AQA AS HISTORY 7041/2M Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 Version: 1.0 Final IB/M/Jun23/E2 7041/2M AS HISTORY Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 19

AQA AS HISTORY 7041/2M Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 Version: 1.0 Final IB/M/Jun23/E2 7041/2M AS HISTORY Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 Tuesday 23 May 2023 Afternoon Time allowed: 1 hour 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 7041/2M. • Answer two questions. In Section A answer Question 01. In Section B answer either Question 02 or Question 03. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 50. • 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: – 50 minutes on Section A – 40 minutes on Section B. 2 IB/M/Jun23/7041/2M Section A Answer Question 01. Source A From an editorial in the Daily Mail, 3 November 1927. This newspaper, which was owned by the right-wing Lord Rothermere, ran a year-long campaign against widening the franchise. The great majority of Conservative voters are convinced that ‘votes for flappers’ will mean ‘votes for the Labour Party’. The last extension of the franchise has already created an enormous mass of voters who, no doubt, are well-meaning enough but do not have the political sense needed to make democracy work. These irresponsible voters sway this way and that and are always liable to vote for anyone who will promise them the most at other people’s expense. With the help of the flapper vote the socialists believe that the number of Conservative MPs in the next parliament will be so small that the Conservative Party will be deprived of all effective political influence. 5 Source B From the diary of William Bridgeman, July 1929. Bridgeman had been a Conservative MP since 1906 and a Cabinet minister from 1922. He was a close political ally of Baldwin. The 1929 election was lost not from any wave of resentment against the government or against Baldwin, nor because of any one particular piece of policy or legislation. I put the defeat down to a desire for change, or the swing of the pendulum as some call it, and to the wild promises of the Liberals and Labour. Of course, the money of Lloyd George and his insistence on fighting every seat helped Labour. They could not have won if we had made arrangements to avoid three-cornered contests. In many constituencies a split anti-socialist vote gave Labour the seat. I think Baldwin’s failing was his optimism; he was too relaxed, expecting we would win easily. 5 0 1 With reference to these sources and your understanding of the historical context, which of these two sources is more valuable in explaining the outcome of the 1929 election? [25 marks] 3 IB/M/Jun23/7041/2M Section B Answer either Question 02 or Question 03. Either 0 2 ‘The Labour Party remained weak in the years 1906 to 1914.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘The First World War transformed the position of women in the years 1914 to 1918.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS 4 IB/M/Jun23/7041/2M There are no questions printed on this page 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. *236A7041/2M* AS HISTORY 7041/2M Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 Mark scheme June 2023 Version: 1.0 Final *236A7041/2M/MS* MARK SCHEME – AS HISTORY – 7041/2M – 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 – AS HISTORY – 7041/2M – 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 Exam