AQA A-level HISTORY 7042/2F Component 2F The Sun King: Louis XIV, France and Version: 1.0 Final IB/M/Jun23/E6 7042/2F A-level HISTORY Component 2F The Sun King: Louis XIV, France and Europe, 1643–1715QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme

AQA A-level HISTORY 7042/2F Component 2F The Sun King: Louis XIV, France and Version: 1.0 Final IB/M/Jun23/E6 7042/2F A-level HISTORY Component 2F The Sun King: Louis XIV, France and Europe, 1643–1715 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 7042/2F. • 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/Jun23/7042/2F Section A Answer Question 01. Source A From a book by Marshal d’Estrées, published in France, 1666. D’Estrées was a leading French general before becoming the French ambassador in Rome,1636–48. Until the end of 1647, it seemed that the calm, authoritarian spirit of Cardinal de Richelieu had continued, both in matters of war and within the court. But, after the Peace of Westphalia, France experienced a civil war so great it threatened the monarchy. Cardinal Mazarin, who until 1648 had steered France calmly and kindly, was greatly disadvantaged as he was not French and did not understand affairs of state. Continuing the war with Spain led to anger and rumours that Mazarin was enriching himself. During the King’s minority, he had sought to have authority above that of the other ministers and promoted his favourites. Mazarin did not understand why this caused such dissatisfaction and this was disastrous when combined with the pressures of continued war with Spain. There were disturbances. The finance minister, M. d’Emery, suggested that Mazarin set an example and use punishment to stop the revolutionaries. However, instead of stopping the Frondes, this only made things worse, and encouraged those who wished to challenge Mazarin’s power. 5 10 Source B From a letter to Abel Servien from Cardinal Mazarin, 14 August 1648. Servien was a French diplomat and friend of Mazarin. This letter was written shortly before the Parlementary Fronde. There is no part of France that is not corrupted. The Nobles of the Sword, who believe that they would benefit greatly from civil war, are already starting to cause trouble. The parlements of the kingdom are now imitating the Parlement of Paris and believe that they can do anything they please. From all directions, one only hears of disobedience or violence against the Crown’s tax farmers or those charged with the collection of money. I work myself to death for the glory of this Crown and for the individual happiness of each Frenchman. Meanwhile, the enemies of the state and those who hate me are spreading malicious rumours that I have amassed treasures and sent them to Italy. But, in truth, without a word of exaggeration, I borrow every day just to have enough to live on and to maintain my household. It is from pure wickedness that they continue to attempt to turn people against me. Above all else, they attack me principally because I am a foreigner. 5 10 3 IB/M/Jun23/7042/2F Turn over ► Source C From a mocking pamphlet published anonymously by Mazarin’s enemies in Paris, 1650. This pamphlet describes an imagined trial of Mazarin. Jules Mazarin is guilty of the following crimes: - For failing, on many occasions, to conclude a general peace with Spain - For having had various assassinations committed, of which there is sufficient proof that he alone is the person who plotted and planned these murders - For smuggling money out of the King’s treasury - For having wanted to starve the city of Paris - For having stolen food and sold it to France’s enemies - For seducing the Queen - For having caused the Frondes which have now been waging for two years in France - For having taxed the subjects of the King and tyrannically extorted from them immense sums to enrich himself and his family. All these crimes, having been proven and verified by all of the parlements of France, constitute a charge of treason of the highest order. Mazarin has, thereby, been condemned to death by hanging. Although the coward cannot currently be found, his portrait will be attached to the gallows for all to see. 5 10 15 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 role of Cardinal Mazarin in the Frondes. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2F Section B Answer two questions. 0 2 To what extent was Louis XIV’s invasion of the Spanish Netherlands in 1667 caused by his dynastic ambitions? [25 marks] 0 3 ‘In the years after 1685, Madame de Maintenon played an important role in Louis XIV’s decision-making.’ Assess the validity of this view. [25 marks] 0 4 ‘The Peace of Ryswick in 1697 strengthened France’s international position.’ 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. *236A7042/2F* A-level HISTORY 7042/2F Component 2F The Sun King: Louis XIV, France and Europe, 1643–1715 Mark scheme June 2023 Version: 1.0 Final *236A7042/2F/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2F – 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 – 7042/2F – 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 – 7042/2F – 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 role of Cardinal Mazarin in the Frondes. [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 pu