2024 AQA A-Level HISTORY 7042/1F Component 1F Industrialisation and the people: Britain, c1783–1885 Verified Question paper and Marking Scheme Attached

2024 AQA A-Level HISTORY 7042/1F Component 1F Industrialisation and the people: Britain, c1783–1885 Verified Question paper and Marking Scheme Attached A-level HISTORY Component 1F Industrialisation and the people: Britain, c1783–1885 Thursday 23 May 2024 Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. Morning Time allowed: 2 hours 30 minutes • Write the information required on the front of your answer book. The Paper Reference is 7042/1F. • Answer three questions. In Section A answer Question 01. In Section B answer two questions. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 80. • 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: – 1 hour on Question 01 from Section A – 45 minutes on each of the two questions answered from Section B. 2 IB/M/Jun24/G4002/7042/1F Section A Answer Question 01. Extract A In the short term, the Great Reform Act of 1832 strengthened the landed class. It deprived the radicals of their middle-class leadership. Instead, there was now an alliance of land and industry. In the long term, the Reform Act opened the door to more dramatic changes. Within 30 years, politicians recognised that they would have to trust working men with the vote. Before long, the aristocracy would have to share an influence which they had been used to exercising alone. But it would be a sharing of powers, albeit unequally and uneasily. It would not be the crude suppression of the aristocracy by the middle classes. By 1867, Britain was well on the way to a middle-class dominated parliament. For all its imperfections, the Great Reform Act set a modern industrial state firmly on the path to gradual, non-violent change. This is why it deserves to be remembered as a major piece of legislation with far-reaching consequences. Adapted from E Evans, The Great Reform Act of 1832, 1983 5 10 Extract B The political world after the Great Reform Act of 1832 was less corrupt but the change did not take place rapidly nor did it begin in 1832. It would be wrong to use the Reform Act to explain trends in politics that started long before this reform and needed many years to complete. These included the development of modern parties and the rising influence of public opinion and the press. This is not to say the Great Reform Act achieved nothing, but the continuity of the political system was tough enough to survive the Act. While many small pocket boroughs were abolished, over 40 survived into the 1860s and landlords and industrialists dominated some newly enfranchised industrial towns in a similar way. Corrupt constituencies survived as did the sale of borough seats. There was no limit to how much could be spent on parliamentary elections. Great peers still sent their nominees to the Commons and the wealthy used their social and economic influence for political purposes. Adapted from N Gash, Politics in the Age of Peel, 2012 5 10 3 Extract C The 1832 Reform Act had been presented by middle-class reformers and the Whigs as a new statement of people’s rights. Its failure to live up to these claims in its eventual terms led working-class radicals to demand a new charter of their own. This popular movement escalated because the reformed parliament and its middle-class reform had failed to live up to the hopes and expectations of those working-class people who had supported reform. By 1836 even more moderate radicals, like Place and Roebuck, had come to share the view of more extreme radicals that the Reform Act had been a sham. Radicals could now see that the Reform Act had actually strengthened the old political system structures and that radicalism had been defeated. All radicals felt that they must form a single movement to campaign for further political reform. Chartism, and its radical successors before 1867, was not a logical progression from the Great Reform Act but advocated a new world which the old world was not ready for. Adapted from E Royle, Chartism, 1996 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to the significance of the impact of the 1832 Great Reform Act over the next 30 years. [30 marks] Turn over for Section B IB/M/Jun24/G4002/7042/1F Turn over ► 4 IB/M/Jun24/G4002/7042/1F Section B Answer two questions. 0 2 ‘There was significant pressure for political change between 1783 and 1820.’ Assess the validity of this view. [25 marks] 0 3 To what extent did landowners benefit more than any other social group from economic developments in Britain in the years 1783 to 1812? [25 marks] 0 4 ‘Economic growth was the most important reason for the improvement in the lives of British people between 1846 and 1885.’ Assess the validity of this view. [25 marks] END OF QUESTIONS Copyright © 2024 AQA and its licensors. All rights reserved. A-level HISTORY 7042/1F Component 1F Industrialisation and the people: Britain, c Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/1F – 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 – A-LEVEL HISTORY – 7042/1F – 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.