AQA A-level A-level HISTORY 7042/2G Component 2G The Birth of the USA, 1760–1801 Version: 1.0 Final IB/M/Jun23/E9 7042/2G A-level HISTORY Component 2G The Birth of the USA, 1760–1801.// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level A-level HISTORY 7042/2G Component 2G The Birth of the USA, 1760–1801 Version: 1.0 Final IB/M/Jun23/E9 7042/2G A-level HISTORY Component 2G The Birth of the USA, 1760–1801 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 7042/2G. • 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/Jun23/7042/2G Section A Answer Question 01. Source A From a personal letter to George Mason, a Virginian plantation owner, from Richard Henry Lee, President of Congress, 1784/85, 15 May 1787. It has given me pleasure to be informed that General Washington and you, George, have gone to the Convention. We may now hope that advantageous changes from the failure of the Articles of Confederation will take place in our Federal Constitution. But I fear that the demand to give Congress more power and the cause of the present discontent is more because of vicious evil minds than actual mistakes in the present Constitution under the Articles of Confederation. The current complaints about the present Constitution seem to be that Congress cannot raise money for debt payments, or for supporting the Federal Government. They cannot make treaties of commerce unless we grant unlimited power in regulating trade. I am concerned by the fraudulent purposes and risky plans to give Congress more power. I think, sir, that if the right to print money is given to Congress this will cause alarm in the national mind, weaken state governments and lead to conflicts among the people opposed to such a strong Federal Government. 5 10 Source B From an official letter to the President of Congress, sent by George Washington, 17 September 1787. It is unrealistic that the Constitution could enable the Federal Government to secure the rights and provide for the interests and safety of all states. Therefore, some states must give up a share of liberty to preserve the rest. The scale of the sacrifice of each state must depend on each situation and circumstance. It is always difficult to draw the line between those rights which must be surrendered, and those which may be retained. The difficulty has been increased by the differences among the states in their situation, habits, and particular interests. That the Constitution will meet the full approval of every state cannot be expected. But each state will doubtless acknowledge that had only their interests been granted, the consequences might have been disagreeable or injurious to others. Thus, with few exceptions, we hope and believe that the Constitution may promote the lasting welfare of our country. Our most passionate wish is to secure our country’s freedom and happiness. 5 10 3 IB/M/Jun23/7042/2G Turn over ► Source C From a speech to the Virginia Ratifying Convention, by Patrick Henry of Virginia, June 1788. Does the Constitution say, ‘We, the States?’ Has an agreement been made between the States? If one had, this would represent a national unity between the States. The question therefore is on the expression, ‘We, the People’, instead of, ‘We, the States of America’. The plan in the Constitution is as extreme as anything that separated us from Great Britain. I need not take much trouble to show that the principles of this plan are unwise and harmful. In this system our rights and privileges are endangered, and the power and liberty of our States will be surrendered. This system will make insecure, if not remove, the rights of conscience, trial by jury, our free press, all our freedoms and charters, and threaten our human rights and privileges. It is said that eight States have adopted this plan. I declare that even if twelve of the thirteen States adopted it, I would reject it, for maintaining the liberty of the States ought to be the direct purpose of our Constitution. 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 ratification of the US Constitution. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2G Section B Answer two questions. 0 2 By 1760 to what extent did the thirteen American colonies share similar characteristics? [25 marks] 0 3 ‘The escalation of tensions between Britain and its American colonies, in the years 1774 to 1776, was due to the actions of the British.’ Assess the validity of this view. [25 marks] 0 4 How successful was George Washington as President in the years 1789 to 1796? [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. *236A7042/2G* A-level HISTORY 7042/2G Component 2G The Birth of the USA, 1760–1801 Mark scheme June 2023 Version: 1.0 Final *236A7042/2G/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2G – 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 – 7042/2G – 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 – 7042/2G – 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 ratification of the US Constitution. [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 only address one or two of the sources, or focus exclusively on content (or provenance), o