AQA A-level HISTORY 7042/1G Component 1G Challenge and transformation: Britain, c1851–1964 Version: 1.0 Final IB/M/Jun23/E4 7042/1G A-level HISTORY Component 1G Challenge and transformation: Britain, c1851–1964QUESTION PAPER & MARKING SCHEME/ [MERGED] Ma

AQA A-level HISTORY 7042/1G Component 1G Challenge and transformation: Britain, c1851–1964 Version: 1.0 Final IB/M/Jun23/E4 7042/1G A-level HISTORY Component 1G Challenge and transformation: Britain, c1851–1964 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 7042/1G. • 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/Jun23/7042/1G Section A Answer Question 01. Extract A In the years 1866 to 1894, Gladstone performed an immense political service to the country and to the Liberal Party by integrating new working-class voters into the political system. The ‘People’s William’ was the first prime minister the masses could identify with and adore. As a result, there was no mass revolutionary socialist movement committed to the overthrow of the state, as in other European countries. Instead, British politics became more settled. The old political world was not totally overthrown, yet room was made peacefully for the new. The triumph of free trade ensured cheap food and rising living standards, which, for most ordinary Britons in the 1880s and 1890s, was of great benefit. Furthermore, Gladstone implanted in the Liberal Party, and the political left in general, a moral dimension to British politics. He showed that the language of morality was a powerful political weapon when wielded by a master. Adapted from M Pearce and G Stewart, British Political History 1867–1990, 1992 5 10 Extract B In the 1860s and 1870s, Gladstone’s reputation for radicalism was exaggerated. His radical followers expected their support for him to be translated into precise reforms, yet their expectations were to be disappointed. In 1880, the Liberals swept home in the general election on a wave of moral righteousness against Disraeli’s foreign policy, but little else. The Midlothian strategy and subsequent election victory, seemed unrelated to the issues of radical politics, and the new administration staggered on without achievement. However, by 1895, the Liberal Party had substantially resolved the problems of the previous decades, having shaken free from the upper-class control that had undermined its position as an opponent of privilege. Yet Gladstone’s role in all this is ambiguous. Many of the changes in the party had come about in spite of Gladstone not because of him. It had emerged that the Gladstonian formula based on low government spending and low taxation would not work in the long run. In fact, Chamberlain’s programme offered a more realistic way forward. Adapted from M Pugh, The Making of Modern British Politics 1867–1939, 1993 5 10 3 IB/M/Jun23/7042/1G Turn over ► Extract C Gladstone converted to supporting Irish Home Rule in 1885 through political pragmatism rather than through principle. Since 1868, Gladstone had used Ireland for his own political requirements. He was not motivated by a positive and generous view of the needs of the Irish people, but instead used Ireland as an issue which would unify the Liberal Party. In 1885, therefore, Gladstone believed that the party needed a renewed concentration on a single issue. It was to be Irish Home Rule that was the great cause that could create order out of the deepening divisions within the party. Little did Gladstone know that his policy was to deepen the very crisis within the party that he was trying to overcome. By the 1890s, Gladstone’s preoccupation with Ireland had prevented the Liberals from pursuing reform in Britain. Ireland was a distraction, crowding out the measures with which parliament should have been occupying itself during a period of social discontent. Adapted from SJ Lee, Aspects of British Political History 1815–1914, 1994 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Gladstone’s impact on British politics in the years 1866 to 1894. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1G Section B Answer two questions. 0 2 ‘The most important reason why the British economy was weaker in 1929 than it had been in 1900 was the impact of the First World War.’ Assess the validity of this view. [25 marks] 0 3 To what extent was Conservative dominance in the years 1924 to 1945 due to the weaknesses of their opponents? [25 marks] 0 4 ‘By 1964, British society was as unequal as it had been in the 1930s.’ 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. *236A7042/1G* A-level HISTORY 7042/1G Component 1G Challenge and transformation: Britain, c1851–1964 Mark scheme June 2023 Version: 1.0 Final *236A7042/1G/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1G – 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 – 7042/1G – 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 – 7042/1G – JUNE 2023 4 Section A 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Gladstone’s impact on British politics in the years 1866 to 1894. [30 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: Shows a very good understanding of the interpretations put forward in all three extracts and combines this with a strong awareness of the historical context to analyse and evaluate the interpretations given in the extracts. Evaluation of the arguments will be well-supported and convincing. The response demonstrates a very good understanding of context. 25–30 L4: Shows a good understanding of the interpretations given in all three extracts and combines this with knowledge of the historical context to analyse and evaluate the interpretations given in the extracts. The evaluation of the arguments will be mostly well-supported, and convincing, but may have minor limitations of depth and breadth. The response demonstrates a good understanding of context. 19–24 L3: Provides some supported comment on the interpretations given in all three extracts and comments on the strength of these arguments in relation to their historical context. There is some analysis and evaluation but there may be an imbalance in the degree and depth of comments offered on the strength of the arguments. The response demonstrates an understanding of context. 13–18 L2: Provides some accurate comment on the interpretations given in at least two of the extracts, with reference to the historical context. The answer may contain some analysis, but there is little, if any, evaluation. Some of the comments on the strength of the arguments may contain some generalisation, inaccuracy or irrelevance. The response demonstrates some understanding of context. 7–12 L1: Either shows an accurate understanding of the interpretation given in one extract only or addresses two/three extracts, but in a generalist way, showing limited accurate understanding of the arguments they contain, although there may be some general awareness of the historical context. Any comments on the strength of the arguments are likely to be generalist and contain some inaccuracy and/or irrelevance. The response demonstrates limited understanding of context. 1–6 Nothing worthy of credit. 0 MARK SCHEME – A-LEVEL HISTORY – 7042/1G – 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 argument of Extract A is that Gladstone oversaw a period of gradual but significant change within Britain, which benefited working class and ordinary British people • the ‘masses’ identified with Gladstone and were grateful for his efforts to expand the franchise and appeal to working-class voters • free trade was a central policy in bringing about rising living standards for ordinary Britons • Gladstone was a master of moral rhetoric and contributed to the moral mission of the liberal left of British politics. • As a result of Gladstone’s efforts, there was no mass revolutionary socialist movement committed to the overthrow of the state. In their assessment of the extent to which the arguments a