2173 HISTORY O LEVEL (2011)

HISTORY
GCE ORDINARY LEVEL
(Syllabus 2173)

INTRODUCTION
The History syllabus has been revised to provide students 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 students with the necessary skills to make reasoned and informed
decisions.

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

CONTENT
At the end of the course, students 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; and
• understand international affairs and the forces that shaped twentieth-century world history.

SKILLS
At the end of the course, students should be able to:

• 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
At the end of the course, students should be able to:

• 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; and
• 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; and
• make judgement, 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; and
• draw conclusions based on a reasoned consideration of evidence and arguments.

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 2173 HISTORY O LEVEL (2011)

ASSESSMENT SPECIFICATION GRID

Assessment Objectives Paper 1 Paper 2

(weighting) (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).

Structured-essay Weighting
Source-based Questions
Questions by Paper
PAPER No. No.
No. set No. set
attempted attempted
1: History of Southeast
1 1 3 1 50%
Asia, c.1870–1967
2: 20th Century World
1 1 3 1 50%
History, 1910s–1991
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 20th 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 20th 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

Students will be able to:
• Concept of ‘Southeast • Is there a ‘Southeast Asian’ identity? • explore the different • Southeast Asia • appreciating
Asia’ - Concept of ‘Southeast Asia’ perspectives on Southeast • state differences
- Geopolitical landscape: land, climate, population Asia • kingdom
- Ethnic composition • appreciate the diversity in • class system
- Historical Legacy Southeast Asia • society
• identify the reasons for and • ethnicity
• Why did the Europeans come to ‘Southeast Asia’? phases of the coming of • religion
-

2173 HISTORY O LEVEL (2011)

Reasons for coming of Europeans the Europeans • geography
• language
This brief introduction to Southeast Asia has to be taught to
• chronology
provide the context for a better understanding of the common
• change and
themes and shared historical experience in Southeast Asian
continuity
history. This unit is NON-EXAMINABLE.
• similarities and
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differences
• using evidence to
draw conclusion
• periodisation
 Unit 2 – Colonial Rule and Impact (1870–1900)
Enquiry Question: Did colonial rule change Southeast Asia?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
• Reasons for colonial • How far were the Southeast Asian states successful in • analyse the motivations • colonialism • ingenuity
expansion into resisting the colonial powers? for colonial expansion • imperialism • perseverance
Southeast Asia - Reasons for colonial expansion into Southeast • compare and contrast • discrimination
Asian states and their responses the Southeast Asian • exploitation
responses to colonial • direct and
Candidates are expected to use examples from any two of expansion indirect rule
the following case studies: Indonesia, Malaya and Vietnam. • analyse the policies of • divide and rule
For this sub-topic, Thailand could be used as a case study. the colonial powers, how •

2173 HISTORY O LEVEL (2011)

representative
they changed over time government
and their impact on • assimilation
Southeast Asia(ns) • decentralisation
• centralisation
• Impact of colonial rule • Did people’s lives improve under colonial rule?
• capitalism
- Political
o Administration • plural society
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- Economic • change and

o Development of industries continuity
o Agriculture • cause and
- Social effect
o Education • similarities and
o Migration differences
• role of
Candidates are expected to use examples from any two of personalities
the following case studies: Indonesia, Malaya and Vietnam. • empathy
 Unit 3 – Rise of Nationalism (1900–1945)
Enquiry Question: What was nationalism like in Southeast Asia by 1945?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
• Rise of nationalism • When and why did nationalism emerge in Southeast Asia? • evaluate the factors • colonialism • sense of
- Factors that fostered the development of nationalism that fostered the • nationalism belonging
development of • anti-colonial • patriotism
• Were there differences in the development of nationalism in nationalism struggle • national pride
Southeast Asia before 1941? • analyse the impact of • ideology • courage
- Nature of nationalism in Southeast Asia colonial rule on the • communism • determination
o Cultural and religious movement rise of nationalism • democracy • leadership
o Anti-colonial movement before World War II • revolution • resilience
- Extent of development of nationalism • examine the nature • •

2173 HISTORY O LEVEL (2011)

cooperation endurance
o Development of nationalist movements of nationalism in • accommodation • survival
o Achievements and limitations of nationalist Southeast Asia over • suppression • indomitable
movements time
• divide and rule spirit
• evaluate the •
Candidates are expected to use examples from any two of the • collaboration national
achievements and
following case studies: Indonesia, Malaya and Vietnam. • change and consciousness
limitations of
continuity • resistance
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nationalist
• cause and effect • perseverance
movements
• similarities and • self-reliance
differences • freedom
• role of • identity
personalities
• empathy
Students will be able to:
• Impact of Japanese • Was the Japanese Occupation a boon or bane to • assess the impact of
Occupation on nationalism? the Japanese
nationalism - Effects of the Japanese Occupation on nationalism Occupation on the
nationalism
Candidates are expected to use examples from any two of the
following case studies: Indonesia, Malaya and Vietnam.
 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?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
• The re- • How did Southeast Asia respond to the colonial powers’ • evaluate the • revolution • self-
establishment of attempts to reassert their rule immediately after World War responses of • resistance determination
colonial rule II? Southeast Asian • independence • independence
- Responses of Southeast Asian states: negotiation; states to the • sovereignty • freedom
collaboration; armed struggle; revolution reassertion of colonial • self-government • citizenship
o Indonesia: declaration of independence 1945; rule immediately after • communism • sense of
Indonesian revolution 1945–49 World War II • change and belonging
o Malaya: Formation of political parties; continuity • self-reliance
communist insurgency • cause and effect • loyalty
o Vietnam: declaration of independence 1945; full

2173 HISTORY O LEVEL (2011)

• similarities and • vision
scale war between the French and Vietminh,
differences • survival
1946
• role of
personalities
Candidates are expected to use examples from any two of
the following case studies: Indonesia, Malaya and Vietnam. • empathy
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Students will be able to:

• Emergence of • How different were the paths to independence taken by the • evaluate the responses
independent countries in Southeast Asia? of colonial governments
Southeast Asia - Responses of colonial governments to the demand for to the demand for
independence: negotiation; collaboration; military independence
intervention • compare the different
o Indonesia: Linggadjati Agreement, 1946; Dutch paths to independence
military action, 1947; Renville Agreement, 1948; taken by the countries
o Malaya: Member System, 1951, Federal in Southeast Asia
Election, 1955; Merdeka Mission, 1956 • evaluate the reasons
th
o Vietnam: division at 17 parallel; war against the for the end of colonial
communists, 1946-54; attempts to establish the rule in Southeast Asia
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)
Candidates are expected to use examples from any two of
the following case studies: Indonesia, Malaya and Vietnam.
 Topics Key Issues/Content Focus Learning Outcomes Concepts Values
• *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

2173 HISTORY O LEVEL (2011)

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
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allowed to draw examples from Singapore to support their answers to the structured-essay questions for this paper.
 20TH CENTURY WORLD HISTORY, 1910S–1991

Unit 1 – Impact of World War I (Non-Examinable)

Enquiry Question: Did World War I change the world?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
The world at war • What caused World War I? • explore the reasons for the • alliance • self-reliance
and the - Nationalism breakdown of the ‘old order’ • arms race • resourcefulness
immediate - Colonial and trade rivalry and the onset of World War I • balance of power • thrift and prudence
aftermath - Militarism • nationalism • vision
- System of alliances • class rivalry • leadership
• self- • determination
• What was the immediate impact of World War I? • analyse the immediate impact determination • discipline
- Nationalism and creation of nation-states of World War I

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• ethnicity • patriotism
- Self-determination • change and • far-sightedness
- Social and economic instability (class, gender and continuity • righteousness
ethnicity) • similarities and • loyalty
differences • endurance
This brief introduction to the First World War has to be taught to
provide the context for a better understanding of the
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developments that followed the First World War. This unit is

NON-EXAMINABLE.
 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?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
Establishing • Were the hopes of the world in preventing another world • analyse the intent of the Treaty • collective security • self-reliance
peace war fulfilled in the 1920s? of Versailles and German • cause and • resourcefulness
- Peace Making reaction to the treaty consequence • determination
o Treaty of Versailles: its intent and German • examine the reasons for the • disarmament • strategic and
reaction formation of the League of economic survival
o League of Nations: reasons for its Nations and its role in • patriotism
formation; successes and failures in the promoting world peace in the • loyalty
1920s 1920s
o Disarmament: role of the US • explain the efforts in

2173 HISTORY O LEVEL (2011)

o Re-construction and Recovery: aid to disarmament in the 1920s
Germany • analyse the effectiveness of aid
given to Germany

Students will be able to:

Rise of • Was the rise of authoritarian regimes inevitable, and did • analyse the circumstances • economic • self-reliance
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authoritarian they bring more harm than good? contributing to the failure of depression • resourcefulness
regimes - *Case study of Communist Russia democracy and the rise of • stock market • thrift and prudence
o Reasons for Stalin’s rise to power authoritarian regimes • economic boom • vision
o Impact of Stalin’s dictatorship on the lives of • examine the impact of • communism • leadership
the Russian people authoritarian regimes on the • fascism • determination
people (using Russia, Germany • Nazism • discipline
- *Case study of Nazi Germany and Japan as case studies) • militarism • patriotism
o Reasons for Hitler’s rise to power
• far-sightedness
o Impact of Hitler’s dictatorship on the lives of
• righteousness
the German people
• loyalty
- Case study of Fascist Japan • endurance
o Circumstances leading to the rise of the
military in the 1930s
o Impact of militarism on the lives of the
Japanese people
 Unit 3 – The Breakdown of World Order
Enquiry Question: Why had international peace collapsed by 1939?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
War in Europe • *Could war in Europe be avoided? • investigate the extent to which • appeasement • self-reliance
o Re-armament peace was challenged in • cause and • resourcefulness
o Protectionism and economic co-operation Europe in the 1930s consequence • strategic and
o Hitler’s foreign policy, 1933–1939 • analyse the reasons for the • racism economic survival
o Appeasement policy onset of World War II in Europe • territorial • patriotism
o Failure of the League of Nations in the 1930s aggression • loyalty
• collective security

Students will be able to:

2173 HISTORY O LEVEL (2011)

War in the Asia • Could war in the Asia Pacific be avoided? • investigate the extent to which • cause and • self-reliance
Pacific o Protectionism peace was challenged in the consequence • resourcefulness
o Japan’s foreign policy, 1931–1941 Asia Pacific in the 1930s • racism • strategic and
o Failure of the League of Nations in the 1930s • analyse the reasons for the • territorial economic survival
onset of World War II in the aggression • patriotism
Asia Pacific • collective security • loyalty
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 Unit 4 – A World Divided And United?
Enquiry Question: How stable was the post-World War II era?

Topics Key Issues/Content Focus Learning Outcomes Concepts Values

Students will be able to:
The outbreak • Was the post-World War II era a period of stability? • explain how differences in • ideology • preserving peace
and escalation o Impact of the breakdown of wartime alliance ideology could lead to conflicts • capitalism • safeguarding
of the Cold War between USA and USSR and the division of Europe between countries • Cold War democracy
o Impact of Communist victory in China on the Cold • assess the impact of ideological • Iron Curtain
War conflicts on Europe • containment
o Impact of economic recovery, cooperation and • examine the effects of the Cold • satellite states
development: Marshall Plan, COMECON War on the world (using Korea • totalitarianism
o *Circumstances leading to the Korean War and its and Cuba as case studies) • democracy
impact
•

2173 HISTORY O LEVEL (2011)

containment
o *Circumstances leading to the Cuban Missile Crisis
• ideology
and its impact
• democracy
• Cold War
• arms race
• brinkmanship
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Students will be able to:

End of the Cold • Was the end of the Cold War in Europe inevitable? • evaluate the reasons for the • perestroika • preserving peace
War o Weaknesses of the command economy and collapse of communism in • glasnost • safeguarding
communist system Eastern Europe and the Soviet • command democracy
o Gorbachev’s policies of perestroika and glasnost, Union economy
and their consequences on Eastern Europe
o End of the Soviet Union

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.