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2173 HISTORY O LEVEL (2014)

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HISTORY

GCE ORDINARY LEVEL (Syllabus 2173)

INTRODUCTION

The History syllabus has been revised to provide candidates with a regional and global perspective of the complexities of regional and international relations. It highlights the importance of understanding and interpreting history in all its complexity – its people, events, issues, periods, turning points, themes and sources. The syllabus also equips candidates with the necessary skills to make reasoned and informed decisions.

AIMS

The History syllabus aims to develop candidates in the areas of Content, Skills and Values.

CONTENT

At the end of the course, candidates should be able to:

• grasp the broad fundamental concepts common to all historical explanations and also a range of more specific ones

• demonstrate understanding of the history of Southeast Asia from c.1870 to 1967

• understand international affairs and the forces that shaped twentieth-century world history

SKILLS


• understand History in its setting:

− show a clear understanding of continuity and change over different time periods by drawing out similarities and differences

− grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalisations

− appreciate the often tentative nature of judgements about the past

− recognise the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill

• understand points of view in History:

− recognise that there may be bias in history writing

− distinguish between fact and opinion in history writing

• process historical information:

− understand the nature of evidence by emphasising history as a process of enquiry and by developing the range of skills required to interpret source materials

− acquire information derived from different types of historical evidence such as written records or oral history

− organise and present information from historical sources using a variety of appropriate forms

− evaluate and use information effectively from a variety of sources

− draw conclusions from the study of evidence and appreciate that historical conclusions are liable to reassessment in the light of new or reinterpreted evidence

• develop critical and creative thinking:

− apply these skills in the learning of history

− develop positive habits which would enable students to become critical, creative and self-regulated learners


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VALUES


• develop an interest in the past and an appreciation for history, and of human achievements and aspirations

• understand the significance of the past to their own lives, community and society which will provide a sound basis for further study and the pursuit of personal interest

• develop an empathy for and sensitivity towards different political experiences

• appreciate that different societies hold different beliefs, values and attitudes at different times

• instil a sense of respect for evidence, and tolerance of a range of opinions

ASSESSMENT OBJECTIVES

Objective 1: Testing Knowledge Candidates should be able to:

• demonstrate relevant factual knowledge Objective 2: Constructing Explanations Candidates should be able to:

• demonstrate an understanding of concepts and terms appropriate to the syllabus

• select, organise and apply the concepts, terms and facts learnt

• make judgements, recommendations and decisions Objective 3: Interpreting and Evaluating Source Materials Using source materials, candidates should be able to:

• comprehend and extract relevant information

• draw inferences from given information

• analyse and evaluate evidence

• compare and contrast different views

• distinguish between fact, opinion and judgement

• recognise values and detect bias

• draw conclusions based on a reasoned consideration of evidence and arguments


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ASSESSMENT SPECIFICATION GRID

Assessment Objectives Paper 1 (weighting)

Paper 2 (weighting)

AO1 + AO2 25% 25%

AO1 + AO3 25% 25%

Total 50% 50%

ASSESSMENT MODE

Assessment modes include source-based questions and structured-essay questions.

ASSESSMENT FORMAT

Candidates will sit for two papers of which the duration for each paper is 1 hour 30 minutes. The two papers will be taken at different sittings.

Paper 1: History of Southeast Asia, c.1870–1967 This paper will comprise the following two sections: Section A: Source-based Question Section B: Structured-essay Questions Candidates are required to answer the compulsory source-based question from Section A and one structured-essay question from Section B. The source-based question in Section A will be set on the topic indicated by the symbol (*) in the syllabus outline. Structured-essay questions will be set on all topics in the syllabus except the subject matter covered by the source-based topic. All questions carry equal weighting (25% each).

Paper 2: 20th Century World History, 1910s–1991 This paper will comprise the following two sections: Section A: Source-based Question Section B: Structured-essay Questions Candidates are required to answer the compulsory source-based question from Section A and one structured-essay question from Section B. The source-based question in Section A will be set on one of the topics indicated by the symbol (*) in the syllabus outline. Structured-essay questions will be set on all topics in the syllabus including the subject matter covered by the source-based topic. All questions carry equal weighting (25% each).

Source-based Questions Structured-essay

Questions Weighting by Paper

PAPER No. set

No. attempted

No. set No.

attempted

1: History of Southeast Asia, c.1870–1967

1 1 3 1 50%

2: 20th Century World

History, 1910s–1991 1 1 3 1 50%

Weighting 50% 50% 100%


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Source-based Questions Source-based questions will be based on sources. Candidates are expected to have a sound knowledge of the prescribed topics and an acquaintance with the kinds of sources available and their uses. Candidates are also expected to have an understanding of the ways in which sources may be evaluated. Various types of sources such as textual, statistical/numerical, and graphical/pictorial, may be used. Candidates are expected to use their knowledge, skills and conceptual understanding developed during the course to help them use the given sources to answer the questions. Question construction No more than six sources may be set for the source-based question. One or more differing accounts of the same situation might be set, showing different views as time progresses or in communicating to different audiences, or one or more accounts on the same topic. No individual source will exceed 150 words. Sources may be simplified where necessary. Obscure terms (other than those which should be known to those who have studied the syllabus) will be annotated. Each source-based question will have four sub-questions testing Objectives 1 and 3. The weighting for each sub-question will be indicated in brackets. Sub-questions will involve higher-order thinking skills as defined in the Assessment Objectives. Answers to the sub-questions will be graded according to the coherence and consistency of the argument. Credit will be given to points offered by candidates that are not on the suggested marking schemes as long as the points are logical and sufficiently substantiated. A ‘Levels of Response Mark scheme (LORMs)’ will be used to assess candidates’ answers. Structured-essay Questions A structured-essay question is an essay question which consists of two clearly separate sub-questions. The weighting for each sub-question will be indicated within brackets, as an indication of the length of the answer expected. Question construction Three structured-essay questions will be set. Candidates have to answer one structured-essay question which tests Objectives 1 and 2. Each structured-essay question comprises two sub-questions. The two sub-questions will test candidates’ ability to explain, analyse and make judgements on events and/or issues. Both sub-questions will be marked using the ‘Levels of Response Mark scheme (LORMs)’. For Paper 1 History of Southeast Asia, c.1870–1967, structured-essay questions will be set on all topics in the syllabus except for the subject matter covered by the source-based topic. For Paper 2 20

th Century World History, 1910s–1991,

structured-essay questions will be set on all topics in the syllabus outline including the subject matter covered by the source-based topic.

SYLLABUS OUTLINE History of Southeast Asia, c.1870–1967 The focus of this paper is on the themes of colonialism, nationalism and independence in Southeast Asia between c.1870–1967. The paper emphasises a cross-comparative study of three Southeast Asian countries, representing the imprint of British, Dutch and French colonial rule in Southeast Asia, during the different stages of their experience in the period under study. Candidates are expected to select at least two of the following countries as examples to support their answers to the structured-essay questions Indonesia Malaya Vietnam Unit 1: Introduction to ‘Southeast Asia’ What was ‘Southeast Asia’ and its attraction to the Europeans?

• Concept of ‘Southeast Asia’ Note: This unit is taught as a backdrop to the study of key developments in Southeast Asia from 1870–1967. It is non-examinable.


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Unit 2: Colonial Rule and Impact (1870–1900) Did colonial rule change Southeast Asia?

• Reasons for colonial expansion into Southeast Asia

• Impact of colonial rule Unit 3: Rise of Nationalism (1900–1945) What was nationalism like in Southeast Asia by 1945?

• Rise of nationalism

• Impact of Japanese Occupation on nationalism

Unit 4: Struggles for Independence in Post-War Southeast Asia (1945–1967) Why did the paths to independence take the form that they did?

• The re-establishment of colonial rule

• Emergence of independent Southeast Asia

• *Singapore’s path to independence Source-based questions will only be set on the topic indicated by the symbol *. No structured-essay questions will be set on the source-based topic. Candidates are not allowed to draw examples from Singapore to support their answers to the structured-essay questions for this paper.

20th Century World History, 1910s–1991

The paper is a study of the historical forces such as war, ideology and nationalism that shaped the twentieth century. An issues-based approach is adopted for this study. Unit 1: Impact of World War I Did World War I change the world?

• The world at war and the immediate aftermath Note: This unit is taught as a backdrop to the study of world developments in the twentieth century. It is non-

examinable.

Unit 2: Hope for a Better World? In what ways were the years between World War I and World War II a time of both new hopes and great troubles?

• Establishing peace

• *Rise of authoritarian regimes Unit 3: The Breakdown of World Order Why had international peace collapsed by 1939?

• *War in Europe

• War in the Asia Pacific

Unit 4: A World Divided and United? How stable was the post-World War II era?

• *The outbreak and escalation of the Cold War

• End of the Cold War

Source-based questions will only be set on specific sub- topics within the topics indicated by the symbol *. Teachers should note that for 20

th Century World History, detailed study of the military campaigns of World

War II is not required.

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History of Southeast Asia, c.1870–1967

Unit 1 – Introduction to ‘Southeast Asia’ (Non-Examinable)

Enquiry Question: What was ‘Southeast Asia’ and its attraction to the Europeans?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

• Concept of ‘Southeast Asia’

• Is there a ‘Southeast Asian’ identity? – Concept of ‘Southeast Asia’ – Geopolitical landscape: land, climate, population – Ethnic composition – Historical Legacy

• Why did the Europeans come to ‘Southeast Asia’? – Reasons for coming of Europeans

This brief introduction to Southeast Asia has to be taught to provide the context for a better understanding of the common themes and shared historical experience in Southeast Asian history. This unit is NON-EXAMINABLE.

Candidates will be able to:

• explore the different perspectives on Southeast Asia

• appreciate the diversity in Southeast Asia

• identify the reasons for and phases of the coming of the Europeans

• Southeast Asia

• state

• kingdom

• class system

• society

• ethnicity

• religion

• geography

• language

• chronology

• change and continuity

• similarities and differences

• using evidence to draw conclusions

• periodisation

• appreciating differences

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Unit 2 – Colonial Rule and Impact (1870–1900)

Enquiry Question: Did colonial rule change Southeast Asia?


• Reasons for colonial expansion into Southeast Asia

• Impact of colonial rule

• How far were the Southeast Asian states successful in resisting the colonial powers? – Reasons for colonial expansion into Southeast

Asian states and their responses

Candidates are expected to use examples from any two of the following case studies: Indonesia, Malaya and Vietnam. For this sub-topic, Thailand could be used as a case study.

• Did people’s lives improve under colonial rule? – Political

o Administration – Economic

o Development of industries o Agriculture

– Social o Education o Migration

Candidates are expected to use examples from any two of the following case studies: Indonesia, Malaya and Vietnam.


• analyse the motivations for colonial expansion

• compare and contrast the Southeast Asian responses to colonial expansion

• analyse the policies of the colonial powers, how they changed over time and their impact on Southeast Asia(ns)

• colonialism

• imperialism

• discrimination

• exploitation

• direct and indirect rule

• divide and rule

• representative government

• assimilation

• decentralisation

• centralisation

• capitalism

• plural society


• cause and effect


• role of personalities

• empathy

• ingenuity

• perseverance

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Unit 3 – Rise of Nationalism (1900–1945)

Enquiry Question: What was nationalism like in Southeast Asia by 1945?


• Rise of nationalism

• When and why did nationalism emerge in Southeast Asia? – Factors that fostered the development of nationalism

• Were there differences in the development of nationalism in Southeast Asia before 1941? – Nature of nationalism in Southeast Asia

o Cultural and religious movements o Anti-colonial movements

– Extent of development of nationalism o Development of nationalist movements o Achievements and limitations of nationalist

movements Candidates are expected to use examples from any two of the following case studies: Indonesia, Malaya and Vietnam.


• evaluate the factors that fostered the development of nationalism

• analyse the impact of colonial rule on the rise of nationalism before World War II

• examine the nature of nationalism in Southeast Asia over time

• evaluate the achievements and limitations of nationalist movements

• colonialism

• nationalism

• anti-colonial struggle

• ideology

• communism

• democracy

• revolution

• cooperation

• accommodation

• suppression

• divide and rule

• collaboration





• empathy

• sense of belonging

• patriotism

• national pride

• courage

• determination

• leadership

• resilience

• endurance

• survival

• indomitable spirit

• national consciousness

• resistance

• perseverance

• self-reliance

• freedom

• identity

• Impact of Japanese Occupation on nationalism

• Was the Japanese Occupation a boon or bane to nationalism? – Effects of the Japanese Occupation on nationalism



• assess the impact of the Japanese Occupation on the nationalism

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Unit 4 – Struggles for Independence in Post-war Southeast Asia (1945–1967) Enquiry Question: Why did the paths to independence take the form that they did?


• The re-establishment of colonial rule

• How did Southeast Asia respond to the colonial powers’ attempts to reassert their rule immediately after World War II? – Responses of Southeast Asian states: negotiation;

collaboration; armed struggle; revolution o Indonesia: declaration of independence 1945;

Indonesian revolution 1945–49 o Malaya: Formation of political parties; communist

insurgency o Vietnam: declaration of independence 1945; full

scale war between the French and Vietminh, 1946



• evaluate the responses of Southeast Asian states to the reassertion of colonial rule immediately after World War II

• revolution

• resistance

• independence

• sovereignty

• self-government

• communism





• empathy

• self-determination

• independence

• freedom

• citizenship

• sense of belonging

• self-reliance

• loyalty

• vision

• survival

• Emergence of independent Southeast Asia

• How different were the paths to independence taken by the countries in Southeast Asia? – Responses of colonial governments to the demand for

independence: negotiation; collaboration; military intervention o Indonesia: Linggadjati Agreement, 1946; Dutch

military action, 1947; Renville Agreement, 1948 o Malaya: Member System, 1951, Federal

Election, 1955; Merdeka Mission, 1956 o Vietnam: division at 17

th parallel; war against the

communists, 1946-54; attempts to establish the associated state of Vietnam 1949; Dien Bien Phu, 1954

– End of colonial rule: role of Japanese Occupation, role of international circumstances, role of the nationalist leaders (Indonesia: Sukarno and Hatta; Malaya: Dato Onn bin Jaafar and Tunku Abdul Rahman; Vietnam: Ho Chi Minh)



• evaluate the responses of colonial governments to the demand for independence

• compare the different paths to independence taken by the countries in Southeast Asia

• evaluate the reasons for the end of colonial rule in Southeast Asia

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• *Was Singapore’s path to independence difficult? 1. Political rivalry before 1963

o Intra-party rivalry o Inter-party rivalry

2. Strikes and Riots before 1963

o Maria Hertogh Riots o Hock Lee Bus Riots o Anti-National Service Riot

3. Constitutional Discussions

o Rendel Constitution, 1953 o Merdeka Talks, 1956-58

4. Merger and Separation, 1963-65

o Political rivalry o Riots o Constitutional discussions and disputes o Elections

Source-based questions will only be set on the topic indicated by the symbol *. No structured-essay questions will be set on the source-based topic. Candidates are not

allowed to draw examples from Singapore to support their answers to the structured-essay questions for this paper.

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20TH CENTURY WORLD HISTORY, 1910S–1991

Unit 1 – Impact of World War I (Non-Examinable) Enquiry Question: Did World War I change the world?


The world at war and the immediate aftermath

• What caused World War I? – Nationalism – Colonial and trade rivalry – Militarism – System of alliances

• What was the immediate impact of World War I? – Nationalism and creation of nation-states – Self-determination – Social and economic instability (class, gender and

ethnicity)

This brief introduction to the First World War has to be taught to provide the context for a better understanding of the developments that followed the First World War. This unit is

NON-EXAMINABLE.


• explore the reasons for the breakdown of the ‘old order’ and the onset of World War I

• analyse the immediate impact of World War I

• alliance

• arms race

• balance of power

• nationalism

• class rivalry

• self-determination

• ethnicity



• self-reliance

• resourcefulness

• thrift and prudence

• vision

• leadership

• determination

• discipline

• patriotism

• far-sightedness

• righteousness

• loyalty

• endurance

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Unit 2 – Hope for a Better World?

Enquiry Question: In what ways were the years between World War I and World War II a time of both new hopes and great troubles?


Establishing peace

• Were the hopes of the world in preventing another world war fulfilled in the 1920s? – Peace Making

o Treaty of Versailles: its intent and German reaction

o League of Nations: reasons for its formation; successes and failures in the 1920s

o Disarmament: role of the US o Re-construction and Recovery: aid to Germany


• analyse the intent of the Treaty of Versailles and German reaction to the treaty

• examine the reasons for the formation of the League of Nations and its role in promoting world peace in the 1920s

• explain the efforts in disarmament in the 1920s

• analyse the effectiveness of aid given to Germany

• collective security

• cause and consequence

• disarmament

• self-reliance

• resourcefulness

• determination

• strategic and economic survival

• patriotism

• loyalty

Rise of authoritarian regimes

• Was the rise of authoritarian regimes inevitable, and did they bring more harm than good? – *Case study of Communist Russia

o Reasons for Stalin’s rise to power o Impact of Stalin’s dictatorship on the lives of the

Russian people

– *Case study of Nazi Germany o Reasons for Hitler’s rise to power o Impact of Hitler’s dictatorship on the lives of the

German people

– Case study of Fascist Japan o Circumstances leading to the rise of the military in

the 1930s o Impact of militarism on the lives of the Japanese

people


• analyse the circumstances contributing to the failure of democracy and the rise of authoritarian regimes

• examine the impact of authoritarian regimes on the people (using Russia, Germany and Japan as case studies)

• economic depression

• stock market

• economic boom

• communism

• fascism

• Nazism

• militarism

• self-reliance

• resourcefulness

• thrift and prudence

• vision

• leadership

• determination

• discipline

• patriotism

• far-sightedness

• righteousness

• loyalty

• endurance

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Unit 3 – The Breakdown of World Order

Enquiry Question: Why had international peace collapsed by 1939?


War in Europe

• *Could war in Europe be avoided? o Re-armament o Protectionism and economic co-operation o Hitler’s foreign policy, 1933–1939 o Appeasement policy o Failure of the League of Nations in the 1930s


• investigate the extent to which peace was challenged in Europe in the 1930s

• analyse the reasons for the onset of World War II in Europe

• appeasement


• racism

• territorial aggression


• self-reliance

• resourcefulness


• patriotism

• loyalty

War in the Asia Pacific

• Could war in the Asia Pacific be avoided? o Protectionism o Japan’s foreign policy, 1931–1941 o Failure of the League of Nations in the 1930s


• investigate the extent to which peace was challenged in the Asia Pacific in the 1930s

• analyse the reasons for the onset of World War II in the Asia Pacific


• racism

• territorial aggression


• self-reliance

• resourcefulness


• patriotism

• loyalty

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Unit 4 – A World Divided And United?

Enquiry Question: How stable was the post-World War II era?


The outbreak and escalation of the Cold War

• Was the post-World War II era a period of stability? o Impact of the breakdown of wartime alliance between

USA and USSR and the division of Europe o Impact of Communist victory in China on the Cold

War o Impact of economic recovery, cooperation and

development: Marshall Plan, COMECON o *Circumstances leading to the Korean War and its

impact o *Circumstances leading to the Cuban Missile Crisis

and its impact


• explain how differences in ideology could lead to conflicts between countries

• assess the impact of ideological conflicts on Europe

• examine the effects of the Cold War on the world (using Korea and Cuba as case studies)

• ideology

• capitalism

• Cold War

• Iron Curtain

• containment

• satellite states

• totalitarianism

• democracy

• containment

• ideology

• democracy

• Cold War

• arms race

• brinkmanship

• preserving peace

• safeguarding democracy

End of the Cold War

• Was the end of the Cold War in Europe inevitable? o Weaknesses of the command economy and

communist system o Gorbachev’s policies of perestroika and glasnost, and

their consequences on Eastern Europe o End of the Soviet Union


• evaluate the reasons for the collapse of communism in Eastern Europe and the Soviet Union

• perestroika

• glasnost

• command economy

• preserving peace

• safeguarding democracy

Source-based questions will only be set on specific sub- topics within the topics indicated by the symbol *. Teachers should note that for 20th

Century World History, a detailed

study of the military campaigns of World War II is not required.

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