AQA_2024: A-level History - Component 2E The English Revolution: 1625–1660 (Merged Question Paper and Marking Scheme)

AQA_2024: A-level History - Component 2E The English Revolution: 1625–1660 (Merged Question Paper and Marking Scheme) A-level HISTORY Component 2E The English Revolution, 1625–1660 Friday 7 June 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions Afternoon Time allowed: 2 hours 30 minutes  Use black ink or black ball-point pen.  Write the information required on the front of your answer book. The Paper Reference is 7042/2E.  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/E4 A-Level History: Component 2E - The English Revolution, 1625–1660 Exam Preview This component explores the political, social, and religious conflicts in England from the reign of Charles I to the restoration of the monarchy in 1660. Key themes include:  The Reign of Charles I (1625–1642): The relationship between Charles I and Parliament, including his belief in the divine right of kings and his attempts to rule without Parliament, leading to tensions. The financial difficulties faced by Charles, his imposition of unpopular taxes like ship money, and the religious policies that alienated Puritans and other groups.  The Causes of the Civil War (1642): The political, religious, and economic factors that led to the outbreak of the Civil War. Tensions between the monarchy and Parliament over issues like taxation, religion (the rise of Puritanism), and the king’s perceived autocracy. The conflict between royal and parliamentary authority led to the war.  The Civil War (1642–1646): The military conflict between the Royalists (Cavaliers), who supported King Charles, and the Parliamentarians (Roundheads), led by figures like Oliver Cromwell. The key events include battles like Naseby and the eventual defeat of Charles’s forces. The rise of the New Model Army, which played a decisive role in Parliament’s victory.  The Trial and Execution of Charles I (1649): The trial of Charles I for treason, his refusal to accept any compromise with Parliament, and his eventual execution in 1649. This marked a pivotal moment in English history, as it led to the abolition of the monarchy and the establishment of a republican government under the leadership of Oliver Cromwell.  The Commonwealth and Protectorate (1649–1660): The period following the execution of Charles I, when England was governed as a republic (the Commonwealth). Oliver Cromwell’s role as Lord Protector from 1653, his military campaigns, and the challenges of ruling a nation without a monarchy. The failure of the republican government to provide stable leadership led to the eventual collapse of the Commonwealth.  The Restoration (1660): The restoration of the monarchy with Charles II in 1660, ending the republican experiment. The political and social changes following the Restoration and the re establishment of the monarchy, including the challenges faced by the new king in consolidating power and the religious conflicts that persisted after the revolution. This exam assesses the causes, course, and consequences of the English Revolution, including the tensions between monarchy and Parliament, the social and religious factors at play, and the significant political changes during and after the Civil War, culminating in the restoration of the monarchy. 7042/2E 2 IB/M/Jun24/7042/2E Section A Answer Question 01. Source A From a report to the Duke of Tuscany from his Ambassador in London, April 1625. The report describes the Duke of Buckingham’s relationship with the new king, Charles I. The Duke of Buckingham, although deeply grieved by the loss of James, the late King, his ever generous master, may feel assured that the goodwill and favour of the new King, Charles, will be extended to him, to a greater degree, if that be possible. This is already shown by the clearest evidence. On the evening of Charles’ proclamation as King, as he went to London, in his carriage was Buckingham. Buckingham is with his Majesty Charles all day. He sleeps in a room next to the royal bedchamber and has been confirmed by Charles in all his offices, which are numerous and of the highest importance. He has also been made Gentleman of the Bedchamber and has received the golden key, the emblem of his office, so that he can, whenever he pleases, and at any hour, enter that chamber as well as any other part of the palace occupied by His Majesty. In short, nothing is done by the new King without Buckingham. 5 10 Source B From six questions presented to the House of Commons by Samuel Turner, March 1626. Turner was an opponent of Buckingham. 1. Is the Duke of Buckingham, being Lord High Admiral, not the cause of the loss of the King’s influence at sea? 2. Are the unreasonable, exorbitant, and immense gifts of money and land bestowed on the Duke and his family, not the cause of limiting the King’s revenue? 3. Is the multiplicity of offices conferred upon the Duke, and others depending upon him, not the cause of the evil government of this kingdom? 4. Are not recusants increased by reason of the Duke’s mother and father-in-law being known papists? 5. Are not the sale of honours, offices and places of judges, and ecclesiastical livings and promotions, a scandal and hurt to the kingdom through the same Duke? 6. Is the Duke’s staying at home, being Lord High Admiral of the fleet and General of the land army, not the cause of the failure at Cadiz; and did he give good direction for that attack on Cadiz? 5 10 3 Source C From a speech in the House of Lords by the Duke of Buckingham, June 1626. Buckingham is responding to the impeachment charges brought against him by the House of Commons. I was grieved that these proceedings against me have caused a delay in undertaking our foreign policy this year. As a consequence we have delayed the resolutions that would have comforted our Protestant friends abroad and secured ourselves at home. But, my Lords, I am sure you will easily acquit me in your thoughts as this business is caused by the Commons, not me. Had they made an effort to be better informed, or allowed me to inform them, I assure myself they would not have troubled your Lordships with this charge. I presume the Commons proceeded against me out of a zealous affection to do their King and Country service, and not out of envy of my reputation or to destroy my fortune. I freely confess that I have been raised to honours and fortunes beyond my merits. What I lacked in experience, I have endeavoured to supply by care and industry. I have not obtained my position to satisfy my ambition or make a profit. 5 10 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 influence of the Duke of Buckingham in 1625/26. [30 marks] Turn over for Section B IB/M/Jun24/7042/2E Turn over ► 4 IB/M/Jun24/7042/2E Section B Answer two questions. 0 2 How important was the role of Pym, in the years 1640 to 1642, in the outbreak of the Civil War in England in August 1642? [25 marks] 0 3 ‘The outcome of the First Civil War in England was decided more by the weaknesses of the Royalists than by the strengths of Parliament.’ Assess the validity of this view. [25 marks] 0 4 ‘In the years 1649 to 1653, the political and religious radicals failed to achieve their aims because they had insufficient support.’ 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 © 2024 AQA and its licensors. All rights reserved. A-level HISTORY 7042/2E Component 2E The English Revolution, 1625–1660 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/2E – 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 – 7042/2E – 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 level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 3 MARK SCHEME – A-LEVEL HISTORY – 7042/2E – JUNE 2024 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 influence of the Duke of Buckingham in 1625/26. Target: AO2 [30 marks] Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: L4: L3: 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 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 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: L1: 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 purpose given in the question. The response demonstrates some understanding of context. 7–12 The answer will offer some comment on the value of at least one source in relation to the purpose given in the question but the response will be limited and may be partially inaccurate. Comments are likely to be unsupported, vague or generalist. The response demonstrates limited understanding of context. Nothing worthy of credit. 1–6 0 4 MARK SCHEME