2024 AQA A-Level HISTORY 7042/1C Component 1C The Tudors: England, 1485–1603 Verified Question paper and Marking Scheme Attached

2024 AQA A-Level HISTORY 7042/1C Component 1C The Tudors: England, 1485–1603 Verified Question paper and Marking Scheme Attached A-level HISTORY Component 1C The Tudors: England, 1485–1603 Thursday 23 May 2024 Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. Morning Time allowed: 2 hours 30 minutes • Write the information required on the front of your answer book. The Paper Reference is 7042/1C. • 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/Jun24/7042/1C Section A Answer Question 01. Extract A The twenty years to 1547 were a time of high drama as Henry VIII faced new and challenging issues which threatened the stability of the country. Henry’s most pressing need was the resolution of his ‘Great Matter’. To achieve this, he relied on the tireless support of the great administrative genius, Thomas Cromwell. Henry sought to challenge the authority of the Papacy and achieve control over the Church. He appealed to the widespread anxiety about the survival of the dynasty and the growing anti-clericalism of parliament to carry through these aims. Following his triumph over the Church, Henry attempted to sweep away further limitations on his power. Areas which had traditionally not been under the control of the king, such as the Palatinate of Durham, were made subject to royal authority. However, although the Church in England was brought under political control, Henry did not plan to use the royal supremacy as a weapon to radically change the doctrine of the Church itself. Adapted from D Loades, Politics and The Nation, 1999 5 10 Extract B It is easy to assume that Henry VIII was motivated by ambition and greed to take over the power and wealth of the Church in the years between 1527 and his death. Yet this is only part of the story. Henry clearly believed that he was following a path laid down by Scripture and that it was his moral duty to impose his authority over the Church. Henry never separated his religious role from his political responsibilities. He saw his chief political duty as removing superstition from the Kingdom. This was made clear in his most important religious work, the King’s Book. Henry also wished to transform the state. However, the campaign to implement the Royal Supremacy resulted in division and challenge at every level so that in the last ten years of his reign he had to adopt increasingly defensive policies. It then seemed that his intention was to persecute both religious offenders and political enemies alike. Adapted from L Wooding, Tudor England: A History, 2022 5 10 3 Extract C From the late 1520s, money, or the lack of it, was the main driving force behind Henry VIII’s actions. He had wasted any money he had had on wars. Henry was tempted by the vast wealth of the Church, although for a time he seemed content demanding large sums of money for a variety of weak reasons, such as charging the clergy with praemunire. In 1536, encouraged by the nobility and motivated by the desire to acquire even more Church property, Henry’s great plunder began in earnest. Henry sought the dissolution of monasteries worth less than £200 a year and the confiscation of their property. Motivated by the gains made, Henry then sought the suppression of the larger houses and the looting of shrines, such as that of Becket at Canterbury. By the 1540s, the dissolution of the monasteries had met Henry’s aim of vastly expanding his revenue, so he was able to return to his long-standing ambition of defeating France and Scotland. Adapted from WG Hoskins, The Age of Plunder, 1976 5 10 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Henry VIII’s aims in the years 1527 to 1547. [30 marks] Turn over for Section B IB/M/Jun24/7042/1C Turn over ► 4 IB/M/Jun24/7042/1C Section B Answer two questions. 0 2 ‘Henry VII’s royal authority was never secure.’ Assess the validity of this view. [25 marks] 0 3 How successful were Edward VI, Mary I and Elizabeth I in carrying out their religious policies in the years 1547 to 1566? [25 marks] 0 4 In the years 1565 to 1587, how significant a threat was Mary, Queen of Scots, to Elizabeth I? [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 7042/1C Component 1C The Tudors: England, 1485–1603 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/1C – 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 – 7042/1C – 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 – 7042/1C – JUNE 2024 Section A 0 1 Using your understanding of the historical context, assess how convincing the arguments in these three extracts are in relation to Henry VIII’s aims in the years 1527 to 1547. Target: AO3 [30 marks] Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. Generic Mark Scheme L5: L4: Shows a very good understanding of the interpretations put forward in all three extracts and combines this with a strong awareness of the historical context to analyse and evaluate the interpretations given in the extracts. Evaluation of the arguments will be well-supported and convincing. The response demonstrates a very good understanding of context. 25–30 Shows a good understanding of the interpretations given in all three extracts and combines this with knowledge of the historical context to analyse and evaluate the interpretations given in the extracts. The evaluation of the arguments will be mostly well-supported, and convincing, but may have minor limitations of depth and breadth. The response demonstrates a good understanding of context. 19–24 L3: L2: L1: Provides some supported comment on the interpretations given in all three extracts and comments on the strength of these arguments in relation to their historical context. There is some analysis and evaluation but there may be an imbalance in the degree and depth of comments offered on the strength of the arguments. The response demonstrates an understanding of context. 13–18 Provides some accurate comment on the interpretations given in at least two of the extracts, with reference to the historical context. The answer may contain some analysis, but there is little, if any, evaluation. Some of the comments on the strength of the arguments may contain some generalisation, inaccuracy or irrelevance. The response demonstrates some understanding of context. 7–12 Either shows an accurate understanding of the interpretation given in one extract only or addresses two/three extracts, but in a generalist way, showing limited accurate understanding of the arguments they contain, although there may be some general awareness of the historical context. Any comments on the strength of the arguments are likely to be generalist and contain some inaccuracy and/or irrelevance. The response demonstrates limited understanding of context. 1–6 Nothing worthy of credit. 0 4 MARK SCHEME – A-LEVEL HISTORY – 7042/1C – JUNE 2024 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Students must assess the extent to which the interpretations are convincing by drawing on contextual knowledge to corroborate and challenge the interpretations/arguments/views. In their identification of the argument in Extract A, students may refer to the following: • the overall argument posited in Extract A is that the aims of Henry developed over time. At the start of the period, the main aim of Henry VIII was to resolve his ‘Great Matter’, but in achieving this, his aim developed to gain greater control of the country • Extract A argues that, following the challenge to the authority of the Papacy, Henry aimed to gain control over the Church in England • Extract A argues that, having gained control over the Church, Henry aimed to extend his authority • Extract A argues that Henry aimed to maintain the doctrine of the Church as it had been under the Papacy. In their assessment of the extent to which the arguments are convincing, students may refer to the following: • Extract A is convincing in the argument that the demand for the annulment precipitated the events which culminated in Henry extending his authority over the Church and country. • Extract A is convincing in its argument that, as his challenge to the Pope over the annulment of marriage dragged on, Henry sought to gain control over the Church. However, the Royal Supremacy was the outcome of the failure of other strategies – for example the financial penalties on the clergy, removal payments of Peter’s Pence • Extract A is convincing in that the extension of his authority across the country did develop from the Royal Supremacy, however, the extension of royal authority across the kingdom had begun with the centralising policies of Henry VII • Extract A is not fully convincing in the argument that Henry VIII wanted to maintain the doctrine of the Church as it had been under the Papacy. It is convincing in that he held core beliefs, such as transubstantiation, but there were elements, such as the veneration of saints and the importance of pilgrimages, which he challenged. In their identification of the argument in Extract B, students may refer to the following: • the overall argument in Extract B is that Henry VIII was motivated by his moral and religious beliefs; he was following a path laid down by Scripture • Extract B suggests that, to some degree, Henry VII was motivated by ambition and greed, although this is only part of the story • Extract B argues that Henry VIII aimed to cleanse the realm from superstition as he outlined in the King’s Book • Extract B argues that Henry VIII was motivated to persecute his enemies – both religious and political – to ensure his security. 5 MARK SCHEME – A-LEVEL HISTORY – 7042/1C – JUNE 2024 In their assessment of the extent to which the arguments are convincing, students may refer to the following: • Extract B is convincing in that Henry was motivated by his faith throughout the years 1527 to 1547 and justified his actions with his religious belief. This can be seen in the use of the Book of Leviticus to secure the annulment, the trial of John Lambert and in his last speech to Parliament. However, this was also a means to an end as he was unable to pressure the Pope by other means • Extract B is convincing in that Henry was motivated to some degree by ambition and greed to take over the power and wealth of the Church. This can be seen in the Dissolution of the Monasteries. However, the Act of Supremacy which gave him power over the Church was the culmination of the failure of other policies • Extract B is convincing in that Henry was motivated to cleanse the realm from superstition as can be seen in the injunctions against Pilgrimages, the burning of statues. However, the King’s Book was intended to reinforce Henry’s authority and challenge the authority of the Pope • Extract B is convincing in arguing that Henry VIII persecuted his enemies. This can be seen most clearly with the trial of Anne Askew and the execution of the Earl of Surrey. In their identification of the argument in Extract C, students may refer to the following: • the overall argument in Extract C is that Henry VIII was motivated by the acquisition of money; ultimately his purpose of acquiring wealth was to establish his military power • Extract C suggests that the motivation for his actions was to gain small amounts of money from the Church but the more he gained, the greater his ambitions became • Extract C argues that Henry VIII was encouraged in his aim to gain property from the Church by the nobility • Extract C argues that Henry VIII was motivated by the desire to defeat France and Scotland. In their assessment of the extent to which the arguments are convincing, students may refer to the following: • Extract C is convincing in that Henry VIII was motivated by the need to acquire money having spent his inheritance and failed to secure sufficient taxation. However, Henry could be seen to be motivated more by his desire to secure the dynasty • Extract C is convincing in the initial pressure placed on the Papacy was to deprive it of money but this was intended to secure the divorce. However, having gained control of the Church, he was motivated to gain more and more money • Extract C is partially convincing in that the nobility benefited greatly from the Dissolution of the Monasteries. However, he was principally persuaded by his First Minister – Cromwell. The attack on Church property, such as the shrine of Becket, might also have been motivated by spite • Extract C is convincing in that Henry VIII was motivated to gain money to defeat France. Henry certainly used the wealth from the monasteries to finance the invasion of France and fortify the country’s defences. 6 MARK SCHEME – A-LEVEL