2024_AQA: AS HISTORY Industrialization and the People: Britain, c1783–1885 Component 1F The Impact of Industrialization: Britain, c1783–1832 (Merged Question paper and marking scheme): Wednesday 15 May

2024_AQA: AS HISTORY Industrialization and the People: Britain, c1783–1885 Component
1F The Impact of Industrialization: Britain, c1783–1832
(Merged Question paper and marking scheme): Wednesday 15 May 2024



AS
HISTORY
Industrialisation and the people: Britain, c1783–1885
Component 1F The impact of industrialisation: Britain, c1783–1832


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
7041/1F.
 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: Industrialisation and the People: Britain, c1783–1885
Component 1F: The Impact of Industrialisation: Britain, c1783–1832
May 2025

Key Areas to Revise:

1. The Industrial Revolution (c1783–1832)

 Causes of Industrialisation: Understand the key factors that led to industrialisation in Britain,
including technological innovations (e.g., steam engine), improvements in agriculture, the
availability of capital, and the growth of trade and colonialism.
 Technological Advances: Focus on key inventions such as the spinning jenny, power loom, and
steam engine. Examine how these innovations revolutionised manufacturing processes, particularly
in the textile industry.

2. Social and Economic Impact of Industrialisation

 Urbanisation and Living Conditions: Study the rapid growth of towns and cities, with a focus on
the poor living conditions in industrial cities such as Manchester and Liverpool. The lack of
sanitation, overcrowding, and poor housing made life difficult for the working class.
 Working Conditions: Focus on the working conditions in factories and mines, where long hours,
low wages, and unsafe environments were common. Explore how the Factory Acts (e.g., 1833)
began to address child labour and working hours.
 Rise of the Working Class: Study the growth of the working class as a result of industrialisation,
particularly in cities, and how it led to increased demands for social and political change.
Understand the development of early trade unions and workers' movements.

3. The Agricultural Revolution

 Enclosures and the Impact on Rural Communities: Understand how the Enclosure Acts
(c1750–1830) changed the countryside by consolidating land, leading to more efficient farming but
also displacing many peasants. This, in turn, pushed rural workers to move to cities for factory work.
 Improvements in Agriculture: Study the introduction of new agricultural methods, such as crop
rotation and new machinery, which led to increased food production, supporting population growth
and urban migration.

4. Political Responses to Industrialisation

 Reform and Opposition: Examine the political responses to the social and economic changes
brought by industrialisation. Focus on how the Luddite movement (1811–1816) and other early
protests were reactions to job losses caused by machinery and poor working conditions.
 The Role of the Government: Study how the Whig and Tory governments responded to the
issues arising from industrialisation. Early government intervention was limited, but some reforms,
such as the Factory Act (1833), began to address working conditions.

5. Economic Growth and Trade

 The Role of Industry in the Economy: Understand how industries like textiles, coal mining, and
iron production became the backbone of the British economy during this period. Study the
expansion of Britain’s domestic markets and its role in global trade.
 The Impact of the Slave Trade: Explore how the profits from the Atlantic slave trade helped fund
industrialisation, particularly in cities like Liverpool and Bristol, where slavery and colonial trade
were intertwined with economic growth.



IB/M/Jun24/E4 7041/1F

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Section A

Answer Question 01.




Extract A

Radicalism in the years 1812 to 1832 was a political movement. The towns and villages
hummed with political ideas. Gradually, the press began to assert more freedom and by
the 1820s, trade union strength grew and Robert Owen’s ideas spread. By the years 1828
to 1832, with the final contest between corruption and reform, working people became
more aware of their lowly place in the political system. Working people had a new view of 5
society, which was, above all, a political view. They began to see their own lives as part of
a conflict between the working classes and the unreformed House of Commons.

Adapted from E Thompson, The Making of the English Working Class, 1968




Extract B

Between 1812 and 1819, radicalism was firmly established in the cities and towns of the
Midlands and the North. The great demonstrations of 1816 to 1819 showed a movement
composed of men who were motivated by the trade depression. The ‘chilling hand of
poverty’ had been felt in the manufacturing towns by the working men. They knew all too
well that children were in rags and fathers were destitute. But the working men saw the 5
solution to their economic problems in terms of an attack on aristocratic government.
These ideas were to remain fundamental to working-class protests through the years to
1832. It was economic concerns that led working men to continue to attack political
corruption.

Adapted from T Tholfsen, Working Class Radicalism in Mid-Victorian England, 1976



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 the reasons for
working-class protests in Britain in the years 1812 to 1832?
[25 marks]




IB/M/Jun24/7041/1F

, 3


Section B

Answer either Question 02 or Question 03.



Either


0 2 ‘In the years 1793 to 1815, British governments successfully managed the economic
and financial challenges of the wars with France.’

Explain why you agree or disagree with this view.
[25 marks]


or


0 3 ‘Tory reforms, in the years 1819 to 1830, were very limited in scope and impact.’

Explain why you agree or disagree with this view.
[25 marks]




END OF QUESTIONS




IB/M/Jun24/7041/1F

, 4


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IB/M/Jun24/7041/1F

,AS
HISTORY
7041/1F
Industrialisation and the people: Britain, c1783–1885
Component 1F The impact of industrialisation: Britain, c1783–1832

Mark scheme
June 2024
Version: 1.0 Final

, MARK SCHEME – AS HISTORY – 7041/1F – 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




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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.


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, MARK SCHEME – AS HISTORY – 7041/1F – 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.




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, MARK SCHEME – AS HISTORY – 7041/1F – 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 the reasons for
working-class protests in Britain in the years 1812 to 1832?
[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




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, MARK SCHEME – AS HISTORY – 7041/1F – 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:

 working-class protests were motivated by intellectual ideas and political issues
 the new political ideas that motivated working-class protests came from the growth of the freedom of
the press and trade union strength, as well as Robert Owen’s theories
 the working class were more politically involved, and they saw society in terms of a political struggle
between the poor and the rich, and particularly against the unreformed House of Commons.

In their assessment of the extent to which the arguments are convincing, students may refer to
the following:

 the main demands of working-class protests through the period, such as the marches of 1816 to 1819
and the protests leading to the 1832 Reform Act, were primarily political and focused on parliamentary
reform. There was widespread working-class support for protests with political aims, such as in the
years 1816 to 1819 and the later political organisations like the BPU
 trade unions did gain some support after the repeal of the Combination Acts, and Robert Owen’s ideas
of social change were widely shared in the period. However, without legal security, the unions made
limited progress, and Owen’s ideas were of more interest to middle-class industrialists than the
working classes
 the fact that there was more working-class protest at times of depression and less direct protest in the
more economically stable 1820s challenges the view that the protests were primarily politically
motivated.

In their identification of the argument in Extract B, students may refer to the following:

 the radical protests of the years 1812 to 1832 were the result of economic pressures caused by trade
depression
 supporters of working-class protest were motivated by seeing the impact of poverty on their families,
especially in the industrial North of England
 although the issue was economic, radicals, in the period 1828 to 1832, expressed their protest in a
political form by attacking political corruption.

In their assessment of the extent to which the arguments are convincing, students may refer to
the following:

 the protests of 1816 to 1819 coincide with economic pressures in the trade depression, but also
Liverpool’s legislation such as the Corn Laws (1815) and the Game Laws (1816). Conditions in
industrial towns were hard hit in this period, and so these locations and problems were at the centre of
much of the political radicalism
 radicals through the period argued that legislation and political representation was a way to achieve
the political influence. For many working-class men, attacking the aristocratic dominance within
politics was a means to achieving economic improvement
 however, the expressed aims of the working-class radical movements through the period, as well as
the organisations like in the years 1830–1832 which were run by the middle classes, did not express

5