Conflict and tension: The First World War, 1894-1918

    AQA
    GCSE

    This wider world depth study analyses the complex origins and trajectory of the First World War, spanning the crystallization of the Alliance System in 1894 to the Armistice of 1918. Candidates must evaluate the interplay of long-term structural tensions (militarism, imperialism) against short-term triggers (the Balkans crisis). The study demands rigorous assessment of the nature of trench warfare, the technological evolution from stalemate to mobility, and the decisive factors leading to Allied victory, including the naval blockade, US entry, and the collapse of the Central Powers' home fronts.

    0
    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Award marks in 'Write an account' questions for establishing a sequence of causation (e.g., how the failure of the Schlieffen Plan directly led to the Race to the Sea and trench stalemate).
    • Credit responses in 'How useful' questions that evaluate provenance (Nature, Origin, Purpose) specifically in relation to the enquiry focus, rather than generic reliability comments.
    • Candidates must link specific factual knowledge (AO1) to second-order concepts (AO2) such as consequence or change, rather than providing a descriptive list of events.
    • For the 16-mark judgment question, award Level 4 only to responses that sustain a line of argument throughout, weighing factors (e.g., US Entry vs. Blockade) against each other.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the event well; now explain how this event specifically increased tension between the Great Powers."
    • "Do not just state the source is 'biased'; explain how that bias affects its utility for a historian studying public opinion."
    • "Your narrative is accurate, but you need to explicitly link the stages of the crisis using terms like 'consequently' or 'as a result'."
    • "To reach Level 4, your conclusion must go beyond summarizing; provide a final verdict on which factor was the primary driver of the outcome."

    Marking Points

    Key points examiners look for in your answers

    • Award marks in 'Write an account' questions for establishing a sequence of causation (e.g., how the failure of the Schlieffen Plan directly led to the Race to the Sea and trench stalemate).
    • Credit responses in 'How useful' questions that evaluate provenance (Nature, Origin, Purpose) specifically in relation to the enquiry focus, rather than generic reliability comments.
    • Candidates must link specific factual knowledge (AO1) to second-order concepts (AO2) such as consequence or change, rather than providing a descriptive list of events.
    • For the 16-mark judgment question, award Level 4 only to responses that sustain a line of argument throughout, weighing factors (e.g., US Entry vs. Blockade) against each other.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡In 'How useful' questions (12 marks), ensure you analyze the content of the source AND the provenance (who, when, why) before applying your own contextual knowledge.
    • 💡For 'Write an account' (8 marks), use connective phrases like 'This exacerbated tension because...' or 'Consequently, this led to...' to force an analytical structure.
    • 💡Allocate approximately 20-25 minutes for the final 16-mark 'How far do you agree' question; it carries the highest weight and requires a conclusion.
    • 💡When analyzing the Alliance System, distinguish between the defensive nature of the treaties and the aggressive posturing (Weltpolitik) that caused tension.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Treating the 'Write an account' question as a simple narrative storytelling exercise without using linking words to show causation or consequence.
    • Dismissing a source as 'useless' because it is biased or propaganda, failing to recognize that the bias itself reveals the government's intent or public mood.
    • Confusing the chronology of 1917-1918, specifically the timing of the Russian withdrawal relative to the US entry and the Ludendorff Offensive.
    • Describing conditions in the trenches (rats, mud) generically without linking them to the strategic problem of stalemate or morale.

    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    How do you know
    How useful
    Write an account
    How far do you agree
    Explain
    Describe

    Ready to test yourself?

    Practice questions tailored to this topic