AQA AS HISTORY 7041/2E The English Revolution, 1625–1660 Component 2E The origins of the English Civil War, 1625– 1642 Version: 1.0 Final IB/M/Jun23/E3 7041/2E AS HISTORY The English Revolution, 1625–1660// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl(

AQA AS HISTORY 7041/2E The English Revolution, 1625–1660 Component 2E The origins of the English Civil War, 1625– 1642 Version: 1.0 Final IB/M/Jun23/E3 7041/2E AS HISTORY The English Revolution, 1625–1660 Component 2E The origins of the English Civil War, 1625–1642 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 7041/2E. • 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/Jun23/7041/2E Section A Answer Question 01. Source A From the memoirs of Sir Philip Warwick published after 1660. Warwick was an official in Charles I’s government and fought for the Royalists in the Civil War. Charles’ manner was very majestic for he always insisted on his dignity, even to the great foreigners that came to his court. For he would only be approached with respect and reverence. He was ready to engage in conversation, but the subject matter of it was most commonly serious, not light. His way of arguing was very civil and patient for he seldom contradicted another by his authority, but by his reason. Nor did he, by any bad-tempered dislike, crush another’s arguments. He began his challenge by this civil introduction, ‘By your favour, Sir, I think otherwise’, on this or that ground. Yet, he would not accept any outspoken challenge to his own words. 5 Source B From ‘The History of the Great Rebellion’ by the Earl of Clarendon, written after 1660. Clarendon was a civilian adviser to Charles I during the Civil War. Charles’ kingly virtues were mixed with other characteristics. His kingly virtues did not always dominate his behaviour. Therefore, he was apt to grant pardon to wrongdoers despite his judges presenting to him the damage to the public that would result. He would not tolerate alternative religious beliefs. Though he gave very much, he paused too long in giving, which made those to whom he gave less grateful for the benefit. He had an excellent understanding, but was not confident enough of it. This made him often change his own opinion for a worse one and follow the advice of a man that did not judge so well as himself. 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 Charles I’s character? [25 marks] 3 IB/M/Jun23/7041/2E Section B Answer either Question 02 or Question 03. Either 0 2 ‘In the years 1633 to 1640, Thomas Wentworth strengthened the authority of the English Crown in Ireland.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘John Pym was the main cause of the outbreak of Civil War in England in the years 1640 to 1642.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS 4 IB/M/Jun23/7041/2E 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. *236A7041/2E* AS HISTORY 7041/2E The English Revolution, 1625–1660 Component 2E The origins of the English Civil War, 1625–1642 Mark scheme June 2023 Version: 1.0 Final *236A7041/2E/MS* MARK SCHEME – AS HISTORY – 7041/2E – 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 – AS HISTORY – 7041/2E – 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 – AS HISTORY – 7041/2E – 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 Charles I’s character? [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 the issue identified in the question. The response demonstrates some understanding of context.