AQA A-level HISTORY 7042/1E Component 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 Version: 1.0 Final IB/M/Jun23/E5 7042/1E A-level HISTORY Component 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796// QUESTION PAPER & M

AQA A-level HISTORY 7042/1E Component 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 Version: 1.0 Final IB/M/Jun23/E5 7042/1E A-level HISTORY Component 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 Wednesday 24 May 2023 Morning 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 7042/1E. • 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/Jun23/7042/1E Section A Answer Question 01. Extract A The objectives of Russia’s foreign policy towards Turkey arose from its geographical and political situation. The objectives were also influenced by traditional friendships and enemies. To the south, Russia had been defending itself for centuries against the Tatars of the Crimea. So, looked at from a Russian point of view, Catherine’s wars against the Turks were the fulfilment of aims they had long had. The Treaty of Kutschuk Kainardzhi in 1774 opened up vast areas of economic development in the south of Russia. The annexation of the Crimea in 1783 was the final subordination of the descendants of Genghis Khan. The annexation also allowed Russia to become a naval power on the Black Sea. The peace of Jassy in 1791 consolidated Russian control of the estuary of the Dnieper. This opened the way for the development of other major Black Sea ports, such as Odessa. These Black Sea ports became outlets for the grain trade. To this extent therefore, Catherine’s achievement was fully in line with traditional Russian aims. Adapted from I de Madariaga, Catherine the Great, 1990 5 10 Extract B In 1768, when Turkey declared war on Russia for violating its territories, Catherine had been aiming to acquire a port on the Black Sea. Such a port would give Russia access to the Mediterranean. By the Treaty of Kutschuk Kainardzhi in 1774, Catherine had more than achieved her goals and had also succeeded in frightening all Europe with her military might. However, a further goal, the ‘Greek Project’, gained momentum during the following decade. This was Catherine’s dream of annexing Istanbul. The project may never have been thought of as truly realistic but it tapped into Russian Orthodox beliefs of Holy Russia. Her policy, however, was consistently opposed by her more enlightened ministers. In spite of the spectacular victories promised by her favourite, Potemkin, opposition to Catherine’s expansionist policies increased between 1774 and 1787. Nobles and officials feared these policies would lead to another costly and unwanted war with Turkey. Adapted from V Aksan, Mobilization, Supply, and Command in the Russo-Turkish War of 1768–1774, 1993 5 10 3 IB/M/Jun23/7042/1E Turn over ► Extract C When Turkey started the war with Russia in 1768, Catherine rejoiced in seizing the opportunity that war offered. War was a sure means of helping to consolidate Russia’s international position. War would relieve tension in a long-idle army. War would satisfy the Russian army’s craving for ranks, trophies, and feats of heroism. War was a way to ease the pressure of internal problems in the country as the failure to solve internal problems could be blamed on external enemies. The Tsar could also be seen as a glorious victor. In 1769 Voltaire called on Catherine to drive the Turks out of Europe and to turn Constantinople into the capital of Russia. To Catherine, the south seemed to offer limitless opportunities for opening up the Russian empire. Potemkin’s military achievements combined well with rapid administrative, economic, and naval advances. Catherine was filled with enthusiasm. She could, without boasting too much, write, “Victories are something we are accustomed to.” Adapted from E Anisimov, Five Empresses, 2004 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Catherine the Great’s policy towards Turkey. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1E Section B Answer two questions. 0 2 To what extent was the Russian economy transformed by Peter the Great in the years 1698 to 1725? [25 marks] 0 3 ‘The main reason why Peter the Great introduced westernisation was to increase his own power.’ Assess the validity of this view. [25 marks] 0 4 ‘Tsarina Elizabeth’s greatest achievement was the restoration of stability to Russia.’ Assess the validity of this view. [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. *236A7042/1E* A-level HISTORY 7042/1E Component 1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 Mark scheme June 2023 Version: 1.0 Final *236A7042/1E/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1E – 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 – 7042/1E – 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 – 7042/1E – JUNE 2023 4 Section A 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Catherine the Great’s policy towards Turkey. [30 marks] Target: AO3 Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. Generic Mark Scheme L5: Shows a very good understanding of the interpretations put forward in all three extracts and combines this with a strong awareness of the historical context to analyse and evaluate the interpretations given in the extracts. Evaluation of the arguments will be well-supported and convincing. The response demonstrates a very good understanding of context. 25–30 L4: Shows a good understanding of the interpretations given in all three extracts and combines this with knowledge of the historical context to analyse and evaluate the interpretations given in the extracts. The evaluation of the arguments will be mostly well-supported, and convincing, but may have minor limitations of depth and breadth. The response demonstrates a good understanding of context. 19–24 L3: Provides some supported comment on the interpretations given in all three extracts and comments on the strength of these arguments in relation to their historical context. There is some analysis and evaluation but there may be an imbalance in the degree and depth of comments offered on the strength of the arguments. The response demonstrates an understanding of context. 13–18 L2: Provides some accurate comment on the interpretations given in at least two of the extracts, with reference to the historical context. The answer may contain some analysis, but there is little, if any, evaluation. Some of the comments on the strength of the arguments may contain some generalisation, inaccuracy or irrelevance. The response demons