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JC History Tuition Bishan Singapore - How did Ronald Reagan end the Cold War - JC History Essay Notes

How did Ronald Reagan end the Cold War?

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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 end of the Cold War: Revisited 
In one of our earlier articles, we have discussed the major incidents that led to the eventual end of the ideological division that transformed the world in the 20th century. Today, we will focus our attention on one of the key players that contributed to this pivotal moment in history.

About Ronald Reagan: A Hollywood Star; A World Leader
Before Reagan took office in January 1981, he was a well-known actor in the 1940s and 1950s. His accumulated experienced had paid off when he switched to politics. American voters were charmed by Reagan’s charisma and oratorical skills, such that he was nicknamed “The Great Communicator”.

The “Second Cold War”: The Arms Race
Following his electoral victory, Reagan assumed a position that differed drastically from his predecessor, Jimmy Carter, who pursued arms control, as exemplified by the Strategic Arms Limitation Talks (SALT I & II).

Instead, Reagan was supportive of military build-up. His rationale stemmed from the belief that American military superiority was vital in pressuring the Soviets to relent in the Cold War. Therefore, the Reagan administration oversaw a $180 billion five-year programme.

In November 1983, the Pershing II ballistic missiles were deployed in Western Europe. Additionally, the North Atlantic Treaty Organization (NATO) led command post exercise, code-named “Able Archer“, that simulated a coordinated nuclear attack.

Most importantly, the Strategic Defense Initiative (SDI) was announced publicly as a high-tech project that involved the use of “lasers” to target Soviet ballistic missiles in space. Despite the absurd-sounding concept, the Soviets took the announcement seriously.

Later, the incoming Soviet leader Mikhail Gorbachev met Reagan over a series of summits that culminated in the end of the arms race. Notably, the “Washington Summit” ended with the successful signing of the Intermediate-Range Nuclear Forces (INF) Treaty by Reagan and Gorbachev.

Each Party shall eliminate all its intermediate-range missiles and launchers of such missiles, and all support structures and support equipment of the categories listed in the Memorandum of Understanding associated with such missiles and launchers, so that no later than three years after entry into force of this Treaty and thereafter no such missiles, launchers, support structures or support equipment shall be possessed by either Party.

Intermediate-Range Nuclear Forces (INF) Treaty, 8 December 1987.

The Reagan Doctrine: Renewed Containment
Similar to the first US President, Harry Truman, who outlined his policy of ‘containment’, Reagan introduced a doctrine to intensify American efforts in countering the Soviet influence in the Third World.

The “Reagan Doctrine” shaped the US administration’s foreign policy, in which covert aid was given to counter-revolutionaries that fought against the Soviets Africa, Asia and Latin America.

We cannot play innocents abroad in a world that’s not innocent; nor can we be passive when freedom is under siege. Without resources, diplomacy cannot succeed… And I hope that you in the Congress will understand that, dollar for dollar, security assistance contributes as much to global security as our own defense budget.
We must stand by all our democratic allies. And we must not break faith with those who are risking their lives—on every continent, from Afghanistan to Nicaragua—to defy Soviet-supported aggression and secure rights which have been ours from birth.

From Ronald Reagan’s State of the Union Address, 6 February 1985

Subsequently, the US expanded its scope of support in the above-mentioned regions. For example, the Soviet-Afghan War saw a turning point in September 1986. During “Operation Cycle”, the US provided “Stinger” missiles that were effective against Soviet aircraft. Eventually, the war ended in February 1989.

A lasting legacy
Before Reagan ended his second term as the US President, he made an address to the nation, reflecting on his past contributions and how the Cold War had changed the world.

Nothing is less free than pure communism — and yet we have, the past few years, forged a satisfying new closeness with the Soviet Union. I’ve been asked if this isn’t a gamble, and my answer is no because we’re basing our actions not on words but deeds. The detente of the 1970’s was based not on actions but promises. They’d promise to treat their own people and the people of the world better. But the gulag was still the gulag, and the state was still expansionist, and they still waged proxy wars in Africa, Asia, and Latin America.

Well, this time, so far, it’s different. President Gorbachev has brought about some internal democratic reforms and begun the withdrawal from Afghanistan.

“Farewell Address to the Nation”, by Ronald Reagan, 11 January 1989

Evidently, the mutual cooperation with the Soviet leader Gorbachev had paid off as it led to the end of the Cold War.

What can we learn from this article?
Consider the following question:
– How far do you agree that Reagan was largely responsible for the end of the Cold War? [to be discussed in class].

Now that you have covered the main contributions of Ronald Reagan in understanding the end of Bipolarity, it is important that you attempt related source based case study questions to review your knowledge comprehension. Join our JC History Tuition and receive organised materials to raise the productivity of your revision. We also provide skills development workshops to teach JC students how to do source comparision and 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 - 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 is the South China Sea dispute - JC History Essay Notes

What is the South China Sea dispute?

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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)

Historical Background
South China Sea dispute involves a large region of islands, reefs and banks. In particular, the region relates to contentious parts like Spratly Islands and Scarborough Shoal. The dispute originated from competing territorial claims between ASEAN-related countries (Philippines and Vietnam) and external powers, particularly China. For example, China based its territorial claims on the ‘nine dash line’ map, which was contested on by other claimants.

Unfortunately, these competing claims have resulted in clashes that occasionally escalated into violent confrontations. In January 1974, China clashed with South Vietnam over the ‘Paracels’, which resulted in the sinking of several Vietnamese ships and a substantial number of casualties. In 1988, China attacked Vietnamese forces in the Spratlys Islands, leading to frayed bilateral tensions.

Competing Claims
From the late 1970s to 1980s, Philippines advanced its claims on the Spratlys. In June 1978, Marcos announced the Presidential Decree that established the Philippine Exclusive Economic Zone (EEZ), which covered 200 nautical miles of the affected region. Likewise, in 1988, Brunei outlined an EEZ that stretched into the southern part of the Spratlys.

ASEAN’s intervention I: The Manila Declaration
On 22 July 1992, during the 25th ASEAN Ministerial Meeting (AMM), the regional organization formed the ASEAN Declaration of the South China Sea at Manila, Philippines. The Declaration was formed on the basis of the Treaty of Amity and Cooperation (TAC) of 1976, which advocated non-violent means of dispute resolution. It was a significant milestone for ASEAN as China agreed to sign the document.

However, the competing claims resurfaced again in the mid-1990s. On 8 February 1995, Philippines observed the development of a militarised Mischief Reef. In the late 1990s, Philippines clashed with China at the Mischief Reef and the Scarborough Shoal.

A divided ASEAN?
Given Philippines’ proximity to the contested region, it raised the matter to ASEAN. Yet, not all ASEAN members held a similar position regarding the dispute. This was observed in the disagreements over Philippines’ proposal for a new code-of-conduct during the AMM in July 1999. Furthermore, most countries were occupied with their domestic matters, given the severity of the Asian Financial Crisis of July 1997.

Besides, Indonesia sought to pursue an alternative solution due to the lack of unanimity in ASEAN. In 1990, Indonesia conducted the Workshops on Managing Potential Conflicts in the South China Sea. The workshop functions on a ‘two-track diplomacy’: (a) regional cooperation between ASEAN and China (b) bilateral cooperation between claimant parties

This informal diplomacy did make significant contributions to the management of disputes as China was unwilling to work with multilateral arrangements.

ASEAN’s intervention II: Declaration on the Conduct of Parties in the South China Sea (DOC)
On 4 November 2002, ASEAN promulgated another landmark agreement, which was known as the DOC at Phnom Penh, Cambodia. The document was signed by both China and ASEAN.

Contents included the reaffirmed commitment to adhere to the UN Convention on the Law of the Sea (UNCLOS), TAC and other international law. For example, “The Parties concerned undertake to resolve their territorial and jurisdictional disputes by peaceful means“.

What can we learn from this article?
Consider the following question:
– How successful was ASEAN managing the South China Sea dispute? [to be discussed in class].

In view of the above-mentioned points, you should attempt source-based case study questions to review your knowledge competency.

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

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

JC History Tuition Singapore - End of Cold War Case Studies - Source Based Case Study Skills

End of Cold War – Cartoon Analysis

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In this article, we will be looking at a series of political cartoons to comprehend the interpretations of how the Cold War ended. Be familiar with the contrasting contextual interpretations shaped by the political leaders as well as the newspaper publications. By doing so, you can then better answer the source based case study questions featured in your GCE A Level History examination papers. We will be examining the third part: The End of Bipolarity

By Estonian and American cartoonist Edmund S. Valtman – Published in an American newspaper, The Waterbury Republican and The Middletown press [1991]
The cartoon depicts a helpless Soviet leader Gorbachev observing the fragmented symbol of the nation (‘hammer and sickle’). Contextually, Gorbachev was facing a challenging situation by 1991, as the Soviet economy was on the decline, Soviet republics broke away from USSR and the August Coup was launched against him.
By Estonian and American cartoonist Edmund S. Valtman – Published in an American newspaper, The Waterbury Republican and The Middletown press [1991]
The cartoon illustrates the three notable figures in the Communist world (Karl Marx, Stalin and Lenin) observing Gorbachev leading the funeral procession that represented the ‘demise of communism’. Contextually, Gorbachev improved relations with USA, as seen by INF Treaty and withdrawal of Soviet troops from Afghanistan.
By British political cartoonist Nicholas W. Garland – published in the British newspaper, The Daily Telegraph [3 Jan 1986]
The cartoon depicts the two leaders, Reagan and Gorbachev, with outstretched hands, expressing their mutual desires to improve bilateral relations in the 1980s.
The caption reads ‘clear skies for all mankind‘, which is ironic as the world was illustrated as being in peril, such as Reagan’s SDI, covert operations in South America (El Salvador, Guatemala and Nicaragua). Likewise, the Soviet occupation in Afghanistan.
Published in an American newspaper [27 Nov 1987]
The cartoon depicts a series of meetings from 1985 to 1988 that focused on arms control agreements signed between Reagan and Gorbachev, especially the INF Treaty of 1987. The caption reflects the cartoonist’s expression of relief that the world averted a nuclear confrontation as the two leaders backed down from the ‘large missile steps’
By British cartoonist Michael Cummings – Published in British tabloid newspaper, The Daily Express [24 August 1988]
The cartoon illustrates the helplessness of Soviet leader Gorbachev in ensuring that his glasnost (openness) reforms would be carried out effectively.
By German-Dutch political cartoonist Fritz Behrendt [1990]
The cartoon depicts the ‘powerlessness of USSR’ in which the Soviet republics (represented by the individuals holding flags) were moving away from the bear (USSR). It illustrates the inevitability of the political collapse, as seen by the 1989 Revolutions in Eastern Europe.
By American cartoonist Glenn McCoy – Published in an American newspaper, The Belleville News-Democrat [2009]
The cartoon was published to commemorate the 20th anniversary of the fall of the Berlin Wall. It illustrates Reagan’s ‘footprint’ making a mark in causing the end of the Cold War.
By American editorial cartoonist Mike Keefe – published in American newspaper, The Denver Post [8 Jun 2004]
The cartoon illustrates the commemoration of former US President Ronald Reagan’s efforts in ending the Cold War, as portrayed by the collapse of the Berlin Wall that marked the physical division of Europe. Contextually, this cartoon was published one day after Reagan’s passing.
By British political cartoonist Nicholas W. Garland – published in the British newspaper, The Independent [10 Dec 1987]
The cartoon reflects the awkward handshake between Gorbachev and Reagan in a four-panel comic, which eventually concludes with a firm version. Contextually, it depicts the breakthrough in the arms control agreement signed during the Washington Summit on 8 Dec.

How do I use these sources to ace the Source Based Case Study questions?
Make sure that you have browsed through the above cartoons to understand the interpretations. Then, try to relate them to the context of examination questions. For example, ‘How far do you agree that the two leaders of USA and USSR were responsible for the end of the Cold War?’

If you are keen to improve your thinking and writing skills, you can consider joining our JC History Tuition.

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

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

JC History Tuition Singapore - Cuban Missile Crisis Cold War Case Studies - Source Based Case Study Skills

Cuban Missile Crisis – Cartoon Analysis

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In this article, we will be analyzing these political cartoons to understand the different visual interpretations of the Cuban Missile Crisis. By examining these visual texts and recognising their contexts, you will be more familiar with the interpretations to answer the source based case study questions effectively. We will be focusing on the second part: A World Divided by the Cold War – Cuban Missile Crisis.

By Estonian and American cartoonist Edmund S. Valtman [31 August 1961]
The cartoon portrays Castro as a towering figure over two petite looking persons representing Cuba and Brazil. Castro persuades Brazil to lead a communist revolution like his. Yet, Brazil looks bewildered as Cuba is in a poor state.
In late August 1961, Cuba was facing food shortages, whereas Brazil was in debt. The cartoon was possibly meant to depict Brazil’s skepticism towards Castro’s revolution.
By British Magazine, Punch [1962]
The cartoon depicts both superpower leaders (Kennedy and Khrushchev) feeling annoyed over their neighbour’s tree branch(es) extended into their own territory.
The intended audiences are possibly the citizens of USA and USSR in depicting superpower involvement, seen in terms of their bases in other countries (e.g. Cuba and Turkey)
By German cartoonist Herbert Kolfhaus [30 September 1962]
Below the cartoon, the caption reads ‘What do you mean, a threat? Surely it’s all right to go fishing, isn’t it?’
The cartoonist depicts an ironic illustration of Moscow’s true motives on Cuba. In Sept 1962, an agreement was signed between Cuba and USSR for the construction of a port in the Bay of Havana, which Castro claimed to be a base for the Soviet fishing fleet in the Atlantic.
By Die Vaderland [1961]
The cartoon depicts a miniature-sized Castro targeting the Soviet missile at a terrified ‘Uncle Sam’ (USA), while Khrushchev looks on from afar in delight.
By Welsh political cartoonist Leslie G. Illingworth – published in British newspaper, The Daily Mail [29 October 1962]
The cartoon illustrates both Kennedy and Khrushchev taking part in an arm wrestling match that neither side was likely to win. They are seated on missiles that could go off anytime.
The cartoonist is trying to depict the unpredictability of the world as the crisis may lead to ‘mutually assured destruction’.
By Hungarian-British cartoonist Victor Weisz (‘Vicky’) – published in London News [24 October 1962]
The cartoon illustrates Kennedy in The White House and Khrushchev in the Kremlin facing each other with nuclear missiles placed outside their buildings. In context, the cartoon depicts Kennedy as being hypocritical as he questioned Khrushchev about the missiles in Cuba, since there were twice as many American missiles as there are than the Russians.
By Estonian and American cartoonist Edmund S. Valtman [30 October 1962]
The cartoon depicts Khrushchev as a dentist extracting Castro’s teeth, which is illustrated as missiles.
During the Cuban Missile Crisis, Kennedy announced that US would impose a ‘naval quarantine’ to prevent the delivery of Soviet missiles to Cuba. Khrushchev eventually backed down and agreed to remove the missiles.

How do I use these sources to ace the Source Based Case Study questions?
First, be familiar with the main perspectives of Cuba, USA and USSR in explaining their involvement in the Cuban Missile Crisis. Refer to the aforementioned article for more information.

Second, examine these cartoons and attempt to answer the following question: How far do these sources support the view that the Cuban Missile Crisis was a superpower conflict?

Third, pay attention to the date of publication and the source origin (i.e. who published it?) to consider the motive. This section will be important when you attempt to derive the provenance of each source.

If you are looking for additional help, why not join our JC History Tuition as we will teach you to organise the content and improve your answering skills.

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

We have other JC tuition classes, such as JC 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 ASEAN Way - JC History Essay Notes

What is the ASEAN Way?

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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)

What is the ‘ASEAN Way’?
The ASEAN Way is a guiding principle that shapes the approach of member nations in Southeast Asia for conflict management. It emphasises heavily on consultation and consensus-building, which later inspired the introduction of other forms of political co-operation, like the Treaty of Amity and Co-operation (TAC).

As pointed out by the former Secretary-General of ASEAN, Rodolfo Severino, in a public address, the ASEAN Way “has served Southeast Asia well” by “moving its members from animosity to the close co-operative relationship that they enjoy today”.

Origins of the ASEAN Way
Following the formation of the regional organization in 1967, member nations had to learn from past errors as well as on-going disputes. One such incident involved the “Corregidor affair” (1968), which broke out due to the territorial disputes over Sabah. Similarly, the Confrontation (Konfrontasi) of 1963 was a contentious issue that strained diplomatic relations between affected member nations. Therefore, the ASEAN Way was implemented to encourage the use of diplomacy rather than forceful means to resolve conflicts.

Interestingly, the ASEAN Way was inspired by Malay culture, seen in terms of musjawarah (consultation) and muafakat (consensus-building). This practice involves a gradual decision-making process, in which all member states must be consulted before the regional organization can come to a consensus on the possible course of action to undertake.

How does it work?
One of the core principles of ASEAN Way involves the ‘principle of non-interference’. Should one or a few member nations disagree with the proposals put forth during the ASEAN meetings, the organization must postpone the decision-making for future settlement.

The main purpose of this cautious approach is to provide adequate time for considerations and prevent the outbreak and escalation of tensions. Therefore, regional stability can be maintained.

Subsequent impacts on ASEAN’s political framework
Following its inception in the 1960s, ASEAN has evolved over time in response to the changing international climate. The ASEAN Way was implemented in the form of institutionalized forms of co-operation.

One such example is the Zone of Peace, Freedom and Neutrality (ZOPFAN) Declaration (1971). Against the backdrop of the Cold War, these Southeast Asian member nations asserted a firm position to be free from external interference to prevent ideological manipulation.

Another application is observed in the Treaty of Amity and Co-operation (TAC) that emphasises heavily on amicable co-operation among member nations and non-ASEAN countries. The TAC endorses the practice of cautious diplomacy that focuses on the compartmentalization of contentious issues.

The most important case study that can be used to examine the significance of the ASEAN Way is the Third Indochina War (1978-1991) as it arguably provided a timely opportunity to display ASEAN’s solidarity to the rest of the world.

What can we learn from this article?
Consider the following question:
– Assess the success and limitations of the ASEAN Way in managing regional conflicts in Southeast Asia since 1967 [to be discussed in class].

Now that you have examined the fundamental concepts of the ASEAN Way, it is imperative that you explore and attempt source-based case study questions. You can also consider signing up for our JC History Tuition to find out how you can apply your knowledge to answer similar questions that are based on past examination papers.

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

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

JC History Tuition Bishan Bedok Tampines Singapore - Origins of the Cold War Case Studies - JC History SBQ Skills

Origins of the Cold War – Cartoon Analysis

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In this article, we will be examining a series of illustrative cartoons that reflect the diverse interpretations of the Cold War. As the GCE A Level History examinations (both Paper 1 and Paper 2) feature visual- and text-based sources, we believe that this article will be useful in prepare students thoroughly.

Today, we will be focusing on the first part: The Emergence of Bipolarity (also known as the Origins of the Cold War).

Analyze Leslie Illingworth's cartoons to understand how the Cold War began. Join our JC History Tuition to get started.
By British cartoonist Leslie Illingworth [June 1947]
It depicts Stalin’s attempts to extend Soviet control beyond Eastern Europe, reflecting the concerns over the growing ideological threat that necessitates an urgent response by USA. Pay attention to the use of ‘question marks (?)’ , which hints at his intentions in Western Europe.
Learn more about the Iron Curtain speech to understand how the Cold War began. Join our JC History Tuition to get a head-start in your revision.
By British cartoonist Leslie Illingworth [6 Feb 1946]
The cartoon was published in the UK Daily Mail after Winston Churchill gave his historic ‘Iron Curtain’ speech. It depicts Churchill attempting to lift the ‘Iron Curtain’ to view what is taking place within the Eastern Europe.

Learn more about the Marshall Plan to comprehend its importance in explaining how the Cold War began. Sign up for our JC History Tuition and start learning effectively.
A cartoon published in Russia during the Cold War
It depicts USA (‘Uncle Sam’) holding a weapon that represents the Marshall Plan (dollar ‘$’ sign) that is pointed at the Greek communists. Following the US Congress’ approval of the Truman Doctrine.
Learn more about the 'rival buses' cartoon to understand how the superpower rivalry gave rise to the outbreak of the Cold War.
By English illustrator E. H. Shepard [18 June 1947]
The cartoon was published in a British magazine, focusing on the competition between the USA and Soviet Union in battle for global supremacy. Notice the gestures of Truman (bespectacled man on the left) and Stalin (a more aggressive man on the right).
Learn more about the cartoon depicting the start of the Cold War with our JC History Tuition.
By Roy Justus [1947]
The cartoon was published in an American journal, depicting Soviet communism (eagle) as a harbinger of chaos (baby). In contrast, the American Congress (doctor) is rushing to Western Europe to provide economic aid (Marshall Plan) to fight chaos (mentioned during George Marshall’s Harvard address in June 1947).
Learn more about the Marshall Aid to understand why this American response to the Soviet actions gave rise to the start of the Cold War.
By British Illustrator E H Shepard [1 October 1947]
Cartoon published in British magazine to portray USA (Uncle Sam) as a generous nation that offers economic aid (Marshall Plan) to the crumbling Western Europe
Find out what happened during the Berlin Blockade to comprehend its significance in causing the division of Europe. Learn more about the emergence of bipolarity or known as the start of the Cold War.
By British cartoonist Leslie Illingworth [9 September 1948]
The cartoon was published in UK Daily Mail during the Berlin Blockade. The key subject clearly is Stalin (cat), who is toying with the Berlin people (mouse in the top part). In contrast, the other three mice on the ground represents the Western Powers, which are in danger as well.

Are you familiar with these sources?
Preparation is vital. After examining these visual-based sources, it is imperative that you refer to practice questions, such as your school materials, to assess your knowledge competency. Reading alone is inadequate in preparing you for the rigours of the examinations as the factual information may lack the argumentative perspectives. During the JC History Tuition, we guide students through the process of source interpretation, comparison and evaluation to raise the quality of answers.

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.

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