AQA AS HISTORY 7041/1H Tsarist and Communist Russia, 1855–1964 Component 1H Autocracy, Reform and Revolution: Russia, 1855–1917 Version: 1.0 Final IB/M/Jun23/E5 7041/1H AS HISTORY Tsarist and Communist Russia, 1855–1964 Component 1H Autocracy, Reform a

AQA AS HISTORY 7041/1H Tsarist and Communist Russia, 1855–1964 Component 1H Autocracy, Reform and Revolution: Russia, 1855–1917 Version: 1.0 Final IB/M/Jun23/E5 7041/1H AS HISTORY Tsarist and Communist Russia, 1855–1964 Component 1H Autocracy, Reform and Revolution: Russia, 1855–1917 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 7041/1H. • 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/Jun23/7041/1H Section A Answer Question 01. Extract A In the chaos of October 1905, Nicholas promised Russia a government that was constitutional in character. Although the right to vote was still restricted, there was an elected Duma and individuals could meet and organise themselves openly, as well as take an active role in political life. The first Duma held fairly moderate views and the second even more so. By 1907 order had been restored and between 1907 and 1914 Russia enjoyed a period of political calm during which wounds began to heal. The process of modernisation and industrialisation resumed its course and the government took steps to change the country’s agrarian structure. Intellectual and cultural life revived. The period was one of dazzling creativity in many areas. Adapted from M Raeff, Understanding Imperial Russia, 1984 5 Extract B After the high hopes of 1905, the following years of Duma government proved a disappointment to the reformers. Confusion reigned at the centre of government. Muddled thinking and backward-looking influences overshadowed any positive developments, bringing much dissatisfaction. The projects prepared for the second Duma by Stolypin never became law in their original form, or failed altogether because there was no commitment to reform on the part of the Tsar, his ministers or the members of the State Council. Anti-liberal forces and the right wing of the Duma held out against change. The Lena massacre, the Rasputin scandal and the dismissals and suspensions of university professors and students deepened the impression of a regime which lacked wisdom and firm control. Adapted from H Rogger, Russia in the Age of Modernisation and Revolution 1881–1917, 1983 5 10 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 Russia in the years 1905 to 1914? [25 marks] 3 IB/M/Jun23/7041/1H Section B Answer either Question 02 or Question 03. Either 0 2 ‘Tsar Alexander II’s reforms failed to change Russia significantly in the years 1861 to 1894.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘Russian industry and agriculture were transformed in the years 1881 to c1900.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS 4 IB/M/Jun23/7041/1H 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. *236A7041/1H* AS HISTORY 7041/1H Tsarist and Communist Russia, 1855–1964 Component 1H Autocracy, Reform and Revolution: Russia, 1855–1917 Mark scheme June 2023 Version: 1.0 Final *236A7041/1H/MS* MARK SCHEME – AS HISTORY – 7041/1H – 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 – 7041/1H – 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 Ex