AQA AS HISTORY 7041/1J The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Version: 1.0 Final IB/M/Jun23/E5 7041/1J AS HISTORY The British Empire, c1857–1967 Component 1J The High Water Mark of the British

AQA AS HISTORY 7041/1J The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Version: 1.0 Final IB/M/Jun23/E5 7041/1J AS HISTORY The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Wednesday 17 May 2023 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 7041/1J. • 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. 2 IB/M/Jun23/7041/1J Section A Answer Question 01. Extract A Egypt had to be subdued to secure the Suez Canal, an imperial lifeline since 1875 when Disraeli had bought shares in it. Its strategic importance was clear as a route to and from India through which troops could pass. The Canal was vital for British trade, as both exports and imports were shipped through it but Egyptian nationalism in 1882, and the prospect of anti-European protests, threatened the safety of the Canal. Gladstone had to pounce quickly, as Arabi Pasha might have secured recognition as the ruler of Egypt. Gladstone declared that Britain was ‘saving Egypt from anarchy’, and the installation of a Consul-General demonstrated Britain’s determination to create a stable Egypt. By 1885, the Canal had been secured. Adapted from L James, Empires in the Sun: The Struggle for the Mastery of Africa, 2016 5 Extract B By 1875 Disraeli had established a British government interest in Egypt by buying shares in the Suez Canal. However, this was only the beginning of Britain’s formal economic involvement in Egypt, and it was soon extended by the implementation of Dual Control in 1878. By 1881 the interests of both British capitalists and the British government were threatened by internal instability and the prospect of French intervention. British cost-cutting measures had led to a nationalist uprising, which in turn led to Britain invading Egypt to protect British economic national interests as they were now threatened by internal instability. Without France, Britain would probably not have invaded Egypt nor have secured their rule by the Convention of London in 1885. Adapted from B Porter, The Lion’s Share: A Short History of British Imperialism 1850–2004, 2004 5 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of the reasons for the establishment of British control in Egypt in the years 1875 to 1885? [25 marks] 3 IB/M/Jun23/7041/1J Section B Answer either Question 02 or Question 03. Either 0 2 ‘In the years 1857 to 1890, missionary activity was the main reason for the increased interest in imperialism in Britain.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘In the years 1867 to 1899, British policy in southern Africa was entirely concerned with defending British interests.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS 4 IB/M/Jun23/7041/1J 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 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. *236A7041/1J* AS HISTORY 7041/1J The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Mark scheme June 2023 Version: 1.0 Final *236A7041/1J/MS* MARK SCHEME – AS HISTORY – 7041/1J – 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 – AS HISTORY – 7041/1J – 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 – AS HISTORY – 7041/1J – JUNE 2023 4 Section A 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of the reasons for the establishment of British control in Egypt in the years 1875 to 1885? [25 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: Answers will display a good understanding of the interpretations given in the extracts. They will evaluate the extracts thoroughly in order to provide a well-substantiated judgement on which offers the more convincing interpretation. The response demonstrates a very good understanding of context. 21–25 L4: Answers will display a good understanding of the interpretations given in the extracts. There will be sufficient comment to provide a supported conclusion as to which offers the more convincing interpretation. However, not all comments will be well-substantiated, and judgements may be limited. The response demonstrates a good understanding of context. 16–20 L3: The answer will show a reasonable understanding of the interpretations given in the extracts. Comments as to which offers the more convincing interpretation will be partial and/or thinly supported. The response demonstrates an understanding of context. 11–15 L2: The answer will show some partial understanding of the interpretations given in the extracts. There will be some undeveloped comment in relation to the question. The response demonstrates some understanding of context. 6–10 L1: The answer will show a little understanding of the interpretations given in the extracts. There will be only unsupported, vague or generalist comment in relation to the question. The response demonstrates limited understanding of context. 1–5 Nothing worthy of credit. 0 MARK SCHEME – AS HISTORY – 7041/1J – JUNE 2023 5 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 assess the extent to which the interpretations are convincing by drawing on contextual knowledge to corroborate and challenge the interpretation/arguments/views. In their identification of the argument in Extract A, students may refer to the following: • the main motivation for British intervention in Egypt was to establish control over the Suez Canal for strategic reasons. • the Suez Canal was also important to British trade. • internal disorder presented a threat to British control of the Canal. In their assessment of the extent to which the arguments are convincing, students may refer to the following: • the interpretation can be supported because the Suez Canal was strategically important – it shortened the journey to India and the Far East, meaning British troops could respond to threats quickly • the Canal was also economically important to Britain as 13% of British trade passed through it and 80% of traffic was British • anti-European protests had resulted in the deaths of 50 Europeans in Alexandria and Arabi Pasha had expressed a desire to nationalise the Canal, which would threaten Britain’s economic and strategic interests • the strategic importance of the Canal can be challenged however, as until 1890, the Admiralty favoured the Cape route to transport their troops to the East. It could also be argued that by focusing on the Canal the economic and strategic value of Egypt as a whole is understated. In their identification of the argument in Extract B, students may refer to the following: • Britain established control in Egypt to protect and extend their economic interests. • the nationalist uprising gave Britain a reason for the invasion in 1882 as it was seen as a threat to their interests in the country. • Britain also established control due to concern over French intervention. In their assessment of the extent to which the arguments are convincing, students may refer to the following: • Disraeli had established British economic interests in Egypt by buying a 44% share in the Canal, giving the British government a formal economic interest in Egypt. However, there had also been private British investment and Dual Control had been implemented due to the amount of money the Khedive owed to European, including British, bondholders. • Arabi Pasha’s rebellion, if successful, would have meant that British investment in Egypt would have been threatened. Many British companies and individuals had invested in Egypt, including Gladstone himself – 37.5% of his entire investment portfolio was in Egypt. The British government had to act to prevent economic losses occurring. • French expansion in North Africa was perceived by Britain as a threat and French control of Egypt would link up their Empire on an East-West axis across Africa. • the interpretation can be challenged as France sent a letter of congratulations to Britain in 1882 and due to internal problems they had not been in a position to challenge Britain over Egypt. • In arriving at a judgement as to which extract provides the more convincing interpretation, students might conclude that the driving motivation behind Britain’s actions was the Suez Canal. Since 1875 MARK SCHEME – AS HISTORY – 7041/1J – JUNE 2023 6 Britain had viewed the Canal as economic and strategically vital and something to be protected. Alternatively, others may argue that Egypt itself was important for Britain both economically and from an international relations point of view. The amount of both government and private money invested in Egypt in roads, railways and ports meant that the government could