Making of Independent Southeast Asia) to review your knowledge application and writing skills.
Alternatively, you can join our JC History Tuition as we provide you with summarised content for each case study, outline references and additional practice questions. By doing so, you will be prepared thoroughly for the complexities of the GCE A Level History examinations.
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 General Paper 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 8929 2422 to find out more.