AQA A-level HISTORY 7042/2P Component 2P The Transformation of China, 1936–1997 Version: 1.0 Final IB/M/Jun23/E2 7042/2P A-level HISTORY Component 2P The Transformation of China, 1936–1997/QUESTION PAPER & MARKING SCHEME/ [MERGED] Mark scheme June 2023

AQA A-level HISTORY 7042/2P Component 2P The Transformation of China, 1936–1997 Version: 1.0 Final IB/M/Jun23/E2 7042/2P A-level HISTORY Component 2P The Transformation of China, 1936–1997 Friday 9 June 2023 Afternoon Time allowed: 2 hours 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 7042/2P. • Answer three questions. In Section A answer Question 01. In Section B answer two questions. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 80. • 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: – 1 hour on Question 01 from Section A – 45 minutes on each of the two questions answered from Section B. 2 IB/M/Jun23/7042/2P Section A Answer Question 01. Source A From an interview with Jing Shenghong, an eminent Chinese historian, in China, in 2006. Jing describes events at Nanjing University on 3 June 1966, where he had been a student. Several professors were criticised at first. Among them was Professor Lin from the Philosophy department, Professor Hu from the Chinese Literature department and Professor Su from the Foreign Language department. All these professors were in their thirties. It was believed they were the masterminds of a poster campaign criticising the authority of the Party. After criticising the professors, the students started to criticise other groups. That was the first time I participated in such a session. If someone was selected as a target, all others were mobilised to attack him. The attackers always used the thinking, logic and language of ‘class struggle’. Your daily performance was assessed according to the revolutionary standard. Even some very private conversations were exposed by people you thought were friends, which made you feel vulnerable in public. When I saw the targets being criticised on stage, some of them even being beaten by the students, I became afraid. 5 10 Source B From a prepared speech given at the Central Work Conference, a national meeting of CCP delegates, by Deng Xiaoping, 23 October 1966. I must confess that not only have I not raised high the banner of Mao Zedong Thought, but I have not even lifted this banner up. I have a very inadequate grasp of Mao Zedong Thought. I have done little to spread it, nor do I apply it in my work. In matters concerning class struggle and struggle within the Party, I have consistently shown rightist tendencies. My distancing myself from the masses and lack of contact with reality is directly connected with my failure to follow Chairman Mao and my lack of proper study. Recent events have shown me to be an unreformed petit-bourgeois intellectual who has failed to pass the tests posed by socialism. I feel it would be damaging to the Party for me to continue in my present position. This is just an initial observation. I hope all comrades present will give their suggestions. Long live the Great Proletarian Cultural Revolution! 5 10 3 IB/M/Jun23/7042/2P Turn over ► Source C From comments made at a meeting of the Politburo by Mao Zedong, 19 February 1967. The Central Cultural Revolution Group (CCRG) has been implementing the line adopted by the Central Committee in August 1966. Its errors amount to 1%, 2%, maybe 3% while it’s been correct up to 97% of the time. If someone opposes the CCRG, I will resolutely oppose him! You attempt to negate the Great Cultural Revolution, but you shall not succeed! Let’s tell Lin Biao that he’s not safe either. Some people are trying to grab his power, and he should be prepared! If the Great Cultural Revolution fails, he and I will withdraw from Beijing and go back to the mountains to fight a guerrilla war. You say that Jiang Qing and Chen Boda are no good; well, let’s make one of you the head of the CCRG and then arrest Chen Boda and Jiang Qing and have them executed! I’ll step down too, and then you can ask the USSR to send one of their agents to be Chairman. 5 10 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 the beginnings of the Cultural Revolution. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2P Section B Answer two questions. 0 2 ‘The CCP’s successful consolidation of power in China, in the years 1949 to 1952, was due to its policy of land reform.’ Assess the validity of this view. [25 marks] 0 3 ‘The most significant impact of the Great Leap Forward on China, in the years 1958 to 1962, was economic.’ Assess the validity of this view. [25 marks] 0 4 To what extent did Deng Xiaoping’s policies, in the years 1978 to 1986, benefit the Chinese people? [25 marks] END OF QUESTIONS 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 © 2023 AQA and its licensors. All rights reserved. *236A7042/2P* A-level HISTORY 7042/2P Component 2P The Transformation of China, 1936–1997 Mark scheme June 2023 Version: 1.0 Final *236A7042/2P/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2P – JUNE 2023 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 © 2023 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL HISTORY – 7042/2P – JUNE 2023 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 – 7042/2P – JUNE 2023 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 the beginnings of the Cultural Revolution. [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 o