A full historical point runs in a chain: the measure, the purpose stated for it, and the effect that followed. The chain keeps a point from being a bare fact.
This lesson is part of Emergency and security responses. It builds on distinguishing military, administrative and social measures.
How does the chain work?
Write three short sentences, one for each link.
- Measure: what was done.
- Purpose: why the authorities said they did it.
- Effect: what followed, using evidence.
Use a clear connecting word between links, such as “so that” for purpose and “as a result” for effect.
Worked example: the Briggs Plan
In 1950 General Sir Harold Briggs introduced the Briggs Plan. It resettled squatters in New Villages so that residents were separated from communist influence and threats. 1
Measure: squatters were resettled in New Villages under the Briggs Plan. 1
Purpose: so that residents could not be reached by the communists who relied on them for supplies, as the plan’s aim is described.
Effect: the tactic succeeded in cutting off the communists’ food supplies and their links for communication, information and medicine. 2 By 1953 the Malayan Communist Party had lost 7,000 members, and Chin Peng and some of his regimental leaders withdrew to southern Thailand. 3
The full point reads: “Squatters were resettled in New Villages so that the communists could not reach their supporters. As a result, the communists lost food supplies and contacts, and by 1953 their ranks had thinned.”
Notice that the loss of members cannot be credited to the New Villages alone, since other measures ran at the same time, such as compulsory identity cards. The point is careful: it says the communists lost supplies and members and does not say the loss was caused by one measure.
The mistake that costs marks
The common slip is to treat purpose as effect: “The villages were built to cut off supplies, which cut off supplies.” The sentence says the same thing twice.
Instead, give evidence for the effect, and say clearly what was intended and what was observed.
| Purpose (intended) | Effect (observed) |
|---|---|
| To separate residents from communist influence | The communists lost food supplies and links with their supporters |
| To trace and limit communist movements | Identity cards were issued to everyone aged 12 and over |
Check yourself
Use the identity card example: identity cards became compulsory for everyone in Malaya aged 12 and over. Write a measure, purpose and effect for it. 4
Answer
Measure: identity cards were made compulsory for everyone aged 12 and over. Purpose: the source in this lesson does not state one, so the answer should say this and then suggest, with care and with support from your textbook, that the cards were meant to control movement. Effect: the source records that the cards helped to trace and limit the movements of the communists.
Stating that the purpose is not given is correct, and it is better than inventing a purpose the source does not contain.
What to study next
Next, sharpen how you judge evidence in evaluating sources without partisan modern analogies. Try the practice set afterwards.
For a teacher to build chains with you from your own textbook notes, see online one-to-one Sejarah tuition.