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© Alan Farmer 2016

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Introduction

About Component 2: Depth Study

Component 2 involves the study of a significant period of historical change and development (around 20–25 years at AS and 40–50 years at A-level) and an evaluation of primary sources.

Democracy and Nazism: Germany, 1918–1945

The specification lists the content of this component in two parts, each part being divided into three sections.

PART 1: The Weimar Republic, 1918–1933

The establishment and early years of Weimar, 1918–24

The ‘Golden Age’ of the Weimar Republic, 1924–29

The Collapse of Democracy, 1929–33

PART 2: Nazi Germany, 1933–1945 (A-level only)

The Nazi Dictatorship, 1933–39

The Racial State, 1933–41

The Impact of War, 1939–45

Although each period of study is set out in chronological sections in the specification, an exam question may arise from one or more of these sections.

The AS examination

The AS examination that you may be taking includes all the content in Part 1.

You are required to answer:

●  Section A: one question on two primary sources: which is the more valuable? You need to identify the arguments in each source as well as evaluating the provenance and tone. Using your knowledge in relation to these strands, you need to assess how valuable each source is, and then reach a judgement on which is the more valuable. The question is worth 25 marks.

●  Section B: one essay question out of two. The questions will be set on a topic reflecting that this is a depth paper, and will require you to analyse whether you agree or disagree with a statement. Almost certainly, you will be doing both and reaching a balanced conclusion. The question is worth 25 marks.

The exam lasts one and a half hours, and you should spend about equal time on each section.

At AS, Component 2 will be worth a total of 50 marks and 50 per cent of the AS examination.

The A-level examination

The A-level examination at the end of the course includes all the content of Part 1 and Part 2.

You are required to answer:

●  Section A: one question on three primary sources: how valuable is each source? You are NOT required to reach a conclusion about which might be the most valuable. You need to identify the arguments in each source as well as evaluating the provenance and tone. Using your knowledge in relation to these strands, you need to assess how valuable each source is. This question is worth 30 marks.

●  Section B: two essay questions out of three. The questions will be set on a topic reflecting the fact that this is a depth paper. The question-styles will vary but they will all require you to analyse factors and reach a conclusion. The focus may be on causation, or consequence, or continuity and change.

The exam lasts for two and a half hours. You should spend about one hour on Section A and about 45 minutes on each of the two essays.

At A-level, Component 2 will be worth a total of 80 marks and 40 per cent of the A-level examination.

In both the AS and A-level examinations you are being tested on the ability to:

●  use relevant historical information (Sections A and B)

●  evaluate different historical sources (Section A)

●  the skill of analysing factors and reaching a judgement (Section B).

How to use this book

This book has been designed to help you develop the knowledge and skills necessary to succeed in the examination.

●  The book is divided into six sections – one for each section of the A-level specification.

●  Each section is made up of a series of topics organised into double page spreads.

●  On the left-hand page you will find a summary of the key content you will need to learn.

●  On the right-hand page you will find exam-focused activities.

Together these two strands of the book will provide you with the knowledge and skills essential for examination success.

▲ Key historical content

▲ Exam-focused activities

Examination activities

There are three levels of exam-focused activities:

●  Band 1 activities are designed to develop the foundation skills needed to pass the exam. These have a green heading and this symbol

●  Band 2 activities are designed to build on the skills developed in Band 1 activities and to help you to achieve a C grade. These have an orange heading and this symbol

●  Band 3 activities are designed to enable you to access the highest grades. These have a purple heading and this symbol

Some of the activities have answers or suggested answers in the section beginning on page 107. These have the following symbol to indicate this.

Each section ends with an exam-style question and sample answers with commentary. This will give you guidance on what is expected to achieve the top grade.

You can also keep track of your revision by ticking off each topic heading in the book, or by ticking the checklist on the contents page.

Mark schemes

For some of the activities in the book it will be useful to refer to the mark schemes for this paper. Below are abbreviated forms.

Section A Primary Sources

Level

AS exam

A-level exam

1

Describing source content or stock phrases about value of source; limited understanding of context. (1-5)

Some comment on value of at least one source but limited response; limited understanding of context. (1-6)

2

Some relevant comments on value of one source, or some general comments on both. Some understanding of context. (6-10)

Some relevant comments on value of one or two sources, or focus only on content or provenance, or consider all three sources in a more general way. Some understanding of context. (7-12)

3

Some relevant comments on value of sources, and some explicit reference to focus of question, with some understanding of context. Judgements thinly supported. (11-15)

Some understanding of all three sources in relation to content and provenance with some awareness of historical context. An attempt to consider value, but probably some imbalance across the three sources. (13-18)

4

Range of relevant well-supported comments on value of sources for issue identified in question. Not all comments will be well-substantiated, and will have limited judgements. (16-20)

Good understanding of three sources in relation to content and provenance with awareness of historical context to provide a balanced argument on their value in relation to focus of question. One or more judgements may be limited in substantiation. (19-24)

5

Very good understanding of value of sources in relation to focus of question and contextual knowledge. Thorough evaluation, well-supported conclusion. (21-25)

Very good understanding of all three sources in relation to content and provenance and combines this with strong awareness of historical context to present balanced argument on their value in relation to focus of question. (25-30)

Section B Essays

Level

AS exam

A-level exam

1

Extremely limited or irrelevant information. Unsupported vague or generalist comments. (1-5)

Extremely limited or irrelevant information. Unsupported vague or generalist comments. (1-5)

2

Descriptive or partial, failing to grasp full demands of question. Limited in scope. (6-10)

Descriptive or partial, failing to grasp full demands of question. Limited in scope. (6-10)

3

Some understanding and answer is adequately organised. Information showing understanding of some key features. (11-15)

Understanding of question and a range of largely accurate information showing awareness of key issues and features, but lacking in precise detail. Some balance established. (11-15)

4

Understanding shown with range of largely accurate information showing awareness of some of the key issues and features leading to a limited judgement. (16-20)

Good understanding of question. Well-organised and effectively communicated with range of clear and specific supporting information showing good understanding of key features and issues, with some conceptual awareness. (16-20)

5

Good understanding. Well-organised and effectively communicated. Range of clear information showing good understanding and some conceptual awareness. Analytical in style, leading to a substantiated judgement. (21-25)

Very good understanding of full demands of question. Well-organised and effectively delivered, with well-selected precise supporting information. Fully analytical with balanced argument and wellsubstantiated judgement. (21-25)