AQA A-level HISTORY 7042/1A Component 1A The Age of the Crusades, c1071–1204 Version: 1.0 Final IB/M/Jun23/E4 7042/1A A-level HISTORY Component 1A The Age of the Crusades, c1071–1204// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/1A Component 1A The Age of the Crusades, c1071–1204 Version: 1.0 Final IB/M/Jun23/E4 7042/1A A-level HISTORY Component 1A The Age of the Crusades, c1071–1204 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 7042/1A. • 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/Jun23/7042/1A Section A Answer Question 01. Extract A Outremer was never likely to last. For it to survive, in the midst of enemy territory, it was necessary to have a steady renewal of manpower from the West. Rulers of Jerusalem had to appease the Byzantines and had to plot with infidel princes to ensure Muslim disunity. Whilst a few adventurers from the West arrived hoping to carve out estates for themselves, most of the reinforcements making the journey believed that it was their holy duty to fight the infidel. When they found their cousins in Outremer intriguing and trading with Muslims and allying with schismatic Greeks they were shocked. Either they returned home in disgust, or they insisted upon a more aggressive policy, thus damaging the settlers’ chances of survival. It was not easy to persuade recruits to continue to journey eastward when they disliked what they saw on arrival. The Second Crusade was a miserable failure and meant that no great expedition would set out again until Saladin had reunited the Muslim world and recaptured Jerusalem itself. Adapted from S Runciman, The Decline of the Crusading Ideal, 1971 5 10 Extract B In 1187 Jerusalem’s military might was as strong as it ever had been. True, there was vicious infighting among the Christian elites, but the kingdom’s resources were strong and intact. The disaster of Hattin is not a tale of one declining Christian kingdom being crushed by an ascendant Muslim power. It is rather the story of a still-strong Christian power being out-competed by a dynamic Muslim ruler. The roots of the kingdom’s fall need to be located with the Muslims. Saladin’s great achievement was to unite Egypt’s wealth with Syria’s manpower. This gave him the resources to out-compete the Christian armies in open battle. The crucial moment occurred in 1174. In this year Saladin left Egypt and forced his way into Damascus. This was risky but the gamble worked and, with Damascus under his control, he had a firm foothold in Syria from which he could not easily be dislodged. From this moment onwards Saladin was able to contemplate the overthrow of the crusader kingdom. Adapted from N Morton, Three Perspectives on the Crusades, 2015 5 10 3 IB/M/Jun23/7042/1A Turn over ► Extract C The instability within the court worsened during the first six years of King Baldwin IV’s reign. So long as it was uncertain whether the King’s health would permit him personally to govern there was tension within the court. During the years 1180 to 1182 this tension increased, causing open division and two hostile factions. The situation facing Jerusalem by 1187 was the most serious in its history. While internal dissension brought the kingdom to the verge of a suicidal civil war, Saladin had taken the last steps in preparation for his great offensive. However, despite this, Saladin’s victory was not inevitable. In many respects Saladin’s control of Muslim Syria was more apparent than real. The Franks were expert in trying to get Saladin to attack in unfavourable terrain. But the plan was not carried out because of renewed outbursts of Christian infighting. The tragedy of Hattin is that it was a battle that perhaps need not have been fought and certainly should not have been lost. Adapted from MW Baldwin, A History of the Crusades, 1955 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to the situation in Outremer by 1187. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/1A Section B Answer two questions. 0 2 ‘Western interventions in the Near East were primarily a response to Byzantium’s requests for help in the years 1071 to 1099.’ Assess the validity of this view. [25 marks] 0 3 To what extent was Outremer weaker in 1149 than it had been in the 1120s? [25 marks] 0 4 ‘In the years 1146 to 1174, Nureddin was motivated more by personal ambition than by his religious beliefs.’ 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. *236A7042/1A* A-level HISTORY 7042/1A Component 1A The Age of the Crusades, c1071–1204 Mark scheme June 2023 Version: 1.0 Final *236A7042/1A/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/1A – 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 – 7042/1A – 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