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Unit 4X How Wars Begin

Unit 4X

How wars begin: the European Powers and the origins of war, 1815-1941.

Questions and Writing Guide

What is the Historical Enquiry?

It is a full unit of your A2 and makes up 40% of the mark (the Unit 3 exam is 60%). It is an essay that looks at an issue of historical debate over a period of one hundred years or more. You will pick your own question, be taught the period in outline and then do your own research and write the essay, helped and guided by your teacher.

The essay is 3,500 words with a 500-word source evaluation. It is a great selling point for UCAS as it is very similar to a university essay. If you meet deadlines you can get a good mark and it will help towards your A-level grade. But REMEMBER the exam is worth more, so do not spend all your time on the HE and lose the marks on the exam. Get the essay in early.

What are the Historical Enquiry questions you can choose from?

You can choose any one of the questions listed below. Before you choose think about what the question means and talk to your teacher about it.

Think about your strengths and weaknesses. Are you good at detail? Then you might wish to look at one of the questions in a focused way, i.e. an 80/20 study. Are you better at ideas and links? Then you might be better at one of the thematic questions. Choosing the question is very important, do not rush it. If you get it wrong it could cost you your A level grade!

You must have chosen your question by the start of October at the latest.

Once you have chosen a form must be filled in and sent to the board. This will be done at the end of October. Once you have chosen you cannot change your mind.

Several of you will be doing the same question, in fact you can all do the same question, the board does not mind, but though you can share ideas and books it must be your own work and you will have to sign a form to say it is.

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Historical Enquiry Questions:

NB: The notes are to give you SOME ideas. They are NOT exhaustive and you may take your study in a different direction or use different content, the notes are simply to give you ideas to help you choose which question to do. Some of the questions are harder than others. To an extent this depends on you and the amount of work you put in: TALK TO YOUR TEACHER.

Questions:

Within the context of the period 1815 to 1941, how far does Great Power rivalry explain the outbreak of war?

This question is one that takes a single issue and looks at how much it caused war and how much it didn’t. You would need to discuss what is meant by the phrase ‘Great Power rivalry’: who were the ‘Great Powers’ and what were their competing ambitions that caused war? Were the rivalries the same over the whole period or did they change? You need to judge its relative importance as a factor against other factors in a range of wars such as the Crimean War, the wars of German Unification, WW1 and WW2. Don’t forget you must come to a conclusion about how far it mattered.

Within the context of the period 1815 to 1941, to what extent was the role of individuals the key factor in causing war?

This is one of the questions that can either focus on a particular war with some context, or can be looked at thematically over the whole period. It requires you to assess the importance of individuals as a cause of war how much impact they had in each war and how much it was other factors. You would need to judge its relative importance as a factor in a range of wars such as the Crimean War, the wars of German Unification, WW1 and WW2. You could look at men such as Hitler and/or Chamberlain, Bismarck, Napoleon III or Wilhelm II, but you need to show how they had an impact not just assert it. Don’t forget you must come to a conclusion about how far they mattered.

Within the context of the period 1815 to 1941 to what extent does nationalism explain the outbreak of war?

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This question takes a single issue and looks at how much it caused war and how much it didn’t over the whole century. You would need to discuss what nationalism is and how and whether it changed over the period: was the nationalism of Bismarck the same as that of Hitler? You need to judge its relative importance as a factor in a range of wars such as the Crimean War, the wars of German Unification, WW1 and WW2. Don’t forget you must come to a conclusion about how far it mattered.

Reading

Throughout the taught section you should be reading. Start with general books and work towards harder ones not the other way round. It is a good idea to read across the period as whole first and then specialise. You need this for context and to help you choose your question. Please do not underestimate this: keeping up to date with the reading is CRUCIAL. It will help you keep on top of the work, meet the deadlines, get advice and therefore a better mark. Leaving the reading WILL cost you grades.

You will be asked to produce a reading list when you choose your question to ensure you have sufficient sources to answer it. You should get advice from your teacher, from Ms Baylon the librarian or from your local library or the Central Reference Library in St Peter’s Square. And don’t forget you can also use John Rylands, Manchester University Library. Don’t forget also to use the OPAC search. (Do not worry if the book list changes as you do your study as you find new sources or reject ones that turn out not to be useful. This is not a problem.)

You should use BOOKS as your primary research material. However, you may also use information from TV programmes, films, paintings, museums, and field trips etc. You may use the Internet but it must be used with caution and it must NOT be your main source of information. The use of books is part of the mark scheme!

Work from the more general books to the more specialised texts. According to the exam board you are expected to read ‘4–6 substantial sources’. Of course you may use more. And by ‘substantial’ they mean hard A level and undergraduate books, not basic textbooks (which you will also use). But don’t panic: for some sources you may only be using chapters of the book not necessarily the whole thing.

Don’t forget the 500-word source evaluation is part of the final mark for the enquiry so you need to be thoughtful when choosing sources. It also means that you will be given exercises to do on the reading

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and your teacher will check your notes from time to time. If you keep notes as you read, writing the source evaluation takes just a couple of hours. It is worth 10/60 marks so do not underestimate it.

We have attached a list of suggested reading at the end of this guide but you can and should use others. You also be given articles etc. during the course, all of which can go in your bibliography.

Working on the enquiry

You need to be working on the enquiry throughout the taught section and you will have a couple of weeks to get started. But you will also be continuing to work on the enquiry while you are studying Unit 3. You MUST therefore be organised, see your teacher regularly and keep up to date.

STUDENTS WHO LEAVE THE WORK TO THE LAST MINUTE LOSE A LEVEL GRADES BECAUSE THEY DO NOT DO THE COURSEWORK WELL ENOUGH AND THEY END UP SPENDING TIME RUSHING TO GET IT DONE WHEN THEY SHOULD BE REVISING FOR THE EXAM. THEY THEN LOSE MARKS ON BOTH THE A2 PAPERS AND THIS CAN COST YOU YOUR UNIVERSITY PLACE.

As you read you need to make good notes. As well as making notes on factual detail, you need to note the point of view of the authors. (We have a form you can use to help you do this at the end of the booklet and your teacher may ask to see all your notes at any time.)

Keep your notes organised and well labelled. Good notes will help you plan and write the essay. Geeky things you can do that help you keep organised are number the pages of your notes; staple all the notes from one book together; colour code your notes etc. If you keep your notes on computer ensure you have a back-up. Students do lose their notes; don’t be one of them.

Writing up the essay

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AQA say that you should ‘select, organise and analyse the information in the light of the knowledge, understanding and skills acquired during the introductory teaching period’. In other words it must take account of the 100 years and the theme of the Historical Enquiry. The examiners are looking for an answer to the question that discusses the historical debate around the wars. They want you to assess the various interpretations and come to an argued conclusion.

You can write the whole essay up at once or do it in bits. But remember the final essay cannot be taken in and marked and returned for improvement: once you have handed in the final draft that is it. HOWEVER, you will be given exercises and early attempts to write that that will be checked and given back with advice for improvement.

Students who do not meet the deadlines for these exercises and drafts lose grades and can fail the module. You can show or talk over the essay with your teacher as often as you wish for advice and suggestions. The more you involve your teacher the more you will improve. Students can and do get 60/60 on this module. But some students also get U grades.

Before you start writing the first draft/final essay you should produce a detailed plan and go through this with your teacher. As always in history planning helps produce good essays.

Don’t forget all the rules of essay writing apply: you should have an introduction; each paragraph/section should deal with a separate argument and have good supporting evidence; you should address historical interpretation throughout; you should have a fully argued and developed conclusion. Unlike AS essays, however, you also need to make connections across the period. For high grades your argument needs to be sustained and well supported.

The essay should be no more 3,500 words: there is a little leeway but more than 3,999 will be penalised by being put at the bottom of the level. (This is also the case for your source evaluation; anything above 599 goes to the bottom of the level.)

Quotations should be properly footnoted (see Appendix I) and you must have a full bibliography, in which all the sources used should be listed (see Appendix II which is a sample bibliography). Footnotes and bibliographies

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are not included in the word count.

Should you wish to add maps, tables, illustrations etc. these can be done in the essay so long as they are relevant to the argument and not just there to make it look pretty. (Alternatively you can put them in appendices at the end, which is preferable.)

Don’t forget to spell check!

The Source Evaluation

As part of the study you must produce a 500-word critical evaluation of the sources used. (This also must NOT go above the word count.) The source evaluation accounts for 10/60 marks, which can be two grades. This means it should be done well and taken seriously. It is not a rubbishy add-on.

You will again be given exercises to help with this. Books also sometimes have comments in the bibliographies on the sources they have used so it is worth looking at them. (See for example the ‘Bibliographical Note’ in Gordon Wood’s book The American Revolution.)

You should talk about the usefulness of the sources in answering the question but not in the GCSE simplistic way saying stuff like it was useful because it is primary. (!!!) But comment on whether the book had useful information relevant to your argument. How did it help you develop your ideas?

You could also comment on the weakness of the sources. Did the book have gaps in the content covered? Did you find the theories of the author not very convincing? Is the book old and therefore lacking up to date ideas? Etc.

Comment also on the point of view of the author. This is especially important if the book made a big contribution to the historiography of the topic or was controversial, e.g. Fritz Fischer on WW1.

The source evaluation should also have a brief conclusion. In it you might wish to comment on which sources turned out to be the most useful and why.

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Plagiarism

Plagiarism is the copying of other people’s work and presenting it as your own. If large sections of your coursework are simply copied from books into the essay this is plagiarism.

Both the College and the exam boards have software to spot large-scale plagiarism (as do universities) as it has grown in frequency. If your work is found to be plagiarised you will fail the unit, may be withdrawn from the A level and will be subject to the College disciplinary procedure as well.

Students plagiarise because they are lazy or have left the work to the last minute. Avoid this by meeting deadlines and listening to advice.

Some plagiarise because they do not understand the material. Avoid this by talking to your teacher and asking for help.

Some students don’t intend to plagiarise but do so more by accident. Avoid this by making good notes in your own words. This way you will not be in danger of copying, and if you can’t put something into your own words it’s probably because you don’t understand it, in which case ask for help.

Finally

The Historical Enquiry is a chance to work on a question you choose, to get help from your teacher and to have one module completed three months before the exams. It is also something you can really ‘sell’ on your personal

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statement, as it is very similar to undergraduate work. Work hard on it and you can get a good mark.

When is the Historical Enquiry due in?

You can have the bulk of the study done by Christmas.

The final piece is due in by Friday FEBRUARY 26th.

PLEASE NOTE: THE COURSEWORK DEADLINE IS NOT NEGOTIABLE EXCEPT IN EMERGENCIES. IF YOU DO NOT MEET THE DEADLINE YOU COULD BE CONSIDERED TO HAVE WITHDRAWN FROM THE MODULE AND THEREFORE MAY NOT BE ABLE TO PASS THE EXAM.

How is the Historical Enquiry marked?

Once the Historical Enquiry is finished and given in it will not be returned for improvement so it is VITAL you keep talking to your teacher. Your teacher will mark it using the AQA mark-scheme listed below. You should use the markscheme when planning and writing your study.

Markscheme

The purpose of the Historical Enquiry is to test your ability to undertake the investigation of a specific historical question, problem or issue by drawing on knowledge, understanding and skills acquired during the course. You need to show your ability to acquire, select, organise and deploy and analyse information to reach appropriate judgements and conclusions.

The total of 60 marks is allocated to each Assessment Objective as follows:

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A01(a): Ability to recall, select and deploy historical knowledge appropriately and communicate knowledge and understanding of History in a clear and effective manner. 15 marks

L1: A valid historical investigation has been undertaken and one or two suitable sources used. Shows some ability to work independently but has needed considerable teacher direction. The study is structurally weak and limited in development. There are major weaknesses in the spelling, grammar, punctuation and style of writing. 1–3

L2: A valid historical investigation has been undertaken and a limited range of relevant sources found. Shows ability to work independently for the most part, although some teacher direction has been necessary. Shows some initiative in making limited refinements to the topic as appropriate. The study is coherent but structurally weak and fairly limited in development. There are some weaknesses in the spelling, grammar, punctuation and style of writing.

4–6

L3: A valid and well-defined historical investigation has been undertaken and a good range of relevant sources found. Shows ability to work independently and only limited teacher direction has been necessary. Shows understanding of the scope of the investigation and has shown initiative in making refinements to the topic as appropriate. The study is reasonably well organised and the material is presented in a clear and effective manner. The spelling, grammar, punctuation and style of writing are reasonably accurate, although there may be some errors. 7–9

L4: A valid and well-defined historical investigation has been undertaken

and a good range of relevant general and specialised sources found. Shows ability to work independently, with only minimal teacher direction. Shows understanding of the scope of the investigation and has shown initiative in refining the topic and exploring new areas in the light of the evidence of the sources. The study is well organised, with an appropriate form and style of writing and complex subject matter is presented in a clear and effective way. The spelling, punctuation and grammar is largely accurate and there is some use of specialised vocabulary. 10–12

L5: A valid and well-defined historical investigation has been undertaken

and a very good range of relevant, specialised and suitably challenging sources and reference materials found. Shows ability to work independently and has not needed any teacher direction. Has shown considerable initiative in refining the topic, exploring new areas or issues in the light of the evidence of the sources and taking

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appropriate decisions. The study is very well structured, with an appropriate form and style of writing. Complex subject matter is clearly and effectively addressed and specialised vocabulary is employed. The study is written in a fluent and sophisticated style with minimal, if any, mistakes in spelling, grammar and punctuation.

13–15

A01(b): Candidates demonstrate their understanding of the past through explanation, analysis and arriving at a substantiated judgement of:

• key concepts such as causation, consequence, continuity,change and significance within an historical context

• the relationships between key features and characteristics of the period studied 20 marks

L1: Is able to demonstrate, by relevant selection of material, from appropriate sources and/or own knowledge, implicit understanding of the question. The study will be predominantly, or wholly, narrative. The study makes few, if any, references to a period of 100 years or more. There will be few, if any, synoptic links.

1–4

L2: Either: Demonstrates, by relevant selection of material from the sources and/or own knowledge, some understanding of a range of relevant issues. Shows understanding of the analytical demands, but lacks weight and balance. Or: Demonstrates, by relevant selection of material from the sources and own knowledge, implicit understanding of a wide range of relevant issues. The study, while relevant, will lack both range and depth and will contain some assertion.

The study makes some, although not developed, references to a period of 100 years or more. Historical debate may be described rather than used to illustrate an argument and any synoptic links will be undeveloped. 5–8

L3: Is able to demonstrate, by relevant selection of material both from the sources and own knowledge, explicit understanding of the issues relevant to the study. Judgement may be implicit or partial. The study shows an appropriate direct or contextual understanding of change and continuity with reference to a period of 100 years or more. There will be some synoptic links made between the ideas, arguments and information included although these may not be highly developed. 9–12

L4: Demonstrates, by a selection of a wide range of precisely selected

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material both from the sources and own knowledge, explicit understanding of the demands of the question posed and provides a consistently analytical response to it. Judgement is explicit but may be limited in scope. There is a good understanding of concepts such as causation, consequence, continuity and change with reference to a period of 100 years or more. There will be synoptic links made between the ideas, arguments and information included showing an overall historical understanding. 13–16

L5: Building on Level 4, but also demonstrates appropriate conceptual

awareness, which, together with the selection of a wide range of precisely selected evidence, offers independent and effectively sustained judgement appropriate to the full demands of the question posed. There is a very good understanding of concepts such as causation, consequence, continuity and change with reference to a period of 100 years or more. The ideas, arguments and information included will be wide-ranging, carefully chosen and closely interwoven to produce a sustained and convincing answer with a high level of synopticity. 17–20

A02(a): Candidates analyse and evaluate a range of appropriate source material with discrimination. 10 marks

L1: Has provided some comment on one or two relevant sources. 1–2

L2: Has provided some comment on a limited range of relevant sources, with reference to their utility and reliability.

3–4

L3: Has provided some evaluation of a good range of relevant sources demonstrating an appreciation of their utility and reliability. There is some analysis of and discrimination between sources, although comments on their relative merits may not be highly developed or entirely convincing. 5–6

L4: Has provided a strong evaluation of a good range of relevant general

and more specialised sources. Has analysed the sources used and has discriminated effectively between them to provide a supported judgement on their relative merits.

7–8

L5: Has analysed a very good range of relevant, specialised and suitably

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challenging sources and has provided a strong and effective evaluation of their relative worth. Displays an impressive understanding of source material and discriminates very effectively in order to provide some well-supported judgements.

9–10

A02(b): Candidates analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways. 15 marks

L1: Shows very little, if any, understanding of historical debate or interpretation with relation to the context of the topic.

1–3 L2: Shows some understanding of a limited range of historical debate or

interpretation, with relation to the context of the topic. 4–6

L3: Demonstrates an understanding of the nature of historical debate and/or interpretation within the context of the topic and provides some evaluation of this.

7–9 L4: Demonstrates good understanding of the nature of historical debate

and is able to appraise the relative value of interpretations within the context of the topic.

10–12 L5: Shows clear and consistent understanding of the nature of historical

debate and displays a very good appreciation of how others have interpreted the past, within the context of the topic. The relative merits of differing interpretations are assessed and convincing and supported judgement is advanced.

13–15

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Reading Suggestions

Within the context of the period 1815 to 1941, how far does Great Power rivalry explain the outbreak of war?

Green or Essential Reading

Lee, Stephen J. European Dictatorships, 1918-45Routledge (1988)

Aspects of European History, 1789-1980Methuen (1982)

Lowe, John The Concert of Europe: International Relations, 1814-70

Hodder & Stoughton (1989)

Rivalry and Accord International Relations, 1870-1914


Murphy, Derrick International Relations 1879-2004 & Morris, T. A Collins Educational (2008)

Amber or Additional Reading

Black, Jeremy War in the Nineteenth Century, 1800-1914 Polity (2009)

De Groot, Gerard J The First World WarPalgrave (2001)

Rayner, E. G. The Great Dictators: International Relations, 1918-39


Roberts, J. M. Europe, 1880-1945 Longman (2001)

Red or Extension Reading

Bell, P. M. H. The Origins of the Second World War in Europe Longman (2007)

Connolly, Sean War and Conflict

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Heinemann (2001)

Ferguson, Niall The Pity of War Penguin (1999)

Goldfrank, David M The Origins of the Crimean War Longman (1994)

Strachan, Hew The Outbreak of the First World War Oxford University Press (2004)

Within the context of the period 1815 to 1941 to what extent does nationalism explain the outbreak of war?


Gildea, Robert Barricades and Borders: Europe, 1800-1914 Oxford University Press (2003)

Jamieson, Alan 20th Century World History Hodder Arnold (1979)

Johnson, Robert European History 1870-1918: The Rise of Nationalism

Studymates (2004)



Anderson, M. S. The Ascendancy of Europe, 1818-1914Pearson Longman (1999)

Bayvroft, TimothyNationalism in Europe, 1789-1945Cambridge University Press (1998)

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Bridge, F. R. The Great Powers and the European States System, & Bullen, Roger 1814-1914

Longman (2005)

Browning, Peter Revolutions and Nationalities: Europe 1825-1890 Cambridge University Press (2000)

Carston, F.L. The Rise of Fascism Methuen (1967)

Lee, Stephen J. The European Dictatorships 1918-1945Routledge (1988)

McKichan, Finlay Germany 1815-1939: The Rise of Nationalism Oliver & Boyd (1992)

Wiskemann, Elizab. Europe of the Dictators, 1919-1945 Fontana (1977)


Kershaw, Ian The Nazi DictatorshipEdward Arnold (1989)

Kitchen, Martin Europe Between the Wars: A Political History Longman (1993)

Lyons, Martyn Post-Revoutionary Europe, 1815-56Palgrave Macmillan (2006)

Rohl, John C. G From Bismarck to Hitler Longman (1970)

Within the context of the period 1815 to 1941, to what extent was the role of individuals the key factor in causing war?


Lee, Stephen J. European Dictatorships, 1918-45Routledge (1988)

Aspects of European History, 1789-1980

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Methuen (1982)

Lowe, John The Concert of Europe: International Relations, 1814-70


Rivalry and Accord International Relations, 1870-1914


Murphy, Derrick International Relations 1879-2004 & Morris, T. A Collins Educational (2008)


Bell, P. M. H. The Origins of the Second World War in Europe Longman (2007)

Bridge, F. R. The Great Powers and the European States System, & Bullen, Roger 1814-1914

Longman (2005)

Kitchen, Martin Europe Between the Wars: A Political History Longman (1993)

Layton, Geoff From Bismarck to Hitler: Germany, 1890-1933Hodder & Stoughton (1995)



Feuchtwanger, E.J. BismarckRoutledge (2002)

Hewison, Anthony Bismarck and the Unification of Germany Edward Arnold (1970)

Monger, Alan Causes of the Second World War Longman (1998)

Parker, R. A. C Chamberlain and Appeasement: British policy and the Coming of the Second World War

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Macmillan (1993)

Robbins, Keith AppeasementBasil Blackwell (1988)

Rock, William R. British Appeasement in the 1930s Edward Arnold (1981)

Waller, Bruce BismarckBlackwell (1988)

Appendices

Appendices are for information you want to include that doesn’t really fit in the essay itself.

Appropriate footnoting and bibliographies are important for the Historical Enquiry to be done properly. All your university essays will have to be properly footnoted and have bibliographies so if you learn to do them now you will have an advantage in your studies.

Appendix I

Footnotes are when you put a quote into the essay. You should always show where it came from. You do this by putting the cursor at the end of the “quotation you want to reference”1 and then going to the ‘Insert’ tab on the toolbar and selecting ‘Footnote’. This will give you the option of putting the notes at the bottom of the page (footnotes) or the end of the essay (endnotes); either is acceptable. It will also give you the option of using numbers or other types of notation: always use numbers.

Once you have done this a little number will appear by the quotation and at the bottom of the page. Next to the number at the bottom of the page put the author, title, date and page number of the book the quotation came from.

1 A Brown How to Write in History, 1998 p45

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If you need to add another footnote just repeat the process and the computer will automatically number them for you. “This works on PC or Mac.”2 And if you use the same book twice you only need the author and page number. “Easy peasy.”3

2 S Jobs Macs are Better, 2007 p783 Brown, p28

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Appendix II

The bibliography should list all the sources used. Primary sources come first; articles second, books third and other sources last. You should list by alphabetically by author. Your list should include author, title, publisher and date. Please get this right! Internet sources come last but must also be included.

Bibliography

Documents:

New York Times May 8th 1915

Articles:

A Alan Smith ‘The Lusitania and American Foreign Policy’, Modern History Review vol. 123

1965

Books:

Chris Culpin, Eric Evans, Modern Europe 1870-1945Longman 1997

Ruth Henig

Mary Fulbrook A Concise History of Germany Cambridge University

Press 2004

Stephen Lee Aspects of European History, Methuen 1982

1789-1980

John Lowe Rivalry & Accord: International Edward Arnold 1988

Relations, 1870-1914

David Williamson War and Peace: International Hodder Relations 1878-1941 Education

2009

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Others:

German Naval History http://www.german-navy.de/ Kriegsmarine of the Reich http://www.kriegsmarine-reich.co.uk/

Details of source Comments

Author, TitleDate of publication

E.g. Point of view / main arguments, usefulness, limitations

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http://www.kriegsmarine-reich.co.uk/

http://www.german-navy.de/

SOURCE RECORDS




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