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

Why did the Soviet Union collapse?

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Topic of Study [For H2 and H1 History Students]: 
Paper 1: Understanding the Cold War (1945-1991)
Section A: Source-based Case Study
Theme I Chapter 3: End of Bipolarity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How did ASEAN promote economic growth?

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Topic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 2: ASEAN (Growth and Development of ASEAN : Building regional peace and security)

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

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

The ASEAN (Bangkok) Declaration, 8 August 1967

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

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

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

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

ASEAN Concord, 26 February 1976

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

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

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

Agreement on ASEAN Preferential Trading Arrangements, 24 February 1977

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

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

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

Basic Agreement on the ASEAN Industrial Projects, 6 March 1980

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

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

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

Basic Agreement On ASEAN Industrial Complementation, 18 June 1981

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

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

Basic Agreement On ASEAN Industrial Joint Ventures, 7 November 1983

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

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

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

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

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

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

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

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

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

What are the UN Reforms?

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Topic of Study [For H2 History Students]:
Paper 1: Safeguarding International Peace and Security 
Section B: Essay Writing
Theme III Chapter 2: Political Effectiveness of the UN in maintaining international peace and security

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What is the role of the United Nations General Assembly?

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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

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

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

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

Article 10, Chapter IV of the UN Charter

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

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

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

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

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

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

Article 18, Chapter IV of the UN Charter

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

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

Resolution 377(V), 3 November 1950

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

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

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

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

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

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

Cuban Missile Crisis – Cartoon Analysis

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

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

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

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

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

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

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

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

JC History Tuition Bishan Singapore - What were the consequences of the Asian Financial Crisis in 1997 - JC History Essay Notes

What were the consequences of the Asian Financial Crisis?

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Topic of Study [For H2 History Students]:
Paper 2: Economic Development after Independence
Section B: Essay Writing
Theme II Chapter 2: Asian Financial Crisis

The aftermath of the regional currency crisis
In view of the causes that explain how the Asian Financial Crisis began, it is important to examine its consequences. This includes the government responses that varied between Southeast Asian nations, such as the bail-out loans by the International Monetary Fund (IMF), crisis response packages and stringent financial regulatory measures.

Immediate government responses
After the Asian Financial Crisis happened, governments played a critical role in introducing immediate responses to arrest the situation.

For instance, the Thai government tried to maintain the peg by tapping on its reserves to prevent further currency depreciation, which was caused by speculative attacks. From 1997 to 1998, it was estimated that nearly US$30 billion was spent to maintain the baht.

Unfortunately, their efforts proved futile, such that the abandonment of the fixed exchange rate led to rapid currency depreciation. On 2 July 1997, the baht was allowed to float, resulting in the depreciation of the currency value by 18%. By January 1998, the value had fallen to US$1 to $55 baht.

Given the economic interconnectedness of Southeast Asian markets, the Thai economic crisis spread to other neighbouring economies, which was known as the contagion effect.

Crisis Response Measures
Another important consideration was the introduction of crisis response measures to contain the economic crisis. These measures involved large government spending to stimulate the markets and facilitate recovery.

For example, the Malaysian government formed the National Economic Action Council (NEAC) in 1998 to pursue economic stabilization. One method included the imposition of capital controls to stabilize the ringgit.

Additionally, the national asset management company, known as Pengurusan Danaharta Nasional Berhad, was in responsible for relieving the banking system of its non-performing loans (NPLs) and assets. By 30 September 2005, the Danaharta had resolved all of its NPLs. It was reported to have met its recovery target of RM30.35 billion.

In fact, Danaharta was one of the three-pronged strategy that the Malaysian government introduced to achieve stabilization of the banking system. It also included Danamodal Nasional Berhad and the Corporate Debt Restructuring Committee (CDRC).

Acceptance of IMF Bail-out Loans
Lastly, the IMF also offered to provide bail-out loans to affected Southeast Asian economies. These conditional loans required governments to accept an IMF-imposed set of policies. In particular, the IMF required recipient countries to engage in fiscal austerity (spending cuts) to correct their balance of payment deficits. Yet, these governments were not running budget deficits, thus worsening the economic slowdown.

“I thought this was a mistake. For one thing, unlike the Latin American nations, the East Asian countries were already running budget surpluses. In Thailand, the government was running such large surpluses that it was actually starving the economy of much ­needed investments in education and infrastructure, both essential to economic growth. And the East Asian nations already had tight monetary policies, as well: inflation was low and falling. (In South Korea, for example, inflation stood at a very respectable four percent.) The problem was not imprudent government, as in Latin America; the problem was an imprudent private sector­­ – all those bankers and borrowers, for instance, who’d gambled on the real estate bubble.”

Former World Bank Chief Economist, Joseph Stiglitz, New Republic, 17 April 2000 – Source: https://bit.ly/2GIk2cp

For example, Indonesia accepted the IMF bail-out reluctantly. By the time the third agreement was introduced, the government acceded to IMF’s demands to remove subsidies on essentials, like food, medicine and fertiliser.

This proved to be disastrous, given that the loss of state support raised the cost of living and worsened socio-economic conditions. As a result, the skyrocketing basic commodity prices resulted in a surge in inflation rate. Poverty rate increased from 11% before the crisis to nearly 60% afterwards.

Furthermore, the economic instability had severe socio-political consequences that culminated in the resignation of Suharto.

What can we learn from this case study?
Consider the following question:
– How far do you agree that governments of Southeast Asian economies were responsible for the consequences of the Asian Financial Crisis? [to be discussed in class]

Now that you have learnt the consequences of the Asian Financial Crisis, it is imperative that you apply your knowledge to A Level History essay questions. You can sign up for our JC History Tuition to find out how you can organise your content and form well-analyzed essays to ace the GCE A Level History examination.

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

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

JC History Tuition Bishan Singapore - How was national unity forged in Singapore - JC History Essay Notes

How was national unity forged in Singapore?

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For this article, we will be examining the case study of Singapore to understand how national unity was achieved in Singapore. It will be important for students taking the H2 History A Level examinations to be familiar with various case studies found in the region of Southeast Asia so as to form effective comparisons.

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

History of the multicultural Singapore
To understand the approaches to national unity, we must first find out more about the history of Singapore. In particular, during the uncertain time when Singapore merged with Malaysia from 1963 to 1965, there were inter-ethnic tensions that threatened social stability. At the same time, political disagreements between the People’s Action Party (PAP) government in Singapore and the Alliance government in Malaysia (led by the United Malays National Organisation, UMNO) further exacerbated the problem.

As a result, the communal riots (also known as racial riots) broke out from 31 May to 6 June 1964. Historians have commented that the riots were the most severe and prolonged social conflict in post-war Singapore.

Post-1964 Singapore
After Singapore attained independence on 9 August 1965, the PAP government introduced policies that emphasized heavily on ‘multiculturalism’. Learning from the lessons of the 1964 riots, it was imperative for the government to recognise racial diversity and provide state support to protect the interests of the ethnic communities.

Approach #1: Education
One such approach involved the policy of bilingualism, which involved the study of English as the official language and the study of a ‘Mother Tongue’ (based on the ethnic categorization of ‘Chinese, Malay, Indian or Others’ – CMIO). Such an approach would be beneficial as the English language acts as a common tool for inter-ethnic communication. Likewise, the preservation of ethnic-based languages would allow communities to understand their cultural heritage.

Additionally, ever since 1997, 21 July was marked as the “Racial Harmony Day”, which was celebrated by schools annually. The purpose was to remind students on the importance of racial harmony.

Approach #2: Legislation
Another important approach involves the use of legislation for the institutionalization of racial harmony. On 9 November 1990, the “Maintenance of Religious Harmony Act” was passed. Its purpose was to prohibit the politicization of religion for subversive purposes. At the same time, the Presidential Council of Religious Harmony was set up, which was responsible for the execution of this act.

Additionally, the Sedition Act was enforced to prevent the spread of ill will by any individuals or organizations with malicious intent to cause racial and religious divisions in Singapore.

Therefore, these approaches have proven to be effective in ensuring the maintenance of national unity in Singapore, as observed by the absence of serious inter-ethnic tensions and conflicts from independence to 2000.

What can we learn from this article?
Consider the following question:
– How far do you agree that education is the most important approach to forge national unity in Singapore? [to be discussed in class]

Now that you have examined the approaches of the Singapore government in forging national unity, it is important you apply them to JC History essays. Join our JC History Tuition to find out how you can organise your answers and form persuasive arguments effectively. We also provide summary notes and essay outlines for effective revision. Get started to ace your GCE A Level History examinations!

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 History Tuition Bishan Singapore - What is the ASEAN Way - JC History Essay Notes

What is the ASEAN Way?

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Topic of Study [For H2 History Students]:
Paper 2: Regional Conflicts and Co-operation
Source Based Case Study
Theme III Chapter 2: ASEAN (Growth and Development of ASEAN : Building regional peace and security)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

JC History Tuition Bishan Singapore - Why was the ASEAN established - JC History Essay Notes

Why was the ASEAN established?

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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

What is ASEAN?
On 8 August 1967, the Association of Southeast Asian Nations (ASEAN) is a regional organization that was established. The foreign ministers of five Southeast Asian countries – Malaysia, Indonesia, Singapore, Philippines and Thailand – signed the historic document, known as the ‘ASEAN Declaration‘ in Bangkok, Thailand.

In the 1980s and 1990s, ASEAN expanded its membership by including other neighbouring countries, like Brunei (1984), Vietnam (1995), Laos and Myanmar (1997) and Cambodia (1999).

The aims and purposes of ASEAN
Within the ASEAN Declaration, it outlined what ASEAN was meant to achieve objectives such as:

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

2. To promote regional peace and stability through abiding respect for justice and the rule of law in the relationship among countries of the region and adherence to the principles of the United Nations Charter;

ASEAN Declaration (Bangkok Declaration), 8 August 1967.

In view of these efforts, it is important to consider the challenges that countries in the Southeast Asian region encountered in the 1950s and 1960s to understand the rationale behind its establishment.

Factor #1: Maintenance of regional security
Before ASEAN was formed, there were inter-state tensions that gave rise to conflicts. These conflicts threatened the security of affected countries, including those in the neighbouring zones. For instance, the Konfrontasi (Confrontation) was a controversial foreign policy that affected the political stability of nations, like Singapore and Malaysia. Following the de-escalation of the tumultuous phase, the formation of ASEAN would help to mend the diplomatic ties of the affected countries and encourage Indonesia to adopt a more collaborative position.

Furthermore, following the Suez Crisis, the British announced the withdrawal of its military from the region by 1971. This move raised security concerns for Singapore as its small and vulnerable state could expose the country from any potential external threat. Therefore, the formation of a regional organization (i.e. ASEAN) would arguably compensate for the departure of the external powers.

Factor #2: Assertion of an independent region free from external interference
In view of the Konfrontasi, Southeast Asian nations formed the regional organization to promote accommodation and collaboration between one another. Although some of these member nations held contrasting perspectives towards co-ooperation with external powers, there was a general consensus that ASEAN would become the central focus in promoting intra-ASEAN engagement.

For example, Singapore was supportive of the formation as it would lead to the increased accessibility of the region’s markets. Following the ‘Separation’, Singapore was in dire need of economic support from abroad to facilitate its economic nation-building efforts. In 1967, it was estimated that Southeast Asia had a combined market of more than US$280 million. Hence, intra-ASEAN trade would no doubt be beneficial for member nations.

What can we learn from this article?
Consider the following question:
– Assess the view that security reasons were the most important in explaining the formation of ASEAN in 1967 [to be discussed in class].

Now that you have learnt the reasons that explain the formation of ASEAN, we strongly encourage you to attempt related source-based case study questions to review your knowledge application skills. Alternatively, you can join our JC History Tuition as we provide numerous practice questions and review your answers to ensure that there is progressive learning.

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

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

JC History Tuition Bishan Singapore - What caused the Asian Financial Crisis in 1997 - JC History Essay Notes

What caused the Asian Financial Crisis in 1997?

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Topic of Study [For H2 History Students]:
Paper 2: Economic Development after Independence
Section B: Essay Writing
Theme II Chapter 2: Asian Financial Crisis

What exactly is the ‘East Asian Crisis’?
In July 1997, the markets in East and Southeast Asian were affected by a financial meltdown that began in Thailand. Due to a mix of factors, such as financial speculation and inadequate regulatory measures, the Thai government was forced to float the baht. This caused market pessimism, which led to the outflow of capital. In view of the inter-connected markets within the Southeast Asian region, the economic problems in Thailand began to spread to other neighbouring countries, like Thailand. This was known as a ‘financial contagion’.

1. Unregulated financial liberalization
One possible factor for the Asian Financial Crisis was the unregulated liberalization. Partially, this was the result of the increased liberalization of the financial sector in the 1980s. As foreign investments were welcomed as major sources of economic growth, there were minimal regulations to stem the flow of capital.

As such, the sustained economic growth boosted market sentiments, thereby creating the optimistic outlook that Southeast Asia was a potential for future growth. Thus, foreign investors funded investment activities in the region. However, financial liberalization exposed several weaknesses.

In Thailand, the Bangkok International Banking Facility (BIBF) enabled banks and finance companies to access short-term credit with low interest rates. The credit was lent to Thai borrowers to finance long-term projects with high interest rates. Therefore, the ease of credit access resulted in the expansion of BIBF loans that amounted to nearly $115 billion baht.

2. The shortcomings of a fixed exchange rate system
The second contributing factor relates to the use of a fixed exchange rate system in some of the SEA economies. A fixed exchange rate system meant that governments could determine the external value of money. Currency stabilization was an ideal consideration as it raises market confidence to promote investment and trading activities.

However, a large pool of foreign reserve was needed in order for governments to intervene in the foreign exchange (i.e. ‘forex’ in short) market and maintain the exchange rate.

Initially, the Thai baht was pegged to the American dollar (USD) at 25 baht : 1 USD. Yet, the inability to maintain the currency value had left the economy vulnerable to speculative attacks that began in November 1996. Thailand’s reserves of US$39 billion declined to US$2 billion by June 1997.

Eventually, the inability to maintain the currency peg led to the eventual floating of the baht on 2 July 1997, thus losing 17% of its value relative to the USD. Consequently, there was a plunge in investor confidence, resulting in the withdrawal of foreign capital from the regional markets.

3. Speculative attacks
The third contributing factor relates to foreign currency speculation. Short-term capital flows created exchange rate instability, which was exacerbated by market pessimism. Therefore, the outflow of capital resulted in currency depreciation.

In Thailand, foreign investors sold their baht, causing a sharp fall in the currency value. By end 1997, the baht lost 80% of its value relative to the USD. There were lingering perceptions that the neighbouring economies were also susceptible to market volatility.

Therefore, this dampened investor confidence, resulting in the subsequent outflow of capital in other economies, like Indonesia. By February 1998, the Indonesian rupiah lost 76% of its value relative to the USD.

How did the financial crisis affect the Southeast Asian economies?
In general, the massive currency devaluation led to a significant economic downturn that hampered the development of many economies in Southeast Asia, including Singapore and Indonesia.

With currency depreciation, some of these economies experienced higher unemployment and inflation rates. For instance, Indonesia was adversely affected by the Thai financial crisis. The unemployment rate in Indonesia surged beyond 6% in 1999. Gross Domestic Product (GDP) growth rate was at -15% in 1998. In Malaysia, the GDP growth rate was at -5.8% in the same year.

What can we learn from this case study?
Consider the following question:
– How far do you agree that the Asian Financial Crisis of 1997 was the result of currency speculation? [to be discussed in class]

Now that you have examined the possible contributing factors that gave rise to the Asian Financial Crisis, it is important to apply this knowledge by answering similar practice questions. You can also join our JC History Tuition. We provide additional learning resources, such as summary notes, essay outlines and case study materials.

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.