Depth Study: Part 2 — WJEC A-Level History

Depth Study: Part 2 in WJEC A-Level History focuses on a specific period or theme in depth, requiring students to analyse complex historical developments, interpretations, and sources. This part typically covers the second half of a chosen depth study, such as 'Germany: Democracy and Dictatorship 1918-1945' or 'Russia: Autocracy and Communism 1894-1941'. Students must engage with historiographical debates, evaluate primary sources, and construct well-supported arguments about causation, change, and continuity.

This topic matters because it develops critical thinking and analytical skills essential for A-Level success. By studying a period in depth, students learn to assess conflicting interpretations and understand how historians construct narratives. For example, in the Germany depth study, students might evaluate whether the Weimar Republic was doomed from the start or whether the Nazi seizure of power was inevitable. Such analysis prepares students for university-level history and fosters a nuanced understanding of the past.

Depth Study: Part 2 fits into the wider WJEC A-Level History course by building on the breadth study (usually a period of around 100 years) and applying similar skills to a shorter, more focused period. It typically contributes to 20% of the final grade and is assessed through a written examination requiring source analysis and essay writing. Mastery of this component demonstrates a student's ability to handle complex historical material and construct coherent arguments under timed conditions.

• →Interpretation: Understanding that historical accounts are constructed and can vary based on perspective, evidence, and methodology. For example, Marxist historians might emphasise economic factors, while revisionists focus on political decisions.
• →Causation: Analysing the multiple causes of events, distinguishing between long-term, short-term, and trigger factors. In the Russia depth study, the 1917 Revolution can be attributed to factors like peasant discontent, war strain, and Lenin's leadership.
• →Change and Continuity: Identifying what changed and what stayed the same during a period. For instance, in Germany 1918-1945, the political system changed dramatically, but social hierarchies and anti-Semitism persisted.
• →Source Utility: Evaluating primary sources for reliability, bias, and purpose. A source from a Nazi official might be useful for understanding propaganda but less reliable for factual accuracy.
• →Historiography: Engaging with the work of key historians and their debates. For example, the Fischer Controversy over Germany's responsibility for WWI is relevant to the Germany depth study.

• Analysis of the causes and consequences of the Depression in Wales and England
• Evaluation of political challenges and changes during the interwar period
• Assessment of social welfare provision including education, housing, and health
• Analysis of developments in leisure time, including tourism, the impact of the car, and spectator sports
• Evaluation of the impact of holiday pay and popular culture such as cinema, radio, and music
• Discussion of the decline of the Welsh language and the changing role and status of women

• 💡Utilize knowledge and understanding previously acquired in Unit 2 (Part 1) to provide historical context
• 💡Ensure source analysis in the compulsory question demonstrates a range, depth, and complexity appropriate for A2 level
• 💡Integrate knowledge of Welsh history alongside English history to provide a balanced perspective
• 💡Focus on explaining how and why different historical interpretations are formed regarding the economic and social challenges of the period
• 💡Always link your analysis to the question's focus. For source questions, explicitly state how the source supports or challenges a given interpretation. For essays, ensure each paragraph directly addresses the question rather than narrating events.
• 💡Use specific examples and dates to demonstrate depth of knowledge. Instead of saying 'the economy improved', say 'by 1936, German industrial production had surpassed 1929 levels, and unemployment fell from 6 million in 1932 to under 1 million in 1938'.
• 💡Engage with historiography by naming historians and their arguments. For example, 'As historian Ian Kershaw argues, Hitler's role was crucial in the radicalisation of Nazi policy, but structural factors also played a key part.' This shows higher-level thinking.

• Misconception: The Weimar Republic collapsed solely because of the Treaty of Versailles. Correction: While the treaty imposed harsh terms, the Republic also faced economic crises, political extremism, and institutional weaknesses. The Great Depression was a crucial factor in its downfall.
• Misconception: Stalin's purges were solely about eliminating political rivals. Correction: The purges also aimed to consolidate Stalin's control, enforce ideological conformity, and remove potential threats from various groups, including the military and intelligentsia. They were part of a broader system of terror.
• Misconception: The Nazi regime was a well-oiled, efficient dictatorship. Correction: In reality, the Nazi state was characterised by chaotic administration, overlapping jurisdictions, and power struggles between party and state institutions. This 'polycratic' structure often led to inefficiency.