AQA A-level HISTORY 7042/2E Component 2E The English Revolution, 1625–1660 Version: 1.0 Final IB/M/Jun23/E3 7042/2E A-level HISTORY Component 2E The English Revolution, 1625–1660// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/2E Component 2E The English Revolution, 1625–1660 Version: 1.0 Final IB/M/Jun23/E3 7042/2E A-level HISTORY Component 2E The English Revolution, 1625–1660 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 7042/2E. • 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/Jun23/7042/2E Section A Answer Question 01. Source A From the ‘Remonstrance of the New Model Army’, written by Commissary-General Henry Ireton, November 1648. This was presented to Parliament as the opinion of the Army. We have fought to give freedom and enlargement to the Gospel and to take away the corrupted forms of popish ignorance and idolatry that have been used to hold the people in chains and darkness. We have fought to take away the dependence of the clergy upon a monarch. Charles Stuart maintained a war for many years against the people with the spilling of much blood and desolation for the kingdom. He has tried by all means, by divisions and parties stirred up within, and invasions from abroad, to lengthen this war out longer. After he was subdued and wholly in our power and at our mercy, he renewed war. He did this merely to uphold the interest of his will and power against the common interest of the people. We should impose exemplary punishment, upon the Leader first, and then those nearest to him. Thereafter there should be no King other than upon the decision and trust of the people through their representatives in parliament. 5 10 Source B From the pamphlet, ‘The Legal Fundamental Liberties of the People’, by John Lilburne, June 1649. Lilburne wrote this for the people, while he was imprisoned in the Tower of London. The Cavaliers were furious with me about the beheading of the King. Yet I had refused to give my consent to be one of his judges. I declared at Windsor in 1648 to the leading officers, that I was against the manner and time of their intended dealing with the King. I argued stiffly that upon their own principles they would be no better than murderers in taking away the King’s life in such a way, though he was guilty of the crimes they charged upon him. For justice to be done, especially for the blood shed, their proceedings would be murder in the eye of the Law, if they did it without any legal authority. Therefore, at Windsor I pressed them again and again, that they would postpone his trial until a new Representative, based upon the Agreement of the People, could be chosen, and then try him. They have beheaded the King for a Tyrant, yet they walk in his oppressing steps, if not worse. 5 10 3 IB/M/Jun23/7042/2E Turn over ► Source C From an anonymous pamphlet, ‘The Bloody Court. A true narrative of the designs, wicked plots, and bloody conspiracies of the most vile, usurping tyrants’, published in 1660 after the Restoration. Cromwell prevented General Fairfax from stopping the Court of Justice from proceeding against the King until prayer was done. In the meantime, Cromwell privately sent Ireton from Whitehall to the Painted Chamber to those there drawing up the Sentence against the martyr King to finish it, seal it, and forthwith disperse themselves. Whilst Ireton went, Cromwell kept Fairfax at prayer, and held him there upon his own, almost two hours, until Ireton returned. Then Cromwell, who prayed all that while, drew to a conclusion. Cromwell then pretending to be in all haste, made to go to the Court of Justice, to stop the proceedings against the King, but was told by Ireton, in the General’s hearing, that they had already signed the Sentence against the King and were then dismissed and gone to their several homes. Cromwell pretended then to Fairfax that this act was Providence and nothing could be done to stop justice against the King. 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 execution of Charles I in 1649. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2E Section B Answer two questions. 0 2 ‘The religious policies of Charles I met with no significant opposition in England during his Personal Rule.’ Assess the validity of this view. [25 marks] 0 3 To what extent was Charles I in a stronger position in August 1642 than he had been when he called the Long Parliament in November 1640? [25 marks] 0 4 ‘The main weakness of Oliver Cromwell’s rule as Lord Protector, in the years 1653 to 1658, was his religious radicalism.’ 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. *236A7042/2E* A-level HISTORY 7042/2E Component 2E The English Revolution, 1625–1660 Mark scheme June 2023 Version: 1.0 Final *236A7042/2e/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2E – 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 – 7042/2E – 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 – 7042/2E – 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 execution of Charles I in 1649. [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 – 7042/2E – 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 • the provenance of the Remonstrance as a document is of value with regard to Charles’ execution as it was produced by the chief theorist of the New Model, and son-in-law and close political ally of Cromwell, indicates an influential view, if not the most influential view, in the New Model in November 1648. This may be linked to Ireton as an author and his role in the politics of settlement from his July 1647 Heads of the Proposals negotiation with Charles I • some may comment on the provenance as representative of broader opinion in the Army regarding what should be done to Charles, as indicated by the Putney Debates of November 1647 and the Windsor Prayer Meeting of April 1648 but also that Ireton was more driven to bring Charles to execution by his bible republicanism than some of more moderate opinion in the Army, for example, even the ‘reluctant regicide’ Cromwell • the tone can be commented on as bitter with regard to Charles I’s as a cause of the war, the continuation of war and source of bloodshed with use of terms such as ‘blood’ or ‘Charles Stuart’ as part of placing the emphasis on his guilt to justify his execution and this may be also linked to provenance through Ireton’s relationship with Charles since July 1647. The tone sets Charles’ actions against those who have fought against him to protect freedom and the people thus establishing another reason for his execution. Content and argument • war fought for freedom in reaction to Charles’ religious policies and reference can be made to Puritans and especially millenarians being the most active in fighting for Parliament as well as the core in County Committees • Charles Stuart seen as responsible for the war and its continuation and reference can be made to his failure to negotiate terms of settlement in 1643 but particularly in 1646 (Newcastle Propositions) and 1647 (Heads of the Proposals) before sparking further conflict through his Engagement with the Scots • Charles’ capture by the Army at Holdenby House, under direction from Ireton, and refusal to negotiate and subsequent escape from Hampton Court can be referenced to further support his continuation of the war and his role in causing the 1648 revolt in the provinces • the call for fixing of exemplary justice can be seen in the context of the stance taken by Ireton and Fairfax at the siege of Colchester with the execution of the royalist leaders as an example that prefigured Ireton’s drafting of the Remonstrance with its call for justice on Charles. MARK SCHEME – A-LEVEL HISTORY – 7042/2E – JUNE 2023 6 Source B: in assessing the value of this source, students may refer to the following: Provenance, tone and emphasis • for provenance, Lilburne, as a leading figure in the Leveller movement, can be expected to produce a pamphlet attacking any regime that did not agree to his platform • that Lilburne was in the Tower when he produced this pamphlet can be used in relation to his track record since 1638 of agitation through print • Lilburne’s emphasis on how he had tried to shape the political narrative and blame on those who led the regicide can be seen as self-justification as well as an attack on the army leadership • Lilburne’s tone can be seen as typically combative, justifying himself and attacking those in authority and this may be linked to the post-regicide date for his overall argument that fits with Leveller tracts since 1646. Content and argument • Lilburne defends himself against claims he was involved in the regicide and reference can be made to him not being named as one of the 135 commissioners for the trial of Charles I and the Leveller ambivalence over the process of regicide at the time they were pushing the officers on their Agreement of the People • Lilburne’s reference to Windsor can be supported by reference to this