SEC 2027 G3 Humanities (Social Studies, History) K336 requires two closely related but different kinds of reasoning. Social Studies asks learners to examine present-day civic issues and make responsible judgements from sources. History asks how events unfolded over time, why they happened and what different sources can establish about them. This guide supplies 200 important words and concepts, from inference and governance to the League of Nations, World War II, Korea, Vietnam and the end of the Cold War.

For the 2027 Singapore-Cambridge Secondary Education Certificate, K336 is the combined G3 Humanities syllabus, with older reference code 2261. Paper 1 Social Studies is 1 hour 45 minutes (50 marks, 50%). Paper 2 History is 1 hour 50 minutes (50 marks, 50%). It is different from standalone History K330, which has different content. This is a curated eduKate learning resource, not a SEAB-mandated list of 200 words.

Start here:

• In Social Studies, distinguish fact, opinion, inference and judgement.
• In History, always locate a source in its actual historical context before evaluating it.
• Learn the difference between an underlying cause, an immediate trigger and a consequence.
• Do not equate a partisan source with an automatically false source.
• Understand K336 History’s 1910s–1991 modern-world focus, including the Cold War; do not assume the standalone K330 syllabus is identical.
• Use short timed source and essay practice instead of copying all terms in one sitting.

1–10: Read a Social Studies source accurately

1. provenance — Where a source comes from and who made it.
2. source context — Circumstances in which information was produced.
3. authorship — Identity or role of a source’s creator.
4. intended audience — People the source aimed to influence or inform.
5. intended purpose — Reason for creating or sharing a message.
6. explicit statement — Idea directly expressed in a source.
7. implicit message — Idea suggested rather than openly declared.
8. inference — Conclusion supported by clues.
9. evidence — Information supporting a claim.
10. source limitation — Boundary on what the source can establish.

Transfer check: Use an actual or invented source to demonstrate the term without inventing historical evidence.

11–20: Interpreting and evaluating Social Studies

11. source reliability — Dependability of a source for a given claim.
12. source utility — Helpfulness of a source for a specific inquiry.
13. corroboration — Independent evidence supporting a statement.
14. contradiction — Clash between claims that cannot both hold in the same sense.
15. perspective — Particular viewpoint shaped by a person’s situation.
16. bias — Preference capable of shaping what is presented.
17. assumption — Belief accepted without enough evidence.
18. comparison — Examination of similarities and differences.
19. qualification — Limit added to make an argument accurate.
20. supported judgement — Conclusion grounded in reasons and evidence.

Transfer check: Name the people affected and explain why different perspectives could arise.

21–30: Citizenship and identity

21. citizenship — Legal and social belonging to a state.
22. legal status — Formal position under a state’s laws.
23. civic participation — Involvement in community or public affairs.
24. public duty — Responsibility owed to a wider community.
25. shared values — Principles regarded as important to members of society.
26. national identity — Understanding of belonging to a nation.
27. civic consciousness — Awareness of responsibilities towards society.
28. social cohesion — Connections and trust enabling people to live together.
29. volunteerism — Unpaid contribution to a community effort.
30. collective wellbeing — Benefits and conditions affecting people together.

Transfer check: Explain how this term connects to one cause, choice or consequence.

31–40: Roles of government

31. governance — Processes for making and implementing collective decisions.
32. representative democracy — Government through representatives selected by voters.
33. legislation — The making of laws.
34. law enforcement — Application of law by relevant authorities.
35. public administration — Carrying out government functions and services.
36. economic wellbeing — People’s material opportunities and security.
37. social wellbeing — Health safety inclusion and quality of life.
38. national interest — A country’s goals and concerns.
39. public accountability — Duty of authorities to explain actions.
40. policy trade-off — Benefit obtained alongside an unavoidable cost.

Transfer check: Contrast the term with a similar one and explain why the distinction matters.

41–50: Differences in a diverse society

41. diversity — Variety among social groups or individuals.
42. ethnicity — A shared cultural or ancestral identification.
43. nationality — A person’s formal association with a country.
44. socioeconomic status — Position shaped by income education or occupation.
45. cultural identity — Sense of belonging linked to cultural practices.
46. cultural exchange — Sharing knowledge or customs across groups.
47. stereotype — Oversimplified view about a group.
48. prejudice — Pre-formed judgement that may be unfair.
49. discrimination — Unfair treatment based on group characteristics.
50. social inclusion — Ensuring different groups can participate.

Transfer check: Use an actual or invented source to demonstrate the term without inventing historical evidence.

51–60: Social harmony and responses

51. social harmony — Peaceful and respectful coexistence.
52. assimilation — Adoption of dominant cultural norms by a group.
53. integration — Participation in a wider society with meaningful differences.
54. tolerance — Acceptance of differences even without agreement.
55. empathy — Ability to understand others’ experiences.
56. common space — Shared setting supporting interaction across groups.
57. shared responsibility — Contribution by several individuals or institutions.
58. community dialogue — Conversation across differing viewpoints.
59. unequal burden — Cost borne disproportionately by some people.
60. social solidarity — Mutual support among members of a society.

Transfer check: Name the people affected and explain why different perspectives could arise.

61–70: Globalisation and change

61. globalisation — Intensifying cross-border connections.
62. interconnectedness — Condition of being linked through relationships or flows.
63. interdependence — Mutual reliance across people and places.
64. multinational corporation — Business operating in more than one country.
65. digital advancement — Improved technologies for storing or transmitting information.
66. transport development — Change making travel or delivery easier.
67. trade integration — Stronger links among national markets.
68. economic opportunity — Potential chance to improve employment or income.
69. economic insecurity — Exposure to unstable income or work.
70. job reskilling — Learning new skills for a changing labour market.

Transfer check: Explain how this term connects to one cause, choice or consequence.

71–80: Culture and security across borders

71. cultural diffusion — Spread of cultural practices between groups.
72. cultural dilution — Weakening of established practices under new influences.
73. cultural preservation — Efforts to maintain a valued tradition.
74. international cooperation — Countries working together on shared aims.
75. transnational threat — Danger extending across state boundaries.
76. cyber attack — Malicious action targeting digital systems.
77. vigilance — Active awareness of possible warning signs.
78. misinformation — False information shared without necessarily intending deception.
79. disinformation — False information intentionally designed to mislead.
80. societal resilience — Collective capacity to handle and recover from shocks.

Transfer check: Contrast the term with a similar one and explain why the distinction matters.

81–90: Social Studies structured answers

81. claim — Statement requiring support.
82. reasoned explanation — Account describing how evidence leads to a conclusion.
83. evaluation — Judgement based on explicit criteria.
84. counterargument — Reasoned objection to a proposed position.
85. rebuttal — Response addressing an objection.
86. recommendation — Action proposed for a stated purpose.
87. consequence — Result of a decision or event.
88. relative importance — Comparison of which factor matters more.
89. balanced conclusion — Overall view considering relevant competing evidence.
90. substantiation — Concrete support making an argument convincing.

Transfer check: Use an actual or invented source to demonstrate the term without inventing historical evidence.

91–100: Bridge from civics to historical inquiry

91. historical source — Material used as evidence about the past.
92. historical context — Conditions of a particular time and place.
93. chronology — Events arranged by occurrence.
94. causation — How developments contribute to an event.
95. continuity — Features that remain similar over time.
96. change — Differences that develop across a period.
97. turning point — Event that significantly redirects developments.
98. historical significance — Importance assigned to a past event with reasons.
99. historical interpretation — Account of the past constructed from evidence.
100. historical empathy — Effort to understand choices in past conditions without endorsement.

Transfer check: Name the people affected and explain why different perspectives could arise.

101–110: Post-World War I peace settlement

101. Paris Peace Conference — 1919 negotiations shaping the postwar treaties.
102. Treaty of Versailles — 1919 settlement imposing terms on Germany.
103. War Guilt Clause — Treaty wording assigning war responsibility to Germany and its allies.
104. reparations — Payments demanded for losses or damage.
105. demilitarisation — Removal or restriction of military forces.
106. territorial reduction — Loss of land by a state.
107. self-determination — Principle that peoples should influence political rule.
108. nation-state — State associated with a claimed national community.
109. collective security — Arrangement seeking joint responses to aggression.
110. balance of power — Distribution of national strength intended to deter domination.

Transfer check: Explain how this term connects to one cause, choice or consequence.

111–120: International diplomacy and the 1930s

111. League of Nations — International peace organisation established after World War I.
112. disarmament — Reduction of weapons or armed forces.
113. sanction — Penalty intended to alter a state’s behaviour.
114. diplomacy — Managing relations through discussion and negotiation.
115. appeasement — Making concessions to avoid confrontation with a threatening state.
116. Abyssinian Crisis — 1935–36 crisis following Italy’s attack on Ethiopia.
117. remilitarisation of Rhineland — 1936 return of German troops to the Rhineland.
118. Anschluss — 1938 annexation of Austria by Nazi Germany.
119. Munich Agreement — 1938 decision permitting German control of the Sudetenland.
120. non-aggression pact — Agreement promising not to attack another state.

Transfer check: Contrast the term with a similar one and explain why the distinction matters.

121–130: Nazi Germany and political power

121. Weimar Republic — German democratic republic formed after World War I.
122. Great Depression — Severe global economic crisis beginning in 1929.
123. hyperinflation — Very rapid increase in prices eroding currency value.
124. authoritarianism — Concentrated rule limiting political competition and liberties.
125. totalitarianism — Regime seeking extensive control over society.
126. Nazi Party — German National Socialist movement led by Adolf Hitler.
127. propaganda — Messages deliberately designed to influence opinion.
128. censorship — Suppression or restriction of information.
129. persecution — Systematic mistreatment of targeted people.
130. one-party state — System dominated by one legally permitted ruling party.

Transfer check: Use an actual or invented source to demonstrate the term without inventing historical evidence.

131–140: Militarist Japan and expansion

131. militarism — Dominance of military values and leaders in politics.
132. army faction — Grouping within military leadership pursuing particular aims.
133. political assassination — Killing motivated by political aims.
134. Mukden Incident — 1931 railway explosion used by Japanese forces as pretext in Manchuria.
135. Manchuria — Northeast Asian region occupied by Japan in the 1930s.
136. Manchukuo — Japanese-controlled state declared in Manchuria in 1932.
137. Sino-Japanese conflict — War between Japan and China.
138. Greater East Asia Co-Prosperity Sphere — Japanese wartime regional project supporting imperial domination.
139. resource security — Protection of access to critical materials.
140. expansionism — Policy seeking wider territory or influence.

Transfer check: Name the people affected and explain why different perspectives could arise.

141–150: World War II and escalation

141. aggression — Use or threat of force against another state.
142. invasion — Entry of armed forces into territory.
143. Axis Powers — Wartime coalition led by Germany Italy and Japan.
144. Allied Powers — States that fought against the Axis.
145. European theatre — Region of World War II operations in Europe.
146. Asia-Pacific theatre — Region of World War II operations in Asia and the Pacific.
147. invasion of Poland — German military attack in September 1939.
148. Pearl Harbour — US naval base attacked by Japan in December 1941.
149. strategic bombing — Air attacks intended to weaken an opponent’s war effort.
150. war mobilisation — Organisation of people industry and resources for fighting.

Transfer check: Explain how this term connects to one cause, choice or consequence.

151–160: Why World War II ended

151. D-Day — June 1944 Allied amphibious landings in Normandy.
152. island hopping — Allied strategy focusing on selected Pacific islands.
153. atomic bomb — Weapon releasing energy through nuclear reactions.
154. two-front war — Fighting across two major geographic fronts.
155. overextension — Commitments spread beyond effective resources.
156. supply lines — Routes delivering materials to military forces.
157. command structure — Organisation through which military orders are given.
158. Soviet military advance — Movement of USSR forces that helped defeat Nazi Germany.
159. surrender — Formal agreement to stop resisting.
160. demobilisation — Return of military personnel to civilian life.

Transfer check: Contrast the term with a similar one and explain why the distinction matters.

161–170: Origins of the Cold War

161. Cold War — Prolonged strategic rivalry between USA and USSR.
162. superpower — State with exceptional global military and political influence.
163. ideology — System of political and economic beliefs.
164. capitalism — Economic organisation with significant private ownership.
165. communism — Political ideal associated with collective ownership and classless society.
166. bipolarity — International system dominated by two major powers.
167. Iron Curtain — Metaphor for division of Cold War Europe.
168. containment — US strategy to restrict spread of Soviet influence.
169. Truman Doctrine — 1947 American policy supporting states resisting communist pressure.
170. Marshall Plan — US programme aiding European economic recovery.

Transfer check: Use an actual or invented source to demonstrate the term without inventing historical evidence.

171–180: Cold War confrontation and blocs

171. Berlin Blockade — 1948–49 Soviet restriction of land access to West Berlin.
172. Berlin Airlift — Western operation delivering supplies to West Berlin by air.
173. NATO — North Atlantic Treaty Organization established in 1949.
174. Warsaw Pact — Soviet-led military alliance established in 1955.
175. arms race — Competition to build weapons and military capabilities.
176. nuclear deterrence — Using threatened retaliation to discourage attack.
177. proxy war — Conflict involving local forces backed by larger rival powers.
178. Sino-Soviet alliance — Agreement linking communist China and USSR in the early Cold War.
179. demilitarised zone — Area where military presence is limited by agreement.
180. armistice — Agreement that stops fighting without necessarily settling the dispute.

Transfer check: Name the people affected and explain why different perspectives could arise.

181–190: Korea and Vietnam during the Cold War

181. partition of Korea — Division of the peninsula after World War II.
182. Korean War — Conflict of 1950–53 involving Korean states and foreign powers.
183. United Nations Command — UN-authorised multinational command in the Korean War.
184. Chinese intervention — Entry of Chinese forces into the Korean War.
185. Korean Armistice Agreement — 1953 agreement halting major fighting.
186. Geneva Accords — 1954 agreements concerning Indochina after French defeat.
187. partition of Vietnam — Temporary division of Vietnam after 1954.
188. insurgency — Armed rebellion against existing authority.
189. Vietnam War — Conflict between forces aligned with North and South Vietnam and foreign supporters.
190. reunification — Bringing divided territories under one government.

Transfer check: Explain how this term connects to one cause, choice or consequence.

191–200: Decline and end of the Soviet bloc

191. command economy — System with central planning of major economic activities.
192. economic stagnation — Prolonged weak growth or development.
193. structural weakness — Deep organisational problem reducing effectiveness.
194. military burden — Resources consumed by armed forces and commitments.
195. détente — Period of easing tensions between rival powers.
196. glasnost — Gorbachev’s policy of increased openness.
197. perestroika — Gorbachev’s programme of economic restructuring.
198. political reform — Change in institutions or decision-making rules.
199. Eastern European bloc — States aligned with Soviet power after World War II.
200. dissolution of USSR — Formal end of the Soviet Union in 1991.

Transfer check: Contrast the term with a similar one and explain why the distinction matters.

One subject code, two source-based tasks: what changes?

Both K336 papers require source literacy, but they do not ask exactly the same questions. Social Studies addresses civic issues relevant to Singapore and an interconnected world. It asks students to use sources while considering viewpoints, values, policies and responsible responses. History asks students to interpret evidence in the context of particular periods and events, such as diplomatic decisions after World War I or the Korean War. In both, the writer must justify interpretations; in History, chronology and historical knowledge are indispensable.

For example, a 1940s government speech must not be judged using an assumption about what people today would have expected. A useful historical response explains the speaker’s situation, political interests, audience and available knowledge. A Social Studies response to a current policy could instead discuss who might be affected differently, what values are involved and what measures could make implementation more inclusive.

Social Studies practice: what can we infer from a source?

Imagine a fictional community poster stating, “Our neighbourhood is stronger when different generations work together.” The poster expresses an intention to encourage cooperation. It does not prove that the proposed event succeeded or that every family attended. A justified inference might be: “The organisers believe intergenerational cooperation is valuable.” Support comes from the stated message. An unjustified inference would be: “All older residents are isolated,” because the poster provides no evidence for that generalisation.

Now imagine another fictional statement from a participant: “The event was useful, but some older residents could not reach the second-floor venue easily.” The two sources may be compatible: one promotes cooperation; the other identifies an accessibility barrier. A student who immediately claims they contradict each other has not separated intended purpose from measured outcome. To evaluate the claim of success, additional attendance and feedback evidence would be useful.

Social Studies paper structure in 2027

The Social Studies paper contains a 35-mark compulsory source-based case study and 15 marks of two compulsory structured-response questions. Questions 1–4 of the case study total 25 marks, and Question 5 requires multiple sources and another perspective for 10 marks. The structured questions are worth 7 and 8 marks. The syllabus’s three issues are Exploring Citizenship and Governance, Living in a Diverse Society, and Being Part of a Globalised World. A source may be unfamiliar; students are expected to apply reasoning rather than simply recall a model answer.

A 7-mark response might suggest actions to build community participation, identifying realistic mechanisms and consequences. The 8-mark question may compare two factors and judge their relative importance. When marks are awarded for judgement, writing long lists of policy names without explaining their effect is insufficient.

History: why postwar peace led to new tensions

After World War I, the Paris Peace Conference imposed settlements intended to shape future relations. The Treaty of Versailles restricted Germany’s armed forces, demanded reparations and changed borders. These terms could influence politics and public perceptions, but a careful historian does not say “the treaty alone caused everything that happened later”. Evaluate its effects alongside economic conditions, political weaknesses, external decisions and the choices of political leaders.

The League of Nations embodied the aspiration of collective security: aggression against one state would concern others. Yet cooperation depended on member states, resources and political will. To explain why a particular League response did not succeed, examine the available powers and concrete decisions. The phrase “the League was weak” is a conclusion in need of explanation, not a full answer.

Worked example: why economic distress matters in Nazi Germany

Germany’s political instability in the 1920s and early 1930s involved multiple developments. Hyperinflation weakened purchasing power in the early 1920s; the Great Depression later caused mass unemployment and political pressure. The Nazi movement exploited such conditions, but its rise also depended on political leadership, propaganda, institutional weakness and choices made by other actors. A clear answer distinguishes what economic conditions made possible from what political decisions actually brought about.

When writing about Nazi Germany, avoid sensationalism or treating propaganda as an accurate description of targeted people. Nazi persecution and violence are historical realities with victims. The task is to analyse the mechanisms of authoritarian rule critically and responsibly, using evidence and historical context.

Militarist Japan: military power and international context

In interwar Japan, military leadership increasingly influenced politics, while ambitions in Manchuria and China increased regional conflict. An account of militarism should name the role of institutions and military priorities, rather than equate an entire population with the policies of particular leaders. International economic pressures, resource anxieties and decisions of governments helped shape events. The term Greater East Asia Co-Prosperity Sphere reflected a Japanese political project that presented expansion as regional cooperation while supporting imperial dominance.

A student should distinguish Japanese claims about motives from the actual effects of occupation and war. Primary sources may reveal official intentions, but other records are necessary to assess experiences of affected communities. Comparing propaganda and testimony requires care about their origin and what each source can reliably establish.

Why World War II began: multiple causes, not a single event

Germany’s invasion of Poland in September 1939 was a major immediate trigger of war in Europe. Earlier developments such as remilitarisation of the Rhineland, the Anschluss, the Munich Agreement and changing diplomacy shaped the situation. The policy of appeasement attempted to avoid war through concessions, but assessments differ over its effects and the constraints facing governments. Students should evaluate each decision in context rather than simply apply a retrospective label of foolishness.

In the Asia-Pacific, Japan’s expansionist policies, aggression in China, worsening relations with the United States and the 1941 attack on Pearl Harbour contributed to wider conflict. An explanation should distinguish a broader strategy from a specific attack, a short-term decision and a longer-term pressure. The Pacific war cannot be understood as an inevitable result of one word such as “militarism” without identifying human choices.

Why the war ended: resources, strategy and overextension

The Allied victory over Germany and Japan involved many interacting factors. American industrial resources and manpower, Soviet military action, Allied strategy and weaknesses in Axis command and supply all mattered. Germany faced a major two-front war and accumulated losses; Japan’s territorial overextension created demanding supply commitments. D-Day, island hopping and the atomic bombings are developments to consider in the relevant contexts. Students should avoid implying that any one development automatically explains both theatres.

The official K336 syllabus notes that detailed study of military campaigns is not necessary, although major turning points should be understood. Therefore, learn what the turning points changed and why, rather than memorising every military unit or tactical movement.

Cold War: understand ideology, policy and power

After World War II, the United States and Soviet Union emerged as rival superpowers. They promoted different political and economic systems, mistrusted one another’s intentions and built alliances. Containment describes efforts to prevent further spread of Soviet influence. The Berlin Blockade and Berlin Airlift show how control, access, economic pressure and international response interacted during an early confrontation. These examples are more informative than the vague statement “the countries disliked each other”.

The Cold War did not mean the world was free from war. There were severe conflicts in which local actors and major powers interacted. The label describes the prolonged rivalry between the main superpowers without a direct all-out US–USSR war, not the absence of bloodshed elsewhere. Students should distinguish the intentions of the local governments and movements from the strategies of external powers.

Korea: why calling it only a proxy war is incomplete

Korea was partitioned after World War II, with rival political systems developing in the north and south. The Korean War of 1950–53 involved North and South Korea, the United States, China and other forces under the UN Command, as well as Soviet involvement. External support mattered, but so did Korean political actors, border tensions and the division of the peninsula. An explanation that treats Koreans solely as instruments of outside governments misses important causes.

The 1953 armistice ended major fighting but was not a comprehensive peace treaty reunifying the peninsula. The demilitarised zone reflects continued division. These terms are important because “armistice”, “peace treaty”, “partition” and “reunification” describe different political outcomes.

Vietnam: distinguish partition, escalation and outcome

Vietnam’s post-1954 division followed diplomatic developments after French defeat. Political tensions, differences between authorities in the north and south, and intervention by outside powers contributed to a prolonged war. The course examines the roles of North and South Vietnam, the United States, Soviet Union and China. Students should identify the conditions producing escalation and examine how the war’s end affected Vietnam and wider Cold War relations.

For a source written during the conflict, examine the political position and intended audience. A US government statement, a South Vietnamese account and a North Vietnamese statement may describe the same development differently. Those differences invite cross-reference; they do not permit a learner to fabricate evidence or presume all sources are equally accurate.

Why the USSR declined and the Cold War ended

By the 1980s the Soviet Union faced internal economic problems, heavy military spending and political pressures across the Soviet bloc. Perestroika sought restructuring and glasnost increased openness, but neither word alone explains the political transformations. Reforms, public confidence, nationalist movements, international pressures and decisions across Eastern Europe interacted. The dissolution of the USSR in 1991 was an endpoint of a complex process, not an event caused by one reform announcement.

A useful essay compares the economic strains, burdens of the arms race, the effect of reforms and the responses of people and institutions. Decide which mattered most for the wording of the actual question, then qualify the judgement when evidence suggests causes reinforced one another.

How Paper 2 History works in K336

Paper 2 is 1 hour 50 minutes, 50 marks and 50% of the combined subject. Section A is a compulsory 30-mark source-based case study using no more than six sources; Section B requires candidates to answer two of three 10-mark essays. The studied period is The Making of the 20th Century Modern World, 1910s–1991. Some overview topics are marked non-examinable in the syllabus, while specific source-case-study topics carry an asterisk. Use the official K336 syllabus to see exactly which topics may appear in that section rather than assuming every chapter has the same exam role.

Four-week revision sequence

1. Week 1 — Social Studies: use 50 terms about inference, provenance, governance and diversity; compare a few short, differently positioned sources.
2. Week 2 — Peace and authoritarianism: create a causal timeline from Versailles and the League of Nations to the rise of Nazi Germany and militarist Japan.
3. Week 3 — War and the Cold War: explain the main developments from 1930s aggression to postwar blocs, Korea and Vietnam; evaluate competing explanations.
4. Week 4 — Integrate and test: practise one unfamiliar Social Studies source set, one History source set and two essays. Record the first unsupported inference or weak causal link and repair it in a different question.

Students do not need to recite all 200 terms in alphabetical order. They need to read accurately, put evidence in context and make justified arguments. Use a few unfamiliar terms per short session and revisit them through fresh tasks.

Common mistakes and their repairs

• “Bias means false”: examine the exact claim and what corroboration establishes.
• “The treaty caused World War II by itself”: distinguish conditions and later political decisions.
• “Every German or Japanese citizen supported the regime”: avoid unsupported generalisations about whole populations.
• “The Cold War had no wars”: recognise regional conflicts and proxy warfare.
• “The Korean Armistice is reunification”: it halted major fighting without reunifying Korea.
• “One reform ended the USSR”: explain interacting economic, political and international factors.
• “More historical detail equals more marks”: select relevant evidence and address the exact judgement required.

Frequently asked questions

Is K336 the same as standalone History K330?

No. K336 combines Social Studies and a particular elective History syllabus focused on the modern world, while K330 is a different standalone subject with its own content and paper structure.

How many marks come from Social Studies?

50 marks and 50% of K336, through a 35-mark source case study and 15 marks of structured responses.

Which historical topics can appear in the source-based case study?

Only the specific syllabus topics marked with an asterisk are prescribed for that section. Read the K336 syllabus’s content table before preparing a fixed list.

Must students memorise every date?

Know the important chronology and what changed, but prioritise explanations, interpretation and evidence rather than isolated fact-recitation.

Is this an official SEAB 200-word list?

No. It is an independent study bank for the combined K336 subject.

How should parents check progress?

Ask the learner to explain what a source establishes, why an event occurred and whether another source or cause would change the judgement.

Official syllabus and next reading

Read SEAB’s 2027 G3 school-candidate index and the official Humanities K336 syllabus. For fuller background, compare the standalone G3 History vocabulary guide but do not assume K330’s content and requirements apply to K336. Historical words become useful when they help explain a specific sequence of choices, causes and consequences.

eduKate Punggol, November 2026. Independent learning glossary, not a prescribed word list or reproduction of examination questions.