AQA_2024: A-level History - Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 (Merged Question Paper and Marking Scheme)

AQA_2024: A-level History - Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 (Merged Question Paper and Marking Scheme) A-level HISTORY Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 Thursday 23 May 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions Morning  Use black ink or black ball-point pen. Time allowed: 2 hours 30 minutes  Write the information required on the front of your answer book. The Paper Reference is 7042/1D.  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. IB/M/Jun24/G4006/E6 7042/1D Exam Summary Stuart Britain and the Crisis of Monarchy, 1603–1702 1. The Early Stuart Period (1603–1625) o The reign of James I (1603–1625): The transition from the Tudor monarchy to the Stuart dynasty. o James’s belief in the divine right of kings and his tensions with Parliament over issues of royal prerogative and finances. 2. The Reign of Charles I (1625–1649) o Charles I’s belief in the divine right of kings, leading to growing tensions with Parliament and his attempts to rule without Parliament, particularly through Personal Rule (1629 1640). o The political crisis: The Short Parliament (1640) and the Long Parliament (1640–1660), and Charles’s conflicts with Parliament over taxation and religious policies (e.g., the Laudian reforms). 3. The Commonwealth and Protectorate (1649–1660) o The Interregnum: The period following the execution of Charles I, when England became a republic under the leadership of Oliver Cromwell. o The challenges of governing without a monarchy, including dealing with religious dissent, economic issues, and maintaining military control. 4. The Restoration of Charles II (1660) o The Restoration of the monarchy in 1660 with the return of Charles II, following Cromwell’s death and the collapse of the Commonwealth. o The challenges faced by Charles II in re-establishing royal authority after the interregnum, including the need to reconcile with former enemies and address ongoing religious conflicts. 5. James II and the Crisis of the Monarchy (1685–1688) o James II: The Catholic king whose policies alienated both Parliament and the Church of England. His attempts to assert absolute monarchy led to widespread opposition. o The Glorious Revolution of 1688: The overthrow of James II, culminating in his exile and the accession of William III and Mary II, marking a shift in the balance of power between the monarchy and Parliament. 6. Religious and Political Tensions o The role of religion in the political crisis: The impact of Catholicism, Puritanism, and Anglicanism on political power and governance. o The rise of religious tolerance following the Glorious Revolution, alongside ongoing conflicts between Protestant factions and tensions surrounding the place of Catholics in English politics. 7. The Impact of the Crisis of Monarchy on the British Political System o The eventual rise of Parliamentary sovereignty: The decline of absolute monarchy and the growing power of Parliament. 2 IB/M/Jun24/7042/1D Section A Answer Question 01. Extract A Millenarianism was a central belief of Protestantism but flourished with the political events of the 1640s and 1650s. Most Protestants believed that a war between the forces of Christ and Antichrist would end in a final battle and the Millennium would be established when King Jesus returned to rule on earth. Thus, defined in this sense, there is little doubt that Millenarianism, far from being the belief of a few eccentrics, was part of the mainstream of Protestant intellectual life. However, groups like the Fifth Monarchists have been dismissed by some as fanatical eccentrics. In a sense this is not surprising. For them the civil wars and Charles I’s execution were signs of the coming of King Jesus. As ridiculous as these ideas seem, they were well in line with those held by many people due to the political events of 1640 to 1660. The uniqueness of the Fifth Monarchists as Millenarians in these years was their plans for a temporary government controlled by a minority until the Millennium. Adapted from B Coward, The Stuart Age, 1984 5 10 Extract B The appeal of popular Millenarianism in the 1640s and 1650s came from the hope it offered. At a popular level, the Millennium seems to have meant a future world freed from the insecurity of the seventeenth century. Wars would cease. Crops would be gathered without the age-old fear of harvest failure. The workers alone, liberated from taxes, tithes and rent, would benefit from their labour. Family life would be transformed by the assurance of perfect health. In a period of recession, fighting and confusion, such promises had an obvious appeal and were used by groups like the Diggers in reaching out to ordinary people. The popular appeal of Millenarianism also came from the cheap printing the various groups could make use of to popularise their vision. Thus, in these turbulent years, Millenarianism was not confined to the elite or to those who were Fifth Monarchists, but had a widespread popular appeal because of the hope it offered to ordinary people of an end to their economic and social problems. Adapted from B Capp, The Fifth Monarchists and Popular Millenarianism, 1984 5 10 3 Extract C What made Fifth Monarchists more dangerous and different from other Millenarians was the central place they gave to their doctrine and their commitment to make their ideas a political reality at any cost, including by force. The unrest that they stirred up was a consequence of events from 1640 which encouraged Millenarian hopes. In terms of their support, their critics often overestimated their size. Fifth Monarchists were strong in the south, especially in towns, with London being the centre of their activity. Among their leaders were several army officers and chaplains, as well as state officials. The Fifth Monarchists also posed a considerable threat through the 1650s as they sowed discontent among the soldiers and carried on secret negotiations with other disaffected groups to create a broad oppositional alliance. The Fifth Monarchists were different from other Millenarians in that they were not, despite the range of their support, egalitarian. They envisaged, after the Millennium, an elevation of themselves to form a new upper class, by force if needed. Adapted from A Bradstock, Radical Religion in Cromwell’s England, 2010 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Millenarianism in the years 1640 to 1660. [30 marks] Turn over for Section B IB/M/Jun24/7042/1D Turn over ► 4 IB/M/Jun24/7042/1D Section B Answer two questions. 0 2 How significant were James I’s views on monarchy in the conflict between Crown and Parliament in the years 1603 to 1625? [25 marks] 0 3 To what extent was Charles II personally responsible for the problems of the restored monarchy in the years 1660 to 1681? [25 marks] 0 4 In the years 1681 to 1702, to what extent were changes in the relationship between the Crown and the Political Nation due to fear of Catholicism? [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 © 2024 AQA and its licensors. All rights reserved. A-level HISTORY 7042/1D Component 1D Stuart Britain and the Crisis of Monarchy, 1603–1702 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/1D – JUNE 2024 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. 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 © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – A-LEVEL HISTORY – 7042/1D – JUNE 2024 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 le