2024_AQA: AS HISTORY .The Birth of the USA, 1760–1801 Component 2G The Origins of
the American Revolution, 1760–1776
(Merged Question paper and marking scheme): Monday 20 May 2024
AS
HISTORY
The Birth of the USA, 1760–1801
Component 2G The origins of the American Revolution, 1760–1776
Monday 20 May 2024 Afternoon Time allowed: 1 hour 30 minutes
Materials
For this paper you must have:
an AQA 16-page answer book.
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Paper Reference is
7041/2G.
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: The Birth of the USA, 1760–1801
Component 2G: The Origins of the American Revolution, 1760–1776. May 2025.
Key Areas to Revise:
1. British Colonial Policy (1760–1776):
Salutary Neglect: Understand how Britain’s policy of salutary neglect (a period of limited
interference in colonial affairs) from the late 17th century to the mid-18th century allowed the
American colonies to develop a degree of independence. Study how this ended after the French and
Indian War (1754–1763) when Britain sought to tighten control over the colonies to recoup war
expenses.
Increased British Control: Examine how British attempts to reassert control over the colonies
through new taxes and laws angered colonists, who had previously enjoyed considerable autonomy.
This shift in British colonial policy was crucial in the buildup to the Revolution.
2. Economic Policies and Taxation (1764–1774):
The Sugar Act (1764): Review how the Sugar Act (1764) sought to regulate trade by taxing sugar
and molasses, which significantly impacted the American economy. This was one of the first direct
taxes imposed on the colonies, igniting unrest.
The Stamp Act (1765): Study the Stamp Act and its consequences. This tax on printed materials
like newspapers and legal documents sparked widespread protest and led to the formation of the
Stamp Act Congress (1765), where colonial leaders declared their opposition to taxation without
representation.
The Townshend Acts (1767): Understand the significance of the Townshend Acts, which taxed
goods imported to the colonies, such as paper, glass, and tea. This led to boycotts and further tension
between Britain and the colonies.
The Tea Act (1773): The Tea Act allowed the British East India Company to sell surplus tea
directly to the colonies, undercutting local merchants and leading to the Boston Tea Party (1773).
The Tea Party was a direct act of defiance against British authority, marking a turning point in
colonial resistance.
3. Colonial Response to British Measures:
The Formation of Colonial Unity: Study how the Sons of Liberty and other groups mobilized
resistance to British policies, often through public protests, petitions, and boycotts. Focus on key
figures like Samuel Adams and Patrick Henry, who played crucial roles in organizing colonial
opposition.
The First Continental Congress (1774): Understand the significance of the First Continental
Congress held in Philadelphia in 1774, where colonial leaders from twelve colonies gathered to
coordinate their response to the Intolerable Acts (coercive measures passed by Britain after the
Boston Tea Party). The Congress issued a declaration of rights and grievances and decided to boycott
British goods.
4. Ideological Shifts and Growing Tensions:
Enlightenment Ideas: Examine the influence of Enlightenment thinkers, such as John Locke,
whose ideas on natural rights, the social contract, and the right of the people to overthrow oppressive
governments resonated with many American colonists. These ideas helped shape colonial leaders'
justifications for resistance to British rule.
IB/M/Jun24/G400A/E6 7041/2G
, 2
Section A
Answer Question 01.
Source A
From a speech by Thomas Jefferson, member of the Virginia House of Burgesses, to the
inhabitants of St Anne, Virginia, June 1774. Reverend Clay was a lifelong friend of
Jefferson.
The members of the House of Burgesses have considered the dangers facing colonial
America from the hostile activities of our rulers. We request that you the people of
St Anne set apart 23 July as a day of fasting, humiliation and prayer, to plead for divine
intervention on behalf of our injured and oppressed people. We also demand that the
people in this colony attend a sermon for this purpose, led by Reverend Clay, at the new 5
church on Hardware River, to pray that the minds of King George, His Majesty, His
Ministers, and Parliament, might be inspired by Godly wisdom to prevent the dangers
which harm our civil rights and are likely to bring the evils of civil war.
Source B
From the pamphlet, ‘Common Sense’, written by Thomas Paine, an English-born
American, and published anonymously, January 1776. Paine addresses the common
people of America.
There is no advantage in reconciliation with Great Britain. Our corn will fetch its price
anywhere in Europe. We have suffered many injuries and disadvantages from
Great Britain. Thousands have been ruined by cruel British actions. Every attempt we
have made to resolve our differences has been disregarded or rejected. Nothing flatters
vanity or encourages stubbornness in Kings more than repeated pleas. Only 5
independence can keep the peace and preserve us from civil wars. I dread reconciliation,
as it will only end in revolt. Some are afraid of independence, fearing a civil war, but there
is ten times more to fear from a compromise with Great Britain than from independence.
The time has come to part.
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining colonial attitudes towards Britain in
the years 1774 to 1776?
[25 marks]
IB/M/Jun24/7041/2G
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘In the years c1760 to 1763, the economic development of the colonies was held back
by British control.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘The colonial elites were more significant than movements from below in challenging
British rule in the years 1765 to 1770.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2G
, 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 www.aqa.org.uk
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/Jun24/7041/2G
,AS
HISTORY
7041/2G
The Birth of the USA, 1760–1801
Component 2G The origins of the American Revolution, 1760–1776
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2G – 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 aqa.org.uk
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 – 7041/2G – 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 – 7041/2G – 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 colonial attitudes towards Britain in the
years 1774 to 1776?
[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: 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
L4: 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
L3: 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: 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
L1: 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 – 7041/2G – 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
Thomas Jefferson was a member of the Virginia House of Burgesses. Reverend Clay was a lifelong
friend of Jefferson, and zealous patriot minister of St Anne’s parish. The source is valuable in showing
the views of critical members of the colonial Burgess elite in their response to British control over the
colonies, such as calling for unity of the people of St Anne in a day of fasting and prayer on 23 July
the source is a speech to the people of St Anne, making it valuable in showing the influence of colonial
leaders on the people in imposing their feelings and directing opposition to British rule
the tone is direct and persuasive with an emphasis on prayer to implore the people to unite in pious
opposition and emphasises the ‘hostile activities’ which threaten their loss of liberty and a
‘civil war’. This is valuable in showing the colonial leaders’ views regarding British control, highlighting
the deteriorating relationship and implying that the British were responsible for the ‘dangers’ facing
them.
Content and argument
the source shows how seriously the members of the House of Burgesses viewed the British-colonial
relationship. This is valuable in showing the colonial response of an ‘oppressed people’ who have
suffered at the hands of British control
the source suggests the people are righteous, and the British are at fault, the people should appeal to
God to intervene and stop oppressive British control. This is valuable as it shows a peaceful colonial
response directed by colonial leaders towards British control. There was growing opposition among
colonists after the Quebec Act (1774) which had inflamed the colonies and was regarded as a
confirmation of Britain’s intention to subjugate the whole of North America under authoritarian forms of
government
the source shows that the elite regard ‘King George, His Majesty, His Ministers, and Parliament’
responsible for the ‘hostile activities’ against them. This is valuable as in 1774, Jefferson published
‘A Summary View of the Rights of British America’ in which Jefferson said the British Parliament had
no right to exercise authority over Americans. Also, the reference to ‘His Majesty’ is valuable in
showing colonies after 1774 associated the Crown with the oppression, not just Parliament.
5
the American Revolution, 1760–1776
(Merged Question paper and marking scheme): Monday 20 May 2024
AS
HISTORY
The Birth of the USA, 1760–1801
Component 2G The origins of the American Revolution, 1760–1776
Monday 20 May 2024 Afternoon Time allowed: 1 hour 30 minutes
Materials
For this paper you must have:
an AQA 16-page answer book.
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Paper Reference is
7041/2G.
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: The Birth of the USA, 1760–1801
Component 2G: The Origins of the American Revolution, 1760–1776. May 2025.
Key Areas to Revise:
1. British Colonial Policy (1760–1776):
Salutary Neglect: Understand how Britain’s policy of salutary neglect (a period of limited
interference in colonial affairs) from the late 17th century to the mid-18th century allowed the
American colonies to develop a degree of independence. Study how this ended after the French and
Indian War (1754–1763) when Britain sought to tighten control over the colonies to recoup war
expenses.
Increased British Control: Examine how British attempts to reassert control over the colonies
through new taxes and laws angered colonists, who had previously enjoyed considerable autonomy.
This shift in British colonial policy was crucial in the buildup to the Revolution.
2. Economic Policies and Taxation (1764–1774):
The Sugar Act (1764): Review how the Sugar Act (1764) sought to regulate trade by taxing sugar
and molasses, which significantly impacted the American economy. This was one of the first direct
taxes imposed on the colonies, igniting unrest.
The Stamp Act (1765): Study the Stamp Act and its consequences. This tax on printed materials
like newspapers and legal documents sparked widespread protest and led to the formation of the
Stamp Act Congress (1765), where colonial leaders declared their opposition to taxation without
representation.
The Townshend Acts (1767): Understand the significance of the Townshend Acts, which taxed
goods imported to the colonies, such as paper, glass, and tea. This led to boycotts and further tension
between Britain and the colonies.
The Tea Act (1773): The Tea Act allowed the British East India Company to sell surplus tea
directly to the colonies, undercutting local merchants and leading to the Boston Tea Party (1773).
The Tea Party was a direct act of defiance against British authority, marking a turning point in
colonial resistance.
3. Colonial Response to British Measures:
The Formation of Colonial Unity: Study how the Sons of Liberty and other groups mobilized
resistance to British policies, often through public protests, petitions, and boycotts. Focus on key
figures like Samuel Adams and Patrick Henry, who played crucial roles in organizing colonial
opposition.
The First Continental Congress (1774): Understand the significance of the First Continental
Congress held in Philadelphia in 1774, where colonial leaders from twelve colonies gathered to
coordinate their response to the Intolerable Acts (coercive measures passed by Britain after the
Boston Tea Party). The Congress issued a declaration of rights and grievances and decided to boycott
British goods.
4. Ideological Shifts and Growing Tensions:
Enlightenment Ideas: Examine the influence of Enlightenment thinkers, such as John Locke,
whose ideas on natural rights, the social contract, and the right of the people to overthrow oppressive
governments resonated with many American colonists. These ideas helped shape colonial leaders'
justifications for resistance to British rule.
IB/M/Jun24/G400A/E6 7041/2G
, 2
Section A
Answer Question 01.
Source A
From a speech by Thomas Jefferson, member of the Virginia House of Burgesses, to the
inhabitants of St Anne, Virginia, June 1774. Reverend Clay was a lifelong friend of
Jefferson.
The members of the House of Burgesses have considered the dangers facing colonial
America from the hostile activities of our rulers. We request that you the people of
St Anne set apart 23 July as a day of fasting, humiliation and prayer, to plead for divine
intervention on behalf of our injured and oppressed people. We also demand that the
people in this colony attend a sermon for this purpose, led by Reverend Clay, at the new 5
church on Hardware River, to pray that the minds of King George, His Majesty, His
Ministers, and Parliament, might be inspired by Godly wisdom to prevent the dangers
which harm our civil rights and are likely to bring the evils of civil war.
Source B
From the pamphlet, ‘Common Sense’, written by Thomas Paine, an English-born
American, and published anonymously, January 1776. Paine addresses the common
people of America.
There is no advantage in reconciliation with Great Britain. Our corn will fetch its price
anywhere in Europe. We have suffered many injuries and disadvantages from
Great Britain. Thousands have been ruined by cruel British actions. Every attempt we
have made to resolve our differences has been disregarded or rejected. Nothing flatters
vanity or encourages stubbornness in Kings more than repeated pleas. Only 5
independence can keep the peace and preserve us from civil wars. I dread reconciliation,
as it will only end in revolt. Some are afraid of independence, fearing a civil war, but there
is ten times more to fear from a compromise with Great Britain than from independence.
The time has come to part.
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining colonial attitudes towards Britain in
the years 1774 to 1776?
[25 marks]
IB/M/Jun24/7041/2G
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘In the years c1760 to 1763, the economic development of the colonies was held back
by British control.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘The colonial elites were more significant than movements from below in challenging
British rule in the years 1765 to 1770.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2G
, 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 www.aqa.org.uk
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/Jun24/7041/2G
,AS
HISTORY
7041/2G
The Birth of the USA, 1760–1801
Component 2G The origins of the American Revolution, 1760–1776
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2G – 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 aqa.org.uk
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 – 7041/2G – 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 – 7041/2G – 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 colonial attitudes towards Britain in the
years 1774 to 1776?
[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: 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
L4: 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
L3: 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: 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
L1: 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 – 7041/2G – 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
Thomas Jefferson was a member of the Virginia House of Burgesses. Reverend Clay was a lifelong
friend of Jefferson, and zealous patriot minister of St Anne’s parish. The source is valuable in showing
the views of critical members of the colonial Burgess elite in their response to British control over the
colonies, such as calling for unity of the people of St Anne in a day of fasting and prayer on 23 July
the source is a speech to the people of St Anne, making it valuable in showing the influence of colonial
leaders on the people in imposing their feelings and directing opposition to British rule
the tone is direct and persuasive with an emphasis on prayer to implore the people to unite in pious
opposition and emphasises the ‘hostile activities’ which threaten their loss of liberty and a
‘civil war’. This is valuable in showing the colonial leaders’ views regarding British control, highlighting
the deteriorating relationship and implying that the British were responsible for the ‘dangers’ facing
them.
Content and argument
the source shows how seriously the members of the House of Burgesses viewed the British-colonial
relationship. This is valuable in showing the colonial response of an ‘oppressed people’ who have
suffered at the hands of British control
the source suggests the people are righteous, and the British are at fault, the people should appeal to
God to intervene and stop oppressive British control. This is valuable as it shows a peaceful colonial
response directed by colonial leaders towards British control. There was growing opposition among
colonists after the Quebec Act (1774) which had inflamed the colonies and was regarded as a
confirmation of Britain’s intention to subjugate the whole of North America under authoritarian forms of
government
the source shows that the elite regard ‘King George, His Majesty, His Ministers, and Parliament’
responsible for the ‘hostile activities’ against them. This is valuable as in 1774, Jefferson published
‘A Summary View of the Rights of British America’ in which Jefferson said the British Parliament had
no right to exercise authority over Americans. Also, the reference to ‘His Majesty’ is valuable in
showing colonies after 1774 associated the Crown with the oppression, not just Parliament.
5
