2024 AQA AS HISTORY 7041/1K The making of a Superpower: USA, 1865–1975 Component 1K From Civil War to World War, 1865–1920 Verified Question paper and Marking Scheme Attached

2024 AQA AS HISTORY 7041/1K The making of a Superpower: USA, 1865–1975 Component 1K From Civil War to World War, 1865–1920 Verified Question paper and Marking Scheme Attached HISTORY The making of a Superpower: USA, 1865–1975 Component 1K From Civil War to World War, 1865–1920 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 7041/1K. • 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 Americans were proud of their record of economic growth between 1900 and 1920. A steady flow of immigrants supplied all the manpower required and the output of manufacturing more than doubled in the first twelve years of the century. The attraction of the USA was so great that immigration raised the population from 75 million in 1900 to over 100 million in 1917, with immigrants willing to suffer hardship both in their journeys to the USA and in the cities where they arrived for the prospect of jobs in the booming industries: gold in Alaska, oil in Texas, fruit in California. They were rewarded as the wages of unskilled immigrants rose as old industries thrived and new ones appeared. Adapted from O Handlin, The Americans, 1963 5 Extract B In the first two decades after 1900, the USA was rich and productive and large numbers of immigrants arrived. However, prejudice against them remained strong and the fundamental conditions experienced by the vast majority of immigrants, as by other members of the working class, did not change. Some of these immigrants were able to escape poverty and rise up through society. For example, a study of New York’s immigrants between 1905 and 1915 found that 32% of Italians and Jews rose above working-class status. However, in one four-year period, 73 Italians returned home for every 100 that arrived in the USA. Adapted from H Zinn, A People’s History of the United States, 1980 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 experience of immigrants in the USA in the years 1900 to 1920? [25 marks] IB/M/Jun24/7041/1K 3 Section B Answer either Question 02 or Question 03. Either 0 2 ‘In the years 1865 to 1890, the West was entirely different from other regions of the United States.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘The growth of the oil industry was the most important reason for the development of the US economy in the years 1890 to 1914.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS IB/M/Jun24/7041/1K 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/Jun24/7041/1K AS HISTORY 7041/1K The making of a Superpower: USA, 1865–1975 Component 1K From Civil War to World War, 1865–1920 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS HISTORY – 7041/1K – 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 – AS HISTORY – 7041/1K – 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 – AS HISTORY – 7041/1K – 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 experience of immigrants in the USA in the years 1900 to 1920? [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