Singapore–Cambridge General Certificate of Education

Normal (Academic) Level (2022)

History
(Syllabus 2195)

© MOE & UCLES 2020

 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

CONTENTS
Page
INTRODUCTION 3
AIMS 4
LEARNING OUTCOMES 5
ASSESSMENT OBJECTIVES 6
ASSESSMENT SPECIFICATION GRID 7
ASSESSMENT FORMAT 7
SYLLABUS OUTLINE 9
AMPLIFICATION OF SYLLABUS DETAILS 11

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

INTRODUCTION
Desired Outcomes of Education and History Education in Singapore

The Desired Outcomes of Education serve to guide educators and policymakers in the journey of nurturing
learners in their formal education years. The Desired Outcomes of Education are embodied by the following
attributes:

• a confident person who has a strong sense of right and wrong, is adaptable and resilient, knows himself,
is discerning in judgement, thinks independently and critically, and communicates effectively

• a self-directed learner who takes responsibility for his own learning, who questions, reflects and
perseveres in the pursuit of learning

• an active contributor who is able to work effectively in teams, exercises initiative, takes calculated risks, is
innovative and strives for excellence

• a concerned citizen who is rooted to Singapore, has a strong civic consciousness, is informed, and takes
an active role in bettering the lives of others around him.

History education is key to helping educators and learners develop the Desired Outcomes of Education. At the
heart of History education is the quest to uncover the complexities that define the human experience. In doing
so learners are developed to become confident and independent learners who ask critical questions and
balance different perspectives that relate to life, nation and the world.

Value of Learning History: Connecting the Past and Present

What is the value of learning History? In a world where attention is often divided between concerns over
the present and future, the relevance of History is often questioned. Learning to manage the present and
anticipate the future would not be possible without knowing the past. By equipping students with knowledge and
attributes, History allows students to draw connections between the past and present by understanding how the
nature and impact of past developments explain today’s world. History does so by helping learners to become
balanced, discerning, empathetic, enquiring, knowledgeable and methodical individuals able to make well-
reasoned arguments and decisions.

These attributes support learners to develop the Desired Outcomes of Education so that they become
well-prepared individuals, able to acquire personal growth, contribute to the nation and respond to global
developments.

History Education in Singapore

The philosophy of History education and qualities of a History learner were developed to guide and lead
students in understanding the fundamental purpose and value of learning History. The statement of philosophy
and qualities of a History learner were distilled from dialogues and conversations with teachers, students and
professional historians over the character and value of History as a subject and discipline as well as the learning
outcomes we hope to achieve in our students.

Statement of Philosophy

History education in Singapore seeks to develop in students a critical appreciation of past human experiences
and connections between the past and present.

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Qualities of a History Learner

There are seven qualities of a History learner, which the History syllabuses (from lower secondary to
pre-university) aim to develop in students:

Enquiring – Develops an
inquisitive mind by asking
Reasoned – Constructs useful questions for Discerning – Reads
historical interpretation uncovering and sources critically by
based on substantiated understanding the past analysing the validity of
arguments sources and information
beyond face value

Methodical – Employs
comprehensive effort when Balanced – Considers and
engaged in historical enquiry acknowledges different
by covering a range of viewpoints when constructing
sources, selecting and own historical interpretation
organising knowledge
effectively

Empathetic – Understands the reasons Knowledgeable – Develops a sound

behind past developments without imposing awareness of and familiarity with key forces and
judgement using present day norms personalities that have shaped the international
and regional landscapes

AIMS
The revised Upper Secondary History syllabus aligns the value of History learning with the aims of the Desired
Outcomes of Education by developing in students the qualities of a history learner through:

• engaging students actively in historical enquiry so as to develop them into confident, self-directed, critical
and reflective thinkers

• enabling students to acquire knowledge and understanding of selected periods, societies and aspects of
history

• acquainting students with an understanding of how the past has been interpreted, represented and
accorded significance for different reasons and purposes

• developing an inquisitive mind in students with the ability to ask relevant questions about the past and
examine a range of sources critically in their historical context to reach substantiated judgements about the
past

• developing in students the ability to organise and communicate their historical knowledge and
understanding through a variety of ways using different media; and equipping them with the necessary
historical knowledge, understanding, dispositions and skills to understand the present and contribute
actively and responsibly as local and global citizens to further study and the pursuit of personal interest in
the past.

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

LEARNING OUTCOMES
Knowledge and Understanding

At the end of the course, students should be able to demonstrate their knowledge and understanding of:

• history as a construct – history is constructed from evidence and there are different interpretations of
historical events

• the key characteristics of the periods studied – this includes the social, economic, cultural and political
contexts of the societies studied and the experiences of the peoples who lived in these societies at that
point in time

• the interconnections between individuals, societies, events and developments studied and those in the
present day

• key individuals, groups, forces, events and ideas that shaped the development of the political, social and
cultural contexts of our world today

• the process of change by showing change and/or development within and across the periods of study.

Skills

Students should also demonstrate their knowledge and understanding by employing the following skills:

• asking significant questions about the events, issues, forces or developments

• comparing different aspects of the periods, events and issues studied to establish change and continuity

• analysing and evaluating the causes and consequences of historical events and situations whilst avoiding
excessively abstract generalisations

• assessing and establishing the significance of individuals, ideas, events, forces and developments on
societies

• interpreting and acquiring information derived from various sources of information and evidence from a
variety of media to support an enquiry

• identifying points of view in History through distinguishing bias, fact and opinion in history writing

• analysing, evaluating and synthesising historical data to make informed decisions/conclusions on the often
tentative nature of judgements about the past

• organising and communicating historical knowledge and understanding through the use of appropriate
historical terms and ideas appropriate to the mode of delivery, purpose and audience

• drawing conclusions from the study of evidence and appreciating that historical conclusions are liable to
reassessment in the light of new or reinterpreted evidence.

Values

Students demonstrate the internalisation of key values and mindsets associated with history learning when they:

• show sensitivity to how people’s views and perspectives shape their interpretation of events, issues or
developments in any specific time and space

• are aware of how cultural, intellectual and emotional contexts shape the thinking, value systems, decisions
and actions of different peoples and groups in different times and places

• show openness to and respect for diverse, and sometimes opposing viewpoints

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

• tolerate ambiguity and are able to pose relevant questions to conduct further investigation independently

• modify and adapt their thinking according to multiple sources of information, perspectives and different
circumstances, underpinned by sound moral values

• recognise, question and refine the value system which provides a moral compass in governing their actions
as citizens

• empathise with people from different social, cultural, economic and political backgrounds

• identify and embrace connections between themselves and the larger community (past and present) and
realise that their actions impact on others, thus promoting a commitment to improve the world.

ASSESSMENT OBJECTIVES
Objective 1: Deploy Knowledge

Candidates should be able to:

• recall, select, organise and use historical knowledge in context.

Objective 2: Construct Explanation and Communicate Historical Knowledge

Candidates should be able to demonstrate:

• their understanding of the past through explanation and analysis of:

– key concepts: causation, consequence, continuity, change and significance within a historical context
– key features and characteristics of the periods studied and the relationship between them.

Objective 3: Interpret and Evaluate Source Materials

Using source materials, candidates should be able to understand, analyse and evaluate:

• a range of source materials as part of an historical enquiry; and

• how aspects of the past have been interpreted and represented in different ways through:
– comprehending and extracting relevant information
– drawing inferences from given information
– comparing and contrasting different views
– distinguishing between facts, opinion and judgement
– recognising values and detecting bias
– establishing utility of given information
– drawing conclusions based on a reasoned consideration of evidence and arguments.

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ASSESSMENT SPECIFICATION GRID

Assessment Objectives Paper 1 Paper 2

(weighting) (weighting)

AO1+2 20% 20%

AO1+3 30% 30%

Total 50% 50%

Note: AO1 forms part of the testing of AO2 and AO3.

ASSESSMENT FORMAT
The examination consists of two papers – Paper 1 and Paper 2, taken at separate sittings. The duration
of each paper is 1 hour 40 minutes. The assessment modes comprise source-based case study and
structured-essay questions for each paper.

The Making of the Contemporary World Order (1870s–1991)

Paper 1: European Dominance and Challenges (1870s–1939)

Unit 1 – European Dominance and Expansion in the late 19th century

Unit 2 – The World in Crisis (up to case study of Nazi Germany)

Section A: Source-Based Case Study (30%)

• Max of 5 sources
• Q1a–e: source-based questions (A01+A03) 30m

Section B: Structured-Essay Questions (20%)

• Answer 1 out of 2 questions set (A01+A02)
• Each question will have 2 sub-parts
• Part (a) requires candidates to describe events and/or issues [8m] 20m
• Part (b) requires candidates to explain events and/or issues [12m]

Total marks for Paper 1 50m

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Paper 2: The Bi-Polar World Order (1939–1991)

Unit 2 – The World in Crisis (World War II in Europe and the Asia–Pacific)
Unit 3 – Bi-Polarity and the Cold War

Section A: Source-Based Case Study (30%)

• Max of 5 sources
• Q1a–e: source-based questions (A01+A03) 30m

Section B: Structured-Essay Questions (20%) 20m

• Answer 1 out of 2 questions set (A01+A02)
• Each question will have 2 sub-parts
• Part (a) requires candidates to describe events and/or issues [8m]
• Part (b) requires candidates to explain events and/or issues [12m]

Total marks for Paper 2 50m

Section A: Source-Based Case Study

Candidates are required to answer the compulsory source-based case study. The topics for the source-based
case study are prescribed and indicated by the symbol (*) in the syllabus content. Candidates are expected to
have a sound knowledge of the prescribed units and an understanding of the ways in which sources may be
evaluated.

A maximum of five sources may be set for the source-based case study. No individual source will exceed 120
words. One or more differing accounts of the same topic or issue might be set, showing different views as time
progresses or in communicating to different audiences. 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 case study will have 5 questions. 4 questions will test Objectives 1 and 3, and require
candidates to interpret and evaluate source materials. The fifth question will require candidates to use the
evidence in the sources and their own knowledge to demonstrate the skills of analysis, explanation and
judgement for an issue related to the topic assessed in the source-based case study.

The weighting for each question will be indicated in brackets. A ‘Levels of Response Mark Scheme’
(LORMs) will be used to assess candidates’ answers. Answers to the 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.

Section B: Structured-Essay Questions

Candidates are required to answer 1 out of 2 questions set. The questions will test Objectives 1 and 2 and will
consist of 2 sub-parts which will test different skills. Part (a) will require candidates to describe events and/or
issues while part (b) will require candidates to explain events and/or issues. Each question is worth a total of 20
marks with part (a) worth 8 marks and part (b) worth 12 marks. The questions will be marked using the ‘Levels
of Response Mark Scheme’ (LORMs).

Questions will be set on any issue / topic within the units in the syllabus except for the issue assessed in the
source-based case study in Section A in the same year of examination. Questions set on Unit 1 will require
candidates to support their answers with examples from one case study: a comparison of case studies will not
be required. In addition, questions set on the case studies of Vietnam and Indonesia will be in the form of an
'either/or' option.

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

SYLLABUS OUTLINE
The Making of the Contemporary World Order (1870s–1991)

To be effective citizens and participants in the 21st century, students need to understand how the present world
system came into being, and the inter-connectedness of nation-states and peoples. The revised
N(A)-Level History syllabus seeks to examine the key forces and developments which have shaped
international history in the 19th and 20th centuries. Through this revised syllabus, history students will acquire
not just an awareness of concepts such as balance of power, hegemony, geopolitics and nationalism, but also
historical thinking skills.

Unit 1 starts with the turn of the 19th century focusing on how the competition of European nation-states for
resources and territories in Malaya and either Vietnam or Indonesia transformed these territories and linked the
region to the Atlantic World. Unit 2 shifts the narrative to Europe to examine how, in the first half of the 20th
century, European rivalries erupted into two world wars and the rise of authoritarianism that challenged the
governments in Europe and led to the collapse of European hegemony. Unit 3 analyses the shift in the global
balance of power from Europe to the USA and USSR at the end of World War II. This re-alignment led to the
emergence of a bi-polar world dominated by ideological, geopolitical and economic competition between the two
superpowers. The end of the Cold War in 1991 concludes the most recent phase of great power politics and
competition.

The use of an enquiry question in each unit provides the focal point for students to investigate, extract, order,
collate, synthesise and analyse information to formulate and test a hypothesis and reach a conclusion on issues
explored in the syllabus.

There are six generic guiding questions to further guide students in their enquiry into the issues and topics
covered in the syllabus. These are:
1. What were the major forces and developments during this period?
2. What caused these major forces and developments?
3. Who were the key players involved?
4. How did the developments influence people’s decisions and actions and vice-versa?
5. How did people’s views and perspectives shape their interpretation of these developments?
6. How did these developments impact societies?

Unit 1 – 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
– Either case study of Vietnam, 1870s–c.1900 or case study of Indonesia, 1870s–c.1900

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Unit 2 – 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 World War II in Europe
– Reasons for outbreak of World War II in the Asia–Pacific
– Reasons for the defeat of Germany
– Reasons for the defeat of Japan

Unit 3 – 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

Source-based study will only be set on the case studies indicated by the symbol [*].

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AMPLIFICATION OF SYLLABUS DETAILS

Unit 1 – European Dominance and Expansion in the late 19th Century

Enquiry Question: How were systems and societies transformed by colonialism?

Overview Making Connections

At the turn of the 20th century Europe had expanded and established control over a Exploring the story of how European powers established themselves in Southeast Asia
large part of the world. The 1870s witnessed an intensification of European rivalry for is important as it helps students make sense of the colonial imprints that they see in the
territories. Framed against this context, this unit focuses on the expansion of European society and the region they live in today. Students will also recognise and appreciate the
powers into Southeast Asia. Students examine the major forces that drove the cultural, intellectual and emotional contexts that shaped the decisions and actions of
Europeans, such as the British, Dutch and French, to Southeast Asia. Students will also different peoples and groups and the consequences of these decisions and actions. An
be guided to investigate the tensions and issues brought about by the interaction understanding of this story will enable students to establish the significance of western
between these western colonial powers and the Southeast Asian states. Using Malaya colonialism on the geography, politics, cultures and economies of Southeast Asia.
and either Vietnam or Indonesia as case studies, students will look at how these
systems and societies were transformed by the colonial experience.

Key Knowledge Learning Outcomes Key Concepts

Note: The compulsory case study of Malaya and either the case study of Vietnam Students will be able to: • Colonial rule
or Indonesia will be studied in the context of European dominance and expansion in the • Direct rule
late 19th century. Knowledge and Skills • Indirect rule
• explain the reasons for European expansion and • Impact
• Extension of colonial rule and its impact on Southeast Asia since 1870s dominance in Southeast Asia with reference to Malaya • Intensification
and either Vietnam or Indonesia • Intervention
*Case study of Malaya, 1874–c.1900 • explain the responses taken by the locals in Malaya and • Resistance
Establishment of British colonial rule in Malaya either Vietnam or Indonesia to British and either French • Collaboration
– Reasons for British intervention or Dutch colonial expansion respectively • Modernisation
○ Political: to build empires and spheres of influence • establish the impact of European expansion and • Reform
○ Economic: to obtain raw materials, to search for new markets and bases, dominance on Southeast Asian societies
to protect economic interests in Malaya • Sphere of influence
– Impact of British colonial rule of Malaya
○ Political: 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

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Key Knowledge Learning Outcomes Key Concepts

SELECT EITHER

Case study of Vietnam, 1870s–c.1900

Establishment of French colonial rule in Vietnam
– Reasons for French intervention
○ Political: to build empires and spheres of influence
○ Economic: to obtain raw materials, to search for new markets and bases,
to protect economic interests in Vietnam
– Impact of French colonial rule of Vietnam
○ 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

OR

Case study of Indonesia, 1870s–c.1900

Establishment of Dutch colonial rule in Indonesia
– Reasons for extension of Dutch control over Indonesia
○ Political: to build empires and spheres of influence
○ Economic: to obtain raw materials, to search for new markets and bases,
to protect economic interests in Indonesia
– Impact of Dutch colonial rule of Indonesia
○ 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

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Unit 2 – The World in Crisis

Enquiry Question: What forces and developments changed Europe and the Asia–Pacific in the first half of the 20th century?

Overview Making Connections

By the early 20th century, colonial powers competed with each other for colonies in Studying the impact of the large scale conflicts and the rise of new regimes will allow
other parts of the world. In Europe, colonial powers were being challenged by new students to appreciate the key forces and developments that challenged Europe’s
forces and developments. These included intra-European rivalry on the European dominance in world affairs. Through a study of the devastating effects of the two World
continent that gave rise to large scale conflicts as well the rise of new regimes. In the Wars and the unchecked ambitions of the authoritarian states, students will better
Asia–Pacific, Japan was challenging European dominance and looking to increase its appreciate the need for collective security to prevent future conflicts. Students will
own power through colonial expansion in Asia. In this unit, students study the key understand that attempts at world peace are often challenged by the interests and
events and developments – World War I and II and the rise of Communist Russia, Nazi ambitions of individuals and nations. The study of Communist Russia, Nazi Germany
Germany and expansionist Japan – that threatened European dominance in the world. and Japan will enable students to understand how totalitarian regimes can bring about
Specifically, students will evaluate the roles of individuals and groups in shaping the both benefits for some, and great costs for others.
various forces and developments that challenged European dominance in world affairs
and brought about a shift in the balance of power.

Key Knowledge Learning Outcomes Key Concepts

• Impact of World War I Students will be able to: • Appeasement

– Peace Settlement – Aims and the terms of the Treaty of Versailles and its • Balance of power
immediate impact on Germany Knowledge and Skills • Collective security
– Attempts at collective security by the League of Nations – Successes and • explain how World War I impacted Europe • Communism
failures of the League of Nations in the 1920s and 1930s • explain the rise of authoritarian regimes and their impact • Fascism
on the political, social and economic context of countries • League of Nations
• Rise of authoritarian regimes and their impact in the interwar years (up to 1939) and the world order • Nazism
*Case study of Communist Russia • examine the reasons for the outbreak of World War II in • Militarism
– Reasons for the rise of Stalin in Russia Europe and the Asia–Pacific • Authoritarianism
○ Circumstances after Lenin’s death • examine the reasons for the defeat of Germany and
○ Stalin’s manipulations Japan in World War II
– Impact of Stalin’s rule on Russia • examine the roles of key players in shaping particular
○ Political: Stalin’s dictatorship, culture of fear, persecution and forces and developments during this period
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
○ 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

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Key Knowledge Learning Outcomes Key Concepts

• 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

Note: Teachers should note that detailed study of the military campaigns of World War II
is not required.

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Unit 3 – Bi-Polarity and the Cold War

Enquiry Question: How did the Cold War impact the world order in the post-1945 years?

Overview Making Connections

At the end of World War II, a war-torn and weakened Europe created a power vacuum In studying the Cold War years, students will be able to understand how superpower
that gave rise to a world order that was characterised by the emergence of two rivalry has shaped international relations. Students will appreciate how differences in
superpowers, the United States of America and the Soviet Union. This unit focuses on ideas shape the interaction between powers and their relationship with the rest of the
the military, economic and political confrontation between the United States of America world. An awareness of how individuals and groups interacted with each other across
and the Soviet Union. It looks specifically at the causes and consequences of this contexts within the Cold War period would enable students to recognise that decisions
rivalry that resulted in the Cold War and the creation of a bi-polar world. Students learn then can have consequences on people and countries till today. In examining the
how the rivalry between the two superpowers has shaped relations within and outside reasons for the end of the Cold War, students will appreciate how the decisions and
of Europe since 1945. Students will look at the reasons for the sudden end of the Cold actions of individuals can lead to momentous changes both at the national and
War in 1991. international levels. Students will also understand that while key players are responsible
for driving changes they are also constrained by the context in which they operate, and
their decisions and actions can result in unintended consequences.

Key Knowledge Learning Outcomes Key Concepts

• Cold War and the Bi-polar World Order Students will be able to: • Bi-Polarity
– Reasons for the Cold War in Europe • Communism
○ Post-World War II rise of USA and USSR as superpowers: collapse and Knowledge and Skills • Containment
decline of old European powers • explain the immediate impact of World War II on Europe • Democracy
○ US-Soviet mistrust and rivalry: breakdown of wartime alliances, division of • examine the impact of the rivalry of the USA and USSR in • Ideology
Europe after World War II, differences in ideology, American containment the aftermath of World War II on the world order • Proxy war
policy and Soviet responses, military alliances • explain how Cold War tensions are manifested in and • Superpower
outside of Europe rivalry
• Manifestation of the Cold War Outside Europe • examine the reasons for the outbreak of the Korean War • Glasnost
*Case study of Korean War, 1950–53 and the Cuban Missile Crisis • Perestroika
– Reasons for the conflict • examine the role of superpowers and regional powers in
○ Partition of Korea after World War II localised conflicts, with special reference to the Korean
○ Emergence of communist China War and Cuban Missile Crisis
○ Role of external powers in the conflict: USA, USSR and China • examine the reasons for the end of Cold War

*Case study of Cuban Missile Crisis, 1962

– Reasons for the conflict
○ Cuba’s strategic importance to USA
○ Tensions between USA and Cuba: Castro’s policies and American
responses
○ Role of external powers in the conflict: USA and USSR (Kennedy, and
Khrushchev)

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 2195 HISTORY GCE NORMAL (ACADEMIC) LEVEL SYLLABUS

Key Knowledge Learning Outcomes Key Concepts

• End of the Cold War

– Reasons for the end of the Cold War
○ US economic might
○ Weaknesses of the Soviet economy
○ Impact of glasnost and perestroika on the USSR and Eastern Europe

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