AQA A-level HISTORY 7042/1C Component 1C The Tudors: England, Version: 1.0 Final IB/M/Jun23/E6 7042/1C A-level HISTORY Component 1C The Tudors: England, 1485–1603 QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/1C Component 1C The Tudors: England, Version: 1.0 Final IB/M/Jun23/E6 7042/1C A-level HISTORY Component 1C The Tudors: England, 1485–1603 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 7042/1C. • 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/Jun23/7042/1C Section A Answer Question 01. Extract A Henry VIII not only reigned over England but led the nation. He held back men who went too fast, dragged forward men who lagged behind. The conservatives in religion trusted him because he shared their conservatism. The King believed in the traditions in which he had been trained. Nevertheless, during his reign, the constitution of England was transformed. Henry brought Ireland within the reach of English civilisation. He absorbed Wales into the general English system. He alone raised the House of Commons from its narrow duty of granting taxes and made the Commons into the first power in the state under the Crown. He brought the Commons to life in 1529, and they became his right hand, enabling him to subdue the resistance of the House of Lords. He forced upon the Lords a course of legislation which they whole-heartedly detested. King Henry VIII not only broke through the ancient practices of government, he was the architect and saviour of the English nation. Adapted from JA Froude, History of England, 1856 5 10 Extract B The view of Henry VIII as a virtuous and worthy king is little more than a myth. One only has to look at his portrait by Holbein with its ruthless pig-like face to see the real Henry. While Henry lived, men rightly feared his anger. They were terrorised by his arbitrary executions. Hanging without trial was one of the major causes of death in Henry’s reign. Men dared not speak freely about his loathsome character. There was an almost complete absence of any major rebellion by the people in general during Henry’s reign. His ruthlessness can only be partly explained by the Tudors’ shaky claim to the throne. Henry VIII was a disaster to his country, impoverishing its resources and stunting its growth for the sake of futile wars. He left it both an empty treasury and its government in the hands of an unprincipled gang of political adventurers. Adapted from WG Hoskins, The Age of Plunder: The England of Henry VIII, 1500–1547, 1976 5 10 3 IB/M/Jun23/7042/1C Turn over ► Extract C Henry VIII failed to fulfil many of his most personal ambitions. He failed to achieve any substantial victories or conquests in France. He failed to secure the succession, leaving Edward, a child, to inherit a wealth of complications which surrounded Mary and Elizabeth’s illegitimacy. He failed to secure his vision of a reformed, yet still Catholic, Church. He failed to win support for the royal supremacy which he sought from his subjects. In even more personal terms, he failed to secure the loyal marriage which he idealised. He felt himself betrayed by a succession of those closest to him. Yet, if Henry’s life was a failure in personal terms, he still achieved an extraordinary amount by 1547. It was Henry VIII who had laid the foundations of the English nation; he had separated England from the rest of Christendom. That England was neither Catholic nor straightforwardly Protestant, was a consequence of Henry’s extraordinary reign. Adapted from L Wooding, Henry VIII, 2009 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Henry VIII as ruler. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1C Section B Answer two questions. 0 2 ‘Financial measures were the most successful means by which Henry VII established his authority in the years 1485 to 1509.’ Assess the validity of this view. [25 marks] 0 3 To what extent was there a crisis of government in the years 1547 to 1571? [25 marks] 0 4 ‘A ‘Golden Age’ for all.’ Assess the validity of this view of developments in art, literature and music during the reign of Elizabeth I. [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. *236A7042/1C* A-level HISTORY 7042/1C Component 1C The Tudors: England, Mark scheme June 2023 Version: 1.0 Final *236A7042/1C/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1C – 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 – 7042/1C – 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, i.e. 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 schem