A-level HISTORY 7042/2O Component 2O Democracy and Nazism: Germany, [MARK SCHEME]DOWNLOAD TO PASS

A-level HISTORY 7042/2O Component 2O Democracy and Nazism: Germany, Mark scheme June 2021 Version: 1.0 Final *216A7042/2O/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2O – JUNE 2021 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 © 2021AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL HISTORY – 7042/2O – JUNE 2021 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 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. MARK SCHEME – A-LEVEL HISTORY – 7042/2O – JUNE 2021 4 Section A 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 German morale in 1943. [30 marks] Target: AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: Shows a very good understanding of all three sources in relation to both content and provenance and combines this with a strong awareness of the historical context to present a balanced argument on their value for the particular purpose given in the question. The answer will convey a substantiated judgement. The response demonstrates a very good understanding of context. 25-30 L4: Shows a good understanding of all three sources in relation to both content and provenance and combines this with an awareness of the historical context to provide a balanced argument on their value for the particular purpose given in the question. Judgements may, however, be partial or limited in substantiation. The response demonstrates a good understanding of context. 19-24 L3: Shows some understanding of all three sources in relation to both content and provenance together with some awareness of the historical context. There may, however, be some imbalance in the degree of breadth and depth of comment offered on all three sources and the analysis may not be fully convincing. The answer will make some attempt to consider the value of the sources for the particular purpose given in the question. The response demonstrates an understanding of context. 13-18 L2: The answer will be partial. It may, for example, provide some comment on the value of the sources for the particular purpose given in the question but only address one or two of the sources, or focus exclusively on content (or provenance), or it may consider all three sources but fail to address the value of the sources for the particular purpose given in the question. The response demonstrates some understanding of context. 7-12 L1: The answer will offer some comment on the value of at least one source in relation to the purpose given in the question but the response will be limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalist. The response demonstrates limited understanding of context. 1-6 Nothing worthy of credit. 0 MARK SCHEME – A-LEVEL HISTORY – 7042/2O – JUNE 2021 5 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. Source A: in assessing the value of this source, students may refer to the following: Provenance, tone and emphasis • Source A is a speech by Joseph Goebbels at the Sportpalast in Berlin. This is valuable as Goebbels was the Reich Propaganda Minister whose role was to maintain morale, as well as keeping the German people in line with the Nazi message in the aftermath of the Stalingrad disaster • the speech is made in the month following the encirclement and surrender of the German Sixth Army at Stalingrad, which was a crushing blow for the Nazi party and for the morale of the German people. It is valuable as it shows how, in propaganda terms, the Nazi regime was attempting to respond to, and control, the aftermath to Stalingrad • the speech was played live on German radio, which shows the importance attached to it by the regime, and was intended both to reassure, galvanise but also, through its admission of Soviet victory, scare the German people into even greater efforts and sacrifice and not to lose hope • the tone is a mixture of sombre, frantic, optimistic and defiant with the use of terms such as ‘storm’, ‘awful truth’, and ‘radical’ in order to whip the crowd into a frenzy of support for Hitler and defiance of the enemy. Content and argument • Goebbels’ immediate reference to the military ‘blow’ of Stalingrad is a recognition of the seriousness of this defeat militarily but also for the likely impact on the morale of the German people. This suggests that this speech is at least in part, a damage limitation exercise • students may point out that Goebbels’ reference to ‘fate’ and his belief that the German people will now be ‘resolved to follow the Führer through thick and thin’ was his way of distancing the regime and the ‘military genius’ Hitler from the disaster at Stalingrad and instead use it to align the people with the party in the determination to move forward together • Goebbels uses a series of questions to test the mood and resolve of his audience, asking them whether they still have faith in total victory as the Führer does. Evidence from intelligence reports from the previous year suggests that doubts were being raised about the incessantly positive propaganda as well as the brutal realities of the war in the east being shown through letters from the front, showing that concerns from the public were evident and growing • students may point out that Goebbels’ assertion that the English claim that the German people do not have the will for total war and are ready to capitulate is particularly valuable, as there was evidence that the German people remained resilient and, indeed, were wondering why more radical measures had taken so long to initiate, again suggesting that morale was still broadly intact.