Tag Archive for: h2 history tuition

JC History Tuition Online - What is the peacekeeping role of the United Nations

What is the peacekeeping role of the United Nations?

/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

Saving succeeding generations from the scourge of war: The United Nations
On 24 October 1945, an inter-governmental organisation known as the United Nations was established. Barely a month ago, the Second World War came to an end, giving many a stark reminder of the devastation and atrocities that warmongers can cause on others.

Five decades later, the Department of Peace Operations (DPO) was set up, streamlining processes to carry out peacekeeping missions to achieve myriad goals set and authorised by the United Nations Security Council (UNSC).

Defining peacekeeping: Origins
The first peacekeeping mission took place in 1948 when the UNSC authorised the deployment of military observers to the Middle East. In particular, the United Nations Truce Supervision Organisation (UNTSO) was established in May 1948 to monitor ceasefires, supervise armistice agreements and prevent conflicts from threatening the security of Middle Eastern nations.

In its first manifestations in the United Nations, and indeed earlier, in the inter-war years, peacekeeping was strictly an inter-state activity. It had to do with the management of stressed or fractured relations between sovereign states in the international system. The United Nations Emergency Force sent to Suez in 1956 (which is often misleadingly described as the first peacekeeping operation) was interposed between Egypt and the states that had attacked it (Britain, France and Israel) following its nationalization of the Suez Canal. After Suez the essential principles of peacekeeping employed there were seen to apply as well to previous UN undertakings that had not, at the time they were established, been given the name peacekeeping.

An excerpt taken from “Peacekeeping and the International System” by Norrie MacQueen.

Notably, peacekeeping became a more ‘organised’ activity for the United Nations in 1956 when its principles were defined by then United Nations Secretary-General Dag Hammarskjöld and Canadian minister Lester B. Pearson. Its principles were put to the test when the United Nations Emergency Force (UNEF) was deployed in response to the Suez Canal Crisis of 1956.

Ever since 1948, more than 70 peacekeeping missions have been undertaken by the United Nations, involving more than 120 countries that contributed hundreds of thousands of personnel. Notably, the UN Operation in the Congo (ONUC) was first large-scale mission that numbered 20,000 of military personnel.

Evolution of peacekeeping
In the post-Cold War phase, the role of United Nations peacekeepers was re-defined to keep the organisation relevant. Initially, the ‘blue helmets’ took on a ‘traditional’ role, which included tasks like monitoring ceasefires. In view of the rise of new challenges posed by intra-state conflicts, peacekeepers took up new responsibilities, like providing humanitarian assistance, monitoring human rights, as well as disarmament and demobilisation of former combatants.

As Secretary-General Kofi Annan memorably described the new UN role in 1998: “Our job is to intervene: to prevent conflict where we can, to put a stop to it when it has broken out, or – when neither of those things is possible – at least to contain it and prevent it from spreading.” He was reflecting the activism of the Security Council, which between 1987 and 1994 had quadrupled the number of resolutions it issued, tripled the peacekeeping operations it authorized, and multiplied by seven the number of economic sanctions it imposed per year. Military forces deployed in peacekeeping operations increased from fewer than 10,000 to more than 70,000.

An excerpt taken from “Making War and Building Peace: United Nations Peace Operations” by Michael W. Doyle and Nicholas Sambanis.

What can we learn from this article?
Consider the following question:
– Assess the view that United Nations peacekeeping was successful ever since its inception.

Join our JC History Tuition to 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.

JC History Tuition Online - Why was NEDCOL created

Why was NEDCOL created?

/in , /by

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

Historical context: Rise of NEDCOL
After the end of World War Two, Prime Minister Plaek Phibunsongkhram led his government to oversee economic recovery. As a result of economic isolation, Thailand‘s rice trade declined significantly, with the exception of its continued trade efforts with imperial Japan during the war.

As part of its efforts to carry out import-substitution industrialisation (ISI), the Phibun government oversaw the creation of state agencies, such as the National Economic Development Corporation Limited (NEDCOL).

NEDCOL was established in 1954 as a holding company with five manufacturing subsidiaries, namely two sugar mills, a jute mill, marble factory and paper mill. NEDCOL functioned as a guarantor of loans, supporting the growth of Thai and Chinese businesses.

During the period 1947-57 development strategy, while never clearly stated, had all the characteristics of ISI. However, these policies did not centre on tariff protection. Tariffs were treated primarily as sources of revenue. In addition, Akrasanee and Juanjai have suggested that the Phibun regime ‘deliberately avoided protecting industries for fear of promoting the Chinese community’. Rather industrialisation was promoted through the direct participation of the state in production.

State enterprises were set up with monopolies in such areas as brewing, paper manufacture, sugar refining and gunny sack production. […] Through NEDCOL the state acted as a guarantor of loans enabling comparatively large-scale foreign funding to be obtained for many of these enterprises.

An excerpt taken from “South East Asia in the World-Economy” by Chris Dixon.

Notably, the government’s share of domestic investment from 32% in 1952 to more than 38% in the period 1953-55, highlighting the key role that direct state investment played in the manufacturing sector.

Political clashes: Phibun vs Sarit
However, NEDCOL did not last as it became bankrupt in 1957. It coincided with the year in which Field Marshall Sarit Thanarat led a coup d’état against Phibun on 16 September 1957. It was revealed that corruption plagued NEDCOL, thus explaining the lack of productive investments.

NEDCOL was established in 1954 and was administratively subordinate to the Ministry of Defence. The Minister of Finance was closely affiliated with General Phao, the Director-General of the Police. When a coup d’état ousted Phao’s patron, in 1957, it was discovered that less than half the funds allocated to NEDCOL had actually been used for investment purposes. The remainder had disappeared. The belief is that these funds were used to keep Phao’s political clique together. This sort of activity has been repeated innumerable times since 1950.

An excerpt taken from “World Peace and the Developing Countries: Annals of Pugwash” by Joseph Rotblat and Ubiratan D’Ambrosio.

Picking up the pieces: post-NEDCOL
In the wake of the fallout, the Sarit government had to take over the company. With support from foreign economic advisor, John Alfred Loftus, the government managed to restructure and salvage the factories. As for the debt accumulated by NEDCOL, Loftus was able to renegotiate and extend the debt payment structure.

The NEDCOL experience stands out because of the foreign financial obligations it imposed on the Thai budget for five years and because it was the largest single industrial venture of the period. […]

Loftus was chagrined by the entire state enterprise policy and the economic wastage he observed that flowed from the disregard for ordinary good business practice. In a memorandum from 1961 addressed to M. L. Dej Snidwongse, the chairman of the Executive Committee of the National Economic Development Board (NEDB), Loftus observed that the government lacked even basic data on its own enterprises, was in no position to exercise financial or policy control over these enterprises, was allocating resources to them without applying any criteria or objectives, and was tolerating gross inefficiency in their operation.

An excerpt taken from “The Fifth Tiger: Study of Thai Development Policy” by Robert J. Muscat.

What can we learn from this article?
Consider the following question:
– How far do you agree that that expertise was most crucial in determining the economic development of Southeast Asian states after independence?

Join our JC History Tuition to learn more about the Paths to Economic Development. 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 - How did the Guided Democracy affect the Indonesian Economy

How did the Guided Democracy affect the Indonesian Economy?

/in , /by

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

Historical context: Power Struggle
On 21 February 1957, President Sukarno delivered a speech, which claimed that Western parliamentary democracy was the root cause of political crises in Indonesia. As such, he proposed a change to the political system that will unify the Indonesian people. This was termed the ‘Guided Democracy‘.

Declaring that Western concepts of parliamentary democracy in Indonesia had led to recurring crises, because of the weakness of government authority and the vehemence of political opposition, Sukarno suggested a system “in harmony with the soul of the Indonesian people”, a system in which “all members of the family sit at the table – at the eating table and at the working table”.

An excerpt taken from “‘Guided Democracy’ in Indonesia” by Justus M. Van Der Kroef, published in the Far Eastern Survey Vol. 26, No. 8 (August 1957).

A month later, the cabinet of Ali Sastroamidjojo fell apart. Subsequently, it was replaced by an extra-parliamentary party of experts handpicked by Sukarno. The President made thorough attempts to quell the regional rebellions and consolidate power, with Major General Nasution leading the charge. Over the next two years, the Indonesian Army defeated the rebellions in Sumatra and Sulawesi. The 1945 Constitution made a comeback in July 1959. In March 1960, Sukarno dismissed the members of parliament and appointed a new body to back his economic policies.

Progress or Regress?
Between 1957 and 1965, Gross Domestic Product (GDP) growth was comparatively lower than the period of 1950 to 1957, suggesting that the Guided Democracy had created more problems for the Indonesian economy. According to the Central Bureau of Statistics, the average annual growth of net national product was about 1.7% per annum. Given that population growth rate averaged 2% per annum, it meant there was declining per capita income.

One such observation can be made in the agricultural sector. The government made efforts to promote the use of new technologies to raise rice production, but to no avail. In 1959, a three-year rice production programme was launched.

Under this programme, fertiliser imports increased from 250,000 to 450,000 tons, but because of the succession of very poor rainfalls, especially in Java, in 1961, 1963, 1965 and 1967, rice output growth was disappointing. […]

Some authorities blamed the disappointing rice production performance, in spite of increased fertiliser use, on the declining effectiveness of the irrigation system, which made crops such as corn more attractive to farmers, especially in the dry season, but it is probable that most of the shift in hectarage from rice to corn in these years was due to poor rainfall, although lack of funds for irrigation maintenance certainly aggravated the situation.

An excerpt taken from “The Indonesian Economy in the Nineteenth and Twentieth Centuries: A History of Missed Opportunities” by Anne Booth.

Enter the New Order
By the end of Sukarno’s Guided Democracy, Indonesia experienced hyperinflation and severe poverty. Following the ’30 September’ incident in 1965, General Suharto led the KOSTRAD against the Communist Party of Indonesia (PKI). Sukarno was then discredited, such that he transferred power to Suharto in March 1966. This enabled Suharto to implement policies to achieve economic stabilisation in the late 1960s, ushering the start of the New Order.

In fact, per capita GDP, while certainly lower than in the late 1950s, had not sunk back to the level of 1945. But even so the economic situation was grim enough. The most pressing problem concerned the balance of payments. Debt service payments were expected to be at least $530 million in 1966; as total export earnings (including oil) were estimated to be only $430 million, it was clear that substantial rescheduling of foreign debt was inevitable. […] In short, massive injections of aid, or loans on very soft terms, would be essential to achieve the twin objectives of lower inflation and faster economic growth.

An excerpt taken from “The Indonesian Economy in the Nineteenth and Twentieth Centuries: A History of Missed Opportunities” by Anne Booth.

What can we learn from this article?
Consider the following question:
– How far do you agree that the development of the Indonesian economy was largely shaped by politics than economics under the Guided Democracy?

Join our JC History Tuition to learn more about the Paths to Economic Development. 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 - Golden Age of Capitalism Revisited

Golden Age of Capitalism: Revisited

/in , /by

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

A remarkable phase for the world economy: The Golden Age
Initially, the economic conditions were dire. Critical infrastructure, such as factories, schools and hospitals, were destroyed by bombing campaigns. People starved as food was scarce. Unemployment rates were high, giving rise to strikes in parts of Europe. Governments were in need of monetary assistance to begin their post-war recovery efforts.

Against the Cold War backdrop, the USA stepped up and offered financial aid (e.g. Marshall Plan) to countries affected by WWII. While its financial support to countries was mainly for economic recovery, the USA also capitalised on its economic might to counter the encroaching influence of the Communists led by the Soviet Union.

Between 1945 and 1973, the global economy grew rapidly. Many countries achieved pre-war industrial levels by the 1950s. In addition, the advent of international trade accelerated growth of the world economy.

Between 1950 and 1975 income per person in the developing countries increased on average by 3 per cent p.a., accelerating from 2 per cent in the 1950s to 3.4 per cent in the 1960s. This rate of growth was historically unprecedented for these countries and in excess of that achieved by the developed countries in their period of industrialization.

An excerpt taken from “The Golden Age of Capitalism: Reinterpreting the Postwar Experience” by Stephen A. Marglin and Juliet B. Schor.

Keep moving: The rise of automobiles
During the ‘Golden Age’, many American households reaped the benefits of post-war economic advancements. It became a norm for each household to own an automobile. Interestingly, Elvis Presley purchased a pink Cadillac in 1955. The Cadillac represented pinnacle of American automobile production.

The 1950s are seen by many as the “golden age” of the automobile in America, with absolute and per capita car sales hitting new heights, styling on a rampage, and the auto becoming a part of every aspect of American life, with drive-in restaurants, movies, churches, and funeral parlors.

[…] The post-World War II period also marks the beginning of a series of studies that attempt to analyze the hierarchical organization and managerial techniques that have been and are being applied in the automotive industry.

An excerpt taken from “The Automobile in American History and Culture: A Reference Guide (American Popular Culture)” by Michael L Berger.

The OECD: Club of the Rich?
On 30 September 1961, the Organisation for Economic Co-operation and Development (OECD) was formed with the aim to promote economic progress and world trade. OECD members were considered advanced economies that occupied most of the world’s Gross Domestic Product (GDP).

However, the growth of the global economy was not entirely smooth sailing. As the post-war allies of the USA recovered, notably West Germany and Japan, the open markets had intensified trade competition. These growing economies then challenged the economic supremacy of the USA in the 1960s.

One of several ironies in these developments was that they were led by Germany and Japan, former enemies of the US and its allies, who are now major challengers to US economic power and serious competitors in world trade. By 1960, Germany and Japan together accounted for only 6.3 percent of world trade, but by 1970, after a decade of unprecedented growth and export expansion, their share of world trade had increased to 18.8 percent. Over the same period the US share of world trade fell from 20 percent to 15 percent, a situation reflected by a rapidly growing deficit on its national trade account.

An excerpt taken from “Empire with Imperialism: The Globalizing Dynamics of Neoliberal Capitalism” by James Petras, Henry Veltmeyer, Luciano Vasapollo and Mauro Casadio.

What can we learn from this article?
Consider the following question:
– Assess the view that the first three decades after the Second World War was truly a ‘Golden Age of Capitalism’.

Join our JC History Tuition to learn more about the Global Economy. 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 Monnet Plan - Global Economy Notes

What is the Monnet Plan?

/in , /by

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

A historical background of the Trente Glorieuses: The French economic miracle
By the end of World War Two, France was badly devastated. Infrastructure such as bridges and railways were destroyed. Industrial output was at 44% of pre-war level. The French had to rely on rationing. Given the urgent need for post-war economic recovery, Charles de Gaulle formed the General Planning Commission on 3 January 1946.

This Commission aimed to raise productivity, improve living standards, restore national production and increase employment. Key sectors were being identified and targeted, namely coal mining, steel, rail transport, electricity, farm machinery and cement. Subsequently, other sectors were included in the Plan, such as fertilisers, oil, shipbuilding and chemicals.

Enter Jean Monnet, who was later known as the ‘Father of Europe’. Monnet was appointed the Commissioner of the French Plan Commission. He came up with the ‘Modernisation and Re-equipment Plan’, which was more commonly known as the ‘Monnet Plan‘.

And the French economic plan became a landmark in the history of postwar Europe, helping to shape the structure of the Marshall Plan, the European Coal and Steel Community, the abortive attempt to construct a European Defense Community, and the Common Market itself. There was a direct line from the Monnet Plan through the Marshall Plan to the Schuman Plan and the Pleven Plan. All of them were, in varying degrees, Monnet Plans.

An excerpt taken from “Jean Monnet: The Path to European Unity” by Douglas G. Brinkley and Clifford Hackett.

A giant leap for France: The Monnet Plan
The Plan aimed to restore France’s production levels to pre-war standards. For instance, Monnet aimed to restore output level that of 1929 by 1948. Notably, the Monnet Plan was not simply a plan to modernise France and bring it back on its feet economically. In addition, the Plan was meant to shape the minds of the French.

The Monnet Plan was integral in accelerating steel production in France. The Monnet Plan aimed to attain an output of 15 million tonnes of steel, which exceeded the peak level in 1929. This ambitious target was to increase France’s international competitiveness, particularly against Germany. In other words, increased French steel exports should replace German steel exports.

The Monnet Plan had become a guideline to French policy towards the reconstruction of Europe as well as to domestic reconstruction. The Ministry of Foreign Affairs had tried to make it so from the outset and to draw out its implications for French national security.

[…] In 1950, at a level of pig-iron output of 7.76 million tonnes the total consumption of coke for all purposes by the French steel industry was 8.14 million tonnes. Of this, 4.66 million tonnes were domestically produced and 3.48 million came from imports. By 1952 pig-iron output had reached 9.77 million tonnes.

An excerpt taken from “The Reconstruction of Western Europe, 1945-51” by Alan S. Milward.

Between 1951 and 1973, France’s growth averaged 5.4% per annum. Compared to West Germany, its economic growth rate was considerably high, thus explaining why its thirty years after World War Two were termed as the ‘Glorious Thirties‘.

What can we learn from this article?
Consider the following question:
– How far do you agree that the post-war reconstruction of Europe can be explained by American aid?

Join our JC History Tuition to learn more about the Global Economy. 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 - Who is U Thant - United Nations Notes

Who is U Thant?

/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

Background
U Thant (သန့်) was appointed Secretary-General of the United Nations on 30 November 1961. It was six weeks after the distinguished Dag Hammarskjöld died in an air crash. U Thant was the first non-European Secretary-General. He served for two terms that eventually ended on 31 December 1971.

U Thant led diplomatic efforts in the different missions, such as the ongoing Congo Crisis in Sub-Saharan Africa, the protracted Arab-Israeli War in the Middle East and the Vietnam War in Indochina.

U Thant’s Diplomacy
During the Cuban Missile Crisis, U Thant helped to pass messages between American and Soviet leaders, Kennedy and Khrushchev, averting a nuclear confrontation. U Thant also visited the Cuban leader Fidel Castro to oversee the smooth removal of missiles.

U Thant called for urgent negotiations, informing the Security Council that he had sent identical messages to Kennedy and Khrushchev appealing for a two- to three-week moratorium. […] U Thant received lavish praise inside and outside the Security Council for his part in helping defuse the crisis. In the Security Council on 25 October, Ambassador Quaison-Sackey expressed appreciation to U Thant for his “tremendous show of statesmanship and initiative.”

An excerpt taken from “Preventive Diplomacy at the UN” by Bertrand G. Ramcharan.

However, U Thant’s efforts were hindered by the United States. During the Vietnam War, he tried to mediate by arranging peace talks between Washington and Hanoi, but the Johnson administration rejected his proposals. The US Secretary of State Dean Rusk objected to U Thant’s ceasefire and peace talks in Rangoon. Rusk alleged that U Thant’s enthusiasm in facilitating peace talks was influenced by his desire to claim the Nobel Peace Prize.

The third UN Secretary-General, U Thant, made a spirited attempt to find a means of ending the disastrous Vietnam War. He evolved a plan for a cease-fire in place and for a meeting of all the parties in Rangoon, where all the diplomatic representation, to agree on how to negotiate a final end to the war.

[…] Nothing more was heard from Washington, and there is no written record of what Stevenson did about it, although it now seems likely that Secretary of State Dean Rusk, who distrusted U Thant’s efforts on Vietna, may have blocked it.

An excerpt taken from “Adlai Stevenson’s Lasting Legacy” by A. Liebling.

According to Sir Brian Urquhart, there was a stark contrast between the personality of U Thant and his predecessor Hammarskjöld. U Thant was viewed as a “simple and direct” individual who spoke few words, whereas Hammarskjöld was much more articulate.

[U Thant] was friendly, informal, and genuinely interested in what one had to say – in contrast to Hammarskjöld, who paid little heed to subordinates. U Thant also differed from his predecessor in more fundamental ways.

He was simple and direct where Hammarskjöld was complicated and nuanced; a man of few words where Hammarskjöld was immensely articulate; a devout traditional Buddhist where Hammarskjöld was increasingly inclined to a personal brand of mysticism; a man of imperturbable calm where Hammarskjöld could be highly emotional; a modest and unpretentious middlebrow where Hammarskjöld was intensely intellectual; a taker of advice where Hammarskjöld almost invariably stuck to his own opinion.

An excerpt taken from “Character Sketches: U Thant” by Brian Urquhart.

What can we learn from this article?
Consider the following question:
– How far do you agree that U Thant was effective in performing his duties as the United Nations Secretary-General in the 1960s?

Join our JC History Tuition to 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.

JC History Tuition Online - How did the UN support decolonisation - United Nations Notes

How did the UN support decolonisation?

/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

Historical context
After World War Two, Third World colonies in the Africa and Asia went through decolonisation. However, not all member states of the United Nations were supportive of decolonisation, particularly those that were former colonial powers. In the early 1950s, Indonesia raised its concerns over West Irian, which was still controlled by the Netherlands.

On August 17, 1954, a day chosen with appropriate concern for nationalist symbolism, the Indonesian representative to the United Nations requested the UN Secretary-General to place the West Irian question on the agenda of that year’s regular session of the General Assembly. […] When debate was begun on the issue, Indonesia came forth with ringing declarations of the case against colonial rule.

An excerpt taken from “The Decline of Constitutional Democracy in Indonesia” by Herbert Feith.

Furthermore, the Cold War rivalry has hindered efforts at international cooperation. Although the USA has always been a strong advocate of decolonisation, its British ally convinced it not to express support for this process in the United Nations General Assembly (UNGA).

Resolution 1514
During the fifteenth session of the UNGA, member states were called upon to vote for the independence of countries and end of colonial rule. Notably, the USA abstained, whereas the Soviet Union supported the draft resolution. In total, 89 voted for the resolution, whereas 9 abstained.

As a result, UNGA Resolution 1514 (XV) was passed, which was known as the Declaration on the Granting of Independence to Colonial Countries and Peoples.

2. All peoples have the right to self-determination; by virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development.

[…] 5. Immediate steps shall be taken, in Trust and Non-Self-Governing Territories or all other territories which have not yet attained independence, to transfer all powers to the peoples of those territories, without any conditions or reservations, in accordance with their freely expressed will and desire, without any distinction as to race, creed or colour, in order to enable them to enjoy complete independence and freedom.

An excerpt taken from General Assembly Resolution 1514 (XV), 14 December 1960.

What can we learn from this article?
Consider the following question:
– In view of Third World decolonisation, assess the challenges to the political effectiveness of the United Nations General Assembly.

Join our JC History Tuition to 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.

JC History Tuition Online - What is the Uniting for peace resolution - United Nations Notes

What is the Uniting for Peace resolution?

/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

Historical context: The Acheson Plan
After the outbreak of the Korean War in June 1950, the United Nations Security Council (UNSC) was able to capitalise on the Soviet boycott to authorise a United Nations military coalition to repel the North Korean aggression. In its absence, Security Council Resolution 83 was passed.

However, such fortunes were fleeting. From August 1950, the Soviet delegate returned and cast a negative vote (veto) on a UNSC draft resolution to condemn the aggression by the North Korean forces in the war. In response, the US Secretary of State Dean Acheson convinced the United Nations General Assembly (UNGA) to assume responsibility of maintaining international peace and security, as stated in Article 14 of the United Nations Charter.

Subject to the provisions of Article 12, the General Assembly may recommend measures for the peaceful adjustment of any situation, regardless of origin, which it deems likely to impair the general welfare or friendly relations among nations, including situations resulting from a violation of the provisions of the present Charter setting forth the Purposes and Principles of the United Nations.

Taken from Article 14 of the United Nations Charter.

Resolution 377A(V): Circumventing the Veto
As a result, UNGA Resolution 377A(V) was passed, empowering the UNGA to hold an emergency special session (ESS) to make recommendations on collective measures to maintain international peace and security. This ESS may be called if requested by the UNSC “on the vote of any seven members [nine since 1965], or by a majority” of the member states.

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 […] If not in session at the time, the General Assembly shall therefore meet in emergency special session within twenty-four hours of the request.

An excerpt taken from General Assembly Resolution 377A(V), 3 November 1950.

Also known as the ‘Uniting for Peace’ (UfP), its first application was observed during the Korean War. On 6 and 12 September 1950, the UfP was adopted in response to Soviet vetoes.

A more relevant case study is exemplified in the Suez Canal Crisis of 1956. In response to French and British vetoes of a Resolution 119, the UfP was invoked by the UNSC, enabling the UNGA to hold its First Emergency Special Session on “The Situation in the Middle East”. Notably, Resolution 1000 was adopted, authorising the creation of the first peacekeeping force, known as the United Nations Emergency Force (UNEF I).

The “Uniting for Peace” resolution pointed to the flexible, if not uncontested, mechanisms of the Charter that allowed the United Nations to take action even when the Security Council was blocked. Due to the contentious nature of the decision, this procedure has not been invoked very often. One instance was during the Suez crisis in 1956, when the General Assembly adopted a resolution to send a ten-nation peacekeeping force to supervise the cessation of hostilities. Such agreement was possible since the interests of the two superpowers converged, acting against the veto of France and Britain, which were directly involved in the conflict.

An excerpt taken from “The United Nations: Confronting the Challenges of a Global Society” by Jean E. Krasno.

What can we learn from this article?
Consider the following question:
– How far do you agree that ‘Uniting for Peace’ has enhanced the political effectiveness of the United Nations General Assembly from 1950 to 1997?

Join our JC History Tuition to 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.

JC History Tuition Online - When did Poland declare martial law - End of the Cold War Notes

When did Poland declare martial law?

/in , /by

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 [Popular movements in the West and the Eastern bloc to end the Cold War]

Historical context: Rise of Solidarity
The trade union Solidarność (Solidarity) was formed on 30 August 1980 following a strike action (also known as ‘Lenin Shipyard strike’) led by a factory electrician Lech Walesa at the Gdańsk Shipyard. The strike was a response to the Polish government’s price hike for food in 1980.

At that time, the government gave in to the demands of the strikers, leading to the Gdańsk Agreement being signed. This Agreement allowed worker representation through the Solidarity.

The most important stipulation of the [Gdańsk Agreement] was that it recognised the workers’ right to set up a free trade union, independent from the state and the governing communist party. This stipulation gave ground for the future registration of the “Solidarność” trade union, which later played a historic role in the peaceful overthrow of communism in Poland and directly entailed its fall in other European countries.

An excerpt taken from “Changing Industrial Relations and Modernisation of Labour Law” by Dr. Roger Blanpain and Manfred Weiss.

The martial law
This first legal free trade union formed in the communist Central and Eastern Europe soon gained widespread following. Within two weeks, the Solidarity’s membership size ballooned to nearly 10 million. Members included state employees.

The Solidarity became a non-violent social movement, engaging in civil resistance to protect the rights of workers. In September 1981,Walesa was elected President of the Solidarity.

In view of the growing popular opposition in Poland, the Polish Prime Minister General Jaruzelski declared martial law on 13 December 1981. Many Solidarity leaders were arrested and the political groups were forced to close down.

Our country is on the verge of an abyss. The achievements of many generations raised from the ashes is collapsing into ruin. The state structures no longer function.

Our extinguished economy is given more shocks every day … The atmosphere of never ending conflicts, misunderstanding, hatred, sows mental devastation, hurts tradition of tolerance. Strikes, strike alerts and protest actions have become standard.

[…] We cannot let these demonstrations be the spark causing a fire in the country.

The self-preservation instinct of the nation must be taken into account. We must bind the hands of adventurers before they push the country into civil war.

An excerpt taken from the Prime Minister General Wojciech Jaruzelski‘s speech on the day martial law was declared, 13 December 1981.

As a result of the martial law, the Solidarity union was now made illegal. The Polish streets were filled with armed soldiers and tanks. While the Soviet news publications justified the necessity of martial law in Poland, the Western reception was contrastingly negative.

In particular, US President Ronald Reagan addressed the Americans with great concern on the Polish situation. In his speech, he condemned the oppressive responses on the Polish people and vowed to impose economic sanctions on the government.

On 22 July 1983, martial law in Poland was officially suspended. However, the Solidarity movement reorganised itself underground.

The Polish Government has trampled underfoot solemn commitments to the UN Charter and the Helsinki accords. It has even broken the Gdansk agreement of August 1980, by which the Polish Government recognized the basic right of its people to form free trade unions and to strike.

[…] The United States is taking immediate action to suspend major elements of our economic relationships with the Polish Government. […] These actions are not directed against the Polish people. They are a warning to the Government of Poland that free men cannot and will not stand idly by in the face of brutal repression.

An excerpt taken from the US President’s “Address to the Nation about Christmas and the Situation in Poland“, 23 December 1981.

What can we learn from this article?
Consider the following question:
– How far do you agree that the fear of ideological expansion was the key reason for the declaration of martial law in Poland?

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

We have other JC tuition classes, such as JC 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 Mischief Reef incident - South China Sea Dispute

What is the Mischief Reef incident?

/in , /by

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)

What is the ‘Mischief Reef’?
The Mischief Reef has many names: The Philippines calls it the Panganiban Reef, whereas China describes it as 美濟礁 (Meiji Reef) and the Vietnamese labels it as Đá Vành Khăn. It is a low-tide elevation located in the Spratly Islands in the South China Sea. Although the Mischief Reef is within the Philippines’ Exclusive Economic Zone (EEZ), which was established as within 200 nautical miles from the country as stated by 1982 UN Convention on the Law of the Sea (UNCLOS III), China has made claims to this disputed territory.

The Mischief Reef is located within the Spratly Islands, in which China was known to have built military installations in 1994 and 1995. [Map extracted from Forbes]

The dispute
On 8 February 1995, the Philippine authorities identified eight Chinese ships in the vicinity of the Philippine-claimed Mischief Reef. In April 1995, these authorities publicised the arrest of 62 Chinese fishermen in the hotly-contested area, charging them with the violation of international law. The situation deteriorated when the Philippines identified Chinese markers on the Mischief Reef and other islands.

In response, the Philippines declared its intention to built 7 lighthouses to assert Filipino claims and support international navigation. Additionally, the government internationalised the matter, hoping to garner support from its long-term ally, the USA, which was bounded by the 1951 Mutual Defense Treaty.

The 1995 China/Philippines incident involving Mischief Reef (Meijijiao/Panganiban) may have had its origins in September 1994, when the Philippine armed forces detained some 55 fishers from the People’s Republic of China who tried to set up homes on one of the islands claimed by the Philippines. They were charged with illegal entry and illegal possession of explosives. In what may have been a tit-for-tat, China detained 35 Filipino fishers for a week in late January 1995 in the area of the Spratlys which the Philippines claimed and calls Kalayaan. Then on February 8, 1995, the Philippines accused China of breaking international law by stationing armed vessels at, and building structures on, the feature it calls Panganiban (Mischief Reef).

An excerpt taken from “Sharing the Resources of the South China Sea” by Mark J. Valencia, Jon M. Van Dyke and Noel A. Ludwig.

Although China ratified the UNCLOS III in 1996, she provoked the Philippines and Vietnam by using a method of measurement to calculate her territorial waters. This method was applicable only to countries that are archipelagic, yet China was not classified as such.

ASEAN Response
On 18 March 1995, ASEAN Foreign Ministers issued a joint statement in view of the Mischief Reef incident, expressing concern over the regional stability in the South China Sea. Although the statement intentionally omitted any mention of China, it was clearly directed at this active claimant. As described by the former Thai diplomat Pavin Chachavalpongpun, ASEAN member nations raised the matter on the South China Sea dispute, hoping to engage China amicably.

At the first meeting of the ASEAN and Chinese senior Foreign Ministry officials, in April 1995 in Hangzhou, a forum that I had proposed the year before, the ASEAN delegations raised pointed questions about the Chinese position on the South China Sea and particularly about the developments on Mischief Reef.

[…] Nevertheless, the discussions were significant, being the first time that China dealt with the South China Sea question in a multilateral setting, as opposed to its preference for discussing it only bilaterally.

An excerpt taken from “Entering Uncharted Waters? ASEAN and the South China Sea” by Pavin Chachavalpongpun.

What can we learn from this article?
Consider the following question:
– How far do you agree that the South China Sea dispute was effectively managed by ASEAN?

Join our JC History Tuition to learn more about ASEAN and the South China Sea dispute. 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.