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

June 2020

Q1: How useful is Source A to an historian studying Britain and the Scramble for Africa?

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 are taking their rivalries out of Europe into Africa. The Germans are threatening the French. The British have colonies in Egypt near the Sphinx and down in South Africa where they object to the presence of the Boer farmers. The Italians compete with the Turks. Men work in the cartoon to take away the letters of Africa that suggests they are carrying off the resources of Africa for themselves. Perhaps the artist thinks that America could stop this land grabbing, as the Africans are sleeping through this. enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful an historian because it shows that not everyone approved of the Scramble for Africa. This cartoon is critical of the European countries who are shown as little men fighting amongst themselves while the rights of the Africans are ignored. For example, it was useful because it shows that the different European countries were all trying to claim a part of Africa by sticking flags in and nobody thinks about the Africans. This was the Scramble for Africa to get land there. Answers may show understanding/support for the source, but the case is made by assertion/basic inference For example, it is useful because it shows lots of European countries all

Q2: Explain the significance of British rule in India.

Answer:

explaining the relationship between aspects of significance, for example over For example, the British made an enormous amount of money from India because it supplied a lot of raw materials and created jobs for British factory workers. By the late 1800s for example it was estimated that a quarter of Britain’s total exports went to India. And India provided an army which fought bravely and decisively in both the First and Second World Wars. There were subtle cultural impacts in food, drink and the use of Indian Hindi and Urdu words. But India suffered too as British customs were forced upon the people and local traditions and culture tended to be ignored. For example, British rule in India was significant because it boosted the Indian economy, factories were built there producing cotton, cloth, and flour. These factories provided work for local Indians. India was also a market for British made factory goods such as cotton shirts and trousers. For example, British rule in India was significant because they created a new legal system based on the British system. High courts were set up in Madras, Calcutta, and Bombay and parts of Indian law were built into a new legal code. For example, the significance of British rule in India was that they transformed communications in India building bridges and railways as well as roads and canals. People could travel more quickly over the vast area of the country and get to its distant parts. For example, the British rule in India helped many make a lot of money such as buying and selling tea.

Q3: Explain two ways in which migration to Britain in the nineteenth century and

migration to Britain after the Second World War were similar.

Answer:

For example, they are similar because both in the nineteenth and twentieth centuries migrants to Britain faced hostility and opposition. In the twentieth century the ‘Windrush’ Caribbean migrants were discriminated against and there was racial prejudice. Similarly, in the nineteenth century Jews came to England had to live in the poorest areas, they were badly paid and charged high rents. As more Jews arrived, anger and hostility towards them grew because they were accused of taking jobs from British workers. For example, they were similar because at both times people migrated to Britain who were skilled, educated and hard-working. In the nineteenth century Jews came from Eastern Europe and they had skills in shoe, furniture and clothes making. Many of them were merchants and set up shops such as Marks & Spencer as Michael Marks was an immigrant Jew in 1894. When Idi Amin ejected Ugandan Asians he threw out of the country many educated middle-class businessman and professionals. For example, migration of both times was similar because people in the twentieth century came from the European Union for work. Similarly, in the nineteenth century, Irish people came to Britain to find work in the factories and to help build canals roads and railways. for example, one of the identified similarities. For example, at both times people have migrated to Britain to escape persecution such as Jewish migration in the nineteenth century and Asian migration from Africa in the twentieth. For example, in both the nineteenth and twentieth centuries people have migrated to Britain from Ireland. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Has the role of the individual been the main reason for the loss of colonies and

empires? Explain your answer with reference to the role of the individual 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, individuals can have great influence such as Gandhi and the move for Indian independence that arrived in 1947, Nkrumah and the Gold Coast in 1957, and Kenyata in Kenya in 1963. All of these local leaders campaigned to gain independence from the British Empire for their country. They were supported by many of their people. It is hard to keep an empire if the people in it don’t want to be a part of it. In the 18th-century the American colonists fought against the British and defeated them in 1781 of the Battle of Yorktown they were inspired by ideas of equality and representation. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, Nationalism as an idea can lead to the end of empire. A British style education system in the Empire meant many people became more aware of political ideas like democracy and freedom and wanted it for their own country. Many felt they had earned freedom from the British Empire by fighting in the Second World War against the Nazis. Increasingly people became aware that their own culture and achievements in Africa and Asia before the Europeans had taken over were very important, so they had a greater sense of their own identity. Individuals can play a role in losing an empire because empires have to be prepared to defend themselves and fight to keep land. Henry II was a powerful king who built up an ‘Angevin’ empire in the 12th century. When his younger son, John, took over he was not a good enough military leader to defend the Empire and so he lost Normandy, Anjou, and Maine in France. John lost the support of the barons who were paying taxes defend the Empire and had to sign the Magna Carta. Edward the Confessor was not strong enough to defend Cnut’s North Sea Empire in the 11th century and had no children. For example, warfare can lead to the end of empires. After the First World War and Second World War, Britain was bankrupt. Its trade with Europe and the USA was far more important than with the Empire so, with Britain’s wealth gone, and in debt, it could no longer afford an empire. For example, the role of the individual can be important, for example Gandhi Students may provide a basic explanation of a different factor, such as ideas such as independence and equality led to countries being free of the British • The learner’s achievement in SPaG does not reach the threshold