2024 AQA AS HISTORY 7041/1L The quest for political stability: Germany, 1871–1991 Component 1L Empire to democracy, 1871–1929 Verified Question paper and Marking Scheme Attached

2024 AQA AS HISTORY 7041/1L The quest for political stability: Germany, 1871–1991 Component 1L Empire to democracy, 1871–1929 Verified Question paper and Marking Scheme Attached HISTORY The quest for political stability: Germany, 1871–1991 Component 1L Empire to democracy, 1871–1929 Wednesday 15 May 2024 Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. Afternoon Time allowed: 1 hour 30 minutes • Write the information required on the front of your answer book. The Paper Reference is 7041/1L. • 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 Section A Answer Question 01. Extract A When the Weimar years are referred to as the ‘golden twenties’, those who do so are thinking of the liberation of creative forces in a period of unrestricted intellectual and artistic freedom. The sharp contrast between the gloomy political and economic conditions, on the one hand, and the unique wealth of artistic and intellectual development on the other, is typical of the Weimar era. The achievements to which we apply the general term ‘Weimar culture’ were admired and intensively discussed in their own day and were also internationally famous. The modern trends in literature, painting, architecture and the theatre, along with a freer attitude towards morals and lifestyle, were the dominant culture of the Weimar period. Adapted from E Kolb, The Weimar Republic, 1988 5 Extract B In the Weimar years, the social institutions which had the most influence on popular attitudes were still the churches and the schools. Both the Catholic and Protestant churches promoted conservative, monarchist and anti-democratic values, and they were highly critical of the ‘moral decadence’ creeping into society. Furthermore, the majority of women continued to have a traditional view of their role. While women gained the vote, being a wife and mother was still held to be the essential fulfilment of womanhood. In film, radio and newsprint, as in other areas of Weimar culture and society, developments were limited. Most of the cultural output remained of low artistic quality, glorifying nationalism and war. Adapted from M Fulbrook, A History of Germany 1918–2008, 2009 5 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of culture and society in the Weimar Republic in the years 1919 to 1929? [25 marks] IB/M/Jun24/7041/1L 3 Section B Answer either Question 02 or Question 03. Either 0 2 ‘In the years 1871 to 1890, Bismarck successfully controlled the Reichstag.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘All social groups within Germany benefited from the economic growth of the years 1896 to 1914.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS IB/M/Jun24/7041/1L 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/Jun24/7041/1L AS HISTORY 7041/1L The quest for political stability: Germany, 1871–1991 Component 1L Empire to democracy, 1871–1929 Mark scheme June 2024 Version/Stage: 1.0 Final MARK SCHEME – AS HISTORY – 7041/1L – 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. 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 – 7041/1L – 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 – 7041/1L – JUNE 2024 Section A 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of culture and society in the Weimar Republic in the years 1919 to 1929? [25 marks] Target: AO3 Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. Generic Mark Scheme L5: L4: Answers will display a good understanding of the interpretations given in the extracts. They will evaluate the extracts thoroughly in order to provide a well-substantiated judgement on which offers the more convincing interpretation. The response demonstrates a very good understanding of context. 21–25 Answers will display a good understanding of the interpretations given in the extracts. There will be sufficient comment to provide a supported conclusion as to which offers the more convincing interpretation. However, not all comments will be well-substantiated, and judgements may be limited. The response demonstrates a good understanding of context. 16–20 L3: L2: L1: The answer will show a reasonable understanding of the interpretations given in the extracts. Comments as to which offers the more convincing interpretation will be partial and/or thinly supported. The response demonstrates an understanding of context. 11–15 The answer will show some partial understanding of the interpretations given in the extracts. There will be some undeveloped comment in relation to the question. The response demonstrates some understanding of context. 6–10 The answer will show a little understanding of the interpretations given in the extracts. There will be only unsupported, vague or generalist comment in relation to the question. The response demonstrates limited understanding of context. 1–5 Nothing worthy of credit. 0 4 MARK SCHEME – AS HISTORY – 7041/1L – 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 assess the extent to which the interpretations are convincing by drawing on contextual knowledge to corroborate and challenge the interpretations/arguments/views. In their identification of the argument in Extract A, students may refer to the following: • the main argument of Extract A is that Weimar culture and society were vibrant, creative, modern and liberal • the Weimar period experienced a ‘unique wealth’ of artistic creativity which was widely admired and discussed at the time • Weimar society also included more liberal social and moral attitudes. In their assessment of the extent to which the arguments are convincing, students may refer to the following: • Weimar culture is certainly often depicted as very modern and creative. Examples cited include: the work of Mann and Remarque in literature, Brecht and the ‘Zeittheatre’ school in theatre, Gropius and the Bauhaus movement in architecture, famous films such as ‘The Blue Angel’ (starring Dietrich) and ‘Metropolis’ • there was also a growth of a more liberal attitude towards sex, fashion and nightlife. Berlin became known as the ‘avant garde’ capital of Europe with renowned cabaret shows, nightclubs and dance halls. Attitudes towards homosexuality, female emancipation and youth culture were the most liberal in the world • in opposition to the interpretation, it could be argued that the artistic and cultural freedoms described above were out of reach for the majority of the German population who could not afford or access many of the new opportunities. It was mostly the more affluent, middle classes who embraced the liberal, creative cultural scene of the Weimar years. In their identification of the argument in Extract B, students may refer to the following: • the main argument of Extract B is that culture and society in the Weimar Republic remained predominantly conservative • the main influences over culture and morality remained the churches, schools and a traditional sense of nationalism • despite gaining the vote, women did not gain much more towards female emancipation. In their assessment of the extent to which the arguments are convincing, students may refer to the following: • both the churches and right-wing groups were critical of the liberalisation of sexual mores demonstrated in the nightclubs and cabaret shows of Berlin and other major cities. The majority of German people did not access the new nightlife and remained rooted in their local, traditionally-minded communities • most women were still expected to give up work once married – an attitude supported by those from both the right- and left-wing of politics. Employment of women was not dissimilar to pre-wars levels, remaining at around one-third of women in employment • in opposition to the interpretation, it could be argued that there was significant social and cultural change in Germany in these years. The spread of both radio and cinema was accessible to the 5 MARK SCHEME – AS HISTORY – 7041/1L – JUNE 2024 majority of German families who enjoyed experiencing a wider range of culture. The new media also sparked a new and vibrant youth culture with