2024_AQA: AS HISTORY Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 (merged Question paper and marking scheme): Monday 20 May

2024_AQA: AS HISTORY Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 (merged Question paper and marking scheme): Monday 20 May 2024. AS HISTORY Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 Monday 20 May 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions Afternoon Time allowed: 1 hour 30 minutes  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. AS History: Wars and Welfare: Britain in Transition, 1906–1957 Component 2M: Society in Crisis, 1906–1929 May 2024 Key Areas to Revise: 1. The Liberal Reforms ():  Social and Political Context: Understand the key social issues that prompted the Liberal Government’s reforms, including the impact of poverty, industrialization, and the rise of the Labour Party.  Key Reforms: Focus on the People's Budget (1909), the National Insurance Act (1911), the Pensions Act (1908), and Workmen’s Compensation Act (1906). Examine how these reforms aimed to address poverty, unemployment, and health issues.  Impact of Reforms: Study the effectiveness of these reforms in improving living conditions for the working class and the opposition they faced, particularly from the House of Lords. 2. The Suffragette Movement:  The Campaign for Women’s Suffrage: Study the role of the Suffragettes and Suffragists in campaigning for women's right to vote, with a focus on key figures like Emmeline Pankhurst and Millicent Fawcett.  Militant vs. Peaceful Tactics: Compare the differing approaches between the Suffragettes’ militant tactics (e.g., hunger strikes, civil disobedience) and the Suffragists’ peaceful methods.  Achievements and Setbacks: Review the granting of limited suffrage to women over 30 in 1918, and the full suffrage in 1928. 3. The Impact of World War I ():  Socio-economic Changes: Examine the impact of the First World War on British society, including the role of women in the workforce, the conscription of men, and the strain on social welfare systems.  Post-war Society: Study how Britain dealt with the social upheaval following the war, including economic challenges, labour strikes, and the rise of unemployment in the post-war period. 4. The 1918 Representation of the People Act:  Expansion of the Franchise: Understand the significance of the 1918 Representation of the People Act, which extended the vote to all men over 21 and women over 30 (those with property or university degrees).  Social and Political Impact: Study the changes in the electorate and the broader political implications, including the rise of new political movements like Labour and the eventual victory of the Labour Party in 1924. 5. Social and Economic Challenges of the 1920s:  Post-War Economic Decline: Study the economic difficulties Britain faced after WWI, including inflation, high unemployment, and the return to peacetime economic problems.  Miners’ Strikes and Labour Unrest: Understand the miners’ strikes of the early 1920s, the role of the General Strike of 1926, and the influence of the Trade Union movement on social unrest. IB/M/Jun24/G4002/E5 7041/2M 2 Section A Answer Question 01. Source A From an editorial in ‘The Guardian’ newspaper, 30 April 1909, the day after the ‘People’s Budget’ was proposed in the House of Commons. The Guardian represented liberal, centre-left political opinion. The ‘People’s Budget’ attempts to reduce the gap between rich and poor. It is, in Lloyd George’s words, a ‘war budget’ – for raising money against poverty and squalor. It is one of the fairest schemes of taxation we have ever had. All social classes will share the burden of additional taxes, but no one class is overburdened. There will, of course, be some outcry from those affected by the new taxation, but as rich people on the whole have more time for crying out, and more means to do so, no doubt they will cry out the loudest. However, to advance the common good, it is right that they should bear their full share of its taxes. 5 Source B From a speech on the ‘People’s Budget’ in the House of Lords by Lord Harris, a Conservative peer and former minister, 30 November 1909. I object to the Budget on financial grounds. I think it is unsound and unjust in that it targets the propertied classes for special taxation purely to benefit other classes. I think it is dangerous because it goes too far in this respect. In addition, I am convinced that this quarrel has been forced on your Lordships deliberately, coolly and calmly by the government. One of its main aims during the last four years has been to attack landowners in an attempt to nationalise the land. I also oppose this Budget in the solemn conviction that it is my duty to defend the safety of the people and the constitution by preserving the liberties of this House. 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 aims of the 1909 ‘People’s Budget’? [25 marks] IB/M/Jun24/7041/2M 3 Section B Answer either Question 02 or Question 03. Either 0 2 ‘Liberal division, in the years 1914 to 1922, was due to the First World War.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘The British economy had more weaknesses than strengths in the years 1922 to 1929.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS IB/M/Jun24/7041/2M 4 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 © 2024 AQA and its licensors. All rights reserved. IB/M/Jun24/7041/2M AS HISTORY 7041/2M Wars and Welfare: Britain in Transition, 1906–1957 Component 2M Society in Crisis, 1906–1929 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS HISTORY – 7041/2M – JUNE 2024 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. 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 © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – AS HISTORY – 7041/2M – JUNE 2024 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 for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 3 MARK SCHEME – AS HISTORY – 7041/2M – JUNE 2024 Section A 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 aims of the 1909 ‘People’s Budget’? [25 marks] Target: AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: L4: L3: Answers will display a very good understanding of the value of the sources in relation to the issue identified in the question. They will evaluate the sources thoroughly in order to provide a well-substantiated conclusion. The response demonstrates a very good understanding of context. 21–25 Answers will provide a range of relevant well-supported comments on the value of the sources for the issue identified in the question. There will be sufficient comment to provide a supported conclusion but not all comments will be well-substantiated, and judgements will be limited. The response demonstrates a good understanding of context. 16–20 The answer will provide some relevant comments on the value of the sources and there will be some explicit reference to the issue identified in the question. Judgements will however, be partial and/or thinly supported. The response demonstrates an understanding of context. 11–15 L2: L1: The answer will be partial. There may be either some relevant comments on the value of one source in relation to the issue identified in the question or some comment on both, but lacking depth and having little, if any, explicit link to the issue identified in the question. The response demonstrates some understanding of context. 6–10 The answer will either describe source content or offer stock phrases about the value of the source. There may be some comment on the issue identified in the question but it is likely to be limited, unsubstantiated and unconvincing. The response demonstrates limited understanding of context. 1–5 Nothing worthy of credit. 0 4 MARK SCHEME – AS HISTORY – 7041/2M – JUNE 2024 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Students must deploy knowledge of the historical context to show an understanding of the relationship between the sources and the issues raised in the question, when assessing the significance of provenance, the arguments deployed in the sources and the tone and emphasis of the sources. Descriptive answers which fail to do this should be awarded no more than Level 2 at best. Answers should address both the value and the limitations of the sources for the particular question and purpose given. In responding to this question, students may choose to address each source in turn or to adopt a more comparative approach in order to arrive at a judgement. Either approach is equally valid and what follows is indicative of the evaluation which may be relevant. Source A: in assessing the value of this source as an explanation, students may refer to the following: Provenance and tone  the source is valuable for expressing a centre-left/liberal view, sympathetic to the aims of the government in its Budget; though it might be thought limited because it shows some degree of bias  it might be thought valuable for reflecting initial reactions to the aims of the Budget (the day after its introduction), though this could also be considered a limitation – the full implications of the aims of the Budget may not yet have been clearly recognised  its tone is mildly sardonic in its references to the ‘rich’, again valuable for illustrating a degree of bias/partiality. Content and argument  the source argues that the Budget is even-handed, not burdening any one group/class unfairly. But it does acknowledge some targeting of the better off, who ‘should bear their full share’ of taxation, implying that they currently do not. Again, this partial view could be thought to detract from its value  it suggests that the Budget’s aims have moral worth by advancing ‘the common good’ and focusing on the poorer in society: for example, providing the funds to pay for social reforms, such as old age pensions. This emphasis perhaps adds to its value  students can support the argument that taxation was evenly distributed: indirect taxes on beer and tobacco, for example, would affect all classes; increased income tax and a new super tax would impact the middle and richer classes  however, students might challenge the claim that the Budget was even-handed in its aims – thus undermining/limiting the value of the source – by showing understanding of the argument that Lloyd George was intent on soaking the rich to pay for their extensive programme of radical social reform (as well as for the construction of naval warships). 5 MARK SCHEME – AS HISTORY – 7041/2M – JUNE 2024 Source B: in assessing the value of this source as an explanation, students may refer to the following: Provenance and tone  the source is valuable for representing the views of the Tory peers who felt this was a political budget, designed to attack the landed and propertied classes. Like Source A, however, it could also be considered biased/partial  it is also valuable for illustrating how long-lasting the controversy over the Budget’s aims had been: this debate was seven months after the Budget’s introduction. The Budget was defeated by 350 to 75 on 30 November, forcing Asquith to dissolve parliament and call an election  the tone and language adds to the value of the source, demonstrating the deeply held grievances of the Tory peers in their opposition to the aims of the Budget (‘dangerous’, ‘solemn conviction’, ‘duty’). Content and argument  the source argues that the Budget was ‘unsound’, ‘unjust’ and, by implication, unconstitutional; in sum, that the aim of the Budget was to attack the rich, such as including proposals to tax the land of wealthy landowners, higher death duties and a supertax on incomes above £3000  it also has value for highlighting the argument of some Tory peers that the Liberals (in cahoots with the Irish nationalists) aimed ‘deliberately’ to weaken the Lords so that it could never again block a measure passed by the House of Commons; students could develop the idea that the Liberals aimed to wage class war and/or pursue a socialistic agenda (as some of their opponents suggested)  students might also use their knowledge to explain why the Lords felt so deeply undermined by the Budget: particularly controversial were the land taxes, which in themselves would not bring in much additional revenue but seemed little more than a direct attack on the rights of landed property; a similar source of concern was the targeting of unearned income  the depth and wide-ranging nature of the issues at stake can also be developed: the setting up of the Budget Protest League; Lloyd George’s inflammatory language, such as in his Limehouse speech; that it was no ordinary budget because it had tacked on principles of redistributive/progressive taxation. In arriving at a judgement as to which source might be of greater value, students might consider Source A to be more valuable because it highlighted the growing belief held on the centre and left of British politics that until the power of the House of Lords (Mr Balfour’s poodle) was challenged, the aim of creating greater fairness and equality in British society was unlikely to be achieved. Conversely, Source B could be thought more valuable because it illustrated the view of many that the ‘People’s Budget’ was no ordinary budget but one which aimed to challenge the very basis of British society and its constitution. 6 MARK SCHEME – AS HISTORY – 7041/2M – JUNE 2024 Section B 0 2 ‘Liberal division, in the years 1914 to 1922, was due to the First World War.’ Explain why you agree or disagree with this view. Target: AO1 [25 marks] Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, con