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

New A Level H2 History syllabus

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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 Math Tuition and JC Chemistry Tuition. For Secondary Tuition, we provide Secondary English Tuition, Secondary Math tuition, Secondary Chemistry Tuition, Social Studies Tuition, Geography, History Tuition and Secondary Economics Tuition. For Primary Tuition, we have Primary English, Math and Science Tuition. Call 9658 5789 to find out more.

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

How to answer an A Level History essay question?

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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 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.

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?

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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.

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

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

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

What does ZOPFAN stand for?

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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.

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

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

JC History Tuition Bishan Singapore - How was Singapore's Foreign Policy during the Cold War - JC History Essay Notes

How was Singapore’s Foreign Policy during the Cold War?

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Topic of Study [For H1 History Students]: 
Section B: Essay Writing
Theme II: Cold War in Asia [1945-1991] – Singapore’s Foreign Policy during the Cold War (1945-1991)

Foreign Policy and Singapore
By definition, ‘foreign policy’ is known as a government’s approach in dealing with other countries. Foreign policies are implemented by governments in response to various challenges at the bilateral or international level. In 2017, there was a controversial debate over how Singapore, as a small state, should conduct its foreign policy.

In this article, we will be examining how Singapore’s foreign policy was influenced by two major considerations: Survival and Realism

1. Perceived vulnerability: The concept of Survival
From the outset, when Singapore achieved independence in 1965, its political leaders held a firm belief that ‘survival’ was of paramount importance to the development of this new nation.

Given the lack of natural resources and its small geographical size, Singapore had to promote economic cooperation with other countries, including its neighbours, to advance its economy. The government capitalised on the strategic location of Singapore to facilitate international trade. Additionally, the heavy emphasis on state-guided industrialisation contributed to the entry of multi-national corporations (MNCs) that aided in job creation for the locals. Therefore, economic progress became one of the fundamental aims to ensure the survival of the Republic.

From the security viewpoint, there were external threats that endangered Singapore’s survival. As such, Singapore forged firm diplomatic ties with its neighbouring countries as well as Great Powers.

On 8 August 1967, Singapore was one of the founding members that signed the Bangkok Declaration, which formalised the establishment of the Association of Southeast Asian Nations (ASEAN). With this regional organisation, inter-state cooperation was encouraged, thereby strengthening diplomatic ties between Singapore and other member nations. Given that there were inter-state tensions in the region, such as the Konfrontasi, that strained political ties, the ASEAN Way was a critical mechanism to alleviate tensions and maintain amicable relations.

More importantly, the Cold War had spread to Southeast Asia by the 1960s, as seen by the outbreak of the Second and Third Indochina Wars. In anticipation of these ideological challenges, Singapore established diplomatic ties with Great Powers, such as USA, to prevent communist expansion that might create political instability.

However, Singapore did not publicly declare its diplomatic position towards USA due to contrasting perceptions held by other ASEAN members relating to the reliance of Great Power support until the late 1980s.

2. The concept of Realism
The second principle that shaped Singapore’s foreign policy involved ‘Realism’, which explains that states are driven by their pursuit of national interests. The assumption is based on the notion that the international order is chaotic and conflicts are highly likely. In this case, survival is one of the many national interests pursued by Singapore.

In addition, the preservation of Singapore’s sovereignty was prioritised throughout the Cold War. One notable event was the Third Indochina War, in which the foreign occupation of Cambodia was perceived by Singapore as an outright violation of the international law. As such, its foreign policy led to the frequent lobbying at the United Nations to galvanise member nations into action, particularly the International Conference on Kampuchea (ICK) of July 1981.

What’s Next?
In the next article, we will analyse Singapore’s foreign policy responses to the Second and Third Indochina Wars to understand its effectiveness.

What can we learn from this article?
Consider the following question:
– How far do you agree that Singapore’s foreign policy during the Cold War was largely shaped by realism? [to be discussed in class]

Now that you have covered the contributing factors that influenced the foreign policy of Singapore during the Cold War, it is imperative that you attempt H1 History essay questions to assess your knowledge application skills. On a separate but related note, you can consider registering for our JC History Tuition. You will receive organised summary notes, undergo enriching skills-based writing workshops and engage in thought-provoking topical discussions.

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

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

JC History Tuition Bishan Singapore - How were Sino-American Relations - JC History Essay Notes

How were Sino-American relations during the Cold War?

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Topic of Study [For H1 History Students]: 
Section B: Essay Writing
Theme II: Cold War in Asia [1945-1991] – Superpower relations with China (1950-1979): Sino-Soviet relations

Superpower Relations with China in the 1950s and 1960s
Following the Chinese Communist Party’s (CCP) victory during the Chinese Civil War in 1949, the People’s Republic of China (PRC) was established. In view of the Cold War climate, the perceived ideological threat in East Asia, USA did not recognise this historical development.

At the same time, the Republic of China (i.e. ROC or Taiwan) was formed, which became a focal point of dispute between the United States and PRC. For instance, ROC was granted one of the Permanent Five (P5) seats in the United Nations Security Council (UNSC). Notably, the Soviet Union, an ally of PRC, boycotted the UNSC meeting during the Korean War, as a form of protest against this matter.

The absence of diplomatic ties between the two countries was arguably of no surprise to political observers.

Taiwan Straits Crises
In the 1950s, US foreign policy was focused on Taiwan as a pivot for containment in Asia. The Seventh Fleet was situated in the vicinity to protect the security interests of Taiwan from potential threats.

On 11 August 1954, PRC launched an offensive against Kinmen and Matsu. In response, the Eisenhower administration perceived this as an act of military aggression, possibly occupation. As such, the Sino-American Mutual Defense Treaty was signed in December 1954, which assured ROC that the US would provide military support should the former come under attack. This Treaty later shaped US policy of containment in East Asia till 1979.

In August 1957, the “Second Taiwan Straits Crisis” occurred, in which Kinmen and Matsu were shelled and a naval confrontation took place between ROC and PRC. Eventually, the heightened tensions had de-escalated and the Chinese bombardment ceased by October 1958.

Sino-American Rapprochement in the 1970s
In view of the Sino-Soviet Split that culminated in the Sino-Soviet Border Conflict in 1969, the US began to assume a different diplomatic stance towards PRC, albeit a friendly one.

Given that the US still perceived the Soviet Union as its greatest threat, the notion of establishing diplomatic relations with PRC as a strategic advantage to gain a leverage over its Cold War rival.

“Ping Pong Diplomacy” and the historic meet between Nixon and Zhou Enlai
On 10 April 1971, the American table tennis team was invited to Beijing, China. The friendly sporting event was considered unprecedented, given the strained bilateral relations ever since the PRC’s involvement in the Korean War of 1950.

In July 1971, the Nixon administration’s National Security Advisor, Henry Kissinger, made a secret visit to Beijing. Pakistan, an ally of China, facilitated the meeting.

On 21 February 1972, US President Nixon met Chairman Mao Zedong in Beijing. Nixon also met Premier Zhou Enlai. More importantly, the visit concluded with the signing of the Shanghai Communiqué on 28 Feburary 1972.

The document signified the mutual interests of both USA and China in the normalization of bilateral relations. As such, USA agreed to recognise the “One-China policy” and reduced military support for Taiwan. Also, China occupied Taiwan’s position as one of the P5 members in the UNSC.

What can we learn from this article?
Consider the following question:
– To what extent do you agree that the Cold War rivalry was a major reason in shaping the Sino-American relations from 1950 to 1979? [to be discussed in class]

Following the assessment of the changing bilateral relations between USA and China, it is important to attempt History essay questions to review your conceptual application. Alternatively, you can join our JC History Tuition as we teach you to organise your content, develop your critical thinking skills and form persuasive and coherent arguments. Lessons are conducted with the aim of preparing you to answer essay and source-based case study questions effectively and feasibly within a given timeframe.

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

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

JC History Tuition Bishan Singapore - Why did the Soviet Union collapse - JC History Essay Notes

Why did the Soviet Union collapse?

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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

The dissolution of the Soviet Union: Inevitable or not? 
From a retrospective view, not all agree that the collapse of the Soviet Union was expected. In fact, there were forecasts that the Soviet Union might surpass the United States in terms of economic development.

Nevertheless, the Cold War rivalry have undoubtedly impacted the social, economic and political developments of the USSR. In this article, we will cover the consequences of domestic reforms and the rise of nationalism.

Internal Reform #1: Perestroika 
Following the ascent of Mikhail Gorbachev, the newly-elected Soviet leader introduced two notable concepts that outlined his domestic reforms: perestroika and glasnost.

Faced with an ailing Soviet economy, Perestroika (which means ‘restructuring’) involved economic restructuring through the reduction of central planning and greater private participation.

For instance, the Law on State Enterprise was passed in June 1987. In this case, state enterprises could set their own output levels based on consumer demand. With their newfound autonomy, these enterprises had to be self-reliant as state financing was absent.

Additionally, the Soviet Joint Venture Law was passed, which allowed foreign investment to flow into the Soviet Union. The government allowed majority foreign ownership.

However, the economic restructuring was ineffective. Contrary to Gorbachev’s expectations, the reforms accelerated the economic collapse of the Soviet Union. In 1991, the Gross Domestic Product (GDP) fell by 17% and inflation rate was at nearly 700%.

The failure of Perestroika was largely traced to the incompatibility of capitalism with communism. For example, the government still maintained a monopoly over the means of production, thereby denying the enterprises of the ability to compete feasibly. Besides, foreign investment was hardly present due to the high degree of resistance from local officials, who feared the loss of political control.

Internal Reform #2: Glasnost
The Glasnost policy (which referred to ‘openness’) was introduced to empower the Russian society by enabling freer flow of information and public involvement in the decision-making processes. By doing so, Gorbachev hoped to restore public trust in the Soviet government, including the desired support for his Perestroika.

For instance, the Soviet government lifted its censorship policies and allowed open political debate. Also, freedom of religion was permitted, which contributed to the restoration of mosques and churches.

Again, the reform proved disastrous for the Gorbachev administration. The policy of “openness” exposed the failures of past leaders, thus causing the erosion of public trust. Critics became more outspoken as they pointed out social and economic problems, like food shortages and housing issues.

More importantly, the availability of political debates influenced the public desire for democratization, which resulted in the mass-based political participation in the Soviet Republics.

Nationalism: A rising tide; A dangerous precipice
In addition to the nationalist movements that took place in the Eastern Europe, there were also political uprisings that broke out within the USSR itself.

From 1988 to 1990, several Soviet Republics declared independence from the Soviet Union. For example, Lithuania, Estonia and Latvia declared their intent to break away from USSR even though the Soviet government rejected it.

Due to Gorbachev’s refusal to use military force against the nationalists, cracks within the political leadership were gradually exposed.

The August Coup
Gorbachev proposed the ‘New Union Treaty’ in 1991 to maintain a semblance of central authority while granting the republics their desired sovereign rights. However, nearly half of the republics rejected the proposal.

High-ranking officials within the Soviet government launched a coup against Gorbachev in August 1991. This event became a turning point as Russian President Boris Yeltsin garnered support to end the coup. Eventually, the coup ended and Gorbachev resigned.

On 26 December 1991, following the Belavezha Accords, the dissolution of the USSR began. The declaration recognised the official independence of the former Soviet Republics and the subsequent creation of the Commonwealth of Independent States (CIS). In other words, the collapse of the USSR signalled the end of the Cold War.

What can we learn from this article?
Consider the following question:
– How far do you agree that domestic reforms were the main reason for the dissolution of the USSR? [to be discussed in class]

Now that you have considered the contributing factors that explained the collapse of the USSR, it is imperative that you attempt source-based case study questions relating to this topic, also known as the End of Bipolarity. Additionally, you can join our JC History Tuition. We impart you with the thinking and writing skills to improve your quality of answers, such as information extraction, reliability and utility assessment.

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

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

JC History Tuition Bishan Singapore - How does ASEAN promote economic growth - JC History Essay Notes

How did ASEAN promote economic growth?

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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)

Origins of regional economic cooperation
ASEAN was formed as a regional organization with many aims. One of such aims included the desire for economic progress.

To accelerate the economic growth, social progress and cultural development in the region through joint endeavours in the spirit of equality and partnership in order to strengthen the foundation for a prosperous and peaceful community of South-East Asian Nations.

The ASEAN (Bangkok) Declaration, 8 August 1967

In view of this declaration, ASEAN member states continued to pursue economic development, especially countries like Singapore.

Initial steps for economic cooperation: ASEAN Concord
On 24 February 1976, ASEAN members gathered and signed the ASEAN Concord at Bali, Indonesia. Within the agreement, member states intensified their efforts.

Member states shall progress towards the establishment of preferential trading arrangements (PTA) as a long term objective on a basis deemed to be at any particular time appropriate through rounds of negotiations subject to the unanimous agreement of member states.

The expansion of trade among member states shall be facilitated through cooperation on basic commodities, particularly in food and energy and through cooperation in ASEAN industrial projects (AIP).

ASEAN Concord, 26 February 1976

Evidently, two forms of economic cooperation emerged: namely the PTAs and the AIPs.

Approach #1: Preferential Trading Arrangements [PTAs]
On 24 February 1977, the agreement on ASEAN PTAs was adopted in Manila, Philippines. In principle, the PTA aimed to encourage intra-ASEAN trade via tariff reductions. For instance, tariff rates had to be lowered by 10%. More importantly, each member state has to indicate which product should be considered for tariff reduction.

RECALLING the Declaration of ASEAN Concord signed in Bali, Indonesia on 24 February 1976, which provides that Member States shall take cooperative action in their national and regional development programmes, utilizing as far as possible the resources available in the ASEAN region to broaden the complementarity of their respective economies.

Agreement on ASEAN Preferential Trading Arrangements, 24 February 1977

Approach #2: ASEAN Industrial Projects [AIPs]
On 6 March 1980, the agreement on AIPs was signed in Kuala Lumpur, Malaysia. The AIPs aimed to encourage large-scale economic projects among member states that allow the flow of investment between project partners. Similar to the PTAs, these projects had tariff reductions. For example, Indonesia and Malaysia engaged in a project that focused on urea.

Considering that the establishment of ASEAN Industrial Projects, through joint endeavours in the spirit of equality and partnership, can contribute to the acceleration of economic growth in the region.

To give priority to projects which utilize the available resources in the Member States and which contribute to the increase in food production and foreign exchange earnings or which save foreign exchange and create employment.

Basic Agreement on the ASEAN Industrial Projects, 6 March 1980

Approach #3: ASEAN Industrial Complementation [AICs]
On 18 June 1981, ASEAN members signed the agreement on AICs at Manila, Philippines. The AIC focused on resource-pooling and intra-ASEAN trade. It can be considered a continuation of the AIP that encountered setbacks.

The AIC was carried out via vertical integration. The ideal process was the involve each ASEAN member in one stage of production. For example, the “ASEAN Car” was conceptualised as the initial project. Each stage of the car production was carried out in a different country. By doing so, every member state would gain from the economic cooperation.

An ASEAN Industrial Complementation (AIC) product shall be an industrial product manufactured or to be manufactured in an ASEAN member country and allocated to that particular country as its participation in the AIC package. The product thus produced shall be entitled to enjoy the privileges herein provided for products in an AIC package.

Basic Agreement On ASEAN Industrial Complementation, 18 June 1981

Approach #4: ASEAN Industrial Joint Ventures [AIJVs]
On 8 November 1983, ASEAN signed the agreement on AIJVs at Jakarta, Indonesia. This approach involved private investors and at a smaller scale. To enhance flexibility and encourage closer cooperation, only two member countries were involved. The AIJVs also focused on tariff reductions, in which governments could enjoy up to 90% concessions.

ASEAN member countries shall examine such tentative list and indicate to COIME at a subsequent meeting, the products in which they would like to participate and declare any existing production facilities they have for such products. Those products for which at least two ASEAN member countries have indicated their intention to participate shall be included in the final list of AIJV products, showing the participating member countries.

Basic Agreement On ASEAN Industrial Joint Ventures, 7 November 1983

Approach #5: ASEAN Free Trade Area [AFTA]
On 28 January 1992, the member states of ASEAN signed the AFTA in Singapore. The AFTA marked a significant turning point for regional economic cooperation.

ASEAN shall establish the ASEAN Free Trade Area using the Common Effective Preferential Tariff (CEPT) Scheme as the main mechanism within a time frame of 15 years beginning 1 January 1993 with the ultimate effective tariffs ranging from 0% to 5%.

Directions in ASEAN Economic Cooperation, The Singapore Declaration, 28 January 1992

The AFTA functioned on the basis of the CEPT scheme. Additionally, member countries could add specific products deemed important in their national interests in the ‘exclusion list’. Such products would not be subjected to tariff reductions. Notably, the AFTA proved useful as intra-regional trade rose by more than US$53 billion by 2000.

What can we learn from this article?
Consider the following question:
– Assess the significance of ASEAN economic cooperation from 1967 to 2000 [to be discussed in class].

After examining the main approaches of ASEAN economic cooperation, you should apply your newfound knowledge to source-based case study questions (SBCS) to review your knowledge comprehension. Additionally, you can consider joining our JC History Tuition as we refine your answering techniques, such as information extraction, set arrangement and provenance analysis.

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

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

JC History Tuition Bishan Singapore - What are the UN Reforms - JC History Essay Notes

What are the UN Reforms?

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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

Obstacles that affected the United Nations (UN)
In the previous article, we have examined how the conceptualization of peacekeeping was essential in enhancing the United Nations’ role in maintaining international peace and security. Although such efforts are noteworthy, the UN encountered several impediments that hampered its functions.

Challenge #1: Operational Constraints
Given that the UN is an international organization that functions on the basis of cooperation by member states, these individual countries are expected to contribute troops and finances to enable the deployment of peacekeeping forces.

However, voluntary contribution is problematic as every member state is guided by political interests. This issue was even more severe during the Cold War as ideological interests shaped the decisions of superpowers and affected the availability of operational support. Examples include the Congo Crisis, Somali Civil War and Rwandan Genocide.

“An Agenda for Peace” Report
Fortunately, some of the UN Secretary-Generals (UNSGs) have exercised their independence and engaged in innovative attempts to reform the peacekeeping aspect. In 1992, the Egyptian UNSG Boutros Boutros-Ghali submitted the report titled “An Agenda for Peace: Preventive diplomacy, peacemaking and peace-keeping”.

In this report, Boutros-Ghali proposed how the United Nations should respond to conflicts in the post-Cold War era. In particular, the Department of Peacekeeping Operations (DPKO) was established in the same year to streamline and manage peacekeeping operations effectively. For instance, the United Nations Standby Arrangements System (UNSAS) was formed to provide military forces that are capable of deploying in a short span of time to manage threats to international peace and security.

Challenge #2: Great Power Politics
With reference to the featured video in the above, great power politics have been a persistent obstacle that impeded the functioning of the United Nations Security Council (UNSC).

Some critics have claimed that the membership of the Permanent Five in the UNSC is outdated and irrelevant in the modern world. For example, there is over-representation of Europe, while other regions are not, such as Asia and Africa. In 2013, South African President Jacob Zuma expressed similar sentiments, arguing that the UNSC was ‘outdated’ and ‘undemocratic’.

The prime concern was the veto power, which challenges the democratic principles enshrined in the UN Charter. Again, the Cold War rivalry was known to create frequent political deadlocks within the UNSC. Superpowers were known to exercise the veto to block UN action should the UN response be perceived as a threat to their ideological interests. Examples include the Hungarian Revolution (1956), Soviet invasion of Afghanistan (1979) and the US invasion of Grenada (1983).

Veto Reforms
With regards to this contentious issue, some of the member states have supported the proposal of abolishing the veto. Yet, such an approach was unrealistic, given that any amendment to the UN Charter required complete consensus from the Permanent Five (P5). Furthermore, some of the P5 members have disagreed with the abolishment.

Others suggested a less extreme reform, such as the consideration of a ‘veto restraint’. This mean that the P5 UNSC would accept self-imposed restrictions without having to amend the Charter. The intention was to enable the freer changes in the membership and appointment of the UNSG. Again, these efforts were met with limited success.

Conclusion
From the above-mentioned reforms, we can conclude that there are several obstacles that limit the functioning of the United Nations, such as operational constraints and the outdated Security Council structure. Although the progress of UN reforms was constrained by the reluctance of some member states to comply, we should acknowledge these efforts to keeping the organization relevant in the 21st Century.

What can we learn from this article?
Consider the following questions to understand the topic:
– Assess the effectiveness of the United Nations reforms to maintain international peace and security. [to be discussed in class].

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

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

JC History Tuition Bishan Singapore - What is the role of the United Nations General Assembly - JC History Essay Notes

What is the role of the United Nations General Assembly?

/in , /by

Topic of Study [For H1/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

Role of the UN General Assembly (UNGA)
The General Assembly is the principal deliberative organ of the United Nations. It comprises of the representatives of all member states that admitted the international organization.

#1: Discussions and recommendations on matters affecting international peace and security
In particular, the UNGA is charged with the responsibility to facilitate discussions among member states to address matters pertaining to international peace and security.

The General Assembly may discuss any questions or any matters within the scope of the present Charter or relating to the powers and functions of any organs provided for in the present Charter, and, except as provided in Article 12, may make recommendations to the Members of the United Nations or to the Security Council or to both on any such questions or matters.

Article 10, Chapter IV of the UN Charter

However, it is imperative to acknowledge the advisory role of the UNGA as the United Nations Security Council (UNSC) bears the primary responsibility in the authorization of use of force in dealing with such matters.

The General Assembly may discuss any questions relating to the maintenance of international peace and security brought before it by any Member of the United Nations, or by the Security Council, or by a state which is not a Member of the United Nations in accordance with Article 35, paragraph 2, and, except as provided in Article 12, may make recommendations with regard to any such questions to the state or states concerned or to the Security Council or to both. Any such question on which action is necessary shall be referred to the Security Council by the General Assembly either before or after discussion.

Article 11(2), Chapter IV of the UN Charter

#2: Voting Process and Resolutions
After much deliberation, member states of the UNGA would undertake a voting process to decide whether to adopt a resolution (i.e. a course of action). Each member state is entitled to one vote. A two-thirds majority must be made before the resolution can be passed.

These resolutions can be passed to address matters, such as the admission of new member states to the General Assembly.

Decisions of the General Assembly on important questions shall be made by a two-thirds majority of the members present and voting. These questions shall include: recommendations with respect to the maintenance of international peace and security, the election of the non-permanent members of the Security Council…

Article 18, Chapter IV of the UN Charter

#3: ‘Uniting for Peace’ Resolution
Although there were Charter limitations that inhibited the UNGA’s role, a reform was introduced on 3 November 1950, known as the ‘Uniting for Peace’ (UfP) resolution.

If the Security Council, because of lack of unanimity of the permanent members, fails to exercise its primary responsibility for the maintenance of international peace and security in any case where there appears to be a threat to the peace, breach of the peace, or act of aggression, the General Assembly shall consider the matter immediately with a view to making appropriate recommendations to Members for collective measures, including in the case of a breach of the peace or act of aggression the use of armed force when necessary, to maintain or restore international peace and security.

Resolution 377(V), 3 November 1950

In practice, the UfP resolution was first invoked during the Suez Canal Crisis of 1956. Due to the vetoes by France and the United Kingdom, the resolution empowered the UNGA to act. This lead to the successful formation of the United Nations Emergency Force (UNEF) that supervised the cessation of hostilities in Egypt.

What can we learn from this case study?
Consider the following questions to understand the topic:
– Assess the view that great power politics impeded the role of the United Nations General Assembly during the Cold War [to be discussed in class].

Sign up for our JC History Tuition as we teach you to organise your content for the United Nations topics.

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.