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Migrants to and from Britain

Practise 36 exam-style questions on Migrants to and from Britain for AQA GCSE History (Migration, empires and the people). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 36 questions
  • 2–20 marks each
  • Instant marking
  • No sign-up needed
20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Give two reasons why James I organised the plantation of Ulster from 1609.

Model answer

James I wanted to secure Ulster and prevent another rebellion like the Nine Years' War by filling it with loyal Protestant settlers. He also wanted to stop Catholic Spain using Ireland as a base to attack England.

Explanation

Ulster had been the centre of Gaelic resistance under Hugh O'Neill. When O'Neill and O'Donnell fled in 1607, James seized their lands and planted English and Scottish Protestants, combining security, religion, profit and the wish to 'civilise' the Irish.

Mark scheme
  1. 2 marks

    One mark for each valid reason, up to 2: to secure Ulster and prevent another rebellion like the Nine Years' War (1594-1603); to stop Ireland being used by Spain as a base for invading England; to spread Protestantism in Catholic Ireland; to 'civilise' the Gaelic Irish by introducing English law, towns and farming methods; the land of the earls who fled in 1607 was available for settlement; to reward soldiers and officials (servitors) and raise income from rents; to unite his English and Scottish subjects in a joint project after he became king of both (1603).

    Max 2. Credit two different reasons.

Question 2

8 marks

Source A: a summary of An Account of the Improvements on the Estates of the Marquess of Stafford, published in 1820 by James Loch, the chief agent who managed the Sutherland estates for the Marquess and his wife, the Countess of Sutherland.

Loch argues that the people of the inland glens had lived in poverty, depending on poor crops of oats and potatoes and on their cattle, and often suffering hunger when harvests failed. By moving them to new settlements on the coast, the estate has given them land for small farms and work in fishing and other industries, and new roads, harbours and villages have been built. The interior is far better suited to sheep, which produce wool for the nation and higher rents. He claims the changes were made for the good of the people themselves.

How useful is Source A to an historian studying the reasons for the Highland Clearances?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is very useful for studying the reasons for the Highland Clearances because it explains them from the point of view of the people who carried them out. James Loch planned the Sutherland clearances as the chief agent of the Marquess of Stafford and the Countess of Sutherland, so he knew exactly why they were done. He gives two main reasons. The first is profit: the interior of Sutherland was 'better suited to sheep', which brought 'higher rents'. This matches my knowledge that sheep farmers, often from the Lowlands or northern England, paid far more rent than the small tenants of the glens. The second is the idea of 'improvement': Loch argues that the people lived in poverty and hunger in the glens and would be better off on the coast, with crofts and work in fishing. This reflects a common belief of the time that the traditional Highland way of life was backward, and the Staffords did spend large sums on roads, harbours and new villages such as Helmsdale.

However, the provenance means the source must be used carefully. Loch published the book in 1820, after the clearances had been strongly criticised and after the factor Patrick Sellar had been tried in 1816 for culpable homicide during the Strathnaver evictions. His purpose was to defend his employers and himself, so he presents a policy that increased the landlords' income as an act of kindness. He says nothing about tenants being evicted against their will, about houses being burned, or about the poor land of the coastal crofts, which led many people to emigrate to Canada.

The source also does not mention some wider reasons for the Clearances, such as the collapse of the clan system after Culloden, which turned chiefs into commercial landlords, or the later effects of the potato famine of 1846.

Overall, Source A is very useful as evidence of the landlords' own reasons, profit and 'improvement', because it comes from the man who planned the Sutherland clearances. But it is not reliable about the effects on the tenants, because it was written to justify those clearances.

Explanation

Landlords cleared tenants mainly because sheep farming paid higher rents, justifying it as 'improvement' that would benefit the people. A Level 4 answer recognises that Loch's account is direct evidence of these motives but was written to defend his employers after Sellar's trial.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A with a sustained judgement about its usefulness for studying the reasons for the Clearances, based on both content and provenance and supported by accurate contextual knowledge, e.g. it is direct evidence of the landlords' own reasons - profit from sheep and the ideology of 'improvement' - from the man who planned the Sutherland clearances, but it was written to defend his employers after criticism and Sellar's trial, so it presents profit as benevolence and ignores the suffering caused.
    Level 3 (5-6 marks): Developed evaluation based on content and/or provenance, supported by contextual knowledge, e.g. explains how sheep farming and 'improvement' explain the Clearances, using knowledge of rents and the coastal settlements; or explains why Loch would present the Clearances favourably.
    Level 2 (3-4 marks): Simple evaluation based on content and/or provenance, e.g. it is useful because it says sheep made more money; or it is biased because Loch worked for the landlords.
    Level 1 (1-2 marks): Basic analysis of the source: describes or copies it, or makes general comments about bias without explaining them.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: poverty and hunger in the glens; moving people to the coast for crofts, fishing and new industries; investment in roads, harbours and villages; the interior better for sheep, wool and higher rents; the claim of benevolence. Context - reasons: sheep farmers (often from the Lowlands or northern England) paid much higher rents than small tenants; the 'improvement' ideas of the age - agricultural modernisation and the belief that Highlanders' traditional way of life was backward; after Culloden (1746) chiefs became commercial landlords; population growth and famine (e.g. 1816-17) made the old system fragile; the Staffords spent large sums on roads, harbours and the coastal villages such as Helmsdale and Brora. Context - what Loch leaves out: tenants were evicted against their will, sometimes by burning their houses (Strathnaver, 1814); Patrick Sellar was tried in 1816 for culpable homicide and acquitted; coastal crofts were small and poor, and many people emigrated to Canada; critics such as Donald MacLeod and later Hugh Miller condemned the clearances. Provenance: Loch was the Staffords' chief agent who planned the clearances, so he knew the reasons behind them; published in 1820, after the criticism and trial, to defend his employers and himself; presents economic self-interest as benevolence. Credit a sustained judgement, e.g. very useful for the landlords' motives and justifications, unreliable about the effects on tenants.

Question 3

8 marks

Explain the significance of the emigration of Ulster Scots to the American colonies in the 18th century.

Model answer

The emigration of Ulster Scots to America was significant first because it showed that the plantation of Ulster led to new migrations. The Ulster Scots were mostly the descendants of Scottish Presbyterians who had settled in Ulster during the plantation and in the 1690s. In the 18th century many faced rising rents when their leases ended, poor harvests and hard times in the linen trade. As Presbyterians they also faced discrimination, since the Test Act of 1704 excluded them from public office. From 1717 they emigrated in waves, often through Philadelphia, and well over 100,000 left during the century, some as indentured servants.

Secondly, the Ulster Scots were significant for the expansion of the American colonies. Many moved to the frontier, settling western Pennsylvania and then moving down the Great Valley into Virginia and the Carolinas. They pushed settlement onto Native American land and were often in conflict with Native peoples; in 1763, for example, the Paxton Boys in Pennsylvania attacked and killed peaceful Conestoga people. Frontier settlers like these resented the British government's Proclamation of 1763, which tried to stop settlement west of the Appalachians.

Thirdly, and linked to this, the Ulster Scots played a part in Britain's loss of its American colonies. Having left Ireland partly because of discrimination by the British state and the Anglican Church, many had little loyalty to Britain, and large numbers supported the Revolution and fought in the Continental Army. So a migration that began with the plantation of Ulster in the 17th century helped to bring about the end of British rule in America in the 18th.

In the long term, the Ulster Scots shaped American society and identity, especially in the South and the Appalachian region. Many famous Americans had Ulster Scots ancestry, including President Andrew Jackson, whose parents emigrated from County Antrim in 1765. Their story shows how migration to and from Britain and Ireland connected the history of Britain, Ireland and America.

Explanation

Ulster Scots, pushed out by rents, hardship and discrimination, settled the American frontier, clashed with Native Americans, and many supported the Revolution, linking the Ulster plantation to the loss of the American colonies. Level 4 explains how these aspects connect.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of aspects of the significance of Ulster Scots emigration, showing how they relate to each other, e.g. it was driven by rents, poor harvests and discrimination against Presbyterians, showing that the plantation's descendants also became migrants; in America the Ulster Scots settled the frontier, clashing with Native Americans and pushing settlement west; many supported the Revolution, helping Britain lose its colonies; and they shaped American society and identity; supported by specific, accurate knowledge.
    Level 3 (5-6 marks): Developed explanation of aspects of significance, e.g. explains why they emigrated and their role on the frontier.
    Level 2 (3-4 marks): Simple explanation of one aspect of significance, e.g. many Ulster Scots went to America to escape high rents.
    Level 1 (1-2 marks): Basic explanation of significance: general statements with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Causes: the descendants of Scottish settlers in Ulster (many arrived in the plantation and in the 1690s) faced rising rents ('rack-renting') when leases ended, poor harvests and hard times in the linen trade, and religious discrimination against Presbyterians (the Test Act of 1704 excluded them from public office); emigration in waves from 1717, often through Philadelphia; well over 100,000 left in the 18th century; some came as indentured servants. In America: they moved to the frontier - western Pennsylvania, then down the Great Valley into Virginia and the Carolinas; they were often in conflict with Native Americans (e.g. the Paxton Boys' attacks in Pennsylvania, 1763), resented British limits on western settlement such as the Proclamation of 1763, and many supported the Revolution and fought in the Continental Army; their culture shaped the American South and 'Appalachia'. Wider significance: shows that Britain's own colonists and settlers became migrants in turn - movement from Scotland to Ulster to America; links the plantation of Ulster with the loss of the American colonies; later many Americans, including President Andrew Jackson (whose parents emigrated from County Antrim in 1765), had Ulster Scots ancestry. Credit a judgement.

Question 4

20 marks

Has war been the main factor in shaping the identity of the people of Britain?

Explain your answer with reference to war and other factors. Use a range of examples from across your study of Britain: Migration, empires and the people: c790 to the present day.

[16 marks] [SPaG 4 marks]

Model answer

War has played a major part in shaping the identity of the people of Britain, especially in creating a sense of English and then British national identity before 1945. However, migration has been at least as important, because the people of Britain have been shaped by waves of newcomers from Viking times to the present, and religion and empire have also been central to how they see themselves.

War helped to create English identity in the first place. Alfred's wars against the Vikings in the 9th century, and the reconquest of the Danelaw by his successors, helped to create the idea of a single English kingdom, united under Athelstan by 927. The Hundred Years' War (1337-1453) strengthened English national feeling: victories such as Agincourt in 1415 became sources of pride, and English replaced French as the language of government, while the loss of France by 1453 turned England away from the continent. In the 16th century, war with Catholic Spain and the defeat of the Armada in 1588 made Protestantism and sea power central to English identity, and Drake became a national hero.

War also helped to create a British identity. After the Union of England and Scotland in 1707, more than a century of wars against Catholic France united English, Scots and Welsh as 'Britons', celebrated in songs like 'Rule, Britannia!' (1740) and in heroes such as Nelson. Highland regiments, recruited after Culloden, became symbols of Britain's army. In the 20th century the two world wars, especially Dunkirk and the Blitz in 1940, created a powerful memory of Britain standing together, which still influences how many British people see their country and its relationship with Europe.

However, migration has shaped the people of Britain even more fundamentally. The Vikings and the Normans changed the English language, place names and the ruling class. Flemish weavers, Huguenots, Irish and Jewish migrants added to Britain's population, skills and culture. After 1948 migrants from the Caribbean, India, Pakistan and Bangladesh made Britain a multicultural society, seen in the Notting Hill Carnival and in buildings such as 59 Brick Lane, which has been a Huguenot church, a synagogue and a mosque. Emigration to Ulster, North America and Australia also spread British identity around the world.

Other factors were important too. Religion, especially Protestantism after the Reformation, was at the heart of British identity for centuries, while the Catholic Irish and later Muslim, Hindu and Sikh communities added other identities. Empire shaped identity through pride in imperial power, through everyday goods such as sugar and tea, and through the Commonwealth. Government decisions, from the Acts of Union of 1707 to devolution in 1999 and membership of the EEC in 1973 and its end in 2020, have also changed how people see themselves.

Overall, war has been the main factor in shaping British national identity - the sense of being English or British in contrast to enemies such as France and Spain - for most of the period. But it has not been the main factor in shaping the identity of the people of Britain as a whole, because migration has made the population itself, and has done most to create the diverse, multicultural Britain of today.

Explanation

War helped forge English and then British national identity (Alfred, the Hundred Years' War, the Armada, the wars with France, the world wars), but migration shaped the people themselves, and religion, empire and government also mattered. Level 4 needs a sustained judgement with examples from across the period.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of war and of other factors (e.g. migration, religion, empire and economic resources, government, individuals, ideas) in shaping the identity of the people of Britain, leading to a sustained judgement about whether war was the main factor; uses a range of accurate, detailed examples from across the period (e.g. the Viking wars and Alfred, the Norman Conquest, the Hundred Years' War, the Armada, the wars with France, the world wars, and migrations such as the Huguenots, the Irish and Windrush) and may show how different factors shaped identity in different periods.
    Level 3 (9-12 marks): Developed explanation of war and other factors, with specific examples from more than one period; a judgement may be reached but is not fully sustained.
    Level 2 (5-8 marks): Simple explanation of war and/or other factors, with some relevant examples, perhaps from a narrow part of the period.
    Level 1 (1-4 marks): Basic explanation of one or more factors, with limited knowledge; may be descriptive or general.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): War: Alfred's wars against the Vikings helped create the idea of a single English kingdom (unified under Athelstan by 927); the Norman Conquest (1066) brought a French-speaking ruling class and changed the English language; the Hundred Years' War (1337-1453) encouraged English national feeling, the use of English instead of French, and pride in victories such as Agincourt (1415); the loss of France made England look to the sea; the Armada (1588) and wars with Spain strengthened Protestant English identity and the legend of the 'sea dogs'; wars with France (1689-1815) helped unite English, Scots and Welsh as 'British' after the Union of 1707 - 'Rule, Britannia!' (1740), Nelson, Waterloo; Highland regiments; imperial wars and the Boer War (celebrations of Mafeking, 1900); the First and Second World Wars - Dunkirk, the Blitz, contributions of Commonwealth soldiers - and the Falklands War (1982). Other factors - migration: Vikings and Normans, Flemings, Huguenots, Irish, Jewish migrants, Windrush and South Asian migrants have made Britain a multicultural society (e.g. the Notting Hill Carnival, the Brick Lane building's history); emigration spread British identity across the empire. Religion: the Reformation and Protestantism as a core of British identity; Catholic Irish and other faiths. Empire and economic resources: pride in empire (Empire Day from 1904), trade, sugar and tea in British culture; the legacy of empire and the Commonwealth. Government: the Acts of Union (1707), devolution (1999), membership of the EEC/EU (1973) and Brexit (2020). Individuals: Alfred, Elizabeth I, Churchill. Possible judgements: war was the main factor in creating English and British national identity before 1945, but migration has done more to shape modern British identity; identity has many layers (English, Scottish, Welsh, Irish, British, and those of migrant communities).

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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