AQA A-level HISTORY 7042/2H Component 2H France in Revolution, Version: 1.0 Final IB/M/Jun23/E4 7042/2H A-level HISTORY Component 2H France in Revolution, 1774–1815// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/2H Component 2H France in Revolution, Version: 1.0 Final IB/M/Jun23/E4 7042/2H A-level HISTORY Component 2H France in Revolution, 1774–1815 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 7042/2H. • 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/Jun23/7042/2H Section A Answer Question 01. Source A From a speech on the future of the King, given in the National Convention, by Maximilien Robespierre, 3 December 1792. Louis is dethroned by his crimes. He conspired against the Republic: either he is condemned or the basis of the Republic is under question. To propose the trial of Louis XVI is to question the revolution. If Louis may be tried, he may be acquitted; if he may be acquitted, he may be innocent. But if he is innocent, what becomes of the revolution? If he is innocent, what are we but false accusers? There is another difficulty – to what punishment shall we condemn him? For myself, I detest the penalty of death; I neither love nor hate Louis, I hate nothing but his crimes. However, a dethroned king in the very heart of a Republic not yet consolidated? A king, whose very name draws foreign war on the nation? Neither prison nor exile can make his an innocent existence. It is with regret I pronounce the fatal truth: Louis must perish rather than 100 000 virtuous citizens! Louis must perish because our country must live. 5 10 Source B From a report in an American newspaper, 12 December 1792. The report’s author had been educated in Geneva and Paris but returned to America in 1785. In referring to the present disastrous situation of France, many may be inclined to believe that the revolution has produced horrible effects. But if we survey these effects with the eye of deliberation, we shall find that our views ought to change. The King exercised a despotic power without restraint. The nobles built around them a circle equally tyrannical, although to a lesser extent. The trouble-making nobility have deliberately and uniformly endeavoured to bring the revolution into disrepute. We have seen émigrés, secretly assisted by the King and Queen, build up armies to attack France. We have seen them dispatch envoys into France to attack every measure that promoted the progress of Liberty. In league with the King and Queen they have spread wicked lies. We have witnessed them engage several nations to assist in murdering their countrymen, and in deluging their native soil with blood. For these treacherous actions, Louis XVI must die. 5 10 3 IB/M/Jun23/7042/2H Turn over ► Source C From a report on the execution of Louis XVI, in The Times newspaper, published in London, 25 January 1793. Louis was to be beheaded in the Place du Carrousel, but reasons of public safety persuaded the Executive Council to move the execution to the Place de la Révolution. Since the decree ordering the death of King Louis XVI was issued, a general dismay has prevailed throughout Paris. The sans-culottes are the only persons that rejoice. The honest citizens, hiding in their homes, could not suppress their heartfelt grief and mourned in private with their families at the murder of their much-loved Sovereign. The unfortunate Louis had the soul of generosity, and a mind enlightened with the finest ideas of human virtue. He was not that man which his enemies reported. Louis’ heart was sound, his head was clear, and he could have reigned with glory. His mind possessed suggestions of wisdom and even in his last moments, when the spirit of life was ready for another world, he spoke with firmness and with resignation. Thus has ended the life of Louis XVI. 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 Louis XVI in January 1793. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2H Section B Answer two questions. 0 2 ‘In the years 1777 to 1787, neither Necker nor Calonne put forward any significant proposals for the reform of French finances.’ Assess the validity of this view. [25 marks] 0 3 ‘The 1801 Concordat was the most important reason for the consolidation of Napoleon’s rule in France.’ Assess the validity of this view with reference to the years 1799 to 1804. [25 marks] 0 4 To what extent was Napoleon himself responsible for the defeat of his armies in the years 1812 to 1814? [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. *236A7042/2H* A-level HISTORY 7042/2H Component 2H France in Revolution, Mark scheme June 2023 Version: 1.0 Final *236A7042/2H/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2H – 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 – 7042/2H – 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 – 7042/2H – 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 Louis XVI in January 1793. [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 – 7042/2H – 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 • it is valuable as it is written by Robespierre, a leading Jacobin Club member, and therefore privy to more information about attitudes to Louis XVI within the National Convention as he was elected in August 1792 • the fact that he was a leading figure within the Jacobins and had a reputation as an incorruptible politician, having risen to prominence during the Estates-General, shows he has a good understanding of Louis XVI’s ‘crimes’. He was a lawyer who had a belief in democracy and was opposed to capital punishment • it is also valuable in that the address was before the trial of Louis in December, before the verdict of the trial was announced mid-January in 1793. It is trying to persuade the National Convention to vote in favour of the death penalty • the tone is of concern of what to do if the Convention doesn’t execute him. It is an emotive speech trying to ask the members to consider their fates if the King is found to be not guilty. Content and argument • this is valuable in highlighting the crimes which the King has committed. Although there were 33 charges, the content of the address suggests that the fate of the Republic and the achievements so far will be ruined if they fail to execute him • it is also valuable as it shows that ‘A king, whose very name draws foreign war on the nation’, which refers to the Battle of Jemappes from November 1792 against the Austrians, who were connected to the Queen • it has limited value as it demonstrates his selfish wishes for France and his reference to ‘draws foreign war on the nation’ which is referring to the progress of the war, albeit limited about the impact of the monarchy • finally, he states ‘Louis must perish because our country must live’ which refers to the Jacobins’ priority for victory in France. France was undergoing hardship through growing inflation and peasant rioting. The Jacobins wanted to exert centralised control. MARK SCHEME – A-LEVEL HISTORY – 7042/2H – JUNE 2023 6 Source B: in assessing the value of this source, students may refer to the following: Provenance, tone and emphasis • this is valuable as it explains the views of an American who was educated in Paris and Geneva and therefore may have been exposed to some of the debates about the monarchy or perhaps the ideas of the Philosophes whilst he was in Paris • the timing of this article is significant as it is written at the time that Louis’ trial had just commenced (although perhaps too early to report on the indictment). The author has awareness of the actions of the King in previous years so has formed an opinion represented in the article • it is clear from the language of this source that the author feels strongly that the King and nobles were to blame for the disastrous consequences of the revolution so far and there is little objectivity in the account of the situation in France • the tone of the source shows a strong belief that the King has made huge mistakes and the language is rousing support for the revolutionaries. Content and argument • the content supports the charges which Louis faced at his trial. The reference to ‘deluging their native soil with blood’ links with the charge of Louis using the troop