2024_AQA: AS HISTORY The English Revolution, 1625–1660 Component 2E The Origins of
the English Civil War, 1625–1642 (merged Question paper and marking scheme): Monday 20
May 2024
AS
HISTORY
The English Revolution, 1625–1660
Component 2E The origins of the English Civil War, 1625–1642
Monday 20 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
7041/2E.
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 English Revolution, 1625–1660
Component 2E: The Origins of the English Civil War, 1625–1642: May 2025
Key Areas to Revise:
1. Political and Religious Context:
The Role of the Monarchy: Understand the tensions between the monarchy and Parliament. The
reign of Charles I (1625–1642) played a key role in the origins of the Civil War. Review how his
belief in the divine right of kings created conflict with Parliament, as he asserted royal authority
over Parliament's power to govern.
Religious Tensions: The religious landscape of England was highly divisive in the early 17th
century. Study the relationship between Anglicanism (supported by Charles I) and Puritanism
(favored by many in Parliament). Charles’s attempts to enforce religious conformity, such as his
support for Arminianism (a form of high church Anglicanism), and his marriage to a Catholic
princess, Henrietta Maria of France, inflamed tensions with the predominantly Protestant
population.
2. Financial Issues:
Charles I’s Financial Problems: A key issue leading to the Civil War was Charles’s need for
money. Understand his financial policies, including forced loans and his decision to levy ship
money (a tax traditionally imposed in coastal areas) across all counties to fund the navy. This move
angered many, particularly when he used it without Parliament’s consent.
Eleven Years’ Tyranny (1629–1640): Charles ruled without Parliament for eleven years from 1629
to 1640. During this period, he tried to govern through royal prerogative and relied on unpopular
means to raise funds. The absence of Parliament fueled resentment, and his actions contributed to the
eventual outbreak of the Civil War.
3. Key Events Leading to the War:
The Short Parliament (1640): The failure to resolve financial issues led to the calling of the Short
Parliament in 1640. It lasted only three weeks before Charles dissolved it when Parliament
demanded reforms. This failure to address grievances led to greater unrest.
The Long Parliament (1640–1660): The Long Parliament was convened in 1640 and lasted until
1660. This Parliament was a critical turning point, as it sought to limit the king’s power. Key events
during this period include the Triennial Act (requiring Parliament to meet at least once every three
years), the execution of Thomas Wentworth, the Earl of Strafford, and the abolition of Ship
Money.
4. The Role of Key Figures:
Charles I: Study his personality and political actions. His belief in royal prerogative and his refusal
to compromise with Parliament were key factors in the escalation of conflict.
Parliamentary Leaders: Figures like John Pym, Oliver Cromwell, and Thomas Wentworth
(before his execution) played crucial roles in opposing Charles’s policies. Cromwell’s rise in
Parliament and the army would be significant during the Civil War.
IB/M/Jun24/G4002/E3 7041/2E
, 2
Section A
Answer Question 01.
Source A
From a book about the religious changes he had made by William Laud, 1639. This book
was dedicated to Charles I, by whose authority Laud held office.
Nothing has made men more wavering in their approach to religion than the lack of
uniform and decent order in many of the churches across this kingdom. It is true that the
inward worship of the heart is a great worship of God, but the external worship of God in
His Church is the better witness to the world of our worship. To be clear with
Your Majesty, it is these thoughts that have made me work for the decency and ordered 5
settlement of the external worship of God in your churches. Uniformity cannot be
achieved without some ceremonies, and the more ancient the ceremonies the better.
Ceremonies are the fence that protects the dignity of religion.
Source B
From a speech in the House of Commons by the Puritan, Harbottle Grimston, 1640.
Grimston is commenting on William Laud’s role as Archbishop of Canterbury, 1633–1640.
Look upon the Archbishop of Canterbury: Laud is the source of all the filth that has
infected the State and the Church. He is the man, the only man, who has lifted up and
promoted all those who, along with himself, have caused all the misery we now groan
under. Who is it, but he only, who has brought Strafford to carry out his wicked and bloody
designs in these Kingdoms? Who is it, but he only, who has promoted all popish bishops? 5
The zeal of these bishops has been to persecute the Church. Who is it, but Archbishop
Laud, who has guided these bishops and set them on this kingdom these last ten years?
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining the impact of William Laud as
Archbishop of Canterbury in the years 1633 to 1640?
[25 marks]
IB/M/Jun24/7041/2E
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘Foreign policy was the main cause of conflict between Crown and Parliament in the
years 1625 to 1629.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘Pym was more responsible than Charles I for the development of a royalist party in
England in the years 1640 to 1642.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2E
, 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 www.aqa.org.uk
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/Jun24/7041/2E
,AS
HISTORY
7041/2E
The English Revolution, 1625–1660
Component 2E The origins of the English Civil War, 1625–1642
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2E – 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 beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
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 – 7041/2E – 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 – 7041/2E – JUNE 2024
Section A
0 1 With reference to these sources and your understanding of the historical context, which of
these two sources is more valuable in explaining the impact of William Laud as
Archbishop of Canterbury in the years 1633 to 1640?
[25 marks]
Target: AO2
Analyse and evaluate appropriate source material, primary and/or contemporary to the period,
within the historical context.
Generic Mark Scheme
L5: Answers will display a very good understanding of the value of the sources in relation to the issue
identified in the question. They will evaluate the sources thoroughly in order to provide a
well-substantiated conclusion. The response demonstrates a very good understanding of context.
21–25
L4: Answers will provide a range of relevant well-supported comments on the value of the sources for
the issue identified in the question. There will be sufficient comment to provide a supported
conclusion but not all comments will be well-substantiated, and judgements will be limited. The
response demonstrates a good understanding of context. 16–20
L3: The answer will provide some relevant comments on the value of the sources and there will be
some explicit reference to the issue identified in the question. Judgements will however, be partial
and/or thinly supported. The response demonstrates an understanding of context. 11–15
L2: The answer will be partial. There may be either some relevant comments on the value of one
source in relation to the issue identified in the question or some comment on both, but lacking
depth and having little, if any, explicit link to the issue identified in the question. The response
demonstrates some understanding of context. 6–10
L1: The answer will either describe source content or offer stock phrases about the value of the
source. There may be some comment on the issue identified in the question but it is likely to be
limited, unsubstantiated and unconvincing. The response demonstrates limited understanding of
context. 1–5
Nothing worthy of credit. 0
4
, MARK SCHEME – AS HISTORY – 7041/2E – 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 deploy knowledge of the historical context to show an understanding of the
relationship between the sources and the issues raised in the question, when assessing the
significance of provenance, the arguments deployed in the sources and the tone and emphasis
of the sources. Descriptive answers which fail to do this should be awarded no more than Level 2
at best. Answers should address both the value and the limitations of the sources for the
particular question and purpose given.
In responding to this question, students may choose to address each source in turn or to adopt a more
comparative approach in order to arrive at a judgement. Either approach is equally valid and what
follows is indicative of the evaluation which may be relevant.
Source A: in assessing the value of this source as an explanation, students may refer to the
following:
Provenance and tone
Laud, in writing himself, will naturally seek to justify his own policies and thus the provenance may be
commented on as indicating that Laud was aware of the criticisms and opposition to his policies in the
Church
in 1639 there was more open opposition to the religious policies that Laud introduced and this
dedication to Charles I by Laud can therefore be seen as a response, a defence, as Charles’ authority
and the reforms of the 1630s were being undermined but by linking his defence in print to Charles he
was making clear that questioning the policies was questioning the authority of Charles
Laud, in writing a dedication to Charles I, is reinforcing that the religious policies introduced were
supported by the monarch and thereby enacted by Charles’ authority as Supreme Governor. Laud’s
tone is shaped to outline why the policies were necessary as a response to the problems he saw in
the Church but also for the benefit of worshippers.
Content and argument
Laud argues that the lack of uniformity and ‘decent order’ in too many churches across the country
had led good people away from worship, hence Laud’s focus on the fabric of churches, such as
stained glass
Laud accepts that inward forms of worship, those more favoured by Puritans, are valid, but that the
external worship of God is a greater form of worship and this was central to Laudianism, the emphasis
on the ‘beauty of holiness’, the visual aspects of religion in churches, such as the vestments
Laud stresses that he has only worked so hard and pushed through the reforms to help the people
access God through external worship, for example, vestments, stained glass windows or music
Laud stresses that ceremonies are important to protect the Church and religion from attacks on it,
such as examples of iconoclasm.
5
the English Civil War, 1625–1642 (merged Question paper and marking scheme): Monday 20
May 2024
AS
HISTORY
The English Revolution, 1625–1660
Component 2E The origins of the English Civil War, 1625–1642
Monday 20 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
7041/2E.
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 English Revolution, 1625–1660
Component 2E: The Origins of the English Civil War, 1625–1642: May 2025
Key Areas to Revise:
1. Political and Religious Context:
The Role of the Monarchy: Understand the tensions between the monarchy and Parliament. The
reign of Charles I (1625–1642) played a key role in the origins of the Civil War. Review how his
belief in the divine right of kings created conflict with Parliament, as he asserted royal authority
over Parliament's power to govern.
Religious Tensions: The religious landscape of England was highly divisive in the early 17th
century. Study the relationship between Anglicanism (supported by Charles I) and Puritanism
(favored by many in Parliament). Charles’s attempts to enforce religious conformity, such as his
support for Arminianism (a form of high church Anglicanism), and his marriage to a Catholic
princess, Henrietta Maria of France, inflamed tensions with the predominantly Protestant
population.
2. Financial Issues:
Charles I’s Financial Problems: A key issue leading to the Civil War was Charles’s need for
money. Understand his financial policies, including forced loans and his decision to levy ship
money (a tax traditionally imposed in coastal areas) across all counties to fund the navy. This move
angered many, particularly when he used it without Parliament’s consent.
Eleven Years’ Tyranny (1629–1640): Charles ruled without Parliament for eleven years from 1629
to 1640. During this period, he tried to govern through royal prerogative and relied on unpopular
means to raise funds. The absence of Parliament fueled resentment, and his actions contributed to the
eventual outbreak of the Civil War.
3. Key Events Leading to the War:
The Short Parliament (1640): The failure to resolve financial issues led to the calling of the Short
Parliament in 1640. It lasted only three weeks before Charles dissolved it when Parliament
demanded reforms. This failure to address grievances led to greater unrest.
The Long Parliament (1640–1660): The Long Parliament was convened in 1640 and lasted until
1660. This Parliament was a critical turning point, as it sought to limit the king’s power. Key events
during this period include the Triennial Act (requiring Parliament to meet at least once every three
years), the execution of Thomas Wentworth, the Earl of Strafford, and the abolition of Ship
Money.
4. The Role of Key Figures:
Charles I: Study his personality and political actions. His belief in royal prerogative and his refusal
to compromise with Parliament were key factors in the escalation of conflict.
Parliamentary Leaders: Figures like John Pym, Oliver Cromwell, and Thomas Wentworth
(before his execution) played crucial roles in opposing Charles’s policies. Cromwell’s rise in
Parliament and the army would be significant during the Civil War.
IB/M/Jun24/G4002/E3 7041/2E
, 2
Section A
Answer Question 01.
Source A
From a book about the religious changes he had made by William Laud, 1639. This book
was dedicated to Charles I, by whose authority Laud held office.
Nothing has made men more wavering in their approach to religion than the lack of
uniform and decent order in many of the churches across this kingdom. It is true that the
inward worship of the heart is a great worship of God, but the external worship of God in
His Church is the better witness to the world of our worship. To be clear with
Your Majesty, it is these thoughts that have made me work for the decency and ordered 5
settlement of the external worship of God in your churches. Uniformity cannot be
achieved without some ceremonies, and the more ancient the ceremonies the better.
Ceremonies are the fence that protects the dignity of religion.
Source B
From a speech in the House of Commons by the Puritan, Harbottle Grimston, 1640.
Grimston is commenting on William Laud’s role as Archbishop of Canterbury, 1633–1640.
Look upon the Archbishop of Canterbury: Laud is the source of all the filth that has
infected the State and the Church. He is the man, the only man, who has lifted up and
promoted all those who, along with himself, have caused all the misery we now groan
under. Who is it, but he only, who has brought Strafford to carry out his wicked and bloody
designs in these Kingdoms? Who is it, but he only, who has promoted all popish bishops? 5
The zeal of these bishops has been to persecute the Church. Who is it, but Archbishop
Laud, who has guided these bishops and set them on this kingdom these last ten years?
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining the impact of William Laud as
Archbishop of Canterbury in the years 1633 to 1640?
[25 marks]
IB/M/Jun24/7041/2E
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘Foreign policy was the main cause of conflict between Crown and Parliament in the
years 1625 to 1629.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘Pym was more responsible than Charles I for the development of a royalist party in
England in the years 1640 to 1642.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2E
, 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 www.aqa.org.uk
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/Jun24/7041/2E
,AS
HISTORY
7041/2E
The English Revolution, 1625–1660
Component 2E The origins of the English Civil War, 1625–1642
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2E – 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 beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
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 – 7041/2E – 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 – 7041/2E – JUNE 2024
Section A
0 1 With reference to these sources and your understanding of the historical context, which of
these two sources is more valuable in explaining the impact of William Laud as
Archbishop of Canterbury in the years 1633 to 1640?
[25 marks]
Target: AO2
Analyse and evaluate appropriate source material, primary and/or contemporary to the period,
within the historical context.
Generic Mark Scheme
L5: Answers will display a very good understanding of the value of the sources in relation to the issue
identified in the question. They will evaluate the sources thoroughly in order to provide a
well-substantiated conclusion. The response demonstrates a very good understanding of context.
21–25
L4: Answers will provide a range of relevant well-supported comments on the value of the sources for
the issue identified in the question. There will be sufficient comment to provide a supported
conclusion but not all comments will be well-substantiated, and judgements will be limited. The
response demonstrates a good understanding of context. 16–20
L3: The answer will provide some relevant comments on the value of the sources and there will be
some explicit reference to the issue identified in the question. Judgements will however, be partial
and/or thinly supported. The response demonstrates an understanding of context. 11–15
L2: The answer will be partial. There may be either some relevant comments on the value of one
source in relation to the issue identified in the question or some comment on both, but lacking
depth and having little, if any, explicit link to the issue identified in the question. The response
demonstrates some understanding of context. 6–10
L1: The answer will either describe source content or offer stock phrases about the value of the
source. There may be some comment on the issue identified in the question but it is likely to be
limited, unsubstantiated and unconvincing. The response demonstrates limited understanding of
context. 1–5
Nothing worthy of credit. 0
4
, MARK SCHEME – AS HISTORY – 7041/2E – 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 deploy knowledge of the historical context to show an understanding of the
relationship between the sources and the issues raised in the question, when assessing the
significance of provenance, the arguments deployed in the sources and the tone and emphasis
of the sources. Descriptive answers which fail to do this should be awarded no more than Level 2
at best. Answers should address both the value and the limitations of the sources for the
particular question and purpose given.
In responding to this question, students may choose to address each source in turn or to adopt a more
comparative approach in order to arrive at a judgement. Either approach is equally valid and what
follows is indicative of the evaluation which may be relevant.
Source A: in assessing the value of this source as an explanation, students may refer to the
following:
Provenance and tone
Laud, in writing himself, will naturally seek to justify his own policies and thus the provenance may be
commented on as indicating that Laud was aware of the criticisms and opposition to his policies in the
Church
in 1639 there was more open opposition to the religious policies that Laud introduced and this
dedication to Charles I by Laud can therefore be seen as a response, a defence, as Charles’ authority
and the reforms of the 1630s were being undermined but by linking his defence in print to Charles he
was making clear that questioning the policies was questioning the authority of Charles
Laud, in writing a dedication to Charles I, is reinforcing that the religious policies introduced were
supported by the monarch and thereby enacted by Charles’ authority as Supreme Governor. Laud’s
tone is shaped to outline why the policies were necessary as a response to the problems he saw in
the Church but also for the benefit of worshippers.
Content and argument
Laud argues that the lack of uniformity and ‘decent order’ in too many churches across the country
had led good people away from worship, hence Laud’s focus on the fabric of churches, such as
stained glass
Laud accepts that inward forms of worship, those more favoured by Puritans, are valid, but that the
external worship of God is a greater form of worship and this was central to Laudianism, the emphasis
on the ‘beauty of holiness’, the visual aspects of religion in churches, such as the vestments
Laud stresses that he has only worked so hard and pushed through the reforms to help the people
access God through external worship, for example, vestments, stained glass windows or music
Laud stresses that ceremonies are important to protect the Church and religion from attacks on it,
such as examples of iconoclasm.
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