2024 AQA A-Level HISTORY 7042/2A Component 2A Royal Authority and the Angevin Kings, 1154–1216 Verified Question paper and Marking Scheme Attached

2024 AQA A-Level HISTORY 7042/2A Component 2A Royal Authority and the Angevin Kings, 1154–1216 Verified Question paper and Marking Scheme Attached A-level HISTORY Component 2A Royal Authority and the Angevin Kings, 1154–1216 Friday 7 June 2024 Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. Afternoon Time allowed: 2 hours 30 minutes • Write the information required on the front of your answer book. The Paper Reference is 7042/2A. • 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/Jun24/7042/2A Section A Answer Question 01. Source A From the ‘History of the Dukes of Normandy and the Kings of England’ by the unknown Flemish Chronicler, ‘Anonymous of Béthune’, early 13th century. There was a very nasty streak in King John’s character. He was the most cruel of men. He often humiliated the most important men in the land because he was attracted to beautiful women, and this caused a great deal of hatred. He would never willingly tell the truth. He did his utmost to create friction between his barons, taking great delight in seeing this turn into hatred. In 1210 John attacked a magnate with whom he had quarrelled, William de Briouse. John imprisoned William’s wife, Maud de Briouse, and their son in Corfe castle, placing in their cell a sheaf of oats and some uncooked bacon. He allowed them no more food than this. Ten days after, the mother was found dead, sitting between the legs of her son. As for the son, he was also dead. The mother in her anguish had eaten both of her son’s cheeks. William de Briouse, who was in Paris at the time, died of grief shortly after he heard the news. 5 10 Source B From a letter to Archbishop Stephen Langton from Pope Innocent III, March 1213. John had recently offered peace terms to the Pope regarding his excommunication. Sometimes the perversity of the wicked passes down by succession of blood from father to son. This is clearly apparent from the fact that Henry, King of the English, for a long time persecuted the blessed Thomas, Archbishop of Canterbury, who defended justice and ecclesiastical liberty and was later killed by the swords of the impious King’s men. For a long time now his son John, King of England, for the same reason has been unjustly persecuting you and our beloved sons the monks of Canterbury and many others, driving you to live pitiably in exile deprived of your entire property. We, therefore, kindled with a zeal for ecclesiastical liberty, charge and strictly command you that, if the King should violate the peace which has been restored between him and the English Church by apostolic provision, neither you nor any others should anoint or crown any of his heirs. This action preserves the orders of the Apostolic See. 5 10 3 Source C From a chronicle compiled by the St Alban’s monk, Wendover. Wendover lived through John’s reign but wrote afterwards. Wendover describes events after rebel barons took control of London, May 1215. King John, when he saw that he was deserted by almost all, so that out of his many followers he scarcely retained seven knights, was much alarmed lest the barons would attack his castles and take them without difficulty, as they would find no obstacle to their so doing. So he deceitfully pretended to make peace for a time with the barons and sent William Marshal, Earl of Pembroke, with other trustworthy messengers, to them, and told the barons that, for the sake of peace, the King would willingly grant them the laws and liberties they required. The King also sent word to the barons by the same messengers, to appoint a fitting day and place to meet and carry all these matters into effect. The King’s messengers then came in all haste to London, and reported to the barons all that had been deceitfully told to them; they in their great joy appointed the fifteenth of June for the King to meet them. 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 reign of King John. [30 marks] Turn over for Section B IB/M/Jun24/7042/2A Turn over ► 4 IB/M/Jun24/7042/2A Section B Answer two questions. 0 2 To what extent did Henry II rely upon the support of the English Church to establish his royal authority in the years 1154 to 1166? [25 marks] 0 3 How successful was Henry II in re-establishing his authority in the years after the Great Rebellion? [25 marks] 0 4 ‘Richard I was more committed to crusading and his French territories than to governing England.’ Assess the validity of this view. [25 marks] END OF QUESTIONS A-level HISTORY 7042/2A Component 2A Royal Authority and the Angevin Kings, 1154–1216 Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL HISTORY – 7042/2A – 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 – 7042/2A – 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 b