2024 AQA AS HISTORY 7041/1J The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Verified Question paper and Marking Scheme Attached

2024 AQA AS HISTORY 7041/1J The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Verified Question paper and Marking Scheme Attached HISTORY The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Wednesday 15 May 2024 Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. Afternoon Time allowed: 1 hour 30 minutes • Write the information required on the front of your answer book. The Paper Reference is 7041/1J. • 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 Section A Answer Question 01. Extract A By 1900, for the first time since 1857, the British government was confronted by widespread discontent from different groups in India. The years 1906 and 1907 witnessed the growth of small terrorist cells which attracted plenty of university graduates. Nationalist newspapers publicised the idea that Indian self-government could only be achieved by violent revolution and what followed was a sequence of strikes, riots and stonings of British officials. Terrorist outrages, an irresponsible and hostile popular press, and the emergence of a body of nationalists who wished to seize power violently from the British, created the impression that, in 1914, the Raj was more unsafe than at any time since 1857. Adapted from L James, Raj: The Making and Unmaking of British India, 1997 5 Extract B From the point of view of imperial security, the British government’s policy in India was a great success after 1900. Britain made its colonial control tolerable enough to restrict opposition to its rule. This came mainly through the granting of timely concessions to win the cooperation of moderate nationalists. The Morley–Minto reforms announced in 1909 were welcomed by the moderates in the Congress Party, and extremists were suppressed through deportation. Only very rarely between 1900 and 1914 did opposition break into armed insurrection or violence. There were bombs and assassinations, and the occasional riot in India, but such violent resistance was exceptional. Adapted from B Porter, The Lion’s Share: A Short History of British Imperialism 1850–2004, 2004 5 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 strength of British rule in India in the years 1900 to 1914? [25 marks] IB/M/Jun24/7041/1J 3 Section B Answer either Question 02 or Question 03. Either 0 2 ‘In the years 1872 to 1885, Gladstone’s governments did more to expand and protect the British Empire than Disraeli’s government.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘In the years 1867 to 1890, Britain’s involvement in Africa was driven by economic interests.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS IB/M/Jun24/7041/1J 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 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/Jun24/7041/1J AS HISTORY 7041/1J The British Empire, c1857–1967 Component 1J The High Water Mark of the British Empire, c1857–1914 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS HISTORY – 7041/1J – 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 – AS HISTORY – 7041/1J – 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 appropriat