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2024 AQA A-Level HISTORY 7042/1K Component 1K The making of a Superpower: USA, 1865–1975 Verified Question paper and Marking Scheme Attached

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2024 AQA A-Level HISTORY 7042/1K Component 1K The making of a Superpower: USA, 1865–1975 Verified Question paper and Marking Scheme Attached A-level HISTORY Component 1K The making of a Superpower: USA, 1865–1975 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 7042/1K. • 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/Jun24/7042/1K Section A Answer Question 01. Extract A William McKinley took full advantage of the opportunities provided by the war of 1898 to popularise the expansionist doctrines of duty, dollars and destiny. He fashioned an overseas empire, rooted US influence more deeply in the Caribbean and the Pacific, and pushed for greater world involvement. But the United States did not become a major player in world affairs immediately. The brief flurry of enthusiasm for empire barely outlasted the war against Spain. The need to consolidate territory already acquired consumed great energy and resources. While busily solidifying its position in traditional areas of influence in the Caribbean and the Pacific, the United States did not acquire new colonies or involve itself in the frantic scrambling for alliances that characterised European foreign policies before World War 1. Between 1901 and 1913 the United States did, however, take a much more active role in the world. Brimming with optimism and exuberance, Americans firmly believed that their ideals and institutions would be the way of the future. Adapted from GC Herring, From Colony to Superpower: US Foreign Relations Since 1776, 2016 5 10 Extract B The consequences of the commercial transformation of America from 1890 to 1920 were, of course, chiefly economic, but they also began to affect international relations. The growth of American industrial power and overseas trade was accompanied by a more assertive diplomacy. Claims to a special moral position which made American foreign policy superior to the Old World’s were intermingled with racial arguments, and with the urging of industrial and agricultural pressure groups for secure overseas markets. The traditional, if always exaggerated, alarm about threats to the Monroe Doctrine was accompanied by calls for the United States to fulfil its ‘Manifest Destiny’ across the Pacific. Entangling alliances still had to be avoided but from 1900 the United States was being urged by many groups at home into a much more activist diplomacy despite the fact that in 1892 the ‘New York Herald’ had proposed the abolition of the department responsible for foreign policy since it had ‘so little business to conduct overseas’. Adapted from P Kennedy, The Rise and Fall of the Great Powers, 1987 5 10 3 Extract C In the 1890s most perceptive economic and political leaders and the editors of key business and financial journals realised that farmers made up the majority of the politically active population in the West. That meant it was vital to provide overseas markets for agricultural surplus if the urban elites were to maintain and consolidate their power. Republicans recognised the resulting danger to their position. If they could not weaken the opposition arising from the farmers in the West, then they would lose power and authority to the newly formed People’s – or Populist – Party, inspired by men such as William Jennings Bryan. The Republican leadership therefore committed to a foreign policy of overseas economic expansion. That approach, in their view, would win the urban businessmen, as well as retaining the support of a crucial segment of northern voters and winning over midwestern farmers. It would adapt the traditional American outlook to new circumstances. Adapted from WA Williams, The Tragedy of American Diplomacy, 1959 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to US expansion in the years 1890 to 1920. 5 10 [30 marks] Turn over for Section B IB/M/Jun24/7042/1K Turn over ► 4 IB/M/Jun24/7042/1K Section B Answer two questions. ‘Politicians failed to curb the power of Big Business in the years 1890 to 1914.’ Assess the validity of this view. [25 marks] How significant was the role of US Presidents in the development of the American economy in the years 1920 to 1945? [25 marks] ‘The African-American Civil Rights Movement was the most successful of the protest movements of the years 1954 to 1975.’ Assess the validity of this view. [25 marks] END OF QUESTIONS 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. 4 0 3 0 2 0 A-level HISTORY 7042/1K Component 1K The making of a Superpower: USA, 1865–1975 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/1K – 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 – A-LEVEL HISTORY – 7042/1K – 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 – A-LEVEL HISTORY – 7042/1K – JUNE 2024 Section A 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to US expansion in the years 1890 to 1920. Target: AO3 [30 marks] 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: Shows a very good understanding of the interpretations put forward in all three extracts and combines this with a strong awareness of the historical context to analyse and evaluate the interpretations given in the extracts. Evaluation of the arguments will be well-supported and convincing. The response demonstrates a very good understanding of context. 25–30 Shows a good understanding of the interpretations given in all three extracts and combines this with knowledge of the historical context to analyse and evaluate the interpretations given in the extracts. The evaluation of the arguments will be mostly well-supported, and convincing, but may have minor limitations of depth and breadth. The response demonstrates a good understanding of context. 19–24 L3: L2: L1: Provides some supported comment on the interpretations given in all three extracts and comments on the strength of these arguments in relation to their historical context. There is some analysis and evaluation but there may be an im

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2024 AQA A-Level HISTORY 7042/1K Component 1K The making of a
Superpower: USA, 1865–1975
Verified Question paper and Marking Scheme Attached
A-level
HISTORY
Component 1K The making of a Superpower: USA, 1865–1975


Thursday 23 May 2024 Morning Time allowed: 2 hours 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 7042/1K.
• 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


Section A

Answer Question 01.




Extract A

William McKinley took full advantage of the opportunities provided by the war of 1898 to popularise the
expansionist doctrines of duty, dollars and destiny. He fashioned an overseas empire, rooted US influence
more deeply in the Caribbean and the Pacific, and pushed for greater world involvement. But the United
States did not become a major player in world affairs immediately. The brief flurry of enthusiasm for empire
barely outlasted the war against Spain. The need to consolidate territory already acquired consumed great 5
energy and resources. While busily solidifying its position in traditional areas of influence in the Caribbean
and the Pacific, the United States did not acquire new colonies or involve itself in the frantic scrambling for
alliances that characterised European foreign policies before World War 1. Between 1901 and 1913 the
United States did, however, take a much more active role in the world. Brimming with optimism and
exuberance, Americans firmly believed that their ideals and institutions would be the way of the future. 10

Adapted from GC Herring, From Colony to Superpower: US Foreign Relations Since
1776, 2016




Extract B

The consequences of the commercial transformation of America from 1890 to 1920 were, of course, chiefly
economic, but they also began to affect international relations. The growth of American industrial power and
overseas trade was accompanied by a more assertive diplomacy. Claims to a special moral position which
made American foreign policy superior to the Old World’s were intermingled with racial arguments, and with
the urging of industrial and agricultural pressure groups for secure overseas markets. The traditional, if 5
always exaggerated, alarm about threats to the Monroe Doctrine was accompanied by calls for the United
States to fulfil its ‘Manifest Destiny’ across the Pacific. Entangling alliances still had to be avoided but from
1900 the United States was being urged by many groups at home into a much more activist diplomacy
despite the fact that in 1892 the ‘New York Herald’ had proposed the abolition of the department responsible
for foreign policy since it had ‘so little business to conduct overseas’. 10

Adapted from P Kennedy, The Rise and Fall of the Great Powers, 1987




IB/M/Jun24/7042/1K

, 3




Extract C

In the 1890s most perceptive economic and political leaders and the editors of key business and financial
journals realised that farmers made up the majority of the politically active population in the West. That
meant it was vital to provide overseas markets for agricultural surplus if the urban elites were to maintain
and consolidate their power. Republicans recognised the resulting danger to their position. If they could not
weaken the opposition arising from the farmers in the West, then they would lose power and authority to the 5
newly formed People’s – or Populist – Party, inspired by men such as William Jennings Bryan. The
Republican leadership therefore committed to a foreign policy of overseas economic expansion. That
approach, in their view, would win the urban businessmen, as well as retaining the support of a crucial
segment of northern voters and winning over midwestern farmers. It would adapt the traditional American
outlook to new circumstances. 10

Adapted from WA Williams, The Tragedy of American Diplomacy, 1959




0 1 Using your understanding of the historical context, assess how convincing the arguments in
these three extracts are in relation to US expansion in the years 1890 to 1920.
[30 marks]




Turn over for Section B




IB/M/Jun24/7042/1K Turn over ►

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