AQA A-level HISTORY 7042/1D Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 Version: 1.0 Final IB/M/Jun23/E10 7042/1D A-level HISTORYQUESTION PAPER & MARKING SCHEME/ [MERGED] Mark scheme June 2023

AQA A-level HISTORY 7042/1D Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 Version: 1.0 Final IB/M/Jun23/E10 7042/1D A-level HISTORY Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 Wednesday 24 May 2023 Morning 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 7042/1D. • 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/Jun23/7042/1D Section A Answer Question 01. Extract A In 1625 the religious anxieties of James I’s subjects ran high. This was not the fault of his domestic religious policies but the impact of the religious aspects of his foreign affairs. Charles I’s approach to the power of the bishops made tensions worse. James had supported the privileges of the clergy, but Charles so promoted the status of bishops that the Church became wealthier and more prominent, relying on the support of Charles’ prerogative powers. Rather than a change from James’ approach, an intensification of what had gone before gathered momentum through the 1630s. It was not Arminian theology but the increasing power of the bishops and Charles’ prerogative that caused concern. As a result, Protestant perceptions of religious policy moved, in the years 1625 to 1645, from frustration to suspicion and then to simmering anger. By the late 1630s there was a widespread belief in a ‘popish plot’, and trials, petitions and angry debates brought a bitter war in the 1640s. Adapted from J McCafferty, The Churches and the Peoples of the Three Kingdoms, 2000 5 10 Extract B The Laudian vision of the Church that came to dominate from 1625 to the early 1640s increasingly differed from the Church of James I. Despite the long-standing protestant hostility to idolatry, Laud aimed to restore visual symbols – stained glass, an altar at which worshippers would kneel. He sought through the ‘beauty of holiness’ to develop reverence, and through his insistence on a shared parish worship to build community spirit in the parishes. But he could not do this without political cost. His programme was enforced not only through determined visitations of the dioceses by the two busy archbishops and their officials, but also by some well-publicised legal actions in the 1630s. But coercion had its limits. The ‘beauty of holiness’ cost money, and money demanded for alterations that many churchwardens saw as idolatrous and popish was not easily collected. Laud’s programme thus divided communities and came under challenge, especially by Puritans in the 1630s until they destroyed it in the years 1640 to 1645. Adapted from D Hirst, England in Conflict 1603–1660, 1999 5 10 3 IB/M/Jun23/7042/1D Turn over ► Extract C In 1625, moderate Puritans had suffered no particular harassment and a broad theological consensus had been reached. A form of anglicised Calvinism allowed Puritan preachers to rise in the Church. This did not last under Charles I, as Puritans immediately came under attack. Charles’ regime pressured some into conformity, and drove a few into exile, but the main effect of his religious policy was to energise a dying Puritanism. Laud drew up a list of churchmen, marking Puritans with the letter, P. However, Puritans themselves divided people into two groups, identifying themselves as the ‘godly’ and the rest as the ‘profane’. While there was no one Puritan manifesto in the years 1625 to 1645, no unifying body of principles and beliefs, many Puritans shared the view that the Reformation had been undermined from 1625. Religious developments under Charles appeared to increase the threat of Catholicism and plunged Puritans either into pessimism, or, after 1640, into activism. Adapted from D Cressy, Charles I and the People of England, 2015 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to the development of religious divisions in the years 1625 to 1645. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1D Section B Answer two questions. 0 2 ‘Parliamentary opposition was the main reason for the deterioration in relations between Crown and Parliament in the years 1604 to 1625.’ Assess the validity of this view. [25 marks] 0 3 To what extent did religious issues weaken royal authority in the years 1660 to 1681? [25 marks] 0 4 How successful was the Political Nation in asserting its influence over the Crown in the years 1681 to 1702? [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. *236A7042/1D* A-level HISTORY 7042/1D Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 Mark scheme June 2023 Version: 1.0 Final *236A7042/1D/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1D – 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 – 7042/1D – 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.