2024 AQA AS HISTORY 7041/1F Industrialisation and the people: Britain, c1783–1885 Component 1F The impact of industrialisation: Britain, c1783–1832 Verified Question paper and Marking Scheme Attached

2024 AQA AS HISTORY 7041/1F Industrialisation and the people: Britain, c1783–1885 Component 1F The impact of industrialisation: Britain, c1783–1832 Verified Question paper and Marking Scheme Attached HISTORY Industrialisation and the people: Britain, c1783–1885 Component 1F The impact of industrialisation: Britain, c1783–1832 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 7041/1F. • 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 2 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 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 5 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 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 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 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 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/Jun24/7041/1F 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 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 – 7041/1F – 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. 3 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: L4: 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 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: L2: L1: 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 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 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 – 7041/1F – 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 an