AQA_2024: A-level History - Component 2D Religious Conflict and the Church in England: c.1529–c.1570 (Merged Question Paper and Marking Scheme)

AQA_2024: A-level History - Component 2D Religious Conflict and the Church in England: c.1529–c.1570 (Merged Question Paper and Marking Scheme) A-level HISTORY Component 2D Religious conflict and the Church in England, c1529–c1570 Friday 7 June 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions Afternoon Time allowed: 2 hours 30 minutes  Use black ink or black ball-point pen.  Write the information required on the front of your answer book. The Paper Reference is 7042/2D.  Answer three questions. In Section A answer Question 01. In Section B answer two questions. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 80.  You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice  You are advised to spend about: – 1 hour on Question 01 from Section A – 45 minutes on each of the two questions answered from Section B. IB/M/Jun24/G4006/E4 A-Level History: Component 2D - Religious Conflict and the Church in England, c1529–c1570 Exam Summary This component focuses on the religious and political struggles in England from the 1529 Reformation to the late 1560s, exploring the transformations within the Church of England and the religious conflicts during the reigns of Henry VIII, Edward VI, and Elizabeth I. Key themes include:  The Reformation and the Break from Rome (1529–1536): The key event of Henry VIII’s break from the Roman Catholic Church, triggered by his desire for an annulment of his marriage to Catherine of Aragon. The role of key figures like Thomas Cromwell in establishing the English Church’s independence, including the Act of Supremacy (1534) that declared Henry the Supreme Head of the Church of England.  Religious Reforms under Henry VIII (1536–1547): The impact of the English Reformation on religious practices and institutions in England, including the dissolution of the monasteries (1536 1541) and the reshaping of the English Church. The shift from Catholicism to a more Protestant orientation under Henry, although his personal religious beliefs remained complex and conservative.  Edward VI and the Protestant Reformation (1547–1553): The reign of Edward VI and the more radical Protestant reforms enacted under the guidance of reformers like Archbishop Cranmer. Key changes included the introduction of the Book of Common Prayer (1549) and the Forty-Two Articles (1553), which further distanced England from Catholicism and embraced more Protestant doctrines.  Mary I and the Catholic Restoration (1553–1558): The reign of Mary I, who sought to reverse the Protestant reforms of her predecessors and restore Catholicism to England. The Marian persecutions, where over 280 Protestants were burned at the stake, marked a violent effort to re-establish papal authority. The religious tension and division caused by her reign.  The Elizabethan Religious Settlement (1558–1570): The religious policies of Elizabeth I, which aimed to find a middle ground between Catholicism and Protestantism. The Act of Supremacy (1559) and the Act of Uniformity (1559) re-established the Church of England’s independence from Rome and enforced Protestant practices, though with some retention of traditional Catholic rituals. This period saw rising tensions with Catholic powers, particularly after Elizabeth’s excommunication by the Pope in 1570. This exam assesses the causes and consequences of the religious transformations in England during this period, focusing on the impact of the break with Rome, the Protestant Reformation, and the religious conflicts that shaped the development of the Church of England and its relations with both Catholics and Protestants. 7042/2D 2 IB/M/Jun24/7042/2D Section A Answer Question 01. Source A From the Royal Visitation of Yorkshire Monasteries, 1536. This account provided evidence of wealth and superstition to support the passing of the Act for the Dissolution of the Lesser Monasteries. The Priory of Basedale, North Yorkshire. Order: Cistercian Nuns. Founded by Sir Ralph Evres. Superstition: They have a small bottle of the Virgin’s Milk. Priory is worth £18 a year. Meaux Abbey, North Yorkshire. Order: Cistercian Monks. Founded by William le Gros, Earl of Albemarle. Superstition: They have a vest of St Bernard which is sometimes lent to pregnant women. Abbey is worth £98 a year. Nunburnholme Priory, East Yorkshire. Order: Benedictine Nuns. Founded by Lord Dacre. Superstition: They have part of the Holy Cross. Priory is worth £7 a year. North Ferriby Priory, East Yorkshire. Order: The Knights Templar. Founded by the Earl of Cumberland. Superstition: Here St Gratianus is worshipped. Priory owes £80. The Priory of Haltemprice, East Yorkshire. Order: Augustinian Monks. Founded by the Duke of Richmond. Superstition: Here is a pilgrimage for fever and veneration. They have the arm of St George and part of the Holy Cross. They have the girdle of St Marie which is helpful for childbirth. Priory is worth £104 a year. 5 10 15 20 25 3 Turn over ► IB/M/Jun24/7042/2D Source B From comments on the Greater Monasteries in the Act for the Dissolution of the Lesser Monasteries, 1536. The King’s most Royal Majesty, being Supreme Head on earth under God of the Church of England, is daily devising ways to increase, advance and glorify its true doctrine and virtue. This is to the glory and honour of God and to the total destruction of vice and sin. From the accounts of the visitations, and from other credible information, the King has true knowledge of the great and solemn monasteries of this realm. In these houses (thanks be to God) religion is right well-kept and observed. Yet they have fewer number of religious persons than they can accommodate. In consideration, the King’s Highness may, at his pleasure, ordain and declare that such of these religious houses shall continue. Such houses shall not be suppressed nor dissolved by the authority of this Act. The great and solemn religious houses will remain as they were before the making of this Act. 5 10 Source C From a private letter to Sir Ralph Sadler from Henry VIII, 1543. Henry uses his experience to advise Sadler on procedure for the Dissolution of the Monasteries in Scotland. To completely destroy the institution of monks and friars is an enterprise which will need careful handling. It is first necessary to be seen to be putting the religious houses in good order. However, Commissioners should be sent out with a secret task. They should examine monks and nuns to learn about their beliefs and behaviour. If this is handled well, the Commissioner shall get knowledge of all the abominations committed. Once the Commissioner has that knowledge, he should consult with the nobility, agreeing with them for the division and distribution of some of the lands between them. They should allot a good portion of the lands of the abbeys to augment the state of the King and young Queen, and their heirs and successors, to enable them to maintain their estate. These abbeys are to the high displeasure of God. They are a great deformity in the commonwealth. It is intolerable that those in them spend all their time in idleness and filthiness showing both hypocrisy and superstition. 5 10 0 1 With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying the Dissolution of the Monasteries in England. [30 marks] Turn over for Section B 4 IB/M/Jun24/7042/2D Section B Answer two questions. 0 2 ‘In c1529, the role of the Church in government was more important than its social role.’ Assess the validity of this view. [25 marks] 0 3 ‘The failure to secure the succession of a protestant monarch in 1553 was due to the mistakes made by the Duke of Northumberland.’ Assess the validity of this view. [25 marks] 0 4 How far did Elizabeth I’s religious views influence the development of the Church of England in the first 10 years of her reign? [25 marks] END OF QUESTIONS Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2024 AQA and its licensors. All rights reserved. A-level HISTORY 7042/2D Component 2D Religious conflict and the Church in England, c1529–c1570 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/2D – JUNE 2024 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns be