AQA A-level HISTORY 7042/1J Component 1J The British Empire, c1857–1967 Version: 1.0 Final IB/M/Jun23/E4 7042/1J A-level HISTORY Component 1J The British Empire, c1857–1967// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/1J Component 1J The British Empire, c1857–1967 Version: 1.0 Final IB/M/Jun23/E4 7042/1J A-level HISTORY Component 1J The British Empire, c1857–1967 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 7042/1J. • 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/Jun23/7042/1J Section A Answer Question 01. Extract A The expansion of the British Empire was fuelled by the Victorians’ love of adventure and a desire for new knowledge. The interior of Africa held the most enticing mysteries left in the world. The public at home shared the thrill of discovery of the man on the spot. The Victorians loved a hero and imperial explorers and quarrelsome scientists filled this role. These men wrote long, and often dramatic, accounts of their experiences for their public and government at home to demonstrate the possibilities of these ‘new’ regions for the Empire. The possibilities seemed unlimited, as the new Victorian technology, the steamship, the telegraph and, above all, the railway, promised for the first time the real opening up of the interior of Africa to these explorers, and by extension to Britain. As a result of the explorers’ discoveries, men began to ‘think big’ and planning was on a continent-wide scale for Britain’s expanded rule. Adapted from ME Chamberlain, The Scramble for Africa, 2013 5 10 Extract B Private traders played the central role in expanding Britain’s imperial rule in Africa. Late-nineteenth-century British governments, Liberal and Conservative alike, were reluctant to commit themselves either financially, or in terms of time and energy, to an extensive, virtually non-stop, process of colonial expansion. They were, on the other hand, content to let capitalist entrepreneurs undertake the dirty work of conquest and penetration on their behalf. Rhodes was the most successful of these entrepreneurial individuals. His success was due to his great international trading companies, his private army in the form of the British South African Police Force, and his steamships on the Zambezi River functioning as a small private navy. He was determined to drive British power northwards and persistently advocated the use of force by the government to defeat the Boer Republics. Other chartered companies in different parts of Africa also acted as agents for British imperial expansion and consolidation. Adapted from D Judd, Empire: The British Imperial Experience from 1765 to the Present, 2001 5 10 3 IB/M/Jun23/7042/1J Turn over ► Extract C A sense of missionary duty drove much of Britain’s expansion of its empire and instilled it with a moral and cultural authority. It was believed that the expansion of the empire did not deny people freedom, it liberated them. Most Victorians were inspired by missionaries, and due to the literature they produced about their missions, there was a strengthening of racist attitudes towards indigenous people as the nineteenth century progressed. The missionary societies depended on private donations, tirelessly gathered by a vast range of support groups such as the mission committees and activists attached to most churches and chapels. Missionaries on leave lectured and preached as part of this effort to expand the empire and liberate Africa. Livingstone’s sudden fame after his epic crossing of Africa was to prove a huge asset to the missionary cause. ‘Commerce, Christianity and Civilisation’ was Livingstone’s formula, and many missionaries worked to bring people to the Bible, and land under the British flag. Adapted from J Darwin, Unfinished Empire: The Global Expansion of Britain, 2013 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to the role and influence of individuals in the expansion of the British Empire in Africa in the years 1857 to 1890. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1J Section B Answer two questions. 0 2 To what extent were British interests in southern Africa challenged in the years 1867 to 1902? [25 marks] 0 3 ‘British colonial policy, in the years 1919 to 1939, was driven by Britain’s economic needs.’ Assess the validity of this view. [25 marks] 0 4 ‘The actions of nationalist leaders, in the years 1948 to 1967, were the main reason for the decolonisation of the British Empire after 1948.’ 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. *236A7042/1J* A-level HISTORY 7042/1J Component 1J The British Empire, c1857–1967 Mark scheme June 2023 Version: 1.0 Final *236A7042/1J/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1J – 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 – A-LEVEL HISTORY – 7042/1J – 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