AQA AS HISTORY 7041/1A The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c1071–1149 Version: 1.0 Fina IB/M/Jun23/E3 7041/1A AS HISTORY The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c

AQA AS HISTORY 7041/1A The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c1071–1149 Version: 1.0 Fina IB/M/Jun23/E3 7041/1A AS HISTORY The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c1071–1149 Wednesday 17 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 7041/1A. • 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/Jun23/7041/1A Section A Answer Question 01. Extract A The Crusader States were the result of religious enthusiasm in the West. Many pilgrims rushed to Outremer as soon as the capture of Jerusalem in 1099 became known. Nowhere else were there so many sites so important to Christians, nor was there a better place to end one’s days. They did not come alone because the people who hoped to survive on the charity of pilgrims and the institutions created to help them also went. During the summer, the ports of Jaffa, Acre and Tyre, were heaving with visitors from Western Europe, who came not as outsiders, but as fellow Christians who saw the holy places as their responsibility. Adapted from M Barber, The challenge of state building in the twelfth century. Reading Medieval Studies, XXXVI, 2010 5 Extract B Several different explanations exist for the success of the crusaders. Firstly, they were able to win several major battles due to their heavy cavalry. Bohemond of Taranto was also a very effective commander. He commanded the army when it had to fight major battles. Adaptation was also a key reason. The crusaders had never fought the Turks before who used hit and run warfare. The crusaders adapted their tactics by marching at night and using infantry to shield their cavalry. Furthermore, religion played a role, keeping morale high. This provided an incentive to see their task through even though some deserted. Finally, not all they met were hostile, for example, the Armenians, the Byzantines and even some Muslims in the East. Adapted from N Morton, The First Crusade, 1095–99 – Why did the First Crusade Succeed?, 2018 5 0 1 With reference to these extracts and your understanding of the historical context, which of these two extracts provides the more convincing interpretation of why the Crusader States were established between 1099 and 1120? [25 marks] 3 IB/M/Jun23/7041/1A Section B Answer either Question 02 or Question 03. Either 0 2 ‘Western intervention had strengthened the position of the Byzantine Empire by 1099.’ Explain why you agree or disagree with this view. [25 marks] or 0 3 ‘In the years 1124 to 1149, economic gain was the most important reason why Western Europeans travelled to Outremer.’ Explain why you agree or disagree with this view. [25 marks] END OF QUESTIONS 4 IB/M/Jun23/7041/1A 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. *236A7041/1A* AS HISTORY 7041/1A The Age of the Crusades, c1071–1204 Component 1A The Crusader states and Outremer, c1071–1149 Mark scheme June 2023 Version: 1.0 Final *236A7041/1A/MS* MARK SCHEME – AS HISTORY – 7041/1A – 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 – AS HISTORY – 7041/1A – 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 wor