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JC History Tuition Bishan Singapore - What are the Shared Values - JC History Essay Notes

What are the Shared Values?

Topic of Study [For H2 History Students]:
Paper 2: Search for Political Stability
Section B: Essay Writing
Theme I Chapter 2: Approaches to National Unity

Winds of change: Clashing values
In the post-independence years, the founding fathers took the lead in transforming Singapore to a highly-industrialised city-state. By the late 1970s, most of the immediate concerns had been addressed through policies like public housing and compulsory education.

However, there were growing concerns over the influx of foreign influences that threatened social cohesion In 28 October 1988, then First Deputy Prime Minister Goh Chok Tong described how Singaporeans were increasingly exposed to “Western values” that encouraged individualism.

Over the last decade, there has been a clear shift in our values….There is a clear shift towards emphasis on self, or individualism…if it translates into a “me first” attitude, that is bad for social cohesion and the country.

Every society has both these elements, but each differs in the dominance of one over the other. In Japan, Korea, and Taiwan, communitarianism dominates over individualism. This has allowed them to catch up economically with the industrial west in the last 20 years.

Excerpt taken from a speech by Mr Goh Chok Tong, First Deputy Prime Minister, at the PAP Youth Wing Charity Night, 28 October 1988.

Similarly, then President Wee Kim Wee made an opening address to the seventh parliament on 9 January 1989, highlighting the importance of creating a set of shared values to counter the incoming threat of Westernised individualism that conflicted with the “traditional Asian ideas of morality, duty and society”.

…we should preserve the cultural heritage of each of our communities, and uphold certain common values which capture the essence of being a Singaporean. These core values include placing society above self, upholding the family as the basic building block of society, resolving major issues through consensus instead of contention, and stressing racial and religious tolerance and harmony.

…We need to inculcate this National Ideology in all Singaporeans, especially the young. We will do so through moral education and by promoting the use of mother tongue, by strengthening the teaching of values in schools, and through the mass media, especially the newspapers and television.

Excerpt taken from then President Wee Kim Wee’s address to Parliament, 9 January 1989.

Implementation: The Shared Values
On 2 January 1991, a committee led by then Minister for Trade and Industry Lee Hsien Loong published a White Paper (i.e. White Paper on Shared Values) that outlined the five values that the President mentioned earlier in the 1989 speech. In addition to the four core values, a fifth value was included.

The set of shared values were as follows:

  • National before community and society above self
  • Family as the basic unity of society
  • Regard and community support for the individual
  • Consensus instead of contention
  • Racial and religious harmony.

The proliferation of education: Civics and Moral Education
After a series of deliberation and debate, it was decided that the inculcation of such values was to carried out through the Civics and Moral Education (CME) lessons.

The CME programme was introduced on 23 February 1991. At schools, students were taught how to develop good character and become a socially-responsible citizen.

What can we learn from this article?
Consider the following question:
– How far do you agree that education was the most significant approach in supporting the government’s efforts in forging national unity [to be discussed in class]?

Join our JC History Tuition and find out how you can consolidate your content awareness for A Level History. Our JC History Tuition Online programmes are suited for JC students taking either H2 or H1 History. You will receive summary notes, essay outlines and additional source based case study practices to derive a more comprehensive strategy for examination preparation.

We also have other JC tuition classes in our integrated WhyLearn portal, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to learn more.

JC H2 History Tuition Online - What is industrialisation - Economic Development - Essay Notes

What is industrialisation?

Topic of Study [For H2 History Students]:
Paper 2: Economic Development after Independence
Section B: Essay Writing
Theme II Chapter 1: Paths to Economic Development

Jurong Town Hall was developed in 1968 to oversee the development of industrial estates in Singapore. It served as the headquarters for the Jurong Town Corporation (JTC) [Video by Urban Redevelopment Authority]

Historical Context: Why governments pursued industrialisation?
After the end of World War II, many Southeast Asian economies were severely damaged. These countries lost their physical infrastructure and were in dire need of immediate post-war recovery. In Philippines, nearly fourth-fifths of its infrastructure in Manila was wiped out by the war.

Additionally, the adverse consequences of the Japanese Occupation could be observed in the conversion of industries to support the war efforts of these adversaries. In Burma, the Japanese restructured its economy and caused severe famine. After the war, rice exports fell to 500,000 tons in 1950.

In view of these significant challenges, the governments in Southeast Asian states embarked on industrialisation.

1. Modernisation of the agricultural sector
For countries that had agrarian economies, industrialisation was carried out to raise production. Governments established state agencies and provided substantial funding to support producers in the agricultural sector.

In Malaysia, the Federal Land Development Authority (FELDA) [Lembaga Kemajuan Tanah Persekutuan] was established on 1 July 1956 under the Land Development Act. Its purpose was to support resettlement for the local families that had land with substantial oil palm or rubber.

In addition, FELDA received loans from the World Bank to finance infrastructural development. In particular, the Malaysian government supported the construction of roads, farms and water supply access.

2. Import-substitution industrialisation (ISI)
At the initial stages of economic development, many governments implemented ISI to nurture domestic firms. Their intent was to kick-start industrial production to grow the local economy rapidly.

In Singapore, the government reviewed the Winsemius Report that highlighted the importance of state-guided industrialisation. In 1959, the Pioneer Industries Ordinance was passed to grant exemptions from company tax for five years.

Furthermore, the Economic Development Board (EDB) was formed on 1 August 1961. Under the guidance of then Minister for Finance Dr Goh Keng Swee, the EDB would “plan, coordinate and direct” the industrialisation process.

3. Export-oriented industrialisation (EOI)
Yet, the emphasis on ISI was inadequate to sustain economic development in Southeast Asian states. Therefore, governments shifted their focus towards EOI.

As the global economy became more inter-connected due to the liberalisation of world trade, countries in Southeast Asia began to promote international trade.

In Indonesia, Suharto’s government signed the General Agreement on Tariffs and Trade (GATT), thus admitting the country as a member of GATT in March 1985. Also, the government reduced its tax rate and eased trade regulations.

Coupled with the process of financial liberalisation, the Indonesian government was successful in enabling the large inflows of foreign investment by the early 1990s.

What can we learn from this article?
Consider the following question:
– How far do you agree with the view that industrialisation was most important in shaping the economic development of independent Southeast Asian states [to be discussed in class]?

Join our JC History Tuition and find out how you can organise your content materials. We provide summary notes, essay outlines and source-based case study practices. Our exam-driven classes feature the refinement of reading and writing skills through the review of past examination questions. These programmes are offered to JC1 and JC2 students taking either H1 or H2 History.

We also have other JC tuition classes in our integrated WhyLearn portal, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to learn more.

JC History Tuition - What is OPEC - Oil Shocks - Global Economy Notes

What is OPEC?

Topic of Study [For H2 History Students]: 
Paper 1: Understanding the Global Economy (1945-2000)
Section B: Essay Writing
Theme II Chapter 1: Problems of economic liberalisation

Find out more about the role of the OPEC to understand how its output decisions influence global oil prices.

History of the OPEC
The Organization of the Petroleum Exporting Countries (OPEC) was formed in September 1960. Its five founding members comprised of Saudi Arabia, Kuwait, Iran, Iraq and Venezuela. The OPEC was established with a central aim of price stabilization for oil producers through discussions.

Before OPEC, seven multinational corporations dominated the petroleum industry since the mid-1940s. They were commonly known as the “Seven Sisters”, which consisted of

  • Anglo-Persian Oil Company [British Petroleum]
  • Gulf Oil
  • Standard Oil for California [Chevron]
  • Texaco
  • Royal Dutch Shell
  • Standard Oil Company for New Jersey [Exxon]
  • Standard Oil Company for New York [Mobil]

Ever since its establishment, the OPEC membership continued to grow (such as Algeria, Nigeria, Ecuador and Gabon). As of 2019, the OPEC has 14 members.

The “Black Gold”: Energy Crisis of the 1970s
In 1973, the OPEC members reduced oil output and caused a spike in the oil prices. Its consequences were devastating to many oil-dependent economies since it is an essential resource for industrialization. In 1979, the oil price surged extensively in the wake of the Iranian Revolution. By 1980, global oil price had peaked over US$35 per barrel.

Examine the trends to understand the volatility of oil prices, especially the 1970s and 1980s
[Chart taken from the World Economic Forum]

Even the economic giant, USA, was not spared from this unilateral action by the OPEC. The unprecedented impacts included stagflation (high inflation rates and economic stagnation) that forced households to conserve oil consumption for the first time in U.S. history.

Petrodollar Recycling
OPEC members benefited tremendously from this oil spike. With the increased in earning from oil exports (also known as ‘petrodollars’), these oil exporters engaged in petrodollar recycling, in which their money was loaned to the International Monetary Fund (IMF). Then, the IMF used these loans to finance the balance of payment deficits by oil-importing countries.

However, these non-oil exporting countries were disadvantaged, especially for the Latin American nations in the 1970s. Over time, these borrowing nations had growing debts that later gave rise to the Third World Debt Crisis in the 1980s.

The Oil Glut of 1986
By mid-1980s, some countries had reduced their dependence on oil to sustain economic development. For instance, advanced economies like USA and France explored alternative energy. Likewise, Japanese auto firms engaged in innovation to produce fuel-efficient automobiles. These developments led to the falling demand for oil in the global petroleum industry.

On the other hand, there were emerging oil producers that did not belong to the OPEC that engaged in oil extraction. In 1980, the Canadian Government introduced the National Energy Program to promote self-sufficiency for oil. As such, the increase in supply from these alternative sources had diminished the share of the OPEC members.

OPEC went for a last-ditch attempt to maintain high oil prices by decreasing oil production from 1980 to 1986. However, these efforts were unsuccessful. In 1986, oil price plunged from $27 to nearly above $10 per barrel.

Recent Developments
In view of the COVID-2019, the decreased economic activities (such as airline flights) led to the fall in demand for oil. OPEC has held online meetings to contemplate on the decrease in oil production. However, some countries are hesitant to follow through as Saudi Arabia takes the lead.

On 20 April 2020, the US crude oil (West Texas intermediate crude, WTI) plunged from US$17.85 a barrel to negative US$37.63 a barrel. This is a typical scenario in which oil glut combined with falling demand results in falling oil prices, such that there is negative crude oil price.

Negative oil prices for US WTI on 20 April 2020
[Published on BBC; Source: Bloomberg]

What can we learn from this article?
Consider the following question:
– Assess the economic impacts of volatile oil prices in affecting the development of the global economy from 1945 to 2000 [to be discussed in class].

Join our JC History Tuition and learn how to organise your learning materials to do well for the essay writing component at the A Level examination. Our online lessons feature content discussion and class practices to review knowledge application.

Additionally, we conducted other related JC tuition programmes, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition.

JC History Tuition Bishan Singapore - What caused Japan's Economic Miracle - Global Economy Notes

What caused Japan’s economic miracle?

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

Find out what happened the Japan after World War Two to understand its rapid economic transformation – Video by Economics Explained

Historical Context: What is the “Japanese Economic Miracle”?
It refers to the period from 1945 to 1991 where Japan experienced rapid economic growth. Following the end of World War Two (WWII), Japan’s infrastructure was severely devastated by the bombing campaigns. Millions were unemployed. There was high inflation. However, USA chose to oversee the post-war recovery of Japan.

Under the auspices of the Supreme Commander of the Allied Powers (SCAP), General Douglas MacArthur, Japan received substantial financial aid and assistance to rebuild its economy. This was carried out after the signing of the Treaty of Peace with Japan (also known as the Treaty of San Francisco) on 8 September 1951 that marked the end of Japan’s imperialism and the start of a US-Japan allied relationship.

1. Role of the USA: Dodge Line, foreign aid and the rise of Keiretsu
The president of Detroit Bank Joseph Dodge introduced economic stabilisation plans to lower inflation rates in Japan. This was known as the “Dodge Line” stabilisation in 1949. One of the key points in the policy was to fix the exchange rate to 1 USD to 360 Yen. With stable exchange rates, Japanese export prices could be kept low and competitive.

Following the start of the Korean War on 25 June 1950, USA launched the “direct procurement” program that enabled the US forces to purchase wartime supplies from Japan directly. For instance, the US army bought processed food, disinfectants and medical syringes from Japan. Industrialised firms like Toyota also gained from this favourable climate as it exported trucks to support the American military efforts in Korea.

Another US-guided reform was the breakup of the Zaibatsu, which were big businesses (Sumitomo, Mitsubishi and Mitsui) that supported Japanese militarism during WWII. Instead, these companies became a new form of firms, known as the keiretsu. It refers to a group of companies that have interlocking business relationships. In the subsequent years, these companies became the key pillar of the Japanese economic miracle.

2. Role of the Japanese Government: MITI and EOI
In addition to the support provided by USA, the Japanese government established the Ministry of International Trade and Industry (MITI) in May 1949. Its purpose was oversee the conduct of industrial policies through cross-agency coordination.

The MITI identified sectors that yield large economic potential and channel state resources to nurture the relevant industries. The government then implemented protectionism (use of artificial trade barriers to limit the inflow of foreign goods) to accelerate the growth of domestic firms. Over time, the government facilitated the dominance of the keiretsu.

Under the leadership of Japanese Prime Minister Hayato Ikeda, the early 1960s marked the start of the export-oriented industrialisation (EOI). By 1970, Japan was one of the world’s largest producers of ships and cars.

3. Significance of Culture: Industriousness and Frugality
Similar to South Korea, the Japanese were known for their high level of self-discipline. Due to their willingness to work and support their employers, many firms benefited from the increased labour productivity. This hard work ethic can be traced to the shared hardship experienced by the citizens during wartime. Therefore, the Japanese firms maintained strong employer-employee relations.

Additionally, many households in Japan had large domestic savings. This meant that banks had greater sources of financing to support the business activities of firms. The government capitalised in this frugal nature of the citizens by offering lower interest rates so that firms were incentivised to take loans and support the growth of the economy.

What can we learn from this article?
Consider the following question:
– Assess the importance of the government in causing the Japanese economic miracle [to be discussed in class].

Sign up for our JC History Tuition and learn how to consolidate your knowledge for effective essay writing. Our online learning programme also features essay discussion and class practices. Through a step-by-step learning approach, you will be more aware of the critical steps to take in analysing and answering questions for GCE A Level History examinations.

Also, we offer other JC tuition programmes, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to find out more.

JC History Tuition - What is the Second Cold War - JC History Essay Notes

What is the Second Cold War?

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

Find out more about the renewed tensions between USA and USSR due to clashing foreign policies such as the Strategic Defense Initiative (SDI).

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….

Speech by the US President Ronald Reagan, Annual Convention of the National Association of Evangelicals in Orlando, Florida; 8 March 1983.

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?

Address by US President Ronald Reagan, Address to the Nation on Defense and National Security; 23 March 1983.

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.

You can also sign up for other JC tuition programmes, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we offer Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to find out more.

JC History Tuition - Cold War - What was Détente - JC History Essay Notes

What was Détente?

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

Examine how the superpowers adjusted their foreign policies and eased bilateral tensions in the 1970s.

The Détente
Détente refers to the easing of strained relations between USA and the Soviet Union. Following the disastrous October Crisis of 1962, US President Richard Nixon assumed a more diplomatic stance to avert a potential nuclear catastrophe. The Nixon administration offered to promote greater dialogue with the Soviet government.

1. Moscow Summit of 1972
Following the unexpected trip to Beijing in February, President Nixon met the Soviet leader Leonid Brezhnev in Moscow in May 1972. The Summit led to several milestone achievements.

First, both parties agreed to cooperate on the Apollo–Soyuz Test Project, which signaled the end of the “Space Race”. Additionally, the two leaders signed two nuclear arms control agreements: The Strategic Arms Limitation Talks (SALT I) treaty and the Anti-Ballistic Missile Treaty (ABMT).

The SALT I treaty was significant as it froze the number of strategic ballistic missile launchers to halt further arms build-up. On the other hand, the ABMT limited each of the two parties to 100 anti-ballistic missiles.

2. Washington Summit of 1973
A year later, Soviet leader Leonid Brezhnev and Chairman of the Council of Ministers of the Soviet Union Alexei Kosygin made a trip to Washington for another summit in June 1973. Similar to the previous meeting, it was hailed as a turning point in superpower relations, given that both parties agreed to sign the Agreement on the Prevention of Nuclear War.

In essence, this agreement signified both superpowers’ willingness to exercise restraint and prevent the threat of a nuclear war.

Guided by the objectives of strengthening world peace and international security, Conscious that nuclear war would have devastating consequences for mankind,

Proceeding from the desire to bring about conditions in which the danger of an outbreak of nuclear war anywhere in the world would be reduced and ultimately eliminated, Proceeding from their obligations under the Charter of the United Nations regarding the maintenance of peace, refraining from the threat or use of force, and the avoidance of war, and in conformity with the agreements to which either Party has subscribed,

Agreement on the Prevention of Nuclear War, 22 June 1973

3. Vladivostok Summit of 1974
The third meeting was known as the Vladivostok Summit, which took place in November 1974. The summit was conducted as an extension of arms control provisions between the superpowers. The American President Gerald Ford traveled to Vladivostok to sign the agreement, which restricted the number of inter-continental ballistic missiles (ICBMs) and submarine-launched ballistic missiles (SLBMs).

4. Helsinki Accords (1975)
Lastly, the Helsinki Accords were introduced during the Conference on Security and Co-Operation in Europe in July 1975. Also, known as the Helsinki Final Act, it was a diplomatic agreement that revealed mutual efforts to ease tensions between the Soviet and Western blocs.

Soviet Union was in favour of the Accords as it sought recognition of its post-war hegemony in eastern Europe. For example, the Soviet government insisted on the rightful existence of East Germany as well as Poland’s western border. Through this, USSR would then be recognised as a Great Power.

In return, USA requested USSR to recognise the respect for human rights, freedom of information across borders and the expansion of contacts between the eastern and western parts of Europe.

Was Détente sustainable?
Although the above-mentioned agreements made it appear as if the superpower tensions were no longer present, tensions resurfaced in the late 1970s. Following the signing of the SALT II treaty in 1979, Soviet Union invaded Afghanistan in December 1979.

This unexpected move resulted in open and harsh criticisms by the West. In response, US President Jimmy Carter requested the increase in the defense budget and financed the anti-Soviet Mujahideen fighters to counter the Soviet occupation.

Eventually, the electoral victory of the Presidential candidate Ronald Reagan accelerated the end of the Détente, ushering the age known as the “Second Cold War”.


What can we learn from this article?
Consider the following question:
– How far do you agree that the end of the Détente was inevitable? [to be discussed in class]

Now that you have covered the major events that shaped the superpower relations in the 1970s, you should attempt some source-based case study questions to apply what you have learnt. Why not join our JC History Tuition as we provide you with bite-sized and exam-friendly study notes, additional essay and SBCS practice questions as well as outline references.

You can also join other JC tuition classes, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we offer Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to learn more.

JC History Tuition Bishan Singapore - What is the A Level H2 History syllabus

New A Level H2 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.

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JC History Tuition Bishan Singapore - How to answer an A Level History essay question

How to answer an A Level History essay question?

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.

Also, you can consider joining our JC tuition classes, such as GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to learn 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!

JC History Tuition Bishan Singapore - What happened druing the first ASEAN summit - JC History Essay Notes

What happened during the first ASEAN summit?

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)

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)

Historical Context: What is the Bali Summit?
Now that we have examined the functions of ZOPFAN that sought to counter the rising Communist influence in Southeast Asia, it is imperative to consider the subsequent developments. ASEAN members stepped up efforts to intensify their extent of regional cooperation in the mid-1970s.

After the untimely departure of the USA from Indochina, ASEAN members were increasingly concerned with the ideological dangers that may threaten regional security.

On 24 February 1976, ASEAN held its first-ever Summit in Bali, Indonesia. The heads of states attended this historic event to develop countermeasures against the Communist threats. Notably, the meeting led to the signing of two key agreements: the Treaty of Amity and Cooperation (TAC) and the ASEAN Concord.

Agreement #1: Treaty of Amity and Cooperation (TAC)
Leaders of the founding five members of ASEAN signed the TAC during the Bali Summit. In general, the TAC was a political agreement to encourage peaceful cooperation among members and the mutual respect for sovereignty of states.

The purpose of this Treaty is to promote perpetual peace, everlasting amity and cooperation among their peoples which would contribute to their strength, solidarity and closer relationship,

In their relations with one another, the High Contracting Parties shall be guided by the following fundamental principles :

a. Mutual respect for the independence, sovereignty, equality, territorial integrity and national identity of all nations;

b. The right of every State to lead its national existence free from external interference, subversion or coercion;

c. Non-interference in the internal affairs of one another;

d. Settlement of differences or disputes by peaceful means;

e. Renunciation of the threat or use of force;

f. Effective cooperation among themselves.

Treaty of Amity and Cooperation (TAC), 24 February 1976.

Additionally, ASEAN encouraged non-members to adhere to the TAC principles in order to preserve regional peace and security. The agreement can be acknowledged as a bold attempt for the regional organisation to preserve security through non-violent means in spite of past and on-going inter-state tensions.

Agreement #2: ASEAN Concord
The second agreement is known as the ‘ASEAN Concord’ that can be interpreted as a unified response to stem the spread of Indochinese Communism. The ASEAN Concord focuses mainly on economic cooperation and peaceful conflict resolution.

The elimination of poverty, hunger, disease and illiteracy is a primary concern of member states. They shall therefore intensify cooperation in economic and social development, with particular emphasis on the promotion of social justice and on the improvement of the living standards of their peoples.

Member states, in the spirit of ASEAN solidarity, shall rely exclusively on peaceful processes in the settlement of intra-regional differences.

The Declaration of ASEAN Concord, 24 February 1976.

Although Communism posed a clear security threat to ASEAN members, there was common consensus on adopting a non-military stance to overcome this challenge. Therefore, threats to security were usually managed through the support of countries or groupings outside ASEAN.

The ASEAN Concord proved to be a significant achievement for ASEAN as members were more willing to work together and manage the communist threats from within.

Conclusion: Is it adequate?
Ever since these two agreements signed during the first ASEAN Summit, members of the regional organization has continued to reaffirm their desire for greater cooperation, as seen by the increased frequency of intra-ASEAN and external organizational interactions (e.g. Asia-Pacific Economic Cooperation, United Nations). ASEAN’s solidarity was later put to the test during the Third Indochina War in 1978.

What can we learn from this article?
Consider the following question:
– How far do you agree that Bali Summit of 1976 was a turning point for ASEAN’s efforts in managing the Cold War threats in Southeast Asia? [to be discussed in class].

Join our JC History Tuition and learn to organise your knowledge for ASEAN and other related topics. In fact, we provide concise study materials, practice questions and reference answers to derive an exam-oriented programme for you.

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JC History Tuition Bishan Singapore - What does ZOPFAN stand for - JC History Essay Notes

What does ZOPFAN stand for?

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 – relations between ASEAN and external powers)

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)

Background: How ZOPFAN was formed?
In the early 1970s, there were several notable events that took place. First, the Western powers (USA and UK) declared their position to reduce their military presence in Southeast Asia. The British announced its withdrawal of forces in 1971. Similarly, the departure of the US troops led to the fall of Saigon in 1975 during the Second Indochina War.

As such, the Communist powers (PRC and USSR) benefited from these developments. For instance, there was increased Chinese support for the communist forces in Vietnam. Besides, the signing of the Shanghai Communique between USA and PRC expanded the latter’s opportunities to assert its influence more extensively in the region.

Some member nations of ASEAN were alarmed by the growing communist threat. During the Non-Aligned Conference of 1970, Malaysia proposed a policy of ‘neutralisation’. This meant that ASEAN should reject external interference, particularly the Cold War bipolarity, in order to protect its regional security and sovereign rights.

Although there were differing interpretations of Malaysia’s suggestions, ASEAN eventually formalized it in the concept known as the Zone of Peace, Freedom and Neutrality (ZOPFAN).

The Mechanism: How did ZOPFAN work?
On 27 November 1971, the ZOPFAN was established during the Special ASEAN Foreign Ministers Meeting in Kuala Lumpur, Malaysia. ZOPFAN functioned as a political declaration to prevent external interference and encourage regional cooperation among ASEAN members.

DO HEREBY STATE:

1. That Indonesia, Malaysia, the Philippines, Singapore and Thailand are determined to exert initially necessary efforts to secure the recognition of, and respect for, South East Asia as a Zone of Peace, Freedom and Neutrality, free from any form or manner of interference by outside Powers;

2. That South East Asian countries should make concerted efforts to broaden the areas of cooperation which would contribute to their strength, solidarity and closer relationship.

Declaration of Zone of Peace, Freedom and Neutrality (ZOPFAN), 27 Nov 1971

Arguably, the ZOPFAN was a display of regional unity as member states could come to a consensus on their interactions with external powers. For instance, Indonesia advocated regional cooperation within ASEAN and disregarded external involvement. Contrastingly, Singapore sought external support for security and economic reasons due to its vulnerable position geographically.

Application: Putting ZOPFAN to the test?
Although ZOPFAN was created to declare ASEAN’s position on external interference, compliance by non-ASEAN parties was difficult. The Third Indochina War of 1978 was a clear example to support this observation. From Vietnam’s perspective, they perceived ZOPFAN as an extension of Western influence and refused to cooperate.

Following the defeat in 1975 during the Second Indochina War, the Vietnamese invasion of Cambodia alarmed member nations of ASEAN, especially Thailand. Political observers pointed out that this occupation may result in the expansion of communist influence beyond Indochina, possibly towards the rest of Southeast Asia.

Furthermore, some of the ASEAN members supported the internationalisation of the conflict, in which the United Nations was being requested to call for Vietnam’s withdrawal from Cambodia in 1979.

In conclusion, it is imperative to consider the international circumstances and political considerations of member nations in ASEAN to understand the strengths and limitations of ZOPFAN.

What can we learn from this article?
Consider the following question:
– Assess the effectiveness of ZOPFAN in explaining ASEAN’s responses to the Cold War bipolarity [to be discussed in class].

Now that you have considered the functions of ZOPFAN, you can apply your content in essay and source-based case study questions. Alternatively, you can sign up for JC History Tuition. Our classes are focused on content enrichment and the refinement of thinking and writing skills. In addition, you can join other JC tuition classes, like GP TuitionEconomics Tuition, JC Chemistry Tuition, JC Math Tuition and China Studies in English Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition and Secondary Economics Tuition. Call 9689 0510 to find out more.