Welcome to Paper 2: Master the "Explain Why" Question

If you have ever found yourself asking "But why did that actually happen?", then you are already thinking like a historian! In Paper 2, Part (a), your main job is to provide a causal explanation. This means you aren't just telling a story; you are acting like a detective, identifying the different reasons why a specific event or situation occurred.

This question is worth 10 marks. It might seem small compared to the 20-mark Part (b), but it is a fantastic way to pick up points quickly by being clear, organized, and factual. Let's break down how to nail it.

1. What exactly is an "Explain why" question?

According to the official syllabus, the command word Explain means to "set out purposes or reasons" or to "make the relationships between things clear."

In Paper 2 Part (a), you will be given a specific historical event or outcome—for example, "Explain why the League of Nations was created" or "Explain why the Bolsheviks were able to seize power in October 1917." Your task is to:

  • Identify the factors (the reasons).
  • Provide specific evidence for those factors.
  • Explain how those factors led to the outcome.

Key Takeaway: Don't just describe what happened. Your focus must always be on why it happened.

2. The "Ingredients" of a 10-Mark Answer

To get the highest marks, you need to balance two things: AO1 (Knowledge) and AO2 (Analysis). Think of it like baking a cake: your historical facts are the ingredients (AO1), and your explanation of how they work together is the baking process (AO2).

Identify at least 2-3 clear factors

Most historical events aren't caused by just one thing. To show a "comprehensive" understanding, you should aim to explain two or three distinct reasons. For example, if you are explaining why the US Civil War broke out, you might look at economic differences, the issue of slavery, and the election of Abraham Lincoln.

Use specific, relevant information

Avoid being vague. Instead of saying "The economy was bad," say "The high costs of the American War of Independence and the failure of Calonne’s reform proposals led to a financial crisis by 1787." This shows the examiner you really know your stuff!

The "Link" back to the question

Every paragraph should end by clearly stating how the factor you just described caused the event in the question. Use "connective tissue" words like:
"Therefore..."
"As a result..."
"This was significant because..."
"This directly led to..."

3. Structuring Your Response: The P.E.E.L. Method

Don't worry if you find writing essays a bit intimidating! Using a simple structure like P.E.E.L. for each factor will keep you on track:

  • P - Point: State the reason clearly in the first sentence. ("One reason why international tensions remained high after 1919 was the dissatisfaction with the peace settlements.")
  • E - Evidence: Give 2-3 specific facts, names, or dates. ("For example, Italy felt like it was a 'mutilated victory' because it did not receive the land it was promised.")
  • E - Explanation: Explain why this evidence matters. ("This created a sense of resentment and a desire to challenge the new international order.")
  • L - Link: Bring it back to the "Why." ("This dissatisfaction meant that countries were less willing to cooperate, which kept tensions high throughout the early 1920s.")

4. Thinking Like a Historian: Different Types of Causes

To really impress the examiner, try to distinguish between the types of causes. You don't always have to use these labels, but thinking about them helps you organize your thoughts:

Long-term causes (The Context): These are underlying issues that have been building up for years. Think of these like "dry wood" in a forest. (e.g., The Estate System in France before 1789).

Short-term causes (The Triggers): These are the "sparks" that set the wood on fire. They are the immediate events that made the outcome happen at that specific time. (e.g., The march of the 12th of July or the dismissal of Necker).

Analogy: Imagine a student failing a test. The long-term cause might be that they didn't take notes all term. The short-term cause might be that they stayed up too late the night before playing video games. Both are "reasons why," but they work differently!

5. Common Mistakes to Avoid

Even the best students can slip up. Watch out for these "danger zones":

  • The "Storytelling" Trap: This is the most common mistake. Students write a long timeline of what happened but forget to explain why it led to the end result. If your paragraph starts with "And then..." or "Next...", stop and check if you are just describing!
  • Vagueness: Saying "people were unhappy" is too simple. Which people? Why were they unhappy? Use terms like "The Third Estate," "disenfranchised workers," or "nationalist groups."
  • Listing without Explaining: Identifying three reasons is great, but if you don't explain the link between the reason and the event, you won't reach the top marks.
Quick Review Checklist

- Did I identify 2-3 different reasons?
- Did I use specific names, dates, or terms from the syllabus?
- Did I explain HOW these things caused the event?
- Is my answer focused only on the "Why"?

Note: For guidance on how to tackle the longer, evaluative part of the exam, see the chapter on "Argument, alternative perspectives and judgement (Paper 2 Part (b))".