AQA A-level HISTORY 7042/2J Component 2J America: A Nation Divided, c1845–1877 Version: 1.0 Final IB/M/Jun23/E7 7042/2J A-level HISTORY Component 2J America: A Nation Divided, c1845–1877QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/2J Component 2J America: A Nation Divided, c1845–1877 Version: 1.0 Final IB/M/Jun23/E7 7042/2J A-level HISTORY Component 2J America: A Nation Divided, c1845–1877 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 7042/2J. • 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/Jun23/7042/2J Section A Answer Question 01. Source A From a speech, ‘The Crime against Kansas’ made to Congress by Charles Sumner, a Senator for Massachusetts, 19 May 1856. The Kansas-Nebraska Bill has openly cleared the way for slavery. It can be presumed those who wrote the Bill intended it to be used to extend slavery into these Territories. This is the first stage in the crime against Kansas. The Bill is in every respect a swindle; a swindle of the North by the South, a crime against Kansas. What could not be accomplished peaceably is to be accomplished by force. The reptile monster that is slavery could not be quietly and securely hatched there in Kansas and so must be pushed into the Territory full-grown. All their efforts are devoted to the dismal work of forcing slavery on free soil in the name of Popular Sovereignty. Slavery is being forcibly introduced into Kansas, under the protection of a so-called law. But the North, stung by a sense of outrage and inspired by a noble cause, has promised to establish a supremacy of numbers there, in the name of freedom. 5 10 Source B From an article in ‘Atlas’, a Whig newspaper based in Boston, Massachusetts, 28 May 1856. Charles Sumner, a Senator for Massachusetts, was yesterday brutally assaulted by a ruffian named Brooks, who represents South Carolina in the Lower House. Those who know Mr Sumner will readily believe that nothing in his conduct or conversation could have provoked such an outrage. It can only be explained as a demonstration of the problems caused by Kansas, which Mr Sumner had outlined in the Senate. So the reign of terror is now to be transferred from Kansas to Washington. The mouths of the representatives of the North are to be closed by knives, bludgeons and revolvers. The sooner we in the North understand this the better. If violence must come, we shall know how to defend ourselves. We hope, for the credit of our State, that every man in it will feel this outrage upon Mr Sumner as a personal indignity, and an insult to Massachusetts itself. We hope there will be such a spontaneous expression of opinion as will prevent any repetition of such an act. 5 10 3 IB/M/Jun23/7042/2J Turn over ► Source C From a letter to the editor of a Massachusetts newspaper, ‘The Hopkinson Patriot’, sent by Edward Fitch, 23 July 1856. Fitch had emigrated from the North to Kansas. It has been much quieter here in Kansas recently. Two or three men have been shot and killed for attending the Free State legislature, but such occurrences are so common here that they are hardly mentioned. Pro-Slavery men are determined to harass and trouble us by all means in their power. Federal troops are still encamped in different places, to disarm all parties of Free State men found gathered together. But I do not know of a single pro-Slavery group they have disarmed, while I am acquainted with many persons belonging to Free State groups who have been disarmed by them. The border ruffians and the pro-Slavery legislators have everything prepared for the passage of the Kansas Bill. They have driven out or imprisoned many of our men, and stopped men from Free States from entering the Territory. If the Bill passes, they have hundreds of men in Missouri, ready to move over the line into Kansas and become eligible to vote. 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 disputes over Kansas in the mid-1850s. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2J Section B Answer two questions. 0 2 ‘In c1845, the issue of States’ Rights was the most important reason why divisions between North and South widened.’ Assess the validity of this view. [25 marks] 0 3 ‘In the years 1863 to 1865, there was little progress toward national reconciliation because of the indecisive leadership of President Lincoln.’ Assess the validity of this view. [25 marks] 0 4 To what extent did violence and the threat of violence enable Southern segregationists to regain their political dominance over the South by 1877? [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. *236A7042/2J* A-level HISTORY 7042/2J Component 2J America: A Nation Divided, c1845–1877 Mark scheme June 2023 Version: 1.0 Final *236A7042/2J/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2J – 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 – 7042/2J – 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