AQA A-level HISTORY 7042/1L Component 1L The quest for political stability: Germany, 1871–1991 Version: 1.0 Final IB/M/Jun23/E3 7042/1L A-level HISTORY Component 1L The quest for political stability: Germany, 1871–1991QUESTION PAPER & MARKING SCHEME/ [ME

AQA A-level HISTORY 7042/1L Component 1L The quest for political stability: Germany, 1871–1991 Version: 1.0 Final IB/M/Jun23/E3 7042/1L A-level HISTORY Component 1L The quest for political stability: Germany, 1871–1991 Wednesday 24 May 2023 Morning 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 7042/1L. • 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. 2 IB/M/Jun23/7042/1L Section A Answer Question 01. Extract A After 1966, party distinctions in West Germany became blurred. The Grand Coalition of 1966–69 set Germany back on track in the most difficult of circumstances, effectively resolving the economic problems of the mid-1960s. This government greatly contributed to the political consensus of the following two decades. In 1974, nobody seemed better equipped to deal with a new economic crisis than Helmut Schmidt. Most Germans, including many traditional CDU/CSU voters, saw Schmidt as the experienced captain navigating the ship of state through treacherous waters. From 1982, Helmut Kohl, the new chancellor, strove to occupy the largest possible section of the political middle ground. His political priorities were little different from Schmidt’s in the previous decade: maintaining relations with East Germany, economic growth, and an emphasis on law and order at home. Overall, Schmidt and Kohl contributed substantially to the blurring of party images. Schmidt was immensely popular among conservative Germans and Kohl successfully pursued exactly the same policies as his predecessor. Adapted from L Kettenacker, Germany Since 1945, 1997 5 10 Extract B Balancing the desires of left and right, in the years 1966 and 1989, was difficult. During Kiesinger’s Grand Coalition, Brandt gained prestige for developing his new ‘Ostpolitik’, and in 1969, the SPD won over 40% of the vote. Seeing an opportunity, Brandt broke from the Grand Coalition and allied with the liberal FDP. The socialist-liberal government introduced a series of social reforms. However, conservatives opposed both ‘Ostpolitik’ and the social reform programme, making difficulties for the coalition. As the recession of the early 1970s gradually turned to a new period of slow growth under Schmidt, tensions emerged over economic policy between the SPD and the Liberals. The conservative, business-oriented wing of the FDP supported reductions in social welfare spending and policies to stimulate production. A vote of no-confidence forced Schmidt from office in 1982. The beneficiary of the break-up of the socialist-liberal coalition was Helmut Kohl. The new chancellor announced a ‘change of course’ to move away from the left-wing policies of the previous decade. Adapted from FB Tipton, A History of Modern Germany Since 1815, 2003 5 10 3 IB/M/Jun23/7042/1L Turn over ► Extract C 1966–89 was a period of political polarisation, which saw increasing antagonism between the established parties and the idealists of an emerging ‘New Left’. This was partly a polarisation between the older generation, who had lived through the Third Reich, and younger people who challenged the conduct and values of their parents’ generation. In the 1970s, left-wing protests diversified; the most notorious group was the terrorist Red Army Faction. While the acts of terror could in no way be justified, new controversies flared as some on the left criticised the state’s responses to the terrorist threat. In addition, the attempt to replace oil by nuclear power had political implications, and Schmidt’s centrist form of social democracy again came under attack from the left. In 1982, after thirteen years of social-democratic government, West Germany entered a new phase of conservative dominance. However, widespread and vocal concern for issues such as the environment, as well as nuclear power and weapons, continued to dominate the political agenda in the 1980s. Adapted from M Fulbrook, A History of Germany 1918–2008, 2009 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to political developments in Germany in the years 1966 to 1989. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1L Section B Answer two questions. 0 2 ‘In the years 1871 to 1890, Germany became more socially and economically divided.’ Assess the validity of this view. [25 marks] 0 3 To what extent did opposition in the Reichstag influence Kaiser Wilhelm II’s government, in the years 1890 to 1914? [25 marks] 0 4 ‘The growth of extremist right-wing movements, in the years 1919 to 1939, was due to the impact of the First World War on Germany.’ Assess the validity of this view. [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. *236A7042/1L* A-level HISTORY 7042/1L Component 1L The quest for political stability: Germany, 1871–1991 Mark scheme June 2023 Version: 1.0 Final *236A7042/1L/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1L – 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 – 7042/1L – 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 Exa