Answer one question from one section only. Section A: European option Liberalism and nationalism in Germany, 1815-71 Read the sources and then answer both parts of the question. Source A From various platforms, moving speeches were made representing the sad condition of Germany and its insignificance in the council of European nations. The depression in trade and commerce is caused by the division into thirty-eight states, with different laws, different currencies and customs borders surrounding every state. All this is owing to the lack of national union. Speakers complained of the pressure which Austria and Prussia exercised over the German Diet at Frankfurt. Even liberal-minded princes are forced to adopt unconstitutional and illegal measures. Bruggemann, whose speech was one of the most eloquent, addressed the meeting as the representative of German youth which, in spite of criminal persecution, has kept the idea of the liberty and unity of the Fatherland alive. An account of the Hambach Festival in 1832. It was by a radical lawyer who had been a member of a student nationalist society and was involved in the events depicted in Source C. Source B No newspaper containing political content, written in German, and published in a state not belonging to the German Confederation, may be distributed in a member state without prior approval of the government. Proceedings will be taken against the distributors of prohibited published writings. Popular assemblies and festivals, whose time and place were previously neither customary nor permitted, may not take place, no matter under what name and to what purpose, without prior approval of the competent authority. Even at permitted popular assemblies, public speeches with political content will not be tolerated. Police surveillance will be carried out on all local residents who have made known at any time, through public speeches, writings, or actions, their revolutionary activities. The resolutions of September 1819 concerning disciplinary measures towards student political societies in the universities, will be unfailingly applied. From the Ten Articles, issued by Austrian Chancellor Metternich, July 1832, to be enforced throughout the German Confederation. Source C [Figure C] A print by a radical French artist showing the storming of Frankfurt's main police station by armed students who were attempting to free political prisoners, April 1833. The words on the flag read 'liberty for Germany'. Source D In Germany, there is a lack of any trust toward the German Diet, from which no development of liberal institutions is expected. There is not even any protection of the constitutional rights of the individual states. Prussia, after Austria the largest of the Confederation states, is temporarily in possession of a constitution of which this much is clear: that its leading principle should be the unrestrained power of the monarch. Protestants in many states have had their religious beliefs violated. A significant portion of the working class engaged in manual labour in the Rhine Province is against the government. All the German states lack a secure, unified bond, or any kind of institution in which the German nation might be represented, and from which it might expect leadership toward the assertion of independence. From a letter written by a German businessman to the Prussian Interior Ministry in March 1848. Answer both parts of the question with reference to the sources.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2025). The mark or mark type is shown in brackets.

1. [1] Both sources show that the spread of liberal ideas will not be tolerated and there has been an attempt to repress political activity and liberal ideas in the German States. Source B lists several ways in which political writing, meetings, and the universities will be restricted for disseminating political ideas. Source C shows that the authorities are opposing the actions of the students who are attempting to free political prisoners. A violent clash has ensued between the students and the authorities.
2. [1] Both sources show that liberal ideas are popular with students who are actively involved in political opposition to the state. In Source B, Metternich refers to earlier legislation which will now be enforced against the universities and to stop popular assemblies. Source C shows that students have managed to gather weapons and tried to free political prisoners.
3. [1] Source B shows committed attitudes on both sides to their causes; Source B in preventing the spread of liberal ideas whereas Source C shows determined attitudes leading to the attack on the police station.
4. [1] Source B does not support the spread of liberal ideas and wants to prevent publication and open discussion. It suggests harsh punishment for anyone involved, thus showing repressive attitudes. Source C suggests liberal ideas are still supported despite the measures taken in Source B. Source C seems to support the actions of the students and was probably published to show a wider audience what had happened. This suggests a wider support for liberal ideas and despite Metternich's attempts to silence liberal opposition, political ideas are still being disseminated in a positive, celebratory tone.
5. [1] The attitude of the authorities in Source B is that the spread of liberal ideas can be prevented as disciplinary measures will be 'unfailingly applied'. However, this is contradicted by Source C where the students have managed to gather weapons and launch an attack on a police station. This suggests the measures taken in Source B have not been entirely effective.
6. [1] The similarities and differences between the sources can be explained by reference to Metternich's political beliefs and to earlier legislation such as the Carlsbad Decrees of 1819 which limited the freedom of the press and imposed restrictions on the universities. There was an attempt to prevent the spread of revolutionary ideas, or simply discussion of political ideas and Source C shows that some people have been arrested which is what Source B threatens.
7. [1] Comparisons could also be explained in the light of revolutionary events in Europe and the growth of support for nationalist and liberal ideas within the German states. Despite attempts to prevent an upsurge in political discussions and dissent, revolutionary activity across Europe in 1832 meant there was a revival of student societies which promoted liberal and nationalist ideas. Huge numbers of students flocked to Festivals such as that held at Hambach in 1832 which is referred to in Source B and took part in activity such as that depicted in Source C.
8. [0] Accept any other valid responses.
9. [1] Source A: the speakers lament the 'lack of a national union' and complain about the pressure exerted by Prussia and Austria. They also refer to the idea of the 'liberty and unity of the Fatherland' being kept alive despite repression.
10. [1] Source D: complains that there is a lack of 'a secure, unified bond, or any kind of institution in which the German nation might be represented.' The writer also complains about Austrian and Prussia domination, implying that the German Diet is powerless to achieve national unity or independence because of their domination.
11. [1] Source B: the source could be argued to show that Austrian domination and repression was the main cause of discontent.
12. [1] Source C: the lack of political freedom is the main cause of the actions of the students in Source C as they are attempting to free prisoners who have been locked up for their political beliefs.
13. [1] Source D: although the source generally supports the prompt, there are other complaints such as workers discontent, lack of religious freedoms, the desire for constitutional monarchy.
14. [1] Source A: from the Hambach festival and candidates could use their knowledge of the development of the student societies and the growth of demands for nationalism to explain the views held. However, the author was a committed nationalist and had a purpose to convince others that support for nationalist ideas was widespread and this might be seen to weaken the weight of the source as evidence.
15. [1] Source B: Metternich objected strongly to radical ideas and made several attempts to prevent the spread of liberal ideas. Candidates could use their knowledge of Metternich's policies to evaluate this source.
16. [1] Source C: seems to have a propaganda purpose and publicises the actions taken by the students in Frankfurt. The students are portrayed as heroic and this image might not be regarded as being strong evidence.
17. [1] Source D: was written at the start of the 1848 revolutions. Candidates could use their knowledge of developments in the 1840s which saw popular discontent increase. In writing to the Prussian Interior Ministry, the writer wanted to appeal to the Prussian authorities to show the extent of popular feeling in support of national unity and persuade them to change their policy. Contextual knowledge can be used to support the arguments made and this might be seen to strengthen the value of the source as evidence.
18. [0] Accept any other valid responses.