2024_AQA: AS HISTORY The Age of the Crusades, c1071–1204 Component 1A The Crusader States and Outremer, c1071–1149 (merged Question paper and marking scheme):

2024_AQA: AS HISTORY The Age of the Crusades, c1071–1204 Component 1A The Crusader States and Outremer, c1071–1149 (merged Question paper and marking scheme): Wednesday 15 May 2024 AS HISTORY The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c1071–1149 Wednesday 15 May 2024 Afternoon Time allowed: 1 hour 30 minutes Materials For this paper you must have:  an AQA 16-page answer book. Instructions  Use black ink or black ball-point pen.  Write the information required on the front of your answer book. The Paper Reference is 7041/1A.  Answer two questions. In Section A answer Question 01. In Section B answer either Question 02 or Question 03. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 50.  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: – 50 minutes on Section A – 40 minutes on Section B. AS History: The Age of the Crusades, c1071–1204 Component 1A: The Crusader States and Outremer, c1071–1149 May 2025 Key Areas to Revise: 1. The First Crusade and the Creation of the Crusader States  Key Events: Focus on the key stages of the First Crusade (), including the Council of Clermont (1095), the capture of Jerusalem (1099), and the establishment of key Crusader states such as the Kingdom of Jerusalem, the Principality of Antioch, the County of Edessa, and the County of Tripoli.  Key Figures: Revise the roles of leaders like Pope Urban II, Godfrey of Bouillon, Baldwin I of Jerusalem, and Bohemond of Taranto. Their contributions and decisions were crucial to the success of the Crusade and the establishment of Crusader rule. 2. The Crusader States and Their Administration  Key Themes: Explore how the Crusader states were governed, focusing on feudal structures, the role of Latin Christian nobility, and the relationship between the Crusaders and the local populations, including Muslims, Byzantines, and Jewish communities.  The Role of the Church: The influence of the Latin Church in the Crusader states, with emphasis on the role of bishops, abbeys, and clergy in supporting and organizing Crusader settlements.  Economics and Trade: Investigate the economic foundations of the Crusader states, particularly trade routes with Europe and the Eastern Mediterranean. Focus on the role of Venetian and Genoese merchants in the region. 3. The Challenges Facing the Crusader States (c)  Muslim Opposition: Study the military campaigns led by Muslim leaders like Zengi and Imad ad Din Zengi, who posed a growing threat to the Crusader states. Examine key conflicts such as the Battle of the Field of Blood (1119) and the siege of Edessa (1144).  Internal Struggles: Understand the internal challenges faced by the Crusader states, including feudal disunity, succession crises, and religious tensions between Latin Christians and Eastern Christians (Byzantines and local populations). 4. The Role of the Byzantines in the Crusader States  The Byzantine Empire: Examine the relationship between the Byzantine Empire and the Crusader states. Initially, the Byzantines played a key role in the early Crusades, offering assistance, but their relationship with the Crusaders deteriorated after the First Crusade. The influence of the Byzantine Empire on the Crusader states, particularly regarding control of strategic territories, is essential to understanding the geopolitics of the region. 5. Key Developments by 1149  The Growth of Crusader Power: Review the expansion and consolidation of the Crusader states, particularly under leaders like Baldwin II and Fulk of Jerusalem. Study the treaties and alliances made with neighboring Muslim states and the internal administration changes.  The Impact of the Crusader States: Assess the lasting impact of the Crusader states on both European and Middle Eastern politics, particularly the legacy of Latin Christian rule and the introduction of Latin culture and institutions into the Levant. 7041/1A IB/M/Jun24/G4001/E2 2 Section A Answer Question 01. Extract A In the late summer of 1071, the Seljuk forces of Alp-Arslan met the Byzantine army at Manzikert and inflicted on it a bloody and disastrous defeat. Two years later the well-planned invasion and occupation of Anatolia by the Seljuks began. There was little opposition. Within less than a decade nearly all of that prosperous and fertile region was under the control of the Seljuks. Nor was this the only Byzantine loss. The treasury was empty. The navy had ceased to exist. Trade was at a standstill. The currency was ruined. History has few examples to show of a collapse so sudden and so complete as this. Adapted from RJH Jenkins, The Byzantine Empire on the Eve of the Crusades, 1968 5 Extract B The Byzantine army does not seem to have suffered heavy casualties at Manzikert. The army commanders were able to escape with most of their troops. As a result of the battle, the Byzantines lost little or no territory, yet Manzikert confirmed Seljuk dominance. The defeat at Manzikert has always been taken as one of the turning points of Byzantine history, yet there was nothing in the defeat which pointed to the swift conquest of Anatolia by the Seljuks, which followed. The defeat is not therefore a satisfactory explanation of the fall of Anatolia. It is altogether more complicated than that; by their victory at Manzikert the Seljuks were given the opportunity to exploit the political weaknesses of the Byzantine Empire. Adapted from M Angold, The Byzantine Empire 1025–1204, 1997 5 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of the impact of the Battle of Manzikert on the Byzantine Empire? [25 marks] IB/M/Jun24/7041/1A 3 Section B Answer either Question 02 or Question 03. Either 0 2 ‘In the years 1099 to 1131, the leadership of Baldwin II was more important than that of Baldwin I in consolidating the position of the Latin Christians in the Near East.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘Damascus was the greatest threat to the Crusader States in the years 1131 to 1148.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS IB/M/Jun24/7041/1A 4 There are no questions printed on this page 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. IB/M/Jun24/7041/1A AS HISTORY 7041/1A The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c1071–1149 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS HISTORY – 7041/1A – 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. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – AS HISTORY – 7041/1A – JUNE 2024 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity, you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level, you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark near the top of the level because of the Level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 3 MARK SCHEME – AS HISTORY – 7041/1A – JUNE 2024 Section A 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of the impact of the Battle of Manzikert on the Byzantine Empire? [25 marks] Target: AO3 Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. Generic Mark Scheme L5: L4: Answers will display a good understanding of the interpretations given in the extracts. They will evaluate the extracts thoroughly in order to provide a well-substantiated judgement on which offers the more convincing interpretation. The response demonstrates a very good understanding of context. 21–25 Answers will display a good understanding of the interpretations given in the extracts. There will be sufficient comment to provide a supported conclusion as to which offers the more convincing interpretation. However, not all comments will be well-substantiated, and judgements may be limited. The response demonstrates a good understanding of context. 16–20 L3: L2: L1: The answer will show a reasonable understanding of the interpretations given in the extracts. Comments as to which offers the more convincing interpretation will be partial and/or thinly supported. The response demonstrates an understanding of context. 11–15 The answer will show some partial understanding of the interpretations given in the extracts. There will be some undeveloped comment in relation to the question. The response demonstrates some understanding of context. 6–10 The answer will show a little understanding of the interpretations given in the extracts. There will be only unsupported, vague or generalist comment in relation to the question. The response demonstrates limited understanding of context. 1–5 Nothing worthy of credit. 0 4 MARK SCHEME – AS HISTORY – 7041/1A – JUNE 2024 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Students must assess the extent to which the interpretations are convincing by drawing on contextual knowledge to corroborate and challenge the interpretations/arguments/views. In their identification of the argument in Extract A, students may refer to the following:  the Battle of Manzikert had a very negative impact on the Byzantine Empire in a number of ways  the Byzantine military was significantly weakened due to the losses suffered in the battle  the Byzantine economy was significantly weakened due to the loss of territory and the subsequent decline in tax revenue. In their assessment of the extent to which the arguments are convincing, students may refer to the following:  the loss of Anatolia, a prime recruiting ground of the Empire, damaged its military and naval strength, forcing it to appeal for aid from Western Europe in 1095  the issues with currency show how Alexius Comnenus had to introduce new coinage  students may take issue with the idea of collapse. The Empire still functioned in its remaining territory and was able to attract support to help it reverse its losses. In their identification of the argument in Extract B, students may refer to the following:  the impact of the Battle of Manzikert has been exaggerated and in fact the Byzantine Empire was left relatively unscathed by the defeat  much of the Byzantine military escaped intact from the battle, therefore their forces were not significantly weakened  the defeat did not cause the decline of the Empire, other factors played a part. In their assessment of the extent to which the arguments are convincing, students may refer to the following:  the defeat at Manzikert helped to intensify the already present internecine political rivalries between the major Byzantine noble families which weakened the Empire  only the reserve of the army escaped intact, the rest of the Byzantine Army was surrounded by the Seljuks and the Emperor himself was captured and humiliated. His release only served to cause more internal conflict as rivals sought to replace him  the loss of much of Anatolia and key cities such as Nicaea brought the Seljuks to within 90 miles of Constantinople and cost the Byzantines a key area for recruitment and taxation  by 1095, Alexius Comnenus had managed to stabilise the borders of the Empire and the economy. In arriving at a judgement as to which extract provides the more convincing interpretation, students might consider that Extract A is more convincing as the impact of Manzikert ultimately was what led to the Byzantines appealing for help from Western Europe in 1095. Alternatively, students may argue for Extract B by noting the internal situation by 1095, Manzikert had been 24 years before and the Empire was still functioning by Alexius’ reign, therefore its impact may have been over-exaggerated. 5 MARK SCHEME – AS HISTORY – 7041/1A – JUNE 2024 Section B 0 2 ‘In the years 1099 to 1131, the leadership of Baldwin II was more important than that of Baldwin I in consolidating the position of the Latin Christians in the Near East.’ Explain why you agree or disagree with this view. Target: AO1 [25 marks] Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. Generic Mark Scheme L5: L4: Answers will display a good understanding of the demands of the question. They will be well-organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key features and issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comment leading to substantiated judgement. 21–25 Answers will show an understanding of the question and will supply a range of largely accurate information which will show an awareness of some of the key issues and features. The answer will be effectively organised and show adequate communication skills. There will be analytical comment in relation to the question and the answer will display some balance. However, there may be some generalisation and judgements will be limited and only partially substantiated. 16–20 L3: L2: L1: The answer will show some understanding of the full demands of the question and the answer will be adequately organised. There will be appropriate information showing an understanding of some key features and/or issues but the answer may be limited in scope and/or contain inaccuracy and irrelevance. There will be some comment in relation to the question. 11–15 The answer will be descriptive or partial, showing some awareness of the question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist. 6–10 The question has not been properly understood and the response shows limited organisational and communication skills. The information conveyed is irrelevant or extremely limited. There may be some unsupported, vague or generalist comment. 1–5 Nothing worthy of credit. 0 6 MARK SCHEME – AS HISTORY – 7041/1A – JUNE 2024 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Arguments supporting the view that in the years 1099 to 1131, the leadership of Baldwin II was more important than that of Baldwin I in consolidating the position of the Latin Christians in the Near East might include:  in 1116, as Count of Edessa, Baldwin II extended the county by capturing Armenian towns in the Euphrates valley. As King of Jerusalem, he captured the important port of Tyre in 1124, with the help of the Venetians  in 1119, the army of Antioch was decimated by Il Ghazi at the Battle of the Field of Blood. The leader of Antioch, Roger of Salerno, was killed as were the majority of the nobility. Baldwin II was forced to act as regent in Antioch throughout much of his reign, until Bohemond II came of age. Baldwin II stabilised Antioch and ruled the Kingdom of Jerusalem a