2024_AQA: AS HISTORY Challenge and Transformation: Britain, c1851–1964 Component 1G
Victorian and Edwardian Britain, c1851–1914
(Merged Question paper and marking scheme): Wednesday 15 May 2024
AS
HISTORY
Challenge and transformation: Britain, c1851–1964
Component 1G Victorian and Edwardian Britain, c1851–1914
Wednesday 15 May 2024 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
7041/1G.
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.
,AS History: Challenge and Transformation: Britain, c1851–1964
Component 1G: Victorian and Edwardian Britain, c1851–1914
May 2025
Key Areas to Revise:
1. The Political Landscape (c1851–1914)
The Rise of Political Parties: Study the development of political parties in Victorian and
Edwardian Britain, focusing on the Liberal Party and Conservative Party. Understand the shifts in
power and the role of key political figures like Benjamin Disraeli and William Gladstone.
Electoral Reforms: Focus on the Reform Acts of 1867 and 1884, which extended the franchise to
working-class men. Explore the impact of these reforms on political participation and the rise of new
social movements.
The Labour Movement: Examine the emergence of trade unions, the Labour Representation
Committee, and the growth of the Labour Party in response to social and economic changes.
2. Social Change and Reform
Living Conditions and Urbanization: Understand the effects of industrialization on the urban
poor, including overcrowded slums, poor sanitation, and health issues. Study the Social Reform
Acts, such as the Public Health Act (1875), which aimed to address these problems.
The Growth of the Middle Class: Investigate the development of the middle class, focusing on
the role of education, the expansion of the railways, and the rise of new professions and
industries.
Social Movements: Study the growth of social reform movements such as the Women's
Suffrage Movement, the temperance movement, and campaigns for better working conditions.
3. Economic and Industrial Development
The Industrial Revolution: Analyze the key factors that drove industrialization in Britain, including
the growth of industries like textiles, coal mining, and steel production. Understand how
technological advances like the railways and steam engines impacted the economy.
The Impact of Empire: Study the role of the British Empire in driving economic growth through the
exploitation of colonial resources and trade networks. Understand the economic and social
inequalities that arose as a result.
Economic Crises: Examine the economic challenges faced during this period, including trade
recessions, the 1886 depression, and the effects of global economic changes.
4. Key Social and Cultural Developments
The Role of Religion: Study the impact of Christianity on Victorian society, particularly through the
influence of figures like Charles Darwin and the debate on evolution. Examine how religion
influenced education, politics, and social values.
Cultural and Intellectual Life: Investigate the growth of cultural institutions, such as theatre,
literature, and art. Study key figures like Charles Dickens, Oscar Wilde, and the Pre-Raphaelite
Brotherhood, and their works that addressed social issues.
Scientific and Technological Innovations: Focus on significant scientific advancements, including
Darwin’s theory of evolution, the invention of the telephone, and innovations in transportation
and medicine that transformed British society.
IB/M/Jun24/G4001/E4 7041/1G
, 2
Section A
Answer Question 01.
Extract A
By 1880, the state had assumed powers to control the worst abuses and ensure minimum
standards of health for a majority of its citizens. Inspectorates had been established to
oversee working conditions in factories and mines, to control pollution and to watch over
the operation of the poor law and education. All this had happened without any overall
coordination of state action, and much of this legislation was permissive rather than 5
compulsory, inadequately enforced or limited in scope. Yet, beneath the surface, a slow
change was taking place, as the government came to realise the scale and nature of the
problems to be tackled and the inadequacies of private and voluntary effort.
Adapted from E Royle, Modern Britain, 1997
Extract B
Many assumed that once a popular vote had been granted in 1867, collectivist social
policies designed to raise living standards and to redistribute wealth would become
inevitable. However, this appears not to have been the case. Gladstone’s governments
concentrated more on political, legal and religious reforms than on social, and Disraeli’s
efforts made little impact. By 1880, the tendency was towards less social intervention in 5
spite of the increase in the electorate. Working men placed less importance on social
reforms than on wage rates and conditions of employment, which were largely regarded
as beyond the control of the government. The most welcome benefits were those
obtained through membership of cooperative societies, friendly societies and
trade unions. 10
Adapted from M Pugh, State and Society, 2008
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 social reform in the
years 1868 to 1880?
[25 marks]
IB/M/Jun24/7041/1G
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘Britain’s economic growth, in the years 1851 to 1873, was due to free trade and
laissez-faire policies.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘The Liberals dominated the years 1905 to 1914 due to the mistakes and weaknesses
of the Conservatives.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/1G
, 4
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 www.aqa.org.uk
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.
IB/M/Jun24/7041/1G
,AS
HISTORY
7041/1G
Challenge and transformation: Britain, c1851–1964
Component 1G Victorian and Edwardian Britain, c1851–1914
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/1G – 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 aqa.org.uk
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 – AS HISTORY – 7041/1G – 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 – AS HISTORY – 7041/1G – JUNE 2024
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 social reform in the
years 1868 to 1880?
[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
4
, MARK SCHEME – AS HISTORY – 7041/1G – 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 interpretation/arguments/views.
In their identification of the argument in Extract A, students may refer to the following:
the main argument of the extract is that the state was becoming more active and interventionist in
these years, passing a range of significant social reforms
reforms covered areas such as health, working conditions, pollution, poor relief and education
the reforms had limitations but represented an important shift towards state intervention and away
from voluntary or private action.
In their assessment of the extent to which the arguments are convincing, students may refer to
the following:
there was a large amount of significant social reform legislation in these years covering a range of
different areas including education acts (1870 and 1876), public health acts (1872 and 1875), factory
and employment acts (1874 and 1875)
several acts were limited in scope, eg some were permissive not compulsory such as the 1875
Artisans’ Dwelling Act. The education acts stopped short of making attendance compulsory
in opposition to the interpretation, it could be argued that both Gladstone and Disraeli were limited in
their commitment to social reform legislation. Gladstone remained committed to retrenchment and a
small state, and Disraeli introduced few new ideas after the flurry of legislation in 1874–76. Social
reform did not play a significant role in the 1880 election.
In their identification of the argument in Extract B, students may refer to the following:
the main argument of the extract is that social reform legislation was limited and largely ineffectual in
these years. Unions, the cooperative movement and friendly societies were more important than
government in improving people’s lives
Gladstone concentrated on political, legal and religious reform rather the social; and Disraeli’s
legislation had little impact
the most important factors for the working class – wages and employment – were largely beyond the
control of government.
In their assessment of the extent to which the arguments are convincing, students may refer to
the following:
Gladstone’s priorities between 1868 and 1874 were mainly political, legal and religious. For example,
the administrative reforms to the army and civil service; the enfranchisement of women to vote in local
elections, and the Married Women’s Property Act; trade union legislation
the first Trades Union Congress was held in 1868, and unions had legal rights after 1871. This
enabled them to promote workers’ interests much more effectively. Self-help remained an influential
idea and the increase in friendly societies and the cooperative movement can be viewed within this
context
in opposition to the interpretation, it could be argued that the extent of social reform legislation in these
years is often regarded as significant and that the laissez-faire attitude was being effectively
5
Victorian and Edwardian Britain, c1851–1914
(Merged Question paper and marking scheme): Wednesday 15 May 2024
AS
HISTORY
Challenge and transformation: Britain, c1851–1964
Component 1G Victorian and Edwardian Britain, c1851–1914
Wednesday 15 May 2024 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
7041/1G.
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.
,AS History: Challenge and Transformation: Britain, c1851–1964
Component 1G: Victorian and Edwardian Britain, c1851–1914
May 2025
Key Areas to Revise:
1. The Political Landscape (c1851–1914)
The Rise of Political Parties: Study the development of political parties in Victorian and
Edwardian Britain, focusing on the Liberal Party and Conservative Party. Understand the shifts in
power and the role of key political figures like Benjamin Disraeli and William Gladstone.
Electoral Reforms: Focus on the Reform Acts of 1867 and 1884, which extended the franchise to
working-class men. Explore the impact of these reforms on political participation and the rise of new
social movements.
The Labour Movement: Examine the emergence of trade unions, the Labour Representation
Committee, and the growth of the Labour Party in response to social and economic changes.
2. Social Change and Reform
Living Conditions and Urbanization: Understand the effects of industrialization on the urban
poor, including overcrowded slums, poor sanitation, and health issues. Study the Social Reform
Acts, such as the Public Health Act (1875), which aimed to address these problems.
The Growth of the Middle Class: Investigate the development of the middle class, focusing on
the role of education, the expansion of the railways, and the rise of new professions and
industries.
Social Movements: Study the growth of social reform movements such as the Women's
Suffrage Movement, the temperance movement, and campaigns for better working conditions.
3. Economic and Industrial Development
The Industrial Revolution: Analyze the key factors that drove industrialization in Britain, including
the growth of industries like textiles, coal mining, and steel production. Understand how
technological advances like the railways and steam engines impacted the economy.
The Impact of Empire: Study the role of the British Empire in driving economic growth through the
exploitation of colonial resources and trade networks. Understand the economic and social
inequalities that arose as a result.
Economic Crises: Examine the economic challenges faced during this period, including trade
recessions, the 1886 depression, and the effects of global economic changes.
4. Key Social and Cultural Developments
The Role of Religion: Study the impact of Christianity on Victorian society, particularly through the
influence of figures like Charles Darwin and the debate on evolution. Examine how religion
influenced education, politics, and social values.
Cultural and Intellectual Life: Investigate the growth of cultural institutions, such as theatre,
literature, and art. Study key figures like Charles Dickens, Oscar Wilde, and the Pre-Raphaelite
Brotherhood, and their works that addressed social issues.
Scientific and Technological Innovations: Focus on significant scientific advancements, including
Darwin’s theory of evolution, the invention of the telephone, and innovations in transportation
and medicine that transformed British society.
IB/M/Jun24/G4001/E4 7041/1G
, 2
Section A
Answer Question 01.
Extract A
By 1880, the state had assumed powers to control the worst abuses and ensure minimum
standards of health for a majority of its citizens. Inspectorates had been established to
oversee working conditions in factories and mines, to control pollution and to watch over
the operation of the poor law and education. All this had happened without any overall
coordination of state action, and much of this legislation was permissive rather than 5
compulsory, inadequately enforced or limited in scope. Yet, beneath the surface, a slow
change was taking place, as the government came to realise the scale and nature of the
problems to be tackled and the inadequacies of private and voluntary effort.
Adapted from E Royle, Modern Britain, 1997
Extract B
Many assumed that once a popular vote had been granted in 1867, collectivist social
policies designed to raise living standards and to redistribute wealth would become
inevitable. However, this appears not to have been the case. Gladstone’s governments
concentrated more on political, legal and religious reforms than on social, and Disraeli’s
efforts made little impact. By 1880, the tendency was towards less social intervention in 5
spite of the increase in the electorate. Working men placed less importance on social
reforms than on wage rates and conditions of employment, which were largely regarded
as beyond the control of the government. The most welcome benefits were those
obtained through membership of cooperative societies, friendly societies and
trade unions. 10
Adapted from M Pugh, State and Society, 2008
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 social reform in the
years 1868 to 1880?
[25 marks]
IB/M/Jun24/7041/1G
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘Britain’s economic growth, in the years 1851 to 1873, was due to free trade and
laissez-faire policies.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘The Liberals dominated the years 1905 to 1914 due to the mistakes and weaknesses
of the Conservatives.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/1G
, 4
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 www.aqa.org.uk
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.
IB/M/Jun24/7041/1G
,AS
HISTORY
7041/1G
Challenge and transformation: Britain, c1851–1964
Component 1G Victorian and Edwardian Britain, c1851–1914
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/1G – 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 aqa.org.uk
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 – AS HISTORY – 7041/1G – 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 – AS HISTORY – 7041/1G – JUNE 2024
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 social reform in the
years 1868 to 1880?
[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
4
, MARK SCHEME – AS HISTORY – 7041/1G – 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 interpretation/arguments/views.
In their identification of the argument in Extract A, students may refer to the following:
the main argument of the extract is that the state was becoming more active and interventionist in
these years, passing a range of significant social reforms
reforms covered areas such as health, working conditions, pollution, poor relief and education
the reforms had limitations but represented an important shift towards state intervention and away
from voluntary or private action.
In their assessment of the extent to which the arguments are convincing, students may refer to
the following:
there was a large amount of significant social reform legislation in these years covering a range of
different areas including education acts (1870 and 1876), public health acts (1872 and 1875), factory
and employment acts (1874 and 1875)
several acts were limited in scope, eg some were permissive not compulsory such as the 1875
Artisans’ Dwelling Act. The education acts stopped short of making attendance compulsory
in opposition to the interpretation, it could be argued that both Gladstone and Disraeli were limited in
their commitment to social reform legislation. Gladstone remained committed to retrenchment and a
small state, and Disraeli introduced few new ideas after the flurry of legislation in 1874–76. Social
reform did not play a significant role in the 1880 election.
In their identification of the argument in Extract B, students may refer to the following:
the main argument of the extract is that social reform legislation was limited and largely ineffectual in
these years. Unions, the cooperative movement and friendly societies were more important than
government in improving people’s lives
Gladstone concentrated on political, legal and religious reform rather the social; and Disraeli’s
legislation had little impact
the most important factors for the working class – wages and employment – were largely beyond the
control of government.
In their assessment of the extent to which the arguments are convincing, students may refer to
the following:
Gladstone’s priorities between 1868 and 1874 were mainly political, legal and religious. For example,
the administrative reforms to the army and civil service; the enfranchisement of women to vote in local
elections, and the Married Women’s Property Act; trade union legislation
the first Trades Union Congress was held in 1868, and unions had legal rights after 1871. This
enabled them to promote workers’ interests much more effectively. Self-help remained an influential
idea and the increase in friendly societies and the cooperative movement can be viewed within this
context
in opposition to the interpretation, it could be argued that the extent of social reform legislation in these
years is often regarded as significant and that the laissez-faire attitude was being effectively
5
