2024 AQA AS HISTORY 7041/2B The Wars of the Roses, Component 2B The Fall of the House of Lancaster, 1450–1471 Verified Question paper and Marking Scheme Attached

2024 AQA AS HISTORY 7041/2B The Wars of the Roses, 1450 1499 Component 2B The Fall of the House of Lancaster, 1450–1471 Verified Question paper and Marking Scheme Attached AS HISTORY The Wars of the Roses, 1450–1499 Component 2B The Fall of the House of Lancaster, 1450–1471 Monday 20 May 2024 Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. Afternoon Time allowed: 1 hour 30 minutes • Write the information required on the front of your answer book. The Paper Reference is 7041/2B. • 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. 2 Section A Answer Question 01. Source A From a written address to the citizens of Shrewsbury by Richard of York, 3 February 1452. Richard is seeking support for a march on London. It is known that the Duke of Somerset had the command of the lands lost in France. After my coming out of Ireland, as the King’s true servant (as I ever shall be to my life’s end), I brought to His Majesty’s attention articles concerning the well-being of his most royal person and the tranquillity and conservation of the realm. This advice was laid aside through the envy, malice, and untruth of the Duke of Somerset. He works continually for my undoing and to disinherit me, my heirs, and those around me, without just cause. I am determined to proceed against the Duke of Somerset, with the help of my kinsmen and friends, to promote the peace of this land. 5 Source B From a petition to Henry VI from the parliament of November 1459, later called the ‘Parliament of Devils’. This condemned Richard of York’s actions in the years 1450 to 1452. In various parliaments, Richard of York made crafty efforts to diminish your royal authority. Also, continuing in his malicious intention, he planned by devious means to achieve his purpose by force. He wrote to many boroughs and towns of this your noble realm, and to many people, to raise a general insurrection on the pretext of the common good. He planned to give battle to you, our sovereign lord, at Dartford in 1452, and so destroy your most noble person. But when he realised your knightly courage and the might of your followers, he, being unable to withstand you, surrendered. Out of his free will and desire, he took an oath in St Paul’s Cathedral. 5 0 1 With reference to these sources and your understanding of the historical context, which of these two sources is more valuable in explaining why there was conflict in England in the years 1450 to 1452? [25 marks] IB/M/Jun24/7041/2B 3 Section B Answer either Question 02 or Question 03. Either 0 2 ‘The Yorkists were motivated by a desire to seize the throne in the years 1459 to 1461.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘The Woodvilles were the most important influence on Edward IV in the years 1464 to 1469.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS IB/M/Jun24/7041/2B 4 There are no questions printed on this page AS HISTORY 7041/2B The Wars of the Roses, 1450–1499 Component 2B The Fall of the House of Lancaster, 1450–1471 Mark scheme June 2024 Version: Final 1.0 MARK SCHEME – AS HISTORY – 7041/2B – 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 MARK SCHEME – AS HISTORY – 7041/2B – 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 dec