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Migrants to, from and within Britain

Practise 35 exam-style questions on Migrants to, from and within 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.

  • 35 questions
  • 1–20 marks each
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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

Figure 1 shows some of the places to which Indian indentured labourers were sent between 1834 and 1917. A is the British colony in southern Africa where Indians worked on sugar plantations from 1860 and where Gandhi lived and campaigned for Indian rights. B is the group of Pacific islands that received Indian labourers from 1879.

Name the places labelled A and B.

Map of the world, titled "Some destinations of Indian indentured labourers, 1834-1917". Points: a dot labelled "Calcutta" in India; a dot labelled "Mauritius" in Mauritius; a dot labelled A towards the bottom of the map (about 60% of the way across from the left and 80% of the way down); a dot labelled "Mombasa" on the coast of Kenya; a dot labelled B in the bottom right of the map (about 100% of the way across from the left and 70% of the way down); a dot labelled "Trinidad" in Trinidad and Tobago. Lines drawn: a line with an arrowhead at its end from the coast of India to Mauritius, heading generally south-west; a line with an arrowhead at its end from the coast of India to the Indian Ocean, about 60 km off the coast of South Africa, heading generally south-west; a line with an arrowhead at its end from the coast of India to the Indian Ocean, about 40 km off the coast of Kenya, heading generally south-west; a line with an arrowhead at its end from the coast of India to the South Pacific Ocean, just off the coast of Fiji, heading generally south-east; a line with an arrowhead at its end from the coast of India to the coast of Trinidad and Tobago, heading generally west.

Model answer

A is Natal (in South Africa) and B is Fiji.

Explanation

After slavery was abolished in the British Empire (1833), planters recruited Indian workers on contracts of indenture, usually for five years. More than a million Indians went to colonies such as Mauritius, Trinidad, British Guiana, Natal and Fiji, and many settled there permanently.

Mark scheme
  1. 1 mark

    A: Natal (Durban), now part of South Africa.

    Accept Natal, Durban or South Africa.

  2. 1 mark

    B: Fiji.

Question 2

8 marks

Source A: a summary of the conclusions of a committee of the House of Commons on transportation, chaired by Sir William Molesworth, a Radical MP, which reported in 1838.

The committee said that transportation did not deter crime, because people in Britain knew little about the punishment and some even saw it as the chance of a new life. It said that the system of assigning convicts as servants to settlers was like slavery, because a convict's treatment depended on which master he was given, and that flogging was common. It said that convicts in the harshest penal settlements, such as Norfolk Island, were brutalised, and that transportation was corrupting the colonies. It recommended that transportation to New South Wales should end as soon as possible.

How useful is Source A to an historian studying the system of transportation to Australia?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is useful because it describes important features of the transportation system. It refers to the assignment system, under which convicts were sent to work as servants for settlers, and says that their treatment depended on their master and that flogging was common. It mentions the harshest penal settlements, such as Norfolk Island, where convicts who reoffended in the colony were sent. This fits what I know. After the First Fleet arrived at Botany Bay in 1788, about 160,000 convicts were sent to Australia, most for theft, and those who reoffended could be sent to brutal places like Norfolk Island and Port Arthur. The source is also useful for showing why transportation ended: the committee argued that it did not deter crime and recommended ending it in New South Wales, which happened in 1840.

The provenance affects its usefulness. It is the report of a parliamentary committee that heard many witnesses, so it is based on evidence and shows serious official concern. However, Molesworth was a Radical who already opposed transportation and preferred free emigration, so the committee was likely to choose evidence that supported its view. It is also only a summary.

The source leaves out important parts of the story. It does not show that many convicts earned tickets of leave and built new lives; some, like Mary Reibey, became wealthy. It does not explain why Britain began transportation, with crowded prisons and hulks after the American colonies were lost in 1783. It also says nothing about the devastating effects on Aboriginal peoples, who lost their land and suffered from violence and disease. Overall, Source A is very useful for the harsh features of transportation and the arguments that led to its end in New South Wales, but it is one-sided and must be balanced with other evidence.

Explanation

The Molesworth Committee (1838) described assignment as 'like slavery' and doubted transportation deterred crime, but Molesworth already opposed it. Level 4 evaluates the report's evidence and bias and recognises what it leaves out, such as convicts who prospered and the impact on Aboriginal peoples.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A with sustained judgement based on content and provenance: e.g. explains that it shows key features and criticisms of the system (assignment, flogging, penal settlements, doubts about deterrence), supported by knowledge of transportation from 1788 to 1868, AND evaluates its provenance (a parliamentary committee that gathered evidence, but chaired by a Radical who already opposed transportation and favoured free emigration, so its conclusions were one-sided), recognising what it leaves out (convicts who prospered, the reasons for transportation, its role in founding Australia, and its effects on Aboriginal peoples); reaches a sustained judgement.
    Level 3 (5-6 marks): Developed evaluation based on content and/or provenance, supported by relevant knowledge.
    Level 2 (3-4 marks): Simple evaluation based on content and/or provenance, e.g. it shows convicts were treated harshly; it is from Parliament so it is reliable.
    Level 1 (1-2 marks): Basic analysis: describes the source or makes general comments.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: doubts about deterrence; the assignment system (convicts working for settlers) compared to slavery; flogging; brutal secondary punishment at Norfolk Island; damage to colonial society; call to end transportation to New South Wales. Context: transportation to America (about 50,000 convicts in the 18th century) ended with the American War of Independence; the hulks (from 1776); the First Fleet arrived at Botany Bay in January 1788; about 160,000 convicts were sent to Australia by 1868, most for theft, some for political crimes (the Tolpuddle Martyrs, 1834; Chartists such as John Frost after the Newport Rising, 1839; Irish rebels); about one in seven were women; tickets of leave allowed good conduct to earn freedom; some former convicts prospered (e.g. Mary Reibey, a businesswoman; Francis Greenway, an architect); harsh penal settlements at Norfolk Island, Port Arthur and Moreton Bay; transportation to New South Wales ended in 1840, Van Diemen's Land in 1853, Western Australia in 1868. Provenance: a parliamentary committee that heard many witnesses, so it is based on evidence and shows official concern; but Molesworth was a Radical who already opposed transportation and supported planned free emigration, so the committee chose evidence that supported its conclusions; it is a summary. Limitations: little on convicts' own views, on those who did well, on the economic development of the colonies (convict labour built roads and buildings), on the reasons for transportation (crowded prisons and hulks, claiming Australia), or on the devastating effects on Aboriginal peoples (land taken, disease, violence). Possible judgement: very useful for the harsh features of the system and the arguments that led to its end, but one-sided.

Question 3

8 marks

Explain the significance of the Aliens Act of 1905.

Model answer

The Aliens Act of 1905 was significant because it was the first modern law to control immigration into Britain. It was passed after about 150,000 Jews fleeing pogroms in the Russian Empire had settled in Britain, many of them in the East End of London. Campaigners such as the British Brothers' League claimed that the immigrants caused overcrowding, high rents and low wages, and a Royal Commission reported in 1903. Balfour's government responded with the Aliens Act.

The Act allowed immigration officers at ports to inspect passengers on ships carrying more than 20 poorer 'alien' passengers, and to refuse entry to 'undesirables': people who could not support themselves, the sick or insane, and those with criminal records. Refugees fleeing religious or political persecution were exempted.

In the short term, its effect was limited. Most immigrants were still allowed in, wealthier passengers were not checked, and the Liberal government that took power in 1906 enforced the Act loosely, so only small numbers were refused. However, it was significant because it targeted poor immigrants and showed that anti-immigrant campaigns could influence the law.

In the long term, the Act was very significant because it established the principle that the government decides who may enter and live in Britain. Its powers were greatly extended by the Aliens Restriction Acts of 1914 and 1919, which shaped how Britain responded to Jewish refugees from Nazi Germany in the 1930s. The same principle was later applied to Commonwealth citizens in the Commonwealth Immigrants Acts of 1962 and 1968. The debates of 1905 about overcrowding, jobs and the right of asylum have continued in arguments about immigration ever since.

Explanation

The Aliens Act had little immediate effect but was the first modern immigration control, establishing government power over entry that was extended in 1914 and 1919 and later applied to the Commonwealth. Level 4 contrasts short- and long-term significance with precise detail.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of aspects of significance: explains, with specific and accurate knowledge, the background (Jewish immigration and the campaigns against it), what the Act did and its limited immediate effect, and its long-term significance as the first modern immigration control that set the principle of government control over who could enter Britain (extended in 1914 and 1919 and echoed in later laws); shows short- and long-term significance.
    Level 3 (5-6 marks): Developed explanation of two or more aspects with relevant knowledge, but less range or less sense of short- and long-term significance.
    Level 2 (3-4 marks): Simple explanation of one aspect, e.g. it stopped some immigrants coming to Britain.
    Level 1 (1-2 marks): Basic explanation: general statements.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Background: about 150,000 Jews fleeing pogroms in the Russian Empire settled in Britain (1881-1914), many in the East End; claims of overcrowding, high rents and undercut wages; the British Brothers' League (1901) and MPs such as William Evans-Gordon; the Royal Commission on Alien Immigration (1903). The Act (passed by Balfour's Conservative government): immigration officers at ports inspected passengers on ships carrying more than 20 steerage 'aliens'; they could refuse entry to 'undesirables' - those who could not support themselves, the sick or insane, and people with criminal records; immigrants could be deported; refugees fleeing religious or political persecution were exempted. Immediate effect: limited - most immigrants were still admitted, first-class passengers were not checked, and the Liberal government from 1906 enforced it loosely; numbers refused were small. Significance: the first modern law to control immigration into Britain; set the principle that the state decides who may enter and live in Britain; it targeted poor immigrants and reflected and encouraged hostility to Jewish immigrants; it raised the question of the right of asylum. Long term: the Aliens Restriction Act (1914) and the Aliens Restriction (Amendment) Act (1919) greatly extended controls; these powers shaped Britain's response to Jewish refugees from Nazism in the 1930s; later laws controlled Commonwealth immigration (Commonwealth Immigrants Acts 1962 and 1968, Immigration Act 1971); debates about immigration and asylum continue. Possible judgement: limited in its immediate effect, but very significant as the beginning of modern immigration control.

Question 4

20 marks

Has government been the main factor in shaping migration to and from Britain?

Explain your answer with reference to government and other factors. Use a range of examples from across your study of Migration, empires and the people: c790 to the present day.
[16 marks] [SPaG 4 marks]

Model answer

Government has played an important and growing part in shaping migration to and from Britain, and since the early 20th century it has largely decided who can come. However, for most of the period it was not the main factor. Government rarely made people want to move; the desire for work and land, and the need to escape persecution and war, usually did that.

In the medieval and early modern periods, rulers sometimes shaped migration directly. Edward I expelled all Jews from England in 1290, and Cromwell allowed them to return in 1656. Edward III invited Flemish weavers in the 1330s, and Elizabeth I allowed Protestant refugees from the Netherlands to settle in Norwich in the 1560s. James I's government organised the Plantation of Ulster from 1609, settling English and Scottish Protestants in Ireland. Government also forced people to move: about 160,000 convicts were transported to Australia between 1788 and 1868.

In the 20th century, government became much more important. The Aliens Act of 1905 was the first modern law to control immigration, and controls were extended in 1914 and 1919. After the Second World War, the British Nationality Act of 1948 confirmed the right of people in the colonies to come to Britain, and government bodies such as the NHS and London Transport recruited abroad. Then the Commonwealth Immigrants Acts of 1962 and 1968 and the Immigration Act of 1971 restricted Commonwealth immigration. In 1972 the government accepted the Asians expelled from Uganda, and from 2004 EU free movement allowed many Europeans to come, until Britain left the EU in 2020.

However, other factors usually caused migration. The economy was the most important: Irish migrants came to escape the Famine and find work in the 1840s, millions emigrated to the USA and the dominions in search of land and work, and the Industrial Revolution drew people from the countryside to the towns without any government plan. Religious persecution caused major migrations, such as the Huguenots after 1685 and Jews fleeing the Russian Empire after 1881. War brought refugees, such as about 250,000 Belgians in 1914. Individuals also mattered: Louis XIV's persecution drove the Huguenots out of France, and Idi Amin's decision forced the Ugandan Asians to leave. Technology made movement easier, as steamships and later air travel made long journeys cheaper.

Overall, government has not been the main factor in causing migration, but it has been increasingly important in shaping it. Before 1900 it more often allowed or encouraged migration, while economic need and persecution made people move. Since 1905, however, government laws have decided how many people can come and from where, so in the modern period government has become the main factor shaping migration to Britain.

Explanation

Government expelled and readmitted Jews, planted Ulster, transported convicts and, from 1905, increasingly controlled entry (1948, 1962, 1971, EU membership), but the economy, persecution, war and individuals usually caused people to move. Level 4 needs a sustained judgement showing how government's role changed over time.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of government and other factors (e.g. the economy, religion, war, individuals, science and technology), leading to a sustained judgement about whether government was the main factor in shaping migration to and from Britain; precisely selected examples from across the whole period, showing how government encouraged, forced, permitted or restricted migration and how its role grew, especially in the 20th century.
    Level 3 (9-12 marks): Developed explanation of government and at least one other factor, with relevant examples from more than one period; a judgement is reached but is not fully sustained.
    Level 2 (5-8 marks): Simple explanation of government and/or other factors with some relevant knowledge; largely descriptive.
    Level 1 (1-4 marks): Basic explanation of one or more factors with limited, general knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Government encouraging or forcing migration: Edward III invited Flemish weavers (1330s); Elizabeth I allowed Protestant 'Strangers' to settle (1560s); Charles II welcomed Huguenots; James I's Plantation of Ulster (from 1609); royal charters for colonies (the Virginia Company, 1606); transportation - about 50,000 convicts to America and about 160,000 to Australia (1788-1868); government-assisted emigration to the colonies and the 'Ten Pound Poms' after 1945; the Polish Resettlement Act (1947); the British Nationality Act (1948) gave colonial subjects the right to come; government agencies such as London Transport and the NHS recruited abroad; Heath's government accepted the Ugandan Asians (1972); EU free movement from 2004. Government expelling or restricting: Edward I expelled the Jews (1290) and Cromwell readmitted them (1656); the Aliens Act (1905), the Aliens Restriction Acts (1914, 1919); limits on Jewish refugees in the 1930s, though the Kindertransport was allowed; the Commonwealth Immigrants Acts (1962, 1968) and the Immigration Act (1971); leaving the EU (referendum 2016, left 2020). Economy: the Viking search for land; the Irish Famine and work in industrial Britain; emigration for land and gold; post-war labour shortages; rural-to-urban migration was not directed by government. Religion and persecution: Huguenots (1685), Jews from the Russian Empire (1881-1914) and Nazi Germany; the Pilgrim Fathers (1620). War: the Viking and Norman invasions; Belgian refugees (1914); refugees from later wars. Individuals: Louis XIV, Idi Amin, landlords in the Highland Clearances, Barnardo and child migration. Science and technology: steamships, railways, air travel. Possible judgements: government shaped migration more and more, and since 1905 has largely decided who may come, but it rarely caused people to want to move - economic need and persecution did that; before 1900 government more often allowed or encouraged migration than controlled it.

  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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