AQA AS HISTORY 7041/2B The Wars of the Roses, 1450–1499 Component 2B The Fall of the House of Lancaster, 1450– 1471AS Version: 1.0 Final IB/M/Jun23/E4 7041/2B AS HISTORY The Wars of the Roses, 1450–1499 Component 2B The Fall of the House of Lancaster, 1

AQA AS HISTORY 7041/2B The Wars of the Roses, 1450–1499 Component 2B The Fall of the House of Lancaster, 1450– 1471AS Version: 1.0 Final IB/M/Jun23/E4 7041/2B AS HISTORY The Wars of the Roses, 1450–1499 Component 2B The Fall of the House of Lancaster, 1450–1471 Tuesday 23 May 2023 Afternoon Time allowed: 1 hour 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 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 IB/M/Jun23/7041/2B Section A Answer Question 01. Source A From a letter to Pope Pius II from papal legate Francesco Coppini, 1 June 1461. Coppini supported the Yorkists whilst he was in London, April–November 1461. King Edward has not yet made himself supreme over the whole kingdom or reduced it to peace, because King Henry is with the Scots, with his wife and son and the Duke of Somerset and Lord Roos. In Scotland they announced that they have married Henry’s son to the daughter of the late King of Scots and sister of the present, little King. They have received, from the same Henry, the town of Berwick. Hence it is suggested that the Scots are about to invade with Henry, Margaret and their son to recover the realm. And it is thought, due to the ancient alliance between the Scots and the French, that the French will also assist by land and sea. 5 Source B From the Crowland Chronicle’s Second Continuation, written in Lincolnshire, 1486. This is believed to have been written by a member of Edward IV’s council. Following King Edward’s victory at Towton there were sieges of castles in Northumberland and various clashes on the Scottish borders. These clashes were between the remnants of Henry’s forces and Lord Montagu, John Neville, lately created Earl of Northumberland for his services, as well as other faithful followers of King Edward. Fortunes varied but most frequently they ended in the greater glory of King Edward. In all this raiding and conflict many nobles on Henry’s side were routed and slain, such as Henry, Duke of Somerset, Lord Hungerford and Lord Roos and distinguished knights such as Ralph Grey and Ralph Percy. These nobles were routed and slain by the prowess of the Earl of Northumberland. 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 the extent of the Lancastrian threat to Edward IV after the Battle of Towton? [25 marks] 3 IB/M/Jun23/7041/2B Section B Answer either Question 02 or Question 03. Either 0 2 ‘Queen Margaret of Anjou was the most significant influence on the developing factional rivalry, in the years 1456 to 1460.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘The First Battle of St Albans was the result of the clash between the Duke of York and the Duke of Somerset.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS 4 IB/M/Jun23/7041/2B There are no questions printed on this page 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. *236A7041/2B* 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 2023 Version: Final 1.0 *236A7041/2B/MS* MARK SCHEME – AS HISTORY – 7041/2B – 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 – AS HISTORY – 7041/2B – 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 – AS HISTORY – 7041/2B – JUNE 2023 4 Section A 0 1 With reference to these sources and your understanding of the historical context, which of these two sources is more valuable in explaining the extent of the Lancastrian threat to Edward IV after the Battle of Towton? [25 marks] Target: AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: Answers will display a very good understanding of the value of the sources in relation to the issue identified in the question. They will evaluate the sources thoroughly in order to provide a well-substantiated conclusion. The response demonstrates a very good understanding of context. 21–25 L4: Answers will provide a range of relevant well-supported comments on the value of the sources for the issue identified in the question. There will be sufficient comment to provide a supported conclusion but not all comments will be well-substantiated, and judgements will be limited. The response demonstrates a good understanding of context. 16–20 L3: The answer will provide some relevant comments on the value of the sources and there will be some explicit reference to the issue identified in the question. Judgements will however, be partial and/or thinly supported. The response demonstrates an understanding of context. 11–15 L2: The answer will be partial. There may be either some relevant comments on the value of one source in relation to the issue identified in the question or some comment on both, but lacking depth and having little, if any, explicit link to