Paper 2 Section A/C: Britain: Migration, empires and the people:

June 2023

Q1: How useful is Source A to an historian studying Britain’s relationship with Europe?

Explain your answer using Source A and your contextual knowledge.

Answer:

In analysing and evaluating sources, students will draw on their contextual example, the context of the time in which source was created, place, author’s For example, it is useful as the source shows that the Europeans have got over the wartime conflict and cooperated to form a successful EEC which is securing food supplies and prices for farmers. Britain’s attempt to join failed which is why the British Prime Minister, Macmillan looks so sad. In the 1960s many countries were leaving the British Empire and getting independence at the same time the EEC shows itself as an economic success which Britain enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful to an historian because it shows that after the Second World War the European countries have all got along together to ensure that there is enough food. Britain tried to join in 1961 but was blocked by France over the next year which was suspicious of Britain’s relationship with America and its trade links with its Commonwealth countries. For example, it was useful because it shows that the different European countries are working together on agricultural agreements which is why they are sitting down for food. Britain was not a part of their agricultural agreement or the European Coal and Steel Community. Answers may show understanding/support for the source, but the case is made by assertion/basic inference For example, it is useful because the British Prime Minister is not a part of Europe, he is outside the restaurant.

Q2: Explain the significance of the Viking invasions of Britain.

Answer:

explaining the relationship between aspects of significance, for example over For example, the Viking invasions of Britain were significant because initially they led to a fairly peaceful coexistence between Danelaw and Wessex. After Alfred’s death, his grandson Athelstan conquered Northumbria in 927 and could be seen as the first ‘King of England’. It was significant that the Vikings and their descendants never really left England or abandon their interests. The Vikings returned in 991 and were bought off with Danegeld. King Aethelred failed to keep the Vikings away either with Danegeld or an alliance with the Normans and England became part of a North Sea Empire under Cnut. For example, Viking invasions of Britain were significant because they led to the Danelaw and the Vikings brought their own laws, place names, customs and crafts when they settled here. Their language contributed many words to Anglo-Saxon and then on to English. For example, Viking invasions of Britain were significant because they stimulated an Anglo-Saxon revival under Alfred the Great. As a result of Alfred beating the Vikings at the battle of Edington in 878, there was peace between the Anglo-Saxons and the Vikings, provided the Viking leader, Guthrum, became a Christian. For example, the significance of Viking invasions of Britain was that they stayed and settled in the northern and eastern part of Britain called Danelaw. For example, the Vikings killed a lot of people when they invaded Britain and stole gold and silver, cattle and even slaves.

Q3: Explain two ways in which the American War of Independence and the Boer War

were similar?

Answer:

For example, they are similar because both wars had major consequences for Britain as both areas became independent, and caused the British to learn from the experience. From defeat in the American War of Independence Britain began to concentrate more on Africa and India and the Boer War showed how unfit many Britons were for fighting, so the government passed Acts to improve the health of children in British schools. For example, they were similar because both involved military defeats. The British surrendered and it was a humiliating defeat so Britain signed the Treaty of Paris in 1783. Although the Boers were forced to surrender by 1902, the British lost 6,000 dead in battle but a further 16,000 died from illness and wounds. They could not really beat the Boers on the battlefield. For example, the two wars are similar because both wars were about people and places in the British Empire wanting independence. The British wanted to combine the Orange Free State and the Transvaal with the British colonies of the Cape and Natal when they realised there were valuable diamonds and gold in the Boer states and the Boers resisted. The people who lived in the British colonies of North America were independently minded they wanted the freedom to make their own decisions and trade with whoever they wanted. Britain wanted to keep monopoly on trade with North America because it made a lot of money for them. for example, one of the identified similarities. For example, there were economic reasons for both wars. The Boer War began when the British discovered gold and diamonds and the Americans did not want to pay taxes to Britain. For example, in both wars many British soldiers died. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Have ideas, such as imperialism, been the main reason for the development of

Empires? Explain your answer with reference to ideas such as imperialism and other factors. Use a range of examples from across your study of Migration, empires and the people: c790 to the present day. [SPaG 4 marks] and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team.

Answer:

For example, in the nineteenth century Britain’s empire grew because it was driven by economic reasons as Britain had the first industrial revolution it needed raw materials from an empire and a market into which to sell its products. Because of Britain’s superior economic development, it also assumed that other ideas like Social Darwinism were right and it was morally superior and this justified the taking over of developed areas. So economic reasons and religious ideas went hand-in-hand. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, religion can play a part in gaining an empire the American colonies were first settled by many Christian groups such as Puritans, Quakers, and Catholics who suffered persecution in Britain. Between 1630 and 1641, 80,000 Puritans migrated to America. When several European countries laid ‘claim’ to parts of Africa, religion was a motive because Christian missionaries felt it was their duty to convert Africans to Christianity. Ideas like Imperialism can inspire people to believe it is right for stronger countries to take over weaker ones. This was true for the Scramble for Africa as European countries grabbed colonies in Africa. Britain’s land ran in a nearly unbroken line from Egypt to South Africa. Social Darwinism inspired men like Cecil Rhodes who believed that Britain was justified in seizing the land of the Boers which led to the Boer War. For example, empires can grow for economic reasons so, in India, the Dutch, French and British all wanted to sell things to the Indians. Britain wanted the valuable things like spices, tea and cotton that could come from India. Individuals can help develop empires such as Warren Hastings did with the British Empire in India. Religion influenced the early settlers such as the Puritans who went to North America which was the start of a British colony For example, ideas such as imperialism can help, it led to the Scramble for Students may provide a basic explanation of a different factor, such as the role of the individual can be important, for example Rhodes and Africa. • The learner’s achievement in SPaG does not reach the threshold