EuraStudy
Three more of the second-order concepts sit at the heart of A-Level argument: why things happened (causation), what followed (consequence) and how much it mattered (significance). This chapter shows how to distinguish and rank causes, trace intended and unintended consequences, judge significance against explicit criteria, and turn all three into a substantiated essay argument.
4 sections~16 min reading time3 competenciesLevel Foundation 1 · Standard 2 · Advanced 1
basic level
AS-Level expects you to explain the main causes and consequences of a development accurately.
higher level
The full A-Level expects you to rank causes and weigh their relative importance, and to judge significance against criteria, reaching a clear judgement.
Reading depth: In depth
Text size: Standard
The structure of a causal explanation
Explain how you would build a ranked causal explanation for the outbreak of a civil war or revolution you have studied.
List the causes and sort them: long-term conditions (structural grievances, ideological division), short-term causes (a specific crisis, a mishandled confrontation), and the trigger (the immediate act that began the fighting).
Explain how they connect: long-term grievances made confrontation likely; a short-term crisis brought matters to a head; the trigger converted tension into open conflict. Causes reinforce each other rather than acting separately.
Argue a primary cause — perhaps the underlying constitutional or ideological division — on the ground that the short-term crises would have been contained without it, and that it gave the trigger its explosive force.
Result: A ranked explanation that sorts, links and prioritises the causes, justifying the primary cause by its relationship to the others — the analytical shape examiners reward.
Typical mistakes
Active revision
For a major event you have studied, classify its causes into long-term conditions, short-term causes and a trigger, then argue which single cause you would rank as primary and why.
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for history (Department for Education)
Types of consequence
Show how you would analyse the consequences of a major reform, distinguishing what was intended from what actually followed.
Identify the policy's declared aim — for example, a reform intended to modernise a state and strengthen the regime that introduced it.
Show what actually followed beyond the plan: the reform raised expectations it could not satisfy, created new social groups or grievances, and so weakened rather than strengthened the regime — an outcome its authors did not foresee.
Argue which mattered more: often the unintended, long-term consequence outweighs the intended, short-term one, because it reshaped the situation in ways the reformers could not control.
Result: The analysis turns on the gap between aim and outcome, and on ranking the unintended long-term effect above the intended short-term one — a hallmark of strong consequence analysis.
Typical mistakes
Active revision
For a major reform or event you have studied, identify one intended and one unintended consequence, and argue which had the greater long-term importance.
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for history (Department for Education)
Criteria for judging significance
How would you judge whether a particular reform was historically significant?
Adopt clear tests: was the reform remarkable at the time; did it affect many people; did it affect them deeply; were its effects durable; is it relevant to later developments?
Work through the tests: perhaps the reform was little noticed at the time (low on 'remarkable') but touched a large population deeply and had effects that lasted for generations (high on breadth, depth and durability).
Conclude that the reform was highly significant on the criteria that matter most — durability and depth of impact — even if it lacked contemporary drama, and note that later historians may have raised its standing as its long-term effects became clear.
Result: A significance judgement built on explicit criteria, weighing durable depth of impact above contemporary drama, and alert to how significance is reassessed over time.
Typical mistakes
Active revision
Choose an event and a person from a period you have studied and rank them for significance, defending your ranking against explicit criteria of impact, durability and relevance.
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for history (Department for Education)
Weighing causes in an essay
Plan a top-band answer to: 'How far was the strain of the First World War responsible for the fall of the Russian monarchy in 1917?'
Argue a ranked line: the war was the decisive short-term cause, but it was decisive precisely because it acted on the long-term weakness of an unreformed autocracy — so the war was the trigger and accelerant, the structural weakness the underlying cause.
Topic sentence: the war was the immediate driver. Support: military failure, economic dislocation, food and fuel shortages in the capital, and the loss of elite and army confidence that made abdication possible.
Topic sentence: the war was so destructive because the regime was already brittle. Support: the autocracy's failure to reform or to widen its base of support meant it had no reserves of loyalty to draw on in crisis.
Weigh further causes (social and economic strain, the character of the ruler) against the two main strands, showing they contributed but did not, by themselves, determine the outcome.
Conclude that the war was the main immediate cause but not a sufficient one on its own: it converted a chronic structural weakness into sudden collapse, so responsibility is best divided between the war as trigger and the unreformed autocracy as underlying condition.
Result: A factor-by-factor plan that ranks the war against structural weakness, tests other causes against them, and reaches a nuanced verdict distinguishing trigger from underlying cause.
Typical mistakes
Active revision
'The First World War was the main cause of the fall of the Russian monarchy in 1917.' Assess the validity of this view. Plan a factor-by-factor answer that ranks the causes and reaches a judgement.
Active recall
Recall the key points — then reveal.
Sources: AQA AS and A-level History (7041 / 7042) specification (AQA) · GCE AS and A level subject content for history (Department for Education)
References & sources
Department for Education