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JC History Tuition Online - When did Castro visit the United States - Cuban Missile Crisis

When did Castro visit the United States?

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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 2: A World Divided by the Cold War – Manifestations of the global Cold War: Cuban Missile Crisis (1962)

The rise of Fidel Castro
Following the Cuban leader’s revolution that toppled the Batista regime, Fidel Castro assumed the role as Prime Minister on 1 January 1959. A year later, he nationalised all American-owned businesses, such as oil refineries and factories. The loss of economic revenues proved infuriating for the Eisenhower administration, which severed diplomatic relations and imposed a trade embargo.

The first major expropriations occurred in late June, when 2.4 million acres of cattle land were nationalized in Camagüey province, as well as the sugar acreage owned by companies operating processing mills (centrales). For Camagüey, this represented two-thirds of the entire province, or an area about the size of Rhode Island and Delaware combined, and much of it was owned by U.S.-based corporations, including 40,000 acres held by the family corporation that also owned the largest single piece of private property in the United States, the King Ranch of Texas.

An excerpt from “That Infernal Little Cuban Republic: The United States and the Cuban Revolution” by Lars Schoultz

Before the serious deterioration of Cuban-US relations that brought about confrontations like the Bay of Pigs invasion, it is important to examine what happened during Castro’s visit to the United States.

The Visit
On 18 September 1960, Castro arrived in New York City to lead the Cuban delegation to the United Nations. His presence had stirred the emotions of many in the American society. US officials expressed concerns, including possible suspicions towards the new leader.

As U.S. officials wondered what Castro would do next, traditional hegemonic assumptions guided their wary observations. The new Cuban leaders “had to be treated more or less like children,” CIA Director Allen Dulles told the National Security Council. “They had to be led rather than rebuffed. If they were rebuffed, like children, they were capable of almost anything.” U.S. diplomats found Castro restless, headstrong, opportunistic, and driven by an “undeviating urge for fame and political power.” He was prone to violence and independent actions, but he was not a Communist.

An excerpt from “Contesting Castro: The United States and the Triumph of the Cuban Revolution” by Thomas G. Paterson.

Notably, Castro did not declare his political alignment with Communism until late 1961. Nevertheless, the Eisenhower administration had set in motion a plan that would become the core of the Cuban leader’s security paranoia during the October Crisis of 1962. In March 1960, Eisenhower instructed the Central Intelligence Agency (CIA) to commence training Cuban exiles to topple Castro’s regime.

Before Castro made his speech at the United Nations, Vice President Richard Nixon met Castro privately. It turned out that Eisenhower was not keen to face Castro. After the meeting, Nixon made a note that revealed his thoughts and opinions on the Cuban leader.

My own appraisal of him as a man is somewhat mixed. The one fact we can be sure of is that he has those indefinable qualities which make him a leader of men. Whatever we may think of him he is going to be a great factor in the development of Cuba and very possibly in Latin American affairs generally. He seems to be sincere. He is either incredibly naïve about Communism or under Communist discipline—my guess is the former, and as I have already implied his ideas as to how to run a government or an economy are less developed than those of almost any world figure I have met in fifty countries.

An excerpt from the editorial note by American Vice President Richard Nixon during Fidel Castro’s visit to Washington, 19 April 1960.

The UN speech: Castro lambastes the United States
On 26 September 1960, Castro delivered a speech at the 872nd plenary meeting of the United Nations General Assembly in New York. [An interesting point to note that Castro’s speech was known as the ‘longest ever UN speech’ that lasted for four and a half hours.] He criticised the United States as “aggressive” and “imperialist”, claiming that the United States had monopolised many essential utilities that rightfully belonged to the Cuban people.

The first unfriendly act perpetrated by the Government of the United States was to throw open its doors to a gang of murders who had left our country covered with blood. Men who had murdered hundreds of defenseless peasants, who for many years never tired of torturing prisoners, who killed right and left — were received in this country with open arms.

… The Revolutionary Government of Cuba has repeatedly expressed its concern over the fact that the imperialist government of the United States may use that base, located in the heart of our national territory, as an excuse to promote a self-aggression, in order to justify an attack on our country.

An excerpt from Fidel Castro’s speech at the United Nations General Assembly, 26 September 1960.

What can we learn from this article?
Consider the following question:
– Assess the view that US-Cuban relations had soured due to ideological differences.

Join our JC History Tuition to find out more about the source based case study topic on the Cuban Missile Crisis. 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 Online - What was the Cultural Revolution - Superpower Relations with China

What was the Cultural Revolution?

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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

Context: An ideological split
Before the Chairman of the Chinese Communist Party (CCP) Mao Zedong declared the start of the Cultural Revolution, the rising Communist power clashed with the Soviet Union. In particular, Mao disagreed with the Soviet leader Khrushchev’s policy of ‘de-Stalinization’ in 1956, fearing that the latter’s reforms may jeopardize the global Marxist movement. From then on, Mao criticized Khrushchev as a ‘revisionist’, revealing signs of a Sino-Soviet split that characterized bilateral relations of the two Communist powers in the 1960s.

The Chairman turned against Khrushchev’s de-Stalinization more decisively than ever before: “[Stalinism is] just Marxism . . . with shortcomings.” He continued: “The so-called de-Stalinization thus is simply de-Marxification, it is revisionism.” Finally, the Chairman maintained that the Chinese comrades, “unlike some people who have tried to defame and destroy Stalin, . . . are acting in accordance with objective reality.” It was the first time that Mao clearly distinguished between the views of the subjectivist revisionists in Moscow and the objective Marxists in Beijing.

An excerpt from “The Sino-Soviet Split: Cold War in the Communist World” by Lorenz M. Lüthi.

A decade-long revolution: Eradicating dissent
In the 1960s, Mao bore rising concerns with the bourgeois culture, which he perceived as as threat to the Chinese society. Mao viewed intellectuals and individuals that were supportive of the West as enemies of the Communist Party.

In January 1965, Mao established the ‘Five Man Group’ (文化革命五人小组) with Peng Zhen (彭真) to oversee the Cultural Revolution. However, Mao dismissed Peng Zhen and the rest of the Group. Notably, the publication of a circular on 16 May 1966 marked the start of the Cultural Revolution.

Peng Zhen had no discussion or exchange of views at all within the Group of Five. He did not ask any local party committee for its opinion… and still less did he get the approval of Comrade Mao Zedong. Employing the most improper methods, he acted arbitrarily, abused his powers [and] issued the outline report to the whole party…

… Those representatives of the bourgeoisie who have sneaked into the party, the government, the army, and various cultural circles are a bunch of counter-revolutionary revisionists. Once conditions are ripe, they will seize political power and turn the dictatorship of the proletariat into a dictatorship of the bourgeoisie.

An excerpt from the May 16th Circular, 16 May 1966.

The ‘Four Olds’
The Red Guards were formed to carry out Mao’s Revolution, comprising of radical students and officials. His aim was to eradicate the ‘Four Olds’ – old ideas, old customs, old culture and old habits (四旧 – 旧思想, 旧文化, 旧风俗, 旧习惯). From the mid-1960s to 1970, numerous party leaders were imprisoned, including the Chinese President Liu Shaoqi (刘少奇). Additionally, schools were forced to shut down. Cultural influences deemed too oriented to the West were also being suppressed.

The four olds embraced symbols of China’s traditional, premodern society, such as artworks celebrating Confucian elitism. These were roundly denounced as “feudal” at a time when the old society was still a memory for many, and its visible heritage included not only classical paintings and string-bound books but also elderly ladies with bound feed. The savagery of this aesthetic response to Mao’s call for Cultural Revolution is perhaps best understood as youthful ignorance and bravado, mixed with a generalized anxiety that counterrevolutionaries wished to restore the old society.

An excerpt from “The Cultural Revolution: A Very Short Introduction” by Richard Curt Kraus.

On the other hand, the ‘Little Red Book‘ was promoted and distributed to the Chinese citizens. It served to strengthen his goal of creating a cult of personality, similar to Stalin.

End of the Revolution
In the early 1970s, the Cultural Revolution came to an end. The Sino-American rapprochement of 1972 had changed the Chinese government’s foreign policy stance towards the USA. By the end of the Revolution, the Chinese economy was severely damaged. The ‘Gang of Four’ (四人帮), which included Mao’s wife, Jiang Qing (江青), was blamed for the devastating effects of the Cultural Revolution.

What can we learn from this article?
Consider the following question:
– How far do you agree that Mao Zedong was responsible for the developments of the Sino-Soviet relations?

Join our JC History Tuition to comprehend the key events that shaped the Sino-Soviet split. 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 Online - Why was NATO formed - Cold War SBCS

Why was NATO formed?

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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 1: Emergence of Bipolarity after the Second World War II

Aftermath: The Crisis of 1948
From 21 to 25 February 1948, a coup d’état in Czechoslovakia had signaled the fall of the last pro-Democratic government in Eastern Europe. In the eyes of the United States, it was a profound and alarming development largely orchestrated by the Soviet Union. Four months later, the Berlin Blockade began, escalating tensions between the two Big Powers.

Although the Western Powers were successful in mobilising their air forces to deliver essential aid to the Berliners, the conclusion of the blockade on 12 May 1949 meant the division of Germany. In order to protect its allies from any potential security threat posed by the Soviet Union, the United States supported the creation of the North Atlantic Treaty Organisation (NATO).

Article V: Collective Security
On 4 April 1949, the USA and eleven other countries (Belgium, Canada, Denmark, France, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal and the United Kingdom) signed the North Atlantic Treaty. Between 1952 and 1989, four countries admitted NATO, namely Greece and Turkey, West Germany and Spain.

The purpose of NATO was to “unite their efforts for collective defence and for the preservation of peace and security”. In particular, Article 5 outlines the concept of collective security, in the member countries are obligated to defend any member(s) is/are threatened by acts of aggression.

The Parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all and consequently they agree that, if such an armed attack occurs, each of them, in exercise of the right of individual or collective self-defence recognised by Article 51 of the Charter of the United Nations, will assist the Party or Parties so attacked by taking forthwith, individually and in concert with the other Parties, such action as it deems necessary, including the use of armed force, to restore and maintain the security of the North Atlantic area.

Any such armed attack and all measures taken as a result thereof shall immediately be reported to the Security Council. Such measures shall be terminated when the Security Council has taken the measures necessary to restore and maintain international peace and security .

An excerpt from Article 5 of “The North Atlantic Treaty“, 4 April 1949.

From a broader perspective, NATO was founded to fulfil three key aims:

  1. Prevent Soviet expansionism
  2. Prohibit the revival of national militarism in Europe
  3. Promote European political integration

However, Soviet distrust towards the US-led NATO had festered even before its inception. Explicit references made to the United Nations Charter were interpreted by the Soviets as convenient attempts to conceal the ‘true’ Western intentions to use military aggression to consolidate their power and influence.

The Soviet press made a point of printing the full text of the treaty on 29 March to expose the hollowness of its claim of its harmony with the charter. And on 31 March, just five days before the official signing, the Soviets issued a formal protest, asserting that Article 5 would unleash aggressive armies “without any authority whatsoever of the Security Council.” Nor could the treaty be justified under Article 51, which was designed to be used only in the case of an armed attack upon a UN member, not as a cover for aggressive aims.

An excerpt from “NATO 1948: The Birth of the Transatlantic Alliance” by Lawrence S. Kaplan.

What can we learn from this article?
Consider the following question:
– Assess the significance of NATO in shaping the outbreak of the Cold War in 1949.

Join our JC History Tuition to grasp the key concepts and historical developments in the Cold War. The H2 and H1 History Tuition feature online discussion and writing practices to enhance your knowledge application skills. Get useful study notes and clarify your doubts on the subject with the tutor. You can also follow our Telegram Channel to get useful updates.

We have other JC tuition classes, such as JC 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 Online - What was ASEAN's response to the Third Indochina War

What was ASEAN’s response to the Third Indochina War?

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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)

Historical context: A violation of national sovereignty
In December 1978, Vietnamese forces launched a full-scale assault, crossing the Cambodian-Vietnamese border.

In January 1979, the Cambodian capital Phnom Penh was occupied by an alternative government, the People’s Republic of Kampuchea (PRK).

In the same month, Singapore joined other member nations for an urgent meeting. After much deliberation, ASEAN issued a joint statement to deplore the invasion, calling for the immediate withdrawal of Vietnamese forces from Cambodia.

4. Towards this end, the ASEAN Foreign Ministers called for the immediate and total withdrawal of the foreign forces from Kampuchean territory.

5. The ASEAN Foreign Ministers welcomed the decision of the United Nations Security Council to consider without delay the situation in Indochina, and strongly urged the Council to take the necessary and appropriate measures to restore peace, security and stability in the area.

An excerpt from the “Joint Statement The Special ASEAN Foreign Ministers Meeting On The Current Political Development In The Southeast Asia Region Bangkok“, 12 January 1979.

Notably, ASEAN not only made a united stand against military aggression, but also called on the United Nations to address this escalating threat that had endangered regional stability.

Contestation by Great Powers
On 17 February 1979, China engaged in a military confrontation with Vietnam. Observers interpreted the attack as a hint to Moscow that China would not remain on the sidelines following the invasion. Yet, ASEAN members were increasingly concerned with the Chinese involvement in the conflict.

After much persuasion with member nations in the United Nations General Assembly, the International Conference on Kampuchea (ICK) was held from 13 to 17 July 1981. However, there were some shortcomings.

The pro-Communist bloc nations like Soviet Union and Vietnam were absent. Additionally, China had disagreed with ASEAN’s draft for the ICK, particularly the disarmament of Khmer resistance groups and the creation of an interim administration.

Singapore saw this inflexible Chinese position as evidence of Beijing not wanting an early solution, and that it was more interested in a protracted conflict to “bleed” Vietnam. Its ultimate objective was to use the armed forces of the Khmer Rouge to restore a pro-China regime in Phnom Penh, and hopefully see the emergence of a Chinese-friendly Vietnam. Kuala Lumpur, Jakarta and Manila felt that ASEAN should not be seen to be succumbing to China’s pressure at this stage whereas Bangkok was more interested in accommodating China, as its overriding concern was to ensure that China could help defend Thailand against a Soviet-supported Vietnam.

An excerpt from “Singapore, ASEAN and the Cambodian Conflict 1978-1991” by Ang Cheng Guan.

The situation had become even more complex when the US delegation sided with China. Then Foreign Minister of Singapore Dhanabalan had revealed that attempts to convince Big Powers like the USA and China had been challenging, given their diverging interests with ASEAN members during the Cold War.

I was surprised to note how keen the U.S. was to accommodate the PRC’s request. I explained to the U.S. Assistant Secretary of State that it was not possible to accede to the PRC’s request as it was wrong and would also not get any support from the conference. He ended the meeting by threatening that he would go over my head and take the matter up with Prime Minister Lee Kuan Yew in Singapore… It was a real life experience for me that interests and not principles determine the actions of big powers.

An excerpt from “The Little Red Dot: Reflections by Singapore’s Diplomats” by Tommy Koh and Li Lin Chang.

What can we learn from this article?
Consider the following question:
– Assess the challenges that ASEAN faced in response to the Third Indochina War.

Join our JC History Tuition to study how ASEAN managed various regional and international threats during the Cold War. The H2 and H1 History Tuition feature online discussion and writing practices to enhance your knowledge application skills. Get useful study notes and clarify your doubts on the subject with the tutor. You can also follow our Telegram Channel to get useful updates.

We have other JC tuition classes, such as JC 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 Online - What is the Kuantan Doctrine - ASEAN Notes

What is the Kuantan Doctrine?

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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)

Historical context: A looming threat of Great Powers
In response to Vietnam’s invasion of Cambodia in December 1978, the Indonesian President Suharto and Malaysian Prime Minister Hussein Onn met in Kuantan in March 1980. Both parties agreed that the Cambodian conflict posed a grave threat to regional security, if left unchecked.

The threat extended beyond the presence of a pro-Vietnam government in Cambodia, particularly the dangers posed by the Soviet Union and China.

The joint statement issued by Malaysia and Indonesia took into consideration the broader security concerns of the two countries, such as the perceived threat posed by China and the increased influence of the Soviet Union in the region. The statement envisaged a Vietnam free from the influences of both China and the Soviet Union and took into consideration Vietnam’s security interests in Cambodia. In other words, the Kuantan Principle sought to bring Vietnam out of the Sino-Soviet dispute and to reduce the influence of these two powers in the region. It also displayed a less confrontational stand toward Vietnam over the Cambodian situation as compared with the ASEAN policy.

An excerpt from “Southeast Asia: A Historical Encyclopedia, from Angkor Wat to East Timor” by Keat Gin Ooi.

However, the Kuantan Doctrine was never put into practice as other member states of ASEAN rejected the proposed solution. For instance, the frontline member Thailand was concerned with its border security, given its proximity to Cambodia.

Soviet Union or China: A greater threat?
Although ASEAN eventually issued a joint statement to deplore the Vietnamese aggression, diverging perceptions among some member states had given rise to disagreements.

From Suharto’s point of view, China was deemed a more serious threat than Vietnam. As such, Indonesia put forward the idea of granting a certain degree of autonomy to Vietnam for its presence in Cambodia.

As the interlocutor of ASEAN on the Kampuchea issue, Indonesia was mainly concerned that the conflict might divide the region into two clusters: maritime ASEAN and Indochina under Vietnamese domination. Indonesia feared that a bipolar Southeast Asia could pit the communist against the non-communist states, thereby opening the door to intervention by external great powers.

An excerpt from “Indonesia’s Ascent: Power, Leadership, and the Regional Order” by Christopher Roberts, Ahmad Habir and Leonard Sebastian.

On the other hand, both Thailand and Singapore perceived a Soviet-backed Vietnam as a more significant threat than China. To some political observers, inaction may mean that neighbouring countries in Southeast Asia condone sovereignty violation.

However, Singapore’s strident anti-communist posture was essentially aimed at the Soviet Union and its perceived regional proxy, Vietnam. Hence, curiously enough, whereas there was clear evidence of Chinese support for communist insurgency in Southeast Asia, the most aggressive policy pronouncements against communism were those aimed at the Soviet Union.

An excerpt from “Realism and Interdependence in Singapore’s Foreign Policy” by Narayanan Ganesan.

What can we learn from this article?
Consider the following question:
– How far do you agree that Singapore’s foreign policy responses were successful during the Third Indochina War?

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

We have other JC tuition classes, such as JC 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.

How to study A Level History effectively during holidays - JC History Tuition Online

How to study A Level History effectively during holidays?

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Make every day count
In view of the upcoming March holiday week, it is crucial for JC students to take stock of their progress. For JC 1 students, it may seem like a daunting task to approach the A Level History subject, given the vast depth of historical information. As for JC 2 students, most are at the stage of consolidating their knowledge of new topics, such as the Global Economy (H2 History) and Superpower Relations with China (H1 History). All in all, the one week break is an important phase to re-assess the situation by identifying any study issues and resolving them in a systematic and productive way.

1. Organise your materials
Given the hectic schedule of JC students, it is typical for some to pile up study notes, question papers and marked scripts in a disorganised fashion. However, the problem of misplacing learning materials can be costly. It may even be a frustrating experience to search high and low for relevant documents to revise specific topics.

To avert such an unpleasant situation, you should put in the time to arrange your materials. One cost-effective method is to use separate files or folders to organise the papers. Alternatively, you can switch to a more eco-friendly way for easy access. Setup a folder in your digital device, such as a laptop or tablet, then keep your History materials inside.

2. Revise content productively
A common error that some JC students make while studying A Level History is to spend considerable time on reading to grasp the historical developments covered in different topics. Although some may find it useful to know the intricacies of key events, like the origins of the Truman Doctrine that caused the start of the Cold War, they will encounter difficulties in expressing their ideas clearly to answer essay questions and source based case studies.

The crux of the issue lies with the way A Level History questions are set. These questions do not test your ability to regurgitate factual information, like the functions of the United Nations Security Council. Instead, the examiners are assessing your capability in analysing past events and deriving cohesive arguments. Therefore, it is imperative for students to recognise this concern and make relevant adjustments to their study methods when doing revision.

“It’s not how we make mistakes, but how we correct them that defines us.”

— Rachel Wolchin

How our JC History Tuition prepares you for the examination?
If you are unsure of the appropriate responses to address the above-mentioned issues, our JC History Tuition programme will assist you in handling them. JC 1 and JC 2 students who are taking either H2 History or H1 History will receive concise study notes to revise for various topics. These learning materials have been refined to match the key perspectives that are commonly featured in a wide range of examination questions.

Additionally, our regular tuition covers thematic content discussion to guide you through the process of studying the topics meaningfully. You will learn how to use the notes to remember key factual information in a systematic way, such that you will grasp its application in different forms.

As you prepare for your Common Tests, Block Tests or even the major assessments like the JC 1 Promotional examinations and JC 2 Preliminary examinations, our JC History Tuition programme features free writing practices. These practices are held fortnightly to get you accustomed to the time constraints. Also, your practices are marked and reviewed by the tutor.

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 H2 H1 History Tuition Online - What happened during the United States invasion of Grenada - United Nations Essay Notes

What happened during the United States invasion of Grenada?

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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

Historical Context: The ‘Second Cold War’
Following the Soviet invasion of Afghanistan, United States (US) President Ronald Reagan renewed Cold War confrontation towards its ideological rival. As part of the ‘containment policy’, the US increased its military and financial support for counter-revolutionaries in other parts of the world. Along the same vein, the US became more involved in the toppling of pro-Communist regimes.

The prevention of another ‘hostage crisis’
The Reagan administration’s swift and firm response to the coup launched by the leftist Maurice Bishop and his New Jewel Movement was partly motivated by the fears of another ‘Iran Hostage Crisis’. In Grenada, there were nearly 1000 Americans. Most were medical students.

From the ideological standpoint, the US was concerned with the rise of a Marxist regime. In 1983, the Marxist Bernard Coard assassinated Bishop and replaced the government. The Reagan administration was concerned with the increasing Soviet influence in the Carribean.

The United States had grown increasingly uneasy about the expansion of Soviet and Cuban influence in the Caribbean and in Grenada in particular. By the early 1980s, Soviet support of the Communist Sandinista government of Nicaragua and of the Communist insurrection in El Salvador was on the rise. The new U.S. administration of President Ronald Reagan viewed further encroachments into traditional U.S. spheres of influence in South and Central America and the Caribbean as constituting an increasing menace. Soviet and Cuban military aid and equipment and construction of an airfield larger than any needed for purely civilian purposes set off alarm bells in the U.S. national security establishment.

An excerpt from “Operation Urgent Fury: The Invasion of Grenada, October 1983” by Richard W Stewart and Edgar F Raines.

On 25 October 1983, the US led a military invasion of Grenada, clashing with Grenadian armed forces and Cuban engineers. Eventually, the invasion was a success. Coard’s government was replaced by a pro-American Herbert Blaize.

International outrage
The American invasion drew strong criticisms from various countries. On 2 November 1983, the United Nations General Assembly passed a resolution, condemning the act as a ‘flagrant violation of international law’. Similarly, the United Nations Security Council drafted a resolution, but was vetoed by the US.

… President Reagan dispatched 1,900 US troops to Grenada on October 25. Encountering little resistance, US forces quickly gained control of the island, arrested what was left of the Grenadian government… Although popular in the United States, the US action was condemned by the United Nations, with only a US veto preventing a Security Council censure.

The invasion of Grenada, coupled with increases in support for the Contras and the Afghan resistance led to a codification of US policy toward the Third World which became known as the Reagan Doctrine.

An excerpt from “The Cold War: An International History” by David Painter.

What can we learn from this article?
Consider the following question:
– Assess the significance of the Cold War on the political effectiveness of the United Nations peacekeeping operations.

Join our JC History Tuition and learn more about the Cold War and peacekeeping missions. 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 H2 H1 History Tuition Online - What were Dag Hammarskjöld's contributions - United Nations Essay Notes

What were Dag Hammarskjöld’s contributions?

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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

About the Secretary-General
Dag Hammarskjöld was a Swedish economist who was appointed as the Secretary-General of the United Nations on 7 April 1953. He was re-elected to serve another term in September 1957. Hammarskjöld was an exemplary diplomat who made remarkable contributions to the international organisation, such as the institutionalisation of peacekeeping and conflict prevention.

The Sino-American hostage crisis: ‘Peking Diplomacy’
Following the end of the Korean War, the Secretary-General visited the Chinese premier Zhou Enlai to secure the release of fifteen American pilots in January 1955. These pilots were captured by the People’s Republic of China (PRC) during the Korean conflict.

Hammarskjöld responded with sympathy to two claims made by Zhou Enlai, namely (1) the argument that communist China had wrongly been denied admission to the United Nations, and (2) criticism by China that the United States had unduly refused to allow Chinese students to return to the People’s Republic of China… But at the end of the talks, (Zhou) agreed to comply with two of the Secretary-General’s requests. He agreed that the People’s Republic of China would comply with the policy terms regarding the treatment of foreign prisoners, announced at Geneva, which implied lenient sentences.

An excerpt from “Peace Diplomacy, Global Justice and International Agency: Rethinking Human Security and Ethics in the Spirit of Dag Hammarskjöld” by Carsten Stahn and Henning Melber.

After the conclusion of the visit, Hammarskjöld described his diplomatic approach as the ‘Peking Formula‘, which referred to his role as the ‘Secretary-General under the Charter of the United Nations and not as a representative of what was stated in the General Assembly resolution’.

Eventually, PRC agreed to release the US airmen, reflecting the success of the Secretary-General’s personal touch in resolving the dispute in spite of the growing Sino-American tensions.

Peacekeeping: UNEF
During the Suez Canal Crisis in 1956, Hammarskjöld conceptualised peacekeeping and applied it to the first UN peacekeeping force – the United Nations Emergency Force (UNEF).

There are three guiding principles of peacekeeping:

  • Consent of the parties
  • Impartiality
  • Non-use of force except in self-defence and defence of the mandate

Ever since, these principles have set the standard for subsequent UN missions.

The most telling aspect of UNEF’s creation, and ultimately the most problematic from the Canadian perspective, was the need to respect Egypt’s sovereignty and obtain Nasser’s consent to place the peacekeeping force on Egyptian territory.

…The speed with which Hammarskjöld was able to organize the peacekeeping mission was nothing short of incredible. By 6 November, in just over two days, he had been able to sketch out the basics of the mission, and less than two weeks later the first troops landed on the ground in Egypt.

An excerpt from “Pearson’s Peacekeepers: Canada and the United Nations Emergency Force, 1956-67” by Michael K. Carroll.

What can we learn from this article?
Consider the following question:
– Assess the political effectiveness of the Dag Hammarskjöld in fulfilling his duties as the Secretary-General of the United Nations.

Join our JC History Tuition and learn more about the organisational structure of the United Nations. 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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JC H2 History Tuition Online - What happens when the General Assembly convenes - United Nations Essay Notes

What happens when the General Assembly convenes?

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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

The World Parliament
As one of the six principal organs of the United Nations, the General Assembly involves all 193 sovereign states to participate in global affairs. In comparison with the Security Council, the General Assembly functions as a representative facet of the United Nations to allow fair and equal political participation by all member states. Each member is given the right to express its opinion and vote on various matters.

The Three Types of Sessions
As stated in Article 20 of the Charter, the “General Assembly shall meet in regular annual sessions and in such special sessions as occasion may require”. There are three types of sessions: Regular sessions, special sessions and emergency special sessions. Let’s take a look at each type to comprehend the significance of its role in the United Nations.

1. Regular Sessions
Each year, the General Assembly holds the regular sessions, starting from September to December, and then resumes in January. The session will conclude once all issues on the stated agenda are addressed.

At the beginning of each regular session, the Assembly holds a general debate in which the member states express their views on a wide range of matters of international concern. Due to the great number of questions which the Assembly is called upon to consider (there were 154 separate agenda items at the 1988 session of the Assembly,) for example, the Assembly allocates most questions to its seven main committees:

An excerpt from “The United Nations: Structure & Functions Of An International Organisation” by Rumki Basu.

These committees address diverse matters, such as disarmament and related international security matters, economic and financial matters, social humanitarian and cultural matters, decolonisation, administrative and budgetary matters.

2. Special Sessions
The General Assembly may conduct special sessions at the request of the Security Council or a majority of member states. As of 2020, 31 special sessions have been convened by the General Assembly.

Notable special sessions included the deliberation of Palestine (1947-48) and the financial expenses incurred by the United Nations peacekeeping operations during the Suez and Congo Crises (1963).

Given that peacekeeping was specified in the Charter, the General Assembly deliberated on the legality of peacekeeping missions. The International Court of Justice delivered its advisory opinion on 20 July 1962 and recognised that peacekeeping operations in the Middle East and the Congo should constitute “expenses of the Organization” as stated in Article 17(2) of the Charter.

Recognizing the necessity of sharing equitably the financial burden of peace-keeping operations to the extent not otherwise covered by agreed arrangements, …

(a) The financing of such operations is the collective responsibility of all States Members of theUnited Nations;

An excerpt from the “Fourth Special Session” conducted by the General Assembly (14 May – 27 June 1963).

3. Emergency Special Sessions
Resolution 377A(V), also known as “Uniting for peace”, allows the General Assembly to convene in an emergency special session within 24 hours of a request by the Security Council or a majority of member states.

Between 1956 to 1982, nine emergency special sessions have been conducted by the General Assembly in response to situations where there appears to be “a threat to the peace, breach of the peace, or act of aggression”.

Although the “Uniting for peace” empowers the General Assembly to investigate serious threats to peace, these emergency special sessions did not always lead to favourable outcomes.

In its second emergency special session, the General Assembly requested the Secretary-General to send an observation commission to Hungary, ‘to investigate the situation caused by foreign intervention in Hungary’. While the Secretary-General named members of the commission, the Soviet Union and the Hungarian government never granted them access to the country, but the commission produced a report on the basis of over 100 interviews mostly with Hungarians who had fled the country.

An excerpt from “The United Nations Security Council and War: The Evolution of Thought and Practice Since 1945” by Vaughan Lowe, Adam Roberts, Jennifer Welsh and Dominik Zaum.

What can we learn from this article?
Consider the following question:
– How far do you agree that the United Nations General Assembly has fulfilled its Charter-defined aims?

Join our JC History Tuition and learn more about the United Nations and its organisational structure. 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 - What happened in the Hungarian uprising - United Nations Essay Notes

What happened in the Hungarian uprising?

/in , /by

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

Historical Context: De-Stalinisation
On 25 February 1956, Soviet leader Nikita Khrushchev delivered a secret speech titled ‘On the Cult of Personality and its Consequences’. Khrushchev denounced Stalin’s style of leadership, which proved shocking to many Soviet officials.

Comrades, we must abolish the cult of the individual decisively, once and for all; we must draw the proper conclusions concerning both ideological-theoretical and practical work.

…Secondly, to continue systematically and consistently the work done by the party’s central committee during the last years… characterized by the wide practice of criticism and self-criticism.

An excerpt from Khrushchev’s Secret Speech, 25 Febrary 1956.

In response to the surprising development barely three years after Stalin’s death, thousands of protestors gathered at the streets on 23 October, demanding democratisation. Initially, the protests appeared to have succeeded.

The Soviet Response
Hungarian politician Imre Nagy became Prime Minister. As the face of the Hungarian Revolution, Nagy called for the withdrawal of Soviet forces from Hungary and promised democratic reforms. However, Nagy’s unilateral withdrawal of Hungary from the Warsaw Pact proved disastrous.

On 4 November 1956, the Soviet Union conducted a military invasion of Hungary. Nagy was tried and executed two years later. The violent confrontation led to growing questions by Western observers on the extent of Soviet control in Eastern Europe, in spite of Khrushchev’s de-Stalinisation that pledged the end of a repressive rule.

The United Nations: Too little, too late?
The United Nations Security Council adopted Resolution 120, considering the grave situation created by the USSR in suppression the Hungarian people. However, Soviet Union vetoed. Although the Security Council managed to invoke the ‘Uniting for Peace’ Resolution [UNGA Resolution 377A(V)] to call for an emergency special session, the United Nations was unable to conduct an investigation on the political situation in Hungary.

The Soviet Union suppressed the Hungarian uprising in the fall of 1956 and executed Imre Nagy, the government’s reformist leader. World public opinion was just as aroused by Hungary as Suez. The General Assembly condemned the Soviet Union, but the Soviet Union ignored the condemnation. Hammarskjöld came up with no dramatic gestures to put himself into the conflict. At the height of the Cold War, the U.N. was powerless to bend any of the two superpowers to its will.

An excerpt from “United Nations: A History” by Stanley Meisler.

What can we learn from this article?
Consider the following question:
– How far do you agree that Soviet Union obstructed the functions of the United Nations during the Cold War?

Join our JC History Tuition and learn more about the United Nations. 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.