Bibliography

Source A:


Mirpuri, Gouri, Rober Cooper & Michael Spilling. Indonesia. New York: Marshall Cavendish Benchmark, 2012.


Source B: 


"Jakarta." Encyclopædia Britannica. Encyclopædia Britannica Online Academic Edition. Encyclopædia Britannica Inc., 2012. Web. 16 Feb. 2012. <http://www.britannica.com/EBchecked/topic/299568/Jakarta>.


Source C:


 "Indonesia." Worldmark Encyclopedia of the Nations. Ed. Timothy L. Gall and Susan Bevan Gall. Online ed. Detroit: Gale, 2009. Discovering Collection. Gale. Webb Schools - CA. 16 Feb. 2012 <http://find.galegroup.com/srcx/infomark.do?&source=gale&srcprod=DISC&userGroupName=clar46581&prodId=DC&tabID=T001&docId=EJ2305100281&type=retrieve&contentSet=GSRC&version=1.0>.

Source D: 


Frederick, William H, Robert L. Worden. Indonesia: a country study. DA: Library of Congress, 1993.

Final independence

On 1945.08.17, Sukarno and Moammed Hatta lead the revived movement that destroyed Japan’s authority and proclaimed an independent republic. (C) Consequently, the movement not only established a revolutionary government with presidential form, but also signified the beginning of the Indonesian revolt against the invaders. However, Japan’s failure did not discourage the Dutch’s wild ambition of regaining the control of Indonesian. At the end of WWII, the Dutch was back in control of Indonesia after reoccupying the city of Jakarta, while the revolutionary government resisted the Dutch reoccupation. (C) The Netherlands, initially backed by the British, tried to re-establish their rule, the Netherlands officially consented to Indonesian demands after a 4-year warfare intervention, the intermittent negotiations by united nation. (C) In fighting for independence, the Indonesian National Revolution dismantled and 100,000 Indonesians died, but the brutal armed war eventually ended in 1949.12. (A) The international pressure forced the Dutch to formally recognize the independence of Dutch East Indies as the United States of Indonesia. The government officially proclaimed Djakarta as the national capital. (B) Five years after the proclamation of independence, on  August 17^th, 1950, the Republic of Indonesia established itself under a new constitution. (C) Indonesia became independent from Dutch rule. Until 1962, Dutch lost control of West New Guinea and the Netherlands transferred its territory to the UN Temporary Executive. (C) 

Japanese Occupation

The demands of the Japanese for raw materials resulted in the occupation of Indonesia during the WW2 from March 1942 until 1945. (B) Initially, Japan occupied the archipelago to secure its abundant natural resources. After the successful invasion, Japan divided Indonesia into 3 regions:  the Sixteenth Army controlled Java and Madura,   and the 25^th Army controlled Sumatra, while  the Navy 2^nd South fleet retained its control over Borneo and eastern Indonesia . (D) During the year of occupation, an assembly of thousands of Indonesians created a large labor force. The government sent the massive slaves to south East Asia and forced them to serve the Japanese military.  Additionally, Japan’s huge demands for rice drove the Japanese to compel the local people to grow rice crops which were then exported to Japan, but were not given the right to grow food for themselves. (A) This caused many Indonesians to suffer or die as a result of starvation. However,  although Japan's invasion brought many negative effects to Indonesia, Indonesians considered the occupation of Japan as one of the most crucial events in Indonesian History. The Japanese regarded their motives as positive and justified their role as the light of Asia. (D) Therefore, the justification of themselves led the Japanese to bring great modification of the social structure of Indonesia and helped to increase the sense of nationalism. (A) The Japanese occupation ended the hundred years of Dutch colonial rule; it not only assisted Indonesia to declare its independence from the Netherlands, but also gave the Indonesians an opportunity to participate in politics and the military. (D) Nevertheless, to gain support from the Indonesians, the Japanese encouraged nationalism in Java, but their plan backfired on their military; the encouragement of nationalism promoted the nationalists to start the movement and set the stage for the Indonesian nationalists to precede the nationalistic movements. (A) In 1945, Sukarno and Mohammad Hatta two great nationalists of Indonesia, started the movement.(C) They fiercely defeated the Japanese army; however, the rebel force was still subordinate to the power of Dutch. The arrival of the Dutch galvanized people ‘s sense of patriotism, and the Indonesians started to fight for their independence.  

Colonial experience

The colonial history of Indonesia lasted for hundred years. (A) However, the establishment  of Jakarta, the capital of the Dutch East Indies, demonstrated the great impact that was brought by the colonization of the Dutch.  The colonial history of Jakarta  can be divided into 3 major periods. The 1^st period is that of the Dutch East Indian Company. After capturing the city, most of the activities initially concentrated around the company warehouses and the fort. The city, filled with canals, resembled a typical Dutch town. (B) The beginning of 2^nd period started in early 19 century; the Dutch was determined to extend the city to more areas in the South. Later on, the south of Jakarta became the seat of new colonial government. During the Napoleonic War, the British’s brief control over the city in 1815 brought the 2^nd period to the end. (C) The last period in colonial history concentrated primarily on modernizing the city and provoking the passion for Nationalism. Two national heroes, Diponegoro and Raden Ajeng Kartini were the leading figures in the 3^rd period of colonial history. (A) Diponegoro, who was the Javanese prince, fought against Dutch in war; however, the war resulted in 200,000 Javanese and 8,000 Europeans starving from lack of food and becoming sick from cholera. Dutch exiles him in 1830.  Raden Adjeng Kartini , who was daughter of a Javanese aristocrat, demonstrated that the power of female was not negligible. She attended the Dutch school and colonial rule impacted on her education. Her great concerns were not only about the matter of the liberation of women, but also about public social matters and problems. The wider movement fought for the equality of the law. In 1900s, powerful letters were published and created a stir in the foreign community. Furthermore, the colonial experience left a great impact on every aspect of society in Indonesia. During the early 19^th century, while Dutch’s rule was being restored, the Netherlands government commenced with a “culture system” on Java that changed the life of the local people. The administration no longer ordered the local people to grow a certain amount of crops as tax to the government ; as an alternative, through following the direction of the government, the local people started to grow crops for export and provided a share of their land and labor. (C) This alternation not only affected people’s daily life, but also strengthened the educational system in Indonesia. Before the 3^rd period of the colonial history, 90% of the Indonesians were not educated; nevertheless, in the 1920s,  colleges started to open and to send the Indonesians to Holland to provide an opportunity to educate them; therefore, indonesians learned to agitate for freedom. In 1927, Indonesia National Party under Sukarno arrested and the demand for independence, “One people, one language, One nation”.  (A) Ultimately, the arrival of Japanese in WWII forced the colonial era to cease.

The Initial Conquest

In the early 16^th century, Portuguese establish themselves on the Spice Island of the Moluccas and post the trade at that time. Initially, the Dutch control the trade of Spice Island with English in Indonesia archipelago. Until the end of 16^th, after experiencing the 14-month difficult voyage that causes almost half people die on the way to Indonesia in 1596, the Dutch finally arrives at Bantern in Maluku. This voyage creates a new era; therefore in the following 10 years, there are 65 more Dutch ships come. (A) However, subsequently, the Dutch, the English and the Spanish grapple for the control of islands. Eventually, the Dutch emerge triumphant; they take possession of the Spice Islands, establish foothold in Jayakarta in 1619 and later begin the bloody control of clove producing in Celeves Island. (B) Monopolizing production of coffee, sugar, indigo, pepper, tea and cotton contribute a long run and well-built trade, while it helps The Dutch East India Company earn large profits at the end of 17^th century; In order to manage the trade in well order, the government uses massive army and servants. Nevertheless, the desire of gaining power drive the Dutch to expand their control over the entire Indonesian archipelago. In a result, the government forces the local people, Java to grow crops, which helpes to earn profits for VOC. Unfortunately, by the end of the 18th century, the bankrupt of VOC , the largest commercial collapse in Indonesia History, lead the spice trade diminish. (A)