AQA_2024: A-level History - Component 1K The Making of a Superpower: USA, 1865–1975 (Merged Question Paper and Marking Scheme)

AQA_2024: A-level History - Component 1K The Making of a Superpower: USA, 1865–1975 (Merged Question Paper and Marking Scheme) A-level HISTORY Component 1K The making of a Superpower: USA, 1865–1975 Thursday 23 May 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions Morning  Use black ink or black ball-point pen. Time allowed: 2 hours 30 minutes  Write the information required on the front of your answer book. The Paper Reference is 7042/1K.  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. IB/M/Jun24/E5 Exam Summary 7042/1K For A-level History, Component 1K on The Making of a Superpower: USA, 1865–1975, you’ll study the political, economic, social, and cultural development of the United States from the end of the Civil War in 1865 to the mid-1970s, covering its rise as a global superpower. Here’s a summary of the key topics and themes you’ll likely encounter in the exam: 1. Reconstruction and the Gilded Age (1865–1900)  Reconstruction: The period following the Civil War aimed at rebuilding the South and integrating freed slaves into American society. Key issues include the 13th, 14th, and 15th Amendments (abolishing slavery and granting civil rights), the role of Radical Republicans, and the challenges of Southern resistance (e.g., the rise of Jim Crow laws).  The Gilded Age: The rapid industrialisation of the late 19th century, including the rise of major corporations, the expansion of the railroad system, and the transformation of the American economy.  Immigration and Urbanisation: The large influx of immigrants, especially from Europe, and the growth of major cities. This led to social and political tensions, such as labour strikes, and the development of political machines (e.g., Tammany Hall). 2. The Progressive Era (1900–1917)  Reform movements in response to the excesses of industrial capitalism, such as the Progressive Movement, which sought to address corruption, poor working conditions, and social inequality.  The role of Theodore Roosevelt in expanding federal power, tackling monopolies, and promoting progressive reforms, including trust-busting and conservation efforts. 3. The USA's Role in World War I and the Interwar Period (1914–1941)  World War I: The USA's initial neutrality, followed by its entry into the war in 1917. Key topics include Woodrow Wilson's 14 Points, the impact of the war on American society, and the Treaty of Versailles.  The Roaring Twenties: The economic boom and cultural transformation, with the rise of consumerism, Jazz Age culture, and the flapper lifestyle. 4. World War II and Post-War America (1941–1960s)  The USA's entry into World War II following the attack on Pearl Harbor in 1941. The war effort at home and abroad, including military mobilization, industrial output, and the role of women and minorities in the workforce. 2 IB/M/Jun24/7042/1K Section A Answer Question 01. Extract A William McKinley took full advantage of the opportunities provided by the war of 1898 to popularise the expansionist doctrines of duty, dollars and destiny. He fashioned an overseas empire, rooted US influence more deeply in the Caribbean and the Pacific, and pushed for greater world involvement. But the United States did not become a major player in world affairs immediately. The brief flurry of enthusiasm for empire barely outlasted the war against Spain. The need to consolidate territory already acquired consumed great energy and resources. While busily solidifying its position in traditional areas of influence in the Caribbean and the Pacific, the United States did not acquire new colonies or involve itself in the frantic scrambling for alliances that characterised European foreign policies before World War 1. Between 1901 and 1913 the United States did, however, take a much more active role in the world. Brimming with optimism and exuberance, Americans firmly believed that their ideals and institutions would be the way of the future. Adapted from GC Herring, From Colony to Superpower: US Foreign Relations Since 1776, 2016 5 10 Extract B The consequences of the commercial transformation of America from 1890 to 1920 were, of course, chiefly economic, but they also began to affect international relations. The growth of American industrial power and overseas trade was accompanied by a more assertive diplomacy. Claims to a special moral position which made American foreign policy superior to the Old World’s were intermingled with racial arguments, and with the urging of industrial and agricultural pressure groups for secure overseas markets. The traditional, if always exaggerated, alarm about threats to the Monroe Doctrine was accompanied by calls for the United States to fulfil its ‘Manifest Destiny’ across the Pacific. Entangling alliances still had to be avoided but from 1900 the United States was being urged by many groups at home into a much more activist diplomacy despite the fact that in 1892 the ‘New York Herald’ had proposed the abolition of the department responsible for foreign policy since it had ‘so little business to conduct overseas’. Adapted from P Kennedy, The Rise and Fall of the Great Powers, 1987 5 10 3 Extract C In the 1890s most perceptive economic and political leaders and the editors of key business and financial journals realised that farmers made up the majority of the politically active population in the West. That meant it was vital to provide overseas markets for agricultural surplus if the urban elites were to maintain and consolidate their power. Republicans recognised the resulting danger to their position. If they could not weaken the opposition arising from the farmers in the West, then they would lose power and authority to the newly formed People’s – or Populist – Party, inspired by men such as William Jennings Bryan. The Republican leadership therefore committed to a foreign policy of overseas economic expansion. That approach, in their view, would win the urban businessmen, as well as retaining the support of a crucial segment of northern voters and winning over midwestern farmers. It would adapt the traditional American outlook to new circumstances. Adapted from WA Williams, The Tragedy of American Diplomacy, 1959 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to US expansion in the years 1890 to 1920. [30 marks] Turn over for Section B IB/M/Jun24/7042/1K Turn over ► 4 IB/M/Jun24/7042/1K Section B Answer two questions. ‘Politicians failed to curb the power of Big Business in the years 1890 to 1914.’ Assess the validity of this view. [25 marks] How significant was the role of US Presidents in the development of the American economy in the years 1920 to 1945? [25 marks] ‘The African-American Civil Rights Movement was the most successful of the protest movements of the years 1954 to 1975.’ 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 © 2024 AQA and its licensors. All rights reserved. 4 0 3 0 2 0 A-level HISTORY 7042/1K Component 1K The making of a Superpower: USA, 1865–1975 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/1K – JUNE 2024 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. 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 © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – A-LEVEL HISTORY – 7042/1K – JUNE 2024 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. 3 MARK SCHEME – A-LEVEL HISTORY – 7042/1K – JUNE 2024 Section A 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to US expansion in the years 1890 to 1920. Target: AO3 [30 marks] Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. Generic Mark Scheme L5: L4: 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 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: L2: L1: 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 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 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 4 MARK SCHEME – A-LEVEL HISTORY – 7042/1K – JUNE 2024 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 interpretations/arguments/views. In their identification of the argument in Extract A, students may refer to the following:  Americans were ‘brimming with optimism and exuberance’ and felt that ‘their ideals and institutions were the way of the future’  the extract argues that the Spanish-American war did not herald a new era of expansion for the US but admits that that the US did ‘take a much more active role in the world’ in the period  the suggestion that McKinley was trying to popularise ‘the expansionist doctrines of duty, dollars and destiny’  the US was not a major player in world affairs in the period, partly because it did not spend time on the ‘frantic scrambling for alliance’ that the European powers indulged in. In their assessment of the extent to which the arguments are convincing, students may refer to the following:  the argument that the Spanish-American war did not herald a new era of expansion is valid in terms of it being the only conflict the US was involved in where it acquired territory  however, it can be argued that the US did join the First World War on the allied side which did lead to an expansion of economic interests. In addition, the acquisition of the Panama Canal zone can be seen as expansion into Latin America  the argument that McKinley was trying to popularise ‘the expansionist doctrines of duty, dollars and destiny’ refers to, respectively, Kipling’s concept of ‘the white man’s burden’, the lure of overseas market and the longstanding idea of ‘a manifest destiny’ of the US to bring its way of business and government to the rest of the world. It is stretching credence to believe that this was McKinley’s underlying grand plan  the US took a more active role in the world in the period: the 1904 Roosevelt Corollary to the Monroe Doctrine, entry into the First World War and Roosevelt chairing negotiations between Russia and Japan all point to this  this was a period of consolidation with efforts to solidify the US positions in Cuba, the Philippines, Hawaii and in Panama all taking place. In their identification of the argument in Extract B, students may refer to the following:  the driving force behind American expansion was the increasing economic strength of the US  this economic imperative was conflated with ideas of racial superiority and ‘Manifest Destiny’  any fears of encroachment on the Monroe Doctrine were exaggerated  up until 1892 at the latest there was an argument put forward by some that US foreign policy interaction was so minimal that the State Department could have been disbanded. 5 MARK SCHEME – A-LEVEL HISTORY – 7042/1K – JUNE 2024 In their assessment of the extent to which the arguments are convincing, students may refer to the following:  economic strength was increasingly reflected in a desire for a more adventurous foreign policy; at the turn of the century the US was the largest manufacturer of machinery and consumer goods and companies like Standard Oil and Singer were pressing for more governmental support  the construction of the Panama Canal was entirely driven by economic considerations but required a far more assertive foreign policy, vindicating the argument in the extract  there were ideological drivers for the US to become more assertive. ‘Manifest Destiny’ suggested that the push for new lands was an intrinsic part of the national psyche, however Manifest Destiny was far more wide ranging an idea than just economics  the importance of the Monroe Doctrine had been exaggerated, the ease with which the US defeated the Spanish suggests that there was no threat from Europe. In their identification of the argument in Extract C, students may refer to the following:  US expansion was driven by a desire to pacify farmers in the West  the needs of farmers acted as the spur for them to become more politically active, resulting in the Populist Party movement led by William Jennings Bryan  populism was a threat to the Republicans’ traditional base of businessmen and farmers  ‘overseas economic expansion’ was seen as a way that the Republican Party could appeal to both urban businessmen and hold a crucial se