A-level POLITICS 7152/2

A-level POLITICS 7152/2 Paper 2 Government and politics of the USA and comparative politics Mark scheme June 2024 Version: 1.0 Final *246a7152/2/MS* 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. 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. Section A Levels of response mark scheme for 9-mark questions Explain and analyse three factors that can influence the outcome of a presidential election. [9 marks] Explain and analyse three functions of the US Congress. [9 marks] Explain and analyse three ways that structural theory could be used to study how civil liberties and rights are protected in the US and UK. [9 marks] Target AO1: 6 marks, AO2: 3 marks Level Marks Descriptors 3 7–9 • Detailed knowledge of relevant political concepts, institutions and processes is demonstrated and appropriate political vocabulary is used (AO1). • Thorough explanations and appropriate selection of accurate supporting examples demonstrate detailed understanding of relevant political concepts, institutions and processes (AO1). • Analysis of three clear points is structured, clearly focused on the question and confidently developed into a coherent answer (AO2). 2 4–6 • Generally sound knowledge of political concepts, institutions and processes is demonstrated and generally appropriate political vocabulary is used (AO1). • Some development of explanations and generally appropriate selection of supporting examples demonstrate generally accurate understanding of relevant political concepts, institutions and processes, though further detail may be required in places and some inaccuracies may be present (AO1). • Analysis is developed in most places, though some points may be descriptive or in need of further development. Answers, for the most part, are clearly expressed and show some organisation in the presentation of material (AO2). Students who only make two relevant points will be limited to this level. 1 1–3 • Limited knowledge of political concepts, institutions and processes is demonstrated and little or no appropriate political vocabulary is used (AO1). • Limited development of explanations and selection of supporting examples demonstrate limited understanding of relevant political concepts, institutions and processes, with further detail required and inaccuracies present throughout (AO1). • Analysis takes the form of description for the most part. Coherence and structure are limited (AO2). Students who only make one relevant point will be limited to this level. 0 0 • Nothing worthy of credit. 0 1 Explain and analyse three factors that can influence the outcome of a presidential election. [9 marks] Indicative content In their explanations and analysis, students may be expected to cover areas such as the following: • explanation and analysis of the importance of raising money. Presidential candidates need to raise large sums of money to fund advertising and airtime as well as being able to campaign in key swing states. Students are likely to argue that while money cannot buy outcomes (eg Clinton in 2016), it helps a candidate make a strong attempt to win • explanation and analysis of the impact that third party and independent candidates can have on the overall result of a presidential election, students may refer to elections such as 1968, 1992 or 2000 • explanation and analysis of the role of the media and the importance of the televised debates. The media and campaign ads are an important part of presidential elections when trying to project a positive image of a candidate. Students may refer to a number of ‘attack ads’ from previous elections such as LBJ’s ‘Daisy girl’ ad from 1964. Students may refer to the fact that televised debates between candidates are long established and performing well or competently can help a candidate. Some responses may argue that social media has become more important than the traditional debates, citing the fact that Trump in 2020 had 42 million Twitter followers • explanation and analysis of issues and policies such as the economy. Responses may refer to James Carville, Bill Clinton’s campaign strategist in 1992, who noted “It’s the economy, stupid”. Students may also refer to the so-called ‘October surprise’ such as the two from 2016 involving Trump and the ‘Access Hollywood’ tape and Clinton’s FBI inquiry. Students may refer to retrospective voting and how voters respond to changing candidates and issues, examples could include 9/11 and the war on terror in 2004, and/or wedge issues such as abortion and same sex marriage • explanation and analysis of image, leadership qualities of candidates and incumbency. Since 1945 one-term presidents have been rare (eg Carter, George H.W. Bush and Trump). The nature of the presidential office and the election of a single person encourages a focus on the individual and their own qualities, experience, policies (eg Obama and ‘Hope and Change’ or Trump’s ‘Make America Great Again’) and campaigns which focused on their personalities and leadership credentials. Students are required to consider only three factors that can influence the outcome of a presidential election. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples, they will receive a maximum of three and six marks respectively. 0 2 Explain and analyse three functions of the US Congress. [9 marks] Indicative content In their explanations and analysis, students may be expected to cover areas such as the following: • explanation and analysis of the representative function of Congress. Students may refer to the delegate and trustee models of representation and the different terms of members of the House and Senate. The representational function can be illustrated by the work of members of Congress: being members of relevant standing committees, which often represent the interests or concerns of their states or districts, lobbying on behalf of their constituents, pork barrel politics and ideas that “all politics is local” • explanation and analysis of the legislative function of Congress. Students may refer to Article 1, Section 1 of the Constitution which grants the Congress legislative powers which means Congress can initiate, debate, amend and pass legislation such as the Civil Rights Act 1964, the Voting Rights Act 1965, the Patient Protection and Affordable Care Act 2010, and the Justice Against Sponsors of Terrorism Act 2016. Responses are likely to focus on the work of standing committees (found in both chambers), stressing that these committees are organised along policy-specific lines • explanation and analysis of the oversight function of Congress. Congress performs oversight of the executive branch (government departments, federal agencies as well as the actions of the president) and students are likely to focus on the fact that congressional oversight is performed via committees, such as the Senate Foreign Relations and the House select committee investigating the January 6 attack on the Capitol building • explanation and analysis of impeachment. Students are likely to make links between impeachment and constitutional checks and balances and the fact that Congress can impeach members of the other branches of government (eg Clinton and Trump) • explanation and analysis of the Senate’s exclusive power of advice and consent (eg the ratification of treaties and the confirmation of executive appointments) as an example of one of the constitutional check and balance functions performed by Congress • explanation and analysis of the power of the purse, and that congressional consent is required for executive budgets and for rises or cuts in federal taxation. Students are required to consider only three functions of Congress. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples, they will receive a maximum of three and six marks respectively. 0 3 Explain and analyse three ways that structural theory could be used to study how civil liberties and rights are protected in the US and UK. [9 marks] Indicative content In their explanations and analysis, students may be expected to cover areas such as the following: • explanation and analysis of structural theory and how it can be applied to understanding how civil liberties and rights are protected in the US and UK. This approach focuses on the institutions in a political system and the processes within them. It views institutions as structures and places significance on the functions of institutions and the environment in which the structures exist. A structural approach suggests that political outcomes are largely determined by the formal processes laid out within a political system. It also provides a means of recognising differences in constitutional and governmental frameworks of power • explanation and analysis of what civil rights and liberties are and the fact that in both countries they are expansive and designed to protect individuals from unfair treatment or discrimination. In the UK, there is a focus on common and statute law such as the Sex Discrimination Act 1975 or the Human Rights Act 1998 due to having an uncodified constitution, whereas in the US the focus is on the codified constitution, including the Bill of Rights and amendments. Students are likely to argue that rights and liberties are better protected in the US while in the UK there is a negative rights culture due to the absence of a codified constitution and an absence of entrenched rights • explanation and analysis of judiciaries in the US and UK in relation to civil rights and liberties. In the US the Supreme Court is co-equal with the other two branches of government. Students are likely to refer to the Court’s power of judicial review and the positive rights culture in the US due to entrenched rights, such as the Fourteenth Amendment. Students may refer to landmark Supreme Court cases which have secured the legal rights of, for eg, African Americans and LGBTQ+ Americans. In comparison, structurally in the UK, students may refer to the impact of the Constitutional Reform Act 2005, and the creation of the UK Supreme Court. Students may in addition refer to the sovereignty of Parliament in the UK and the argument that Parliament ultimately decides what civil rights UK citizens have. In terms of UK statutes there is a wide range of examples students may refer to which have sought to protect and extend rights (eg the Sex Discrimination Act 1975 or the Human Rights Act 1998) • explanation and analysis of the role played by pressure groups in the US and UK in the promotion and protection of rights. Due to the US Constitution a range of access points have been created such as Congress, Supreme Court, and the states themselves. Such access points allow pressure groups to operate at all levels of government and across a range of policy areas eg abortion, gun rights, race, gender and freedom of speech. Students may also refer to the First Amendment of the Constitution regarding interest group activity. In terms of the UK there are fewer access points for groups to use to either defend or promote rights in the UK. Students are required to consider only three ways that structural theory could be used to study how civil liberties and rights are protected in the US and UK. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples, they will receive a maximum of three and six marks respectively.