AQA A-level HISTORY 7042/1F Component 1F Industrialisation and the people: Britain, c Version: 1.0 Final IB/M/Jun23/E5 7042/1F A-level HISTORY Component 1F Industrialisation and the people: Britain, c1783–1885// QUESTION PAPER & MARKING SCHEME/

AQA A-level HISTORY 7042/1F Component 1F Industrialisation and the people: Britain, c Version: 1.0 Final IB/M/Jun23/E5 7042/1F A-level HISTORY Component 1F Industrialisation and the people: Britain, c1783–1885 Wednesday 24 May 2023 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 7042/1F. • 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/Jun23/7042/1F Section A Answer Question 01. Extract A Industrialisation quickly broke up traditional social patterns which had existed for centuries. Living conditions in industrial towns, even more than working conditions, created new and terrifying problems. The new urban environment, affecting a steadily rising proportion of the nation, brought problems of poor living conditions and of social controls, just as much as factory employment brought the problems of discipline and regularity in work. Industrialists solved their problems more efficiently than local government, police and public administrators solved theirs. However, the evidence of bad conditions of work and life compiled by government commissions and reformers did show a determination to get things changed. The self-help movement appeared from the 1830s as a spontaneous phenomenon, with the rapid creation of societies to implement it – even though these ideas had been preached by the upper classes to the poor for a very long time. By the 1850s, two-thirds of the employed population in Lancashire were on the books of such organisations. Adapted from P Mathias, The First Industrial Nation, an Economic History of Britain, 1700–1914, 1969 5 10 Extract B The Industrial Revolution brought both social and economic changes. Fear of redundancy hung over the working population, who were forced to accept harsher work discipline. The employer acknowledged no responsibility to care for his workers. Some workers hoped for improvement in their economic conditions through legislation. Having been excluded from the franchise in the 1832 Reform Act they turned to political movements, particularly during times of depression. However, the number of people actively engaged in political movements was small. Drink, cruel sports or evangelical religion probably attracted larger and more permanent bodies of supporters. Perhaps the greatest change brought by industrialisation was the movement to form combinations among workers with a view to improving their wages and conditions of employment. But the idea of a union as a permanent body with a national membership and a defined strategy was to emerge only slowly. Employers were hostile to unions, and many potential union leaders were distracted by the variety of other social and political campaigns in the years 1832 to 1860. Adapted from R Tames, Economy and Society in Nineteenth Century Britain, 1972 5 10 3 IB/M/Jun23/7042/1F Turn over ► Extract C In the 1830s, there were many urban workers, but most people still lived and worked in the countryside. It was not until after 1851 that the majority of the British population was urban. Society did not change very much before the middle of the century, even if jobs, such as metal-working and engineering, had altered radically by the 1850s. Communities generally handled the impact of new working and living conditions easily, and the move towards an urban society was slow and smooth. An important theme of the mid-nineteenth century was the balance between social continuity and economic innovation and change. The economy and society of the 1830s were not greatly changed by 1860. Factory industry and urban concentrations were present, but did not completely replace the familiar world of farm and workshop, village and small town. Because of this, it made sense to leave authority in the hands which had held it for generations, those of landowners, clergy, lawyers, and merchants. Society did not experience a disastrous social revolution. Adapted from F Thompson, The Rise of Respectable Society: A Social History of Victorian Britain 1830–1900, 1988 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 changes caused by industrialisation in the years 1832 to 1860. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1F Section B Answer two questions. 0 2 ‘Pitt’s main achievement, in the years 1783 to 1806, was to reform the administration of government.’ Assess the validity of this view. [25 marks] 0 3 ‘In the years 1812 to 1832, governments were only concerned with the need to limit disorder.’ Assess the validity of this view. [25 marks] 0 4 How successfully did the Conservatives deal with the political and economic challenges they faced in the years 1832 to 1868? [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 © 2023 AQA and its licensors. All rights reserved. *236A7042/1F* A-level HISTORY 7042/1F Component 1F Industrialisation and the people: Britain, c Mark scheme June 2023 Version: 1.0 Final *236A7042/1F/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1F – JUNE 2023 2 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. 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 © 2023 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL HISTORY – 7042/1F – JUNE 2023 3 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. MARK SCHEME – A-LEVEL HISTORY – 7042/1F – JUNE 2023 4 Section A 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to the changes caused by industrialisation in the years 1832 to 1860. [30 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: 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 L4: 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: 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 imbalance in the degree and depth of comments offered on the strength of the arguments. The response demonstrates an understanding of context.