AQA A-level HISTORY 7042/2S Component 2S The Making of Modern Britain, 1951– 2007 Version: 1.0 Final IB/M/Jun23/E5 7042/2S A-level HISTORY Component 2S The Making of Modern Britain, 1951–2007 QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 202

AQA A-level HISTORY 7042/2S Component 2S The Making of Modern Britain, 1951– 2007 Version: 1.0 Final IB/M/Jun23/E5 7042/2S A-level HISTORY Component 2S The Making of Modern Britain, 1951–2007 Friday 9 June 2023 Afternoon Time allowed: 2 hours 30 minutes Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The Paper Reference is 7042/2S. • Answer three questions. In Section A answer Question 01. In Section B answer two questions. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 80. • You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • You are advised to spend about: – 1 hour on Question 01 from Section A – 45 minutes on each of the two questions answered from Section B. A 2 IB/M/Jun23/7042/2S Section A Answer Question 01. Source A From a speech in the House of Commons during a debate on the Wootton Report, by Conservative MP Patrick McNair-Wilson, 27 January 1969. This report recommended the legalisation of cannabis. I have listened to the arguments of those experts outside this House who have tried to persuade me and others that the smoking of cannabis is no more than a social pastime. But I think that we are accepting too many kinds of social changes, not so much because we want them but merely because we believe that they are inevitable. I do not subscribe to the inevitability of what must happen to our social order in this country. For the report to suggest that the use of cannabis amounts to nothing more than youthful experimentation is the most dangerous premise on which to build any sort of legislation on drug-taking. We have to keep a firm grip on our society if we do not want it to get out of control. As a nation we can either just go with the flow or we can draw the line. I want to draw the line. 5 10 Source B From comments on the 1960s made in an interview by John Lennon, 1971. These were published in the influential and widely read music and popular culture magazine, ‘Rolling Stone’. The people who were in control and in power and the class system and the whole bourgeois scene was exactly the same except that there were a lot of middle-class kids with long hair walking around London in trendy clothes. But apart from that, nothing happened except that we all dressed up. The same people were running everything. It was all hype. We’ve grown up a little, all of us, and there has been a change and we are a bit freer, but it’s the same game. They’re doing exactly the same things, selling arms to the whites in South Africa and here people are still living in poverty. I woke up to that reality. Nothing happened except that we grew up. We did our own thing in the Beatles just like they wanted us to, but now most of the so-called ‘Now Generation’ are getting regular jobs and all of that. I don’t believe in the sixties’ dream any more. It was all a myth. 5 10 3 IB/M/Jun23/7042/2S Turn over ► Source C From ‘Looking Back at the 1960s’ by Sara Maitland, 1988. Maitland is a feminist writer who had graduated from Oxford University in 1971. The 1960s were born out of the ‘you’ve never had it so good’ years. The security provided by the relatively high employment and rising wages of all classes created a new dynamic in society: a youth group which was both more monied and leisured than any previous generation. This, of course, does not deny that there were devastating injustices, prejudices and real poverty, but it was, nevertheless, an historic moment. The 1960s were transforming times, the beginning of the liberation of all women in Britain. We were undeniably greedy both for personal experience and instant gratification. We were undeniably arrogant in our conviction that we could change the world, but the optimism, excitement and aspiration of the time was real and produced the first British National Women’s Liberation Conference in 1970. Feminism does seem to me to be my life and in that sense, born in 1950, I am the person I am because of the 1960s. 5 10 0 1 With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying social and cultural change in the 1960s. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2S Section B Answer two questions. 0 2 ‘It was internal divisions and weaknesses that kept the Labour Party out of power in the years 1955 to 1963.’ Assess the validity of this view. [25 marks] 0 3 ‘Margaret Thatcher’s foreign policy, in the years 1979 to 1987, was overwhelmingly successful.’ Assess the validity of this view. [25 marks] 0 4 To what extent did Britain become a multicultural society in the years 1997 to 2007? [25 marks] END OF QUESTIONS Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2023 AQA and its licensors. All rights reserved. *236A7042/2S* A-level HISTORY 7042/2S Component 2S The Making of Modern Britain, 1951–2007 Mark scheme June 2023 Version: 1.0 Final *236A7042/2S/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2S – JUNE 2023 2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2023 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL HISTORY – 7042/2S – JUNE 2023 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity, you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level, you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark near the top of the level because of the Level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide f