AQA A-level HISTORY 7042/2C Component 2C The Reformation in Europe, c1500–1564 Version: 1.0 Final IB/M/Jun23/E8 7042/2C A-level HISTORYQUESTION PAPER & MARKING SCHEME/ [MERGED] Mark scheme June 2023

AQA A-level HISTORY 7042/2C Component 2C The Reformation in Europe, c1500–1564 Version: 1.0 Final IB/M/Jun23/E8 7042/2C A-level HISTORY Component 2C The Reformation in Europe, c1500–1564 Friday 9 June 2023 Afternoon Time allowed: 2 hours 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 7042/2C. • 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. 2 IB/M/Jun23/7042/2C Section A Answer Question 01. Source A From ‘A Code of Public Behaviour’, 1534. Laws drawn up by the Twelve Elders of Münster. The Elders became the governing body once the Anabaptists had control of the city. Whoever curses God and His Holy Name shall be killed. No one will curse governmental authority on pain of death. Whoever does not obey his parents shall die. Those who commit sexual sins shall die. Concerning slander, there shall be no slander or flattery among the people. What the Holy Scriptures command or prohibit is to be accepted by everyone at the pain of punishment. What the Elders have found to be good is to be proclaimed and announced by the prophet John of Leiden as faithful servant of the Most High. When a stranger who does not adhere to our religion comes to this holy city, he is to be referred to the sword-bearer Bernhard Knipperdolling so that he can talk to him. This is not to be done by anyone else. A baptised Christian is not to speak with any arriving person and is not to eat with him for they will be suspected of treachery. 5 10 3 IB/M/Jun23/7042/2C Turn over ► Source B From ‘A Restoration of Christian Teaching, Faith and Life’, a pamphlet by Bernhard Rothmann, 1534. Rothmann was a leading Anabaptist in Münster and one of its key theologians. God the Almighty began restoring the true faith when he awakened Martin Luther. However, when Luther would not promote God’s word, preferring to lie in his own pride and filth, then the Antichrist became evident. The truth had to be revealed by those such as John of Leiden. Therefore, adult baptism is restored. The Antichrist began child baptism and made an idol out of water. True baptism belongs only to those who understand and believe in God. Through God, the Church has been restored in Münster. For 1400 years the truth has been falsified and repressed. The true holy Church cannot be found amongst Catholics or evangelicals. The latter would have been better to have remained papists rather than to peddle half-truths, for a half-truth is no truth. God has restored the true practice of holy matrimony. Freedom in marriage for the man consists of the possibility for him to have more than one wife. This was true up until the time of the Apostles. 5 10 Source C From a Catholic eye-witness report of the torture, confession and execution of John of Leiden, 25 July 1535. John of Leiden was the Anabaptist leader of the Münster Rebellion. John of Leiden was asked whether he wanted to confess his sins to a priest. During his confession it was reported that he showed extraordinary remorse. He confessed that if he were executed 10 times over, he had deserved it. Nonetheless he could not be brought to see his error regarding baptism and the human nature of Christ. John of Leiden was taken to the place of execution, tied to a stake and tortured with fiery tongs before being killed, to the obvious pleasure of the priests. Their joy would only have been bettered if the Lutherans had been given the same punishment. I will not mention John of Leiden’s courage in enduring torture. He did not say one word to acknowledge his pain. It is certain that Satan gives power and steadfastness to those whom he traps. After the deserved punishment was completed, he was put in a cage so that he could be seen from afar. 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 Münster Rebellion. [30 marks] 4 IB/M/Jun23/7042/2C Section B Answer two questions. 0 2 ‘Anti-clericalism damaged the Church in the years 1503 to 1517.’ Assess the validity of this view. [25 marks] 0 3 To what extent was support for Lutheranism amongst the German princes, in the years 1524 to 1531, the result of their political ambition? [25 marks] 0 4 ‘The Jesuits had done more to respond to the criticisms of the Catholic Church than the first session of the Council of Trent by c1550.’ Assess the validity of this view. [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 © 2023 AQA and its licensors. All rights reserved. *236A7042/2C* A-level HISTORY 7042/2C Component 2C The Reformation in Europe, c1500–1564 Mark scheme June 2023 Version: 1.0 Final *236A7042/2C/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2C – JUNE 2023 2 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 © 2023 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL HISTORY – 7042/2C – JUNE 2023 3 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. MARK SCHEME – A-LEVEL HISTORY – 7042/2C – JUNE 2023 4 Section A 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 Münster Rebellion. [30 marks] Target: AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: Shows a very good understanding of all three sources in relation to both content and provenance and combines this with a strong awareness of the historical context to present a balanced argument on their value for the particular purpose given in the question. The answer will convey a substantiated judgement. The response demonstrates a very good understanding of context. 25–30 L4: Shows a good understanding of all three sources in relation to both content and provenance and combines this with an awareness of the historical context to provide a balanced argument on their value for the particular purpose given in the question. Judgements may, however, be partial or limited in substantiation. The response demonstrates a good understanding of context. 19–24 L3: Shows some understanding of all three sources in relation to both content and provenance together with some awareness of the historical context. There may, however, be some imbalance in the degree of breadth and depth of comment offered on all three sources and the analysis may not be fully convincing. The answer will make some attempt to consider the value of the sources for the particular purpose given in the question. The response demonstrates an understanding of context. 13–18 L2: The answer will be partial. It may, for example, provide some comment on the value of the sources for the particular purpose given in the question but only address one or two of the sources, or focus exclusively on content (or provenance), or it may consider all three sources but fail to address the value of the sources for the particular purpose given in the question. The response demonstrates some understanding of context. 7–12 L1: The answer will offer some comment on the value of at least one source in relation to the purpose given in the question but the response will be limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalist. The response demonstrates limited understanding of context. 1–6 Nothing worthy of credit. 0 MARK SCHEME – A-LEVEL HISTORY – 7042/2C – JUNE 2023 5 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. Source A: in assessing the value of this source, students may refer to the following: Provenance, tone and emphasis • this is a legal document outlining the expected behaviours of the citizens of Münster. The Elders were the city councillors. The Anabaptists had taken political control of the city in 1534 and their purpose was to shape the morals of the population • there is value in showing the extent the radical reformers were prepared to go to control people’s lives in the name of God • the emphasis is upon obedience. Governmental authority is entwined with following God’s Word • the implication here is that use of the sword (the role of Knipperdolling) might be employed against those who opposed their views and so the tone is intolerant, uncompromising and suspicious of outsiders. This would have had an oppressive affect upon the population