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

June 2021

Q1: How useful is Source A to an historian studying the British in India?

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 an historian would be interested to learn about the way in which life in India was shown to people in Britain. It shows English civilisation, culture and order. It reinforces ideas that the whites are superior because they do not do manual work. The whites read whereas the Indians do manual work. There is that hint of the army with child on the floor and the drum and hat. Johnson knew about India through his family and he is reinforcing popular ideas about the British Empire. enquiry point and the broader context of the thematic. This may evaluate utility For example, it is useful as the source shows how different life was in India at Christmas time. It shows the British not liking the heat and relaxing whereas the Indians all have jobs to do. It is exotic as there are elephants in the picture. There is a tiger skin rug that the woman’s chair is on. For example, it was useful because it shows that the Indian people did all the work and the British people sat around and read or played. 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 what it was like for British people who lived in India.

Q2: Explain the significance of Alfred the Great.

Answer:

explaining the relationship between aspects of significance, for example over For example, Alfred the Great was significant because he brought peace to England and unity. Gradually Danelaw and the English people. Under Alfred the Great and his descendants England emerged as a unified country. For example, Alfred the Great is significant because he protected England from Viking attack by building small castles called burhs. He made England more secure in defence and that deterred the Vikings. Under Alfred the Vikings agreed a border between two lands with the Vikings in the North, in the For example, it was also significant because Alfred the Great was a cultured and academic man. He translated many books from Latin into English. He rewrote many laws and borrowed laws if they were fair and good from other kingdoms for England. He helped create an English identity. For example, the significance of Alfred the Great was that he beat the Vikings at the battle of Edington in 878. He converted the Viking leader, Guthrum, to For example, Alfred the Great fought against the Vikings.

Q3: Explain two ways in which the impact of the Hundred Years War and the

impact of the Second World War were similar?

Answer:

For example, they are similar because as a result of both wars Britain lost some territory overseas. After the Hundred Years War England lost wealthy French regions, like Normandy and Aquitaine. Just as after the Second World War Britain began to lose the countries in its Empire as they gained independence, such as India. Previous markets for British products no longer existed as local industries supplied them. For example, both wars are similar because they cost an enormous amount of money. In the Hundred Years War England had to pay for weapons, food, armour, and horses and it went on for a long time from 1337 to 1453 although it wasn’t all fighting. After the Second World War Britain was exhausted. It had been one of the richest countries in the world with a vast empire and much industrial power but it was now in debt. for example, one of the identified similarities. For example, they were similar because both wars left vast areas of France and Europe devastated. In the Hundred Years War both armies seized crops and animals and stole whatever they needed. In the Second World War large areas of France were destroyed by the fighting. For example, in both wars lots of people died. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: Have governments been the main reason why people have migrated to and from

Britain? Explain your answer with reference to governments and other factors. Use a range of examples from across your study of Migration, empires and the people: c790 to the present day. and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team.

Answer:

For example, people often move for mixed motives because they don’t like where they are and can see an improvement of moving to Britain. The Jewish people, who moved to Britain in the late nineteenth century so that they could practise their religion without persecution, also saw that there were opportunities to make a living in Britain which they were denied in Eastern Europe. The same is true of the Huguenots in the seventeenth century. Answers may suggest that one factor has greater merit. related, for example, to the identified consequences. For example, people move usually for economic reasons, they want to gain wealth. The Vikings under King Cnut came to Britain because it was rich and the Vikings could take riches back to Denmark and Cnut could reward loyal Danish nobles with British land. Cnut defeated King Edmund in October 1016 at the battle of Assandun in Essex. Shortly, afterwards with the death of King Edmund, Cnut gain control of the whole kingdom. Governments can encourage the movement of people such as to the New World in Tudor times. Raleigh tried to set up Roanoke as a colony in 1584. In Stuart times the government encouraged people to go and farm in the New World and in the Caribbean they set up plantations in Barbados in 1625 and the Cayman Islands, 1670. For example, religion can explain some migration such as the Pilgrims who moved from Britain to North America. But political factors affected the Ugandan Asians who were forcibly ejected and have nowhere to come but Britain. In the nineteenth century, many people move to Britain because of the Industrial Revolution and the need for workers. So they could get good jobs here. For example, governments can move people to new areas such as Australia if they are criminals. Students may provide a basic explanation of a different factor, such as religion can make people move to a new country, such as to Britain for the Huguenots.