Your exam markers instantly know if you are bluffing and rambling

We will teach you how to stay focused when you write your answers.

Using the correct application skills – and not just giving the “correct answers” can determine if you will pass, fail or earn a distinction.

Answering each question requires careful and spontaneous thought, planning, and organization.

You have to give a sensible, logical argument that the exam marker will find acceptable. No matter how easy or difficult the exam question is.

Intensive And Correct Preparation For Exams

Choose from 29,000 qualified and experienced private tutors.

Select accomplished History home tutors who are MOE current/former teachers, PhD-tutors, experienced graduated/undergraduate/Master’s-qualified. 

They each have between 2 to over 30 years of proven track records of helping their students achieve higher grades, according to the feedback from parents and students.

Your History tuition teacher will teach you how to recall memorized information, organize knowledge, apply theory to routine as well as challenging questions, how to refine your analytical skills when evaluating what the exam question REALLY wants you to answer, and write on-point logical and integrated answers.

Evolve your higher-order thinking skills so that you are able to calmly answer questions that are more difficult than you are accustomed with

Pace yourself when answering each of the exam questions so that you know which are the important words and content in your answers that will be quick and/or easy, and which parts will require more time and thought.

Recognize which types of questions will take longer than others, and which answers require you to check more carefully for careless mistakes.

Importantly, you will properly organize your thoughts before you begin to answer any questions.

Hire The History Tutor Who Can Quickly Deliver Results

The Outcomes Of Each Of Your CA’s, SA’s And National Exams Determine The Next Class, School/Junior College/Polytechnic/University That You Will Be Accepted Into

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HIRE history TUTOR WHO DELIVERS BEST RESULTS

successful history Tutors

Ms FW has 7 years of History tuition experience. She is NIE-trained, and taught at an MOE school for 9 years. Ms FW’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 LM has 8 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 LM was a contract teacher at an MOE school for 3 years. Her home 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.

Mr CS has 4 years of History tuition experience. He is a post-Doctoral Fellow at NTU. His PhD in History was from Princeton University, and his Bachelor’s in History was from NTU (First Class Honours). Mr CS’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 EFA has 6 years of History tuition experience. He has a Bachelor’s in History from NTU, and had taught at a tuition centre for 3 years. Mr EFA’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 TY has 4 years of History tuition experience. She has a Bachelor’s from NUS (2nd Upper Class Honours). Ms TY taught at a tuition centre for 3 years and is also a private tutor. Her 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 GK has 12 years of History tuition. She was an MOE contract teacher for 2 years and taught at tuition centres for 7 years. Ms GK has a Bachelor’s in History from NUS (Honours). Her private tuition students attended CHIJ St Joseph’s Convent, Dunman High School Integrated Programme, Raffles Institution (Secondary), St Andrew’s Junior College, Temasek Junior College, and Anderson Serangoon Junior College.

Hire The History Tutor Who Can Quickly Deliver Results

The Outcomes Of Each Of Your CA’s, SA’s And National Exams Determine The Next Class, School/Junior College/Polytechnic/University That You Will Be Accepted Into

top-performing history tutors

Ms YP has 11 years of History tuition experience. She has a Master’s and Bachelor’s in History from NTU and was a relief teacher at MOE schools for 5 years. Ms YP’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.

Mr MK has 7 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.

Ms SH has 11 years of History tuition experience. She has a Bachelor’s in History from NTU, and had taught at a tuition centre for 5 years. Ms SH’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 WT has 9 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 WT 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 WT’s home 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.

Mr GP has 9 years of History tuition experience. He has a PhD in History from Harvard University, and a Bachelor’s in History from NUS (First Class Honours). His private 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.

Mr BY has 3 years of History tuition experience. He has a Bachelor’s in History from NTU (Honours) and was an MOE relief teacher for 1 year. Mr BY’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 RK has 9 years of History tuition experience. She is NIE-trained and taught at MOE schools for 6 years. Ms RK 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.

Ms YW has 11 years of History tuition experience. She is NIE-trained, and taught at a junior college for 8 years. Ms YW has a Master’s in History from the University of Pennsylvania and a Bachelor’s in History from NTU (First Class Honours). Ms YW’s private 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 LT has 13 years of History tuition experience. He was a relief teacher at MOE schools for 6 years and is also a private tutor. Mr LT has a Bachelor’s in History from NUS. His home 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.

Ms SG has 9 years of History tuition experience. She is NIE-trained and has a Master’s in History (Empires, Colonies and Imperialism) from NUS. Ms SG taught at MOE schools for 8 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 CDR has 8 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 CDR’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.

Ms AM has 11 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 AM’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.

Ms KC has 4 years of History tuition experience. She was a contract teacher at MOE schools for 3 years. Ms KC has a Bachelor’s in History from NUS (2nd Upper Class Honours). Her private tuition students attended Anglo-Chinese School (Barker Road), Nan Hua High School, Nanyang Girls’ High School, Eunoia Junior College, Catholic Junior College, and Jurong Pioneer Junior College.

Ms GJH  has 9 years of History tuition experience. She has a PhD in History from the University of Oxford. Ms GJH wrote the History curriculum for secondary school and junior college for the large group of tuition centres where she taught for 6 years. Her home tuition students attended CHIJ St Nicholas Girls’ School Integrated Programme, Catholic High School, Maris Stella High School, Hwa Chong Institution, National Junior College, and Victoria Junior College.

Mr NL has 5 years of History tuition experience. He has a Bachelor’s from NTU, majoring in History (First Class Honours). Mr NL 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 NL’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 KG has 2 years of History tuition experience. He has a Bachelor’s from NUS, majoring in History. His private tuition students attended Tampines Secondary School, Canberra Secondary School, Anglican High School, St. Andrew’s Junior College, Yishun Innova Junior College, and Anderson Serangoon Junior College.

Ms BM has 11 years of History tuition experience. She has a Master’s and Bachelor’s (Honours) in History from NTU. Ms BM’s home 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.

Ms DS has 9 years of History tuition experience. She taught at tuition centres for 6 years and is also a private tutor. Ms DS has a Master’s and a Bachelor’s (Honours) in History from NTU. Her home tuition students attended Montfort Secondary School, Orchid Park Secondary School, Paya Lebar Methodist Girls’ School (Secondary), Anglo-Chinese Junior College, St. Andrew’s Junior College, and River Valley High School.

Mr WT has 11 years of History tuition experience. He has a PhD in History from Columbia University and a Bachelor’s in History (First Class Honours) from NUS. Mr WT’s home tuition students attended Victoria School (Integrated Programme), St. Gabriel’s Secondary School, Singapore Chinese Girls’ School, Hwa Chong Institution, Raffles Institution, and River Valley High School.

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Hire The history Tutor Who Can Quickly Deliver Results

The Outcomes Of Each Of Your CA’s, SA’s And National Exams Determine The Next Class, School/Junior College/Polytechnic/University That You Will Be Accepted Into

The MOE states that:

  • Today’s multipolar world stands in contrast to the bipolar division of the Cold War years and the unipolar hegemony of the USA in the immediate aftermath of the ending of the Cold War
  • At present, various powers are recognised for their extensive political and economic influence with the USA, the European Union and China being prominent examples
  • This balance of power between the superpower and regional powers to achieve international stability continues to be riddled with challenges in the form of terrorism, civil strife and ongoing wars
  • Understanding the Cold War would provide students with insights into how a superpower like the USA and regional powers behave and the motivations behind the decisions made.

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
  • Appeasement
  • Balance of power
  • Collective security
  • Communism
  • Fascism
  • League of Nations
  • Nazism
  • Militarism
  • Authoritarianism
  • 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
  • The two superpowers have shaped relations within and outside of Europe since 1945
  • The reasons for the sudden end of the Cold War in 1991
  • Making Connections – how superpower rivalry has shaped international relations
  • Differences in ideas shape the interaction between powers and their relationship with the rest of the world
  • The reasons for the end of the Cold War
  • 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

Hire The history Tutor Who Can Quickly Deliver Results

The Outcomes Of Each Of Your CA’s, SA’s And National Exams Determine The Next Class, School/Junior College/Polytechnic/University That You Will Be Accepted Into