How to Answer a History AS Level Question
Answering a History AS Level question requires more than simply retelling facts. It demands
analysis, evaluation, and structured argument. At this level, examiners are testing whether a
student can think critically about historical events, weigh evidence, and construct a balanced
argument rather than merely listing information. To succeed, one must combine factual
knowledge with strong essay technique.
1. Understanding the Question
The first and most important step is to carefully read the question. History questions at AS
Level usually take the form of either essay questions (“To what extent…”, “How far do you
agree…”, “Assess the reasons for…”) or source-based questions (“How useful is Source
A…”, “Compare and contrast…”, “Evaluate the reliability of…”). Both types require
analysis, but the approach differs. For essay questions, the student must show judgment by
presenting an argument and assessing the validity of different viewpoints. For source
questions, the focus is on evaluating the origin, purpose, content, and context of the sources
while linking them to wider knowledge.
2. Planning the Answer
Good planning is essential. Before writing, one should briefly outline the main points of
argument. This prevents drifting off topic and ensures a logical flow. In essay-style questions,
a balanced plan might include an introduction, three or four main arguments,
counterarguments, and a conclusion. For source-based questions, planning might involve
grouping sources according to agreement or disagreement, reliability, or usefulness, and then
arranging them in an order that builds a persuasive analysis. Without planning, even strong
knowledge can appear disorganized.
3. Structuring the Essay
A clear structure is crucial. A strong answer usually follows the PEEL method: Point,
Evidence, Explanation, and Link. Each paragraph should begin with a clear point that
directly addresses the question. Then, provide supporting evidence—specific examples,
dates, statistics, or quotations. After that, explain how this evidence supports your argument.
Finally, link the paragraph back to the central question, ensuring relevance throughout.
Examiners reward essays that are not only knowledgeable but also coherent and directly
focused.
4. Using Knowledge Effectively
Knowledge is the foundation of any historical argument. However, it is not enough to simply
state facts; the skill lies in deploying knowledge purposefully. For example, instead of merely
stating “The Treaty of Versailles punished Germany severely,” one might explain how the
treaty’s reparations and territorial losses fueled resentment, thereby contributing to the rise of
extremism in the 1930s. This shows not just recall but also analysis of causation and
consequence. AS Level requires students to move beyond description into evaluation.
5. Analysis and Argument
The strongest essays are analytical rather than narrative. Analysis means identifying causes,
effects, significance, and connections. For example, if asked “How far was economic
hardship responsible for the rise of Hitler?” the student should not only outline the economic
crisis but also weigh it against other factors, such as propaganda, political weakness, and
nationalism. The key word “How far” requires judgment—deciding whether economic
hardship was the main factor or one among many, and then justifying that stance. The
conclusion must be clear and decisive, not vague.
6. Source Evaluation
When dealing with sources, students must go beyond describing what the source says. They
should question reliability, purpose, and context. Who wrote it? When? Why? What audience
was it intended for? A government propaganda poster from wartime, for example, might be
useful in showing how leaders wanted to influence people, but less useful in showing actual
public opinion. Linking source evaluation to wider historical knowledge demonstrates depth.
7. Time Management and Presentation
In exams, time is limited. A wise student allocates time according to marks available,
ensuring neither planning nor one section consumes too much time. Answers should be
written clearly, with paragraphs properly separated, so that examiners can easily follow the
argument. Spelling and grammar matter less than historical content, but clarity of expression
is always valued.
Conclusion
In sum, answering a History AS Level question requires a balance of knowledge, analysis,
and structure. The student must read the question carefully, plan effectively, build arguments
using evidence, and present a balanced evaluation. Whether tackling essay or source
questions, the goal is to demonstrate not only understanding of historical events but also the
ability to interpret their causes, consequences, and significance. A successful answer is one
that goes beyond storytelling and instead provides a well-argued judgment supported by
precise historical detail.
