History Tuition Singapore
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Critical thinking is very important to obtaining strong overall analytical skills.
Effective critical thinkers are able to think clearly and rationally and understand the logical relations between data points and ideas.
Data and content form the core of the essence of what you need to learn for your exams.
You need to identify patterns in the data and content that are given in your text books, and also to correctly convey your analysis of the data to exam markers, in order to earn crucial exam marks.
In every exam/assessment that we take from P1 to post-doctoral level – and especially once we start working after graduation – we need to objectively analyze complex problems to form a judgment and the best response to make.
When you want to arrive at rational answers, critical thinking is a very important skill to master.
There are a few different types of logical thinking, including:
- Inference: Assuming an answer based on facts we already know
- Inductive reasoning: Observing a specific pattern, then making a general conclusion
- Deductive reasoning: Observing a general premise, then applying it to a specific situation
Are you an analytical thinker?
An analytical thinker is a person driven by curiosity to get to the bottom of things and is then able to solve a problem or find an answer.
They do not assume anything about the problem at hand.
Instead, they begin by questioning everything about the issue.
You can start to develop these good analytical thinking habits listed below (some, but not all of these qualities may be found in a person with an analytical nature):
- Search for information and evidence.
- Analytical thinkers will find and evaluate every bit of information they can accumulate on a particular subject or challenge before arriving at a decision
- Develop logical and systematic processes.
- Rarely will an analytical thinker be swayed by emotion.
- Usually, this individual will use linear thinking to arrive at a sound, sensible, well-thought-out conclusion.
- Logical thinkers tend to embrace structure and rules.
- Most analytical thinkers like to work in a well-organized way.
- When you are organized, you will be thorough in your work and never miss out on important information that needs to be reviewed and considered.
- For example, if you develop a keen interest in an area, you’ll make sure you learn as much as possible about that field and become an expert.
- This is the kind of professionalism and attention to detail that businesses (and your exam markers) are looking out for.
- Start having routines in your daily life.
- Analytical thinkers enjoy routines and have steady, established habits.
- They prefer to know what and when something is going to happen. Daily life is often based around routines.
- They have an innate ability to concentrate, which means they usually like to work independently or in small teams.
- Develop sharp memory skills.
- It is common for an analytical thinker to thrive on learning new information – and once learned, that information is never forgotten.
- Analytical thinkers have exceptional memories, although they can opt to forget information that they do not consider critical to solving their current problem.
- Analytical thinkers can also be curious and observant.
- Get in the habit of asking “how?” and “why?”.
- They tend to be modest: it’s difficult to be curious and observant when one is arrogant and thinks that he/she already knows everything.
- You can consciously observe and analyze your surroundings.
- When you are highly perceptive, your mind is geared towards taking a bird’s eye view of things which enables you to consider the whole picture.
- This also means that you’ll be able to visualize how parts of a project fit together.
- You’ll be in a better position to foresee and predict how minor changes and adjustments can affect the outcome and make astute decisions.
- Get in the habit of forcing yourself to analyze seemingly obvious truths about the world.
- When you are always prepared and can handle risk well, it becomes highly unlikely that you will be shocked when faced with problematic situations.
- Your preparedness and risk management skills will help you ensure that you have predicted any potential threats to being able to answer difficult exam questions, and are already prepared with a plan of action.
- Analytical thinkers are known for spotting problems from far away, and being ready to meet challenges head-on.
If you can identify with the qualities above and prefer strategy and creativity over socializing and networking, chances are you’re an analytical thinker.
Whether you struggle with analytical thinking or seem to have natural analytical abilities, you can always improve your skills.
Visualization, creativity, and having a growth mindset – the ability to embrace new technologies and upgrade skills – are key to the analytical thinker’s success jobs that pay high salaries.
Analytical skills are used when detecting patterns and trends, brainstorming new ideas, observing data, collecting data, interpreting data, integrating new information, synthesizing information, and making decisions on what solutions to implement in a productive manner.
Analytical skills refer to a person’s ability to assess relevant information and facts, identify and define complex problems, investigate and extract crucial information from data, and find the best workable solutions to these problems.
According to LinkedIn, they are one of the top 10 most in-demand soft skills that employers always look for.
Analytical skills are highly transferable, making the analytical thinker an ideal fit for a variety of career fields.
The analytical thinker’s breadth and versatility of skills are the primary reason why employers look for this coveted trait.
Analytical and critical thinking skills allow employees to adapt and respond to new obstacles.
Company success often depends on employees who can efficiently and effectively analyze the vast amounts of data and information in the digital age.
Logical decision makers use fact-based, hard evidence to support their decisions and plans.
They arrive at their decisions after factoring every aspect of a situation and utilizing the best means of achieving the most optimal solution.
This results in successful outcomes because of the quality of decisions that they are able to make.
Companies that employ skilled analytical thinkers are better able to adapt and respond to new market conditions as well.
Accordingly, analytical skills show up frequently as a required quality in job descriptions.
For example, a sales job description may list qualitative analysis or predictive analysis as requirements.
Developing strong analytical skills is therefore vital to anyone who wants to succeed in their school/national exams and then when they start their careers.
You have to write analytically when you answer exam questions.
Analytical essays (even if they are only a few sentences long) provide a way to share your insights that provide substantive analysis of a topic.
A good analytical essay can explain and contextualize basic information for the exam marker.
Analytical responses serve two purposes: one for the reader and one for the writer.
Your exam marker wants to know how you have grown as a writer and thinker.
Your ability to write analytically will convince the exam marker that you have a strong grasp over the content that the question is testing you on.
What sets an analytical essay apart from a descriptive answer is the author’s point of view.
Analytical essays present an argument supported by evidence, whereas descriptive essays tend to be book summaries, film synopses, descriptive articles, and informative pamphlets that do not include analysis or opinion.
Similar to a good analytical essay, a strong descriptive essay will highlight its main points, organize given topics into body paragraphs, and use logical transitions.
Ultimately, however, descriptive essays summarize facts, while analytical essays delve into interpretation.
The best analytical essays offer a clear point of view, are well organized around a main idea, address opposing arguments, and are comprehensively supported by primary and secondary sources.
- You should start by choosing a point of view.
- No matter what you choose as your central point of view, you must be able to anchor your entire analytical essay around a singular thesis statement/point of view.
- Your introductory paragraph has to state your point of view.
- An excellent introduction will grasp your reader’s interest. It is therefore important that you take extra care in your opening paragraph.
- Good ways to start your essay would with a hook such as a bold statement.
- You should then provide a broad outline that addresses questions that the exam questions requires you to tackle.
- A good introduction concludes with a thesis statement that serves as the compass (ie “GPS”) for the entire essay.
- You then need to carefully organize the body of your essay.
- After your introductory paragraph, divide your essay into body paragraphs that dig deep into specific topics.
- All body paragraphs should serve the main goal of supporting your thesis statement, either by providing background information, delving into details, or providing contrasting viewpoints that each substantiate themselves.
- The number of body paragraphs will vary depending on the scope and length of your essay that the exam questions require from you.
- The structure of your essay is just as important as the subject of your essay, so do take the time to strategically plan each body paragraph.
- Your topic sentences must be clearly crafted.
- Each main body paragraph should begin with a topic sentence that both introduces the topic of the that specific paragraph, and then ties it to your main thesis.
- Populate your essay with evidence that is directly related to the exam question. Do not ramble or go off-point.
- The main body of the essay should be filled with a mixture of substance and analysis.
- You can convince your exam marker to give you higher marks only when you are able to provide solid evidence to back up your statements and point of view.
- Therefore, you must support the main points of your analysis with evidence taken from your textbooks or the research that you had previously conducted on this subject.
- You can make an argument stronger by acknowledging another point of view.
- Even if you do not agree with a critical perspective, you can still use a body paragraph to describe that point of view.
- You can then refute that argument with additional evidence and reasoning, strengthening your thesis/position on that issue.
- The summary is also very important.
- Wrap up your analytical essay with a concluding paragraph that recaps your argument.
- The concluding paragraph is not the place to introduce new evidence.
- Rather, it is the ribbon that you wrap around your entire essay, reminding your reader of your most important points and leaving them with some final convincing words for consideration of your point of view.
Perseverance means continuously working on a task despite having obstacles.
It means being hardworking and finishing what is started, even when barriers and problems arise.
Perseverance is an essential leadership skill.
It is more than just not giving up.
When you’re in a leadership role, perseverance is more of a problem-solving process that includes encountering a challenge, understanding why the challenge exists, finding a way to overcome the challenge and, above all, learning from the entire experience.
It is often what separates those that achieve success, and prevents disappointment for themselves and their team.
The satisfaction received from completing tasks and projects is very important to those who are able and want to persevere.
It means the willpower to work hard regardless of any obstacles, to be firm on achieving, and remaining consistent.
Sometimes we are unable to complete a task or get what we want when things don’t go our way.
However, by persevering, we can have better prospects of being successful.
Everyone who takes an idea and makes it into something valuable does it through hard work.
Tied very closely to hard work is perseverance, continuing forward without regard to discouragement, opposition, hurdles, or memories of previous failure.
Ultimately, perseverance is about being confident in your abilities and trusting that you’ll find a way through, if you persist.
Don’t be afraid to fail.
Perseverance comes from failing and getting back up.
Without failure, we cannot become resilient.
Therefore, we have to think of failure as a lesson, rather than a setback.
We can learn so much from failure that changing our attitude toward it can have amazing implications for our lives.
When we aim to be 1% better every day, we develop a growth mindset that is a great way to increase perseverance and motivation.
These are skills like any other types of talents that you want to develop, and try to improve upon them just 1% every day.
Keeping this concept in mind throughout the day is an excellent way to motivate ourselves.
Have you heard of the 40% Rule?
This Rule means that if you manage to complete 40% of the task, your likelihood of quitting drops dramatically.
So, work toward completing 40% of the task. Then the rest of the 60% is not that difficult/intimidating to complete.
Keep your goals in mind.
When we make mistakes or fail, many people will be tempted to give up altogether.
If we want to persevere, we need to keep our goals in mind at all times.
Start by writing down your short and long-term goals and place them somewhere that’s easy to access.
Ask yourself why you have chosen and then embarked on a certain goal.
Reflecting on that reminds us that the journey is worth our time.
Then, whenever there’s any discouraging event or comment, take a look at that list to inspire you and keep you moving forward.
Success can be a long and tough journey.
We should give ourselves rewards or encouragement along the way to the major goals.
The rewards can be anything from having a nice lunch, extra hours spent at the park, or a weekend break.
The rewards will keep reminding you of the progress you have made, and will provide continued motivation to persevere through difficult times.
The people who become successful are not the ones who are the most talented.
It’s the ones with the most endurance.
Whether the skill of perseverance comes easily to you or not, the best part is that there are so many ways for us to develop our mental resilience, which then helps our grades get better.
Self-motivation is the force that keeps pushing us to go on – it’s our internal drive to achieve, produce, develop, and keep moving forward.
When you think you’re ready to quit something, or you just don’t know how to start, your self-motivation is what pushes you to go on.
By setting a goal – anything from scoring 10 more marks for Maths, avoiding careless mistakes, or paying more attention in class – you are taking a big step toward improving your life.
However, following through to achieve what we’ve set out to accomplish can be challenging, especially on those days when our energy levels are low and we just don’t feel like putting in the work.
We all lose motivation from time to time.
When you’re feeling unmotivated, try one of these science-backed strategies to get yourself back on track toward your goal.
- Put your goal on the calendar and give yourself target dates. Whatever it is you’re aiming to accomplish, put the timelines on the calendar.
- If your goal lacks this structure, you can include it in your calendar by deciding on a date by which you could realistically achieve your goal.
- Having a target date not only helps you stay motivated, it also helps you track your progress – you always know how much further you have to go and how much you have already achieved.
- You can also draw a progress bar on a piece of paper that you can stick in front of your study area.
- Look at it regularly and fill it in as you get closer to your goal.
- This can have a big impact on your performance and determination to succeed.
- Set small goals that lead toward the main goal, in order to build momentum.
- Getting started is often the hardest part on low-motivation days, and starting is much easier when the task is small. Begin with five minutes of study first, then work your way up to an hour a day etc.
- Track your progress. Not every day will go exactly as planned, and that’s okay.
- We can’t predict everything that could happen, but we can predict some obstacles that are likely to happen from time to time based on our unique circumstances.
- Then when that obstacle pops up, instead of losing motivation and feeling deflated, you have a plan in place to keep the momentum going.
- Practice gratitude for every tiny step that you are making toward your small goals and eventual big goals.
- Research shows that frequent small successes can build a momentum that can in turn drive long-term success, especially early in the process.
- Whatever your big goal may be, start by breaking it down into smaller chunks, and it will be easier to achieve most or all of them.
- Reward yourself for the little wins as well as the big ones. Rewards can improve motivation and performance.
- Rewarding yourself for reaching small milestones and completing big goals could boost your interest and enjoyment in the work you’re doing.
- Spend a few minutes making your own reward list so that you’re ready to celebrate your wins, big and small.
- Improve your mood and mental health.
- A good mood has been linked to increased productivity, and improvement in both quality and quantity of our work.
- This doesn’t mean that you have to be positive all the time – being chirpy every minute of every day is not realistic.
- But if you’re feeling sluggish about working toward your goal, a quick mood lift could be enough to get you started.
- Having a change of your environment can help you approach your task with a fresh perspective (and a new sense of motivation).
- This is called the novelty effect – a short-term boost that comes from altering your environment or routine.
- Spend some time in nature (or at least get some sunlight while taking a nice walk around the neighbourhood).
- Try a different exercise routine.
- Watch funny videos on TikTok or YouTube.
Good ways to further motivate yourself would be to ask yourself:
- Why is this goal important to you?
- Why is that reason important to you?
Keep thinking about these until you get to your ultimate “why” – which is the core value that’s driving your goal.
What would it feel like to achieve your goal?
You know that it will feel great, and that promise of your happiness and sense of achievement will keep you focused on wanting to continue to do well.
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Ms GYR has 10 years of History tuition experience. She is NIE-trained and has a Master’s in History (Empires, Colonies and Imperialism) from NUS. Ms GYR taught at MOE schools for 9 years and is a private tutor. Her home tuition students attended Canberra Secondary School, CHIJ St Joseph’s Convent, Crescent Girls’ School, Hwa Chong Institution, Eunoia Junior College, and Victoria Junior College.
Mr YK has 7 years of History tuition experience. He has a Bachelor’s from NTU, majoring in History (First Class Honours). Mr YK taught at a leading group of tuition centres and is currently writing their O Level and A Level History in-house curriculum for them. Mr YK’s private tuition students attended St. Margaret’s Secondary School, Singapore Chinese Girls’ School, Hwa Chong Institution (Integrated Programme), National Junior College, Catholic Junior College, and St. Andrew’s Junior College.
Mr NJB has 8 years of History tuition experience. He has a Bachelor’s from NUS, majoring in History. His home tuition students attended Anderson Secondary School, Christ Church Secondary School, Methodist Girls’ School (Secondary), Nanyang Junior College, Yishun Innova Junior College, and Raffles Institution.
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Ms GFP has 3 years of History tuition experience. She has a PhD in History from Harvard University, and a Bachelor’s in History from NUS (First Class Honours). Her home tuition students attended Catholic High School, St. Patrick’s School, CHIJ St Nicholas Girls’ School, Anglo-Chinese Junior College, Eunoia Junior College, and National Junior College.
Ms YHT has 12 years of History tuition experience. She has a Master’s in History from NUS, and a Bachelor’s in Political Science from NUS (2nd Upper Class Honours). Her private tuition students attended Cedar Girls’ Secondary School Integrated Programme, Methodist Girls’ School (Secondary) IB programme, Presbyterian High School, Anglo-Chinese Junior College, St Andrew’s Junior College, and Temasek Junior College.
Mr EC has 11 years of History tuition experience. He was a contract teacher at MOE schools for 5 years and is also a private tutor. Mr EC has a Bachelor’s in History from NUS. His private tuition students attended Damai Secondary School, Maris Stella High School, St. Anthony’s Canossian Secondary School, Tampines Meridian Junior College, Victoria Junior College, and Temasek Junior College.
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A committed and skillful History home tutor can make an important difference in how you understand the syllabus, and therefore achieve gains of 10 to 30 marks within 2 semesters
Ms OKR has 7 years of History tuition experience. She has a Master’s in History from the University of London, and a Bachelor’s in History from NTU (Honours). Ms OKR was a contract teacher at an MOE school for 1 year. Her private tuition students attended Kuo Chuan Presbyterian Secondary School, Nanyang Girls’ High School, St. Andrew’s Secondary School, Anderson Serangoon Junior College, Jurong Pioneer Junior College, and Raffles Institution.
Ms PTH has 10 years of History tuition experience. She has a Bachelor’s in History from NUS, and had taught at a tuition centre for 2 years. Ms PTH’s private tuition students attended Greenridge Secondary School, Marsiling Secondary School, Queensway Secondary School, Nanyang Junior College, Jurong Pioneer Junior College, and Anderson Serangoon Junior College.
Ms LYS has 8 years of History tuition experience. She is NIE-trained, and taught at a junior college for 5 years. Ms LYS has a Master’s in History from the University of Pennsylvania and a Bachelor’s in History from NTU (First Class Honours). Ms LYS’s home tuition students attended Catholic High School, Anglo-Chinese School (Independent), Nan Hua High School, Catholic Junior College, St. Andrew’s Junior College, and Eunoia Junior College.
Ms KHH has 16 years of History tuition experience. She has a Bachelor’s in History from NUS, and taught at tuition centres for 5 years. Ms KHH’s private tuition students attended Springfield Secondary School, Geylang Methodist School (Secondary), CHIJ St Joseph’s Convent, Jurong Pioneer Junior College, Anderson Serangoon Junior College, and Nanyang Junior College.
Mr WGE has 7 years of History tuition experience. He has a Master’s in History from Cornell University, and a Bachelor’s in History from NTU (2nd Upper Class Honours). Mr WGE’s home tuition students attended St. Joseph’s Institution, Tanjong Katong Girls’ School, Victoria School (Integrated Programme), Nanyang Junior College, Catholic Junior College, and Dunman High School.
Mr TST has 4 years of History tuition experience. He has a Bachelor’s in History from NTU (Honours) and was an MOE contract teacher for 1 year. Mr TST’s private tuition students attended Boon Lay Secondary School, Maris Stella High School, Northbrooks Secondary School, Jurong Pioneer Junior College, Eunoia Junior College, and St. Andrew’s Junior College.
Ms FH has 11 years of History tuition experience. She is NIE-trained, and taught at a junior college for 5 years. Ms FH has a Master’s in History from the University of Pennsylvania and a Bachelor’s in History from NTU (First Class Honours). Ms FH’s home tuition students attended Catholic High School, Anglo-Chinese School (Independent), Nan Hua High School, Catholic Junior College, St. Andrew’s Junior College, and Eunoia Junior College.
Mr LKW has 8 years of History tuition experience. He is a post-Doctoral Fellow at NUS. His PhD in History was from Princeton University, and his Bachelor’s in History was from NTU (First Class Honours). Mr LKW’s private tuition students attended St. Margaret’s Secondary School, Singapore Chinese Girls’ School, Nanyang Girls’ High School, Eunoia Junior College, Dunman High School, and Raffles Institution.
Mr TTR has 9 years of History tuition experience. He has a Bachelor’s in History from NUS, and taught at tuition centres for 5 years. Mr TTR’s private tuition students attended Hillgrove Secondary School, Maris Stella High School, Fairfield Methodist School (Secondary), Anderson Serangoon Junior College, Yishun Innova Junior College, and National Junior College.
Ms GLT has 7 years of History tuition experience. She has a Master’s and Bachelor’s in History from NTU and was a contract teacher at MOE schools for 6 years. Ms GLT’s private tuition students attended Queenstown Secondary School, Pei Hwa Secondary School, Henderson Secondary School, Anglo-Chinese Junior College, National Junior College, and Jurong Pioneer Junior College.
Ms DC has 10 years of History tuition experience. She is NIE-trained, and taught at an MOE school for 5 years. Ms DC’s Bachelor’s is from NUS (2nd Upper Class Honours). Her private tuition students attended Methodist Girls’ School (Secondary), Hougang Secondary School, East View Secondary School, Eunoia Junior College, Victoria Junior College, and Catholic Junior College.
Ms WWS has 13 years of History tuition experience. She has a Bachelor’s in History from NUS (2nd Upper Class Honours), and was a contract teacher at MOE schools for 3 years. Ms WWS’s home tuition students attended Jurong West Secondary School, Maris Stella High School, National Junior College (Integrated Programme), Catholic Junior College, River Valley High School, and Tampines Meridian Junior College.
Mr YRS has 9 years of History tuition experience. He has a Bachelor’s in History from NTU, and had taught at a tuition centre for 5 years. Mr YRS’s home tuition students attended Hai Seng Secondary, Ang Mo Kio Secondary School, Ahmad Ibrahim Secondary School, Nanyang Junior College, Jurong Pioneer Junior College, and Catholic Junior College.
Ms LKF has 14 years of History tuition experience. She has a Master’s in History from the University of Paris-Sorbonne, and a Bachelor’s in History from NUS (First Class Honours). Ms LKF wrote the O Level and A Level teaching curriculum for a leading group of tuition centres, and she taught at those centres for 4 years. Ms LKF’s private tuition students attended Presbyterian High School, Cedar Girls’ Secondary School, Geylang Methodist School (Secondary), Victoria Junior College, National Junior College, and Anglo-Chinese Junior College.
Ms VJ has 12 years of History tuition experience. She is NIE-trained and taught at MOE schools for 7 years. Ms VJ has a Bachelor’s in History from NTU. Her private tuition students attended Teck Whye Secondary School, Temasek Junior College (Integrated Programme), St. Hilda’s Secondary School, Anderson Serangoon Junior College, Dunman High School, and National Junior College.
Mr TKY has 3 years of History tuition experience. He has a Master’s and Bachelor’s (Honours) in History from NTU. Mr TKY’s private tuition students attended Punggol Secondary School, Woodlands Ring Secondary School, Yuan Ching Secondary School, Jurong Pioneer Junior College, Hwa Chong Institution, and Anderson Serangoon Junior College.
Mr SCS has 7 years of History tuition experience. He has a Bachelor’s from NUS (2nd Upper Class Honours). Mr SCS taught at a tuition centre for 4 years and is also a private tutor. His home tuition students attended Si Ling Secondary School, Regent Secondary School, North Vista Secondary School, Hwa Chong Institution, Raffles Institution, and St. Andrew’s Junior College.
Ms CHW has 4 years of History tuition experience. She has a Master’s in History from Dartmouth College and a Bachelor’s in History from NUS (First Class Honours). Ms CHW’s private tuition students attended Nanyang Girls’ High School, Methodist Girls’ School (Secondary), Singapore Chinese Girls’ School, Eunoia Junior College, Hwa Chong Institution, and Anglo-Chinese Junior College.
Our tutors always help students of all abilities to achieve their academic goals
Your History tuition teacher will clearly explain to you:
- European Dominance and Expansion in the late 19th century
- The World in Crisis
- Source-Based Case Study
- Structured-Essay Questions
- Explain events and/or issues
- Evaluate and make judgement on events and/or issues
- Bi-Polarity and the Cold War
- Decolonisation and Emergence of Nation-States
- The Making of the Contemporary World Order (1870s–1991)
- What were the major forces and developments during this period?
- What caused these major forces and developments?
- How did the developments influence people’s decisions and actions and vice-versa?
- How did people’s views and perspectives shape their interpretation of these developments?
- How did these developments impact societies?
- European Dominance and Expansion in the late 19th century
- How were systems and societies transformed by colonialism?
- The compulsory case study of Malaya and either the case study of Vietnam or Indonesia will be studied in the context of European dominance and expansion in the late 19th century
- Reasons for European interest and expansion in Southeast Asia
- Responses of Southeast Asian states to European expansion
- Impact of colonial rule on Southeast Asia
- Case study of Malaya, 1874–c.1900
- Case study of Vietnam, 1870s–c.1900
- Case study of Indonesia, 1870s–c.1900
- The World in Crisis
- What forces and developments changed Europe and the Asia-Pacific in the first half of the 20th century?
- Impact of World War I
- Rise of authoritarian regimes and its impact in the interwar years
- Case study of Communist Russia
- Case study of Nazi Germany
- World War II in Europe and the Asia–Pacific
- Reasons for outbreak of WWII in Europe
- Reasons for outbreak of WWII in the Asia–Pacific
- Reasons for the defeat of Germany
- Reasons for the defeat of Japan
- Bi-Polarity and the Cold War
- How did the Cold War impact the world order in the post-1945 years?
- Cold War and the bi-polar world order
- Reasons for the Cold War in Europe
- Manifestation of the Cold War outside Europe
- Case study of Korean War, 1950–53
- Case study of Cuban Missile Crisis, 1962
- Reasons for the end of the Cold War
- Decolonisation and Emergence of Nation-States
- Was the attainment of independence in colonies shaped by the decline of Europe and Cold War politics?
- The compulsory case study of Malaya
- Case study of Vietnam
- Case study of Indonesia
- Decolonisation and emergence of nation-states in Southeast Asia in the post-war years
- Struggles for independence in Southeast Asian states in the post-WWII period
- Establishment of newly independent states in Southeast Asia
- How European powers established themselves in Southeast Asia
- Investigate the tensions and issues brought about by the interaction between these western colonial powers and the Southeast Asian states
- Establishment of British control over Malaya (British Residential
- System, Federated Malay States) and its impact on local rulers
- Economic: Development of cash crop and mineral industries (rubber, tin), creation of export-oriented economy, development of infrastructure
- Social: local responses to British colonial rule, urbanisation and migration, creation of Western-educated elites
- Extension of colonial rule and its impact on Southeast Asia since 1870s
- Assess the reasons for European expansion and dominance in Southeast Asia with reference to Malaya and either Vietnam or Indonesia
- Extension of colonial rule and its impact on Southeast Asia since 1870s
- Political: Establishment of French control over Vietnam and its impact on local rulers
- Economic: Development of cash crops and mineral industries (rice, coal), development of infrastructure, introduction of private property, growth of landless peasants
- Social: local responses to French colonial rule, changes in class structure, migration within Indochina, creation of Western-educated elites, worsening of living standards of the locals
- Political: Establishment of Dutch control over Indonesia (Regency System) and its impact on local rulers
- Economic: Development of cash crops and mineral industries (sugar and tobacco, oil exploration), changes in livelihoods of the locals, creation of a dual economy, development of infrastructure
- Social: Local responses to Dutch colonial rule, creation of Western-educated elites, urbanisation and migration, worsening of living standards for the locals
- Intra-European rivalry on the European continent that gave rise to large scale conflicts as well the rise of new regimes
- In the Asia–Pacific, Japan was challenging European dominance and looking to increase its own power through colonial expansion in Asia
- World War I and II and the rise of Communist Russia, Nazi Germany and expansionist Japan – that threatened European dominance in the world
- European dominance in world affairs and brought about a shift in the balance of power
- The impact of the large scale conflicts and the rise of new regimes
- The key forces and developments that challenged Europe’s dominance in world affairs
- The devastating effects of the two World Wars
- Attempts at world peace are often challenged by the interests and ambitions of individuals and nations
- The study of Communist Russia, Nazi Germany and Japan
- How totalitarian regimes can bring about both benefits and great costs
- Impact of World War I
- Peace Settlement – Aims and the terms of the Treaty of Versailles and its immediate impact on Germany
- Attempts at collective security by the League of Nations – Successes and failures of the League of Nations in the 1920s and 1930s
- Rise of authoritarian regimes and their impact in the interwar years (up to 1939)
- Case study of Communist Russia
- Reasons for the rise of Stalin in Russia
- Circumstances after Lenin’s death
- Stalin’s manipulations
- Impact of Stalin’s rule on Russia
- Political: Stalin’s dictatorship – culture of fear, persecution and personality cult
- Economic: modernisation of Soviet industry and agriculture
- Social: controlled society, culture of fear, policies on minorities
- Case study of Nazi Germany
- Reasons for the rise of Hitler in Germany
- Weaknesses of the Weimar government and Hitler’s leadership
- Impact of Hitler’s rule on Germany
- Political: consolidation of power, one-party rule
- Economic: Recovery and Nazi control of the economy, and militarisation
- Social: controlled society, culture of fear, persecution of Jewish people and
- other minority groups
- Assess the impact of World War I on Europe
- Evaluate the rise of authoritarian regimes and their impact on the political, social and economic context of countries and the world order
- Examine the reasons for the outbreak of World War II in Europe and the Asia–Pacific
- Examine the reasons for the defeat of Germany and Japan in World War II
- Analyse the roles of key players in shaping particular forces and developments during this period
- Assess the impact of World War I on Europe
- Evaluate the rise of authoritarian regimes and their impact on the political, social and economic context of countries and the world order
- Examine the reasons for the outbreak of World War II in Europe and the Asia–Pacific
- Examine the reasons for the defeat of Germany and Japan in World War II
- Analyse the roles of key players in shaping particular forces and developments during this period
- World War II in Europe and the Asia – Pacific
- Reasons for the outbreak of World War II in Europe
- Weaknesses of the League of Nations
- Hitler’s aggressive foreign policy
- Policy of appeasement
- Reasons for the outbreak of World War II in the Asia–Pacific
- Economic crisis in Japan
- Japan’s expansionist foreign policy
- Weaknesses of League of Nations
- Japan’s worsening relations with the USA
- Reasons for the defeat of Germany
- USA’s entry into World War II
- Over-extension of Hitler’s army on many fronts
- Reasons for the defeat of Japan
- Allied victory in Europe
- Economic and military might of USA
- Over-extension of Japanese empire
- At the end of World War II, a war-torn and weakened Europe created a power vacuum that gave rise to a world order that was characterised by the emergence of two superpowers, the US and the Soviet Union
- The military, economic and political confrontation between the US and the Soviet Union
- The causes and consequences of this rivalry that resulted in the Cold
- War and the creation of a bi-polar world
- Over-extension of Japanese empire
- At the end of World War II, a war-torn and weakened Europe created a power vacuum that gave rise to a world order that was characterised by the emergence of two superpowers, the US and the Soviet Union
- The military, economic and political confrontation between the US and the Soviet Union
- The causes and consequences of this rivalry that resulted in the Cold War and the creation of a bi-polar world
- Cold War and the Bi-polar World Order
- Reasons for the Cold War in Europe
- Post-World War II rise of USA and USSR as superpowers: collapse and decline of old European powers
- US-Soviet mistrust and rivalry: breakdown of wartime alliances, division of Europe after World War II, differences in ideology, American containment policy and Soviet responses, military alliances
- Manifestation of the Cold War Outside Europe
- Case study of Korean War, 1950–53
- Partition of Korea after World War II
- Emergence of communist China
- Role of external powers in the conflict: USA, USSR and China
- Case study of Cuban Missile Crisis, 1962
- Cuba’s strategic importance to USA
- Tensions between USA and Cuba: Castro’s policies and American responses
- The immediate impact of World War II on Europe
- The impact of the rivalry of the USA and USSR in the aftermath of World War II on the world order
- Cold War tensions that were manifested in and outside of Europe
- The reasons for the outbreak of the Korean War and the Cuban Missile Crisis
- The role of superpowers and regional powers in localised conflicts, with special reference to the Korean War and Cuban Missile Crisis
- Bi-Polarity
- Communism
- Containment
- Democracy
- Ideology
- Proxy war
- Glasnost
- Perestroika
- The rise of newly independent states in former European colonies all over the world – Africa and Southeast Asia
- How the various colonial powers responded to the demand for independence from their colonies and how external developments like Cold War politics intervened and shaped the struggle for independence
- The unique circumstances and the key developments in the world that influence the struggles for independence
- Decolonisation and emergence of nation-states in Southeast Asia
- Re-establishment of British rule in Malaya and local responses
- Malayan Union, 1946
- Federation of Malaya Agreement, 1948
- Communist movement in Malaya – Establishment of independent Malaya, 1957
- Merdeka Talks, 1956
- The policies taken by the British and either the French or the Dutch in responding to local struggles for independence
- Anti-colonial struggle
- Decolonisation
- Nationalism
- Nation-states
- Resistance and collaboration
- Sovereignty
- Independence
- Attempts by French to re-establish French rule in Vietnam and local responses
- August Revolution, 1945
- 1946 Agreement
- Battle of Dien Bien Phu, 1954
- Reunification and establishment of independent Communist Vietnam, 1975
- Intervention of USA, Soviet Union and China
- Fall of Saigon, 1975
- Attempts by Dutch to re-establish Dutch rule in Indonesia
- Declaration of Independence, 1945
- Indonesian revolution, 1945–49
- Linggadjati Agreement, 1946
- The Madiun Affair, 1948
- Renville Agreement, 1948
- Establishment of Independent Indonesia, 1949
- Round Table Conference, Dec 1949
- Growth and Problems in the Global Economy
- Reasons for growth of the global economy
- Post-war economic reconstruction
- Post-war economic liberalisation: economic miracle in Western Europe and Japan, rise of Multinational Corporations
- Problems of economic liberalisation
- 1973 and 1979 oil crises
- Rise of protectionism
- Debt crises of the 1980s and their impact on developing countries
- Rise of Asian Tiger economies (South Korea and Taiwan) from 1970s to 1990
- The growth of the global economy, and the challenges that affected it
- The role of the USA, Europe and Japan in the growth of the global economy and evaluate the effects of their decisions and actions
- The causal relationships that underpinned the economic transformation in South Korea and Taiwan
- Formation of the United Nations
- Origins of the UN: reasons for the founding of the UN, its aims and principles
- Political effectiveness of the UN in maintaining international peace and security
- Security Council, General Assembly, Secretary-General
- Peacekeeping, peace enforcement, peacemaking, peacebuilding
- Efforts to stay relevant and effective despite Cold War bipolarity
- International Court of Justice: ensuring adherence to international law; arbitration and advisory opinion
- UN Reforms
- Sovereignty of nation-states
- Great Power politics
- Rise of regionalism and regional organisations
- Collective security
- International law
- Causes of inter-state tensions: historical animosities, racial and religious divisions, ideological differences, territorial disputes, transboundary challenges
- Consequences of inter-state tensions: effects on regional cooperation and security
- Reasons for the formation of ASEAN
- Growth and development of ASEAN: building regional peace and security,
- promoting regional economic cooperation
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