Help for Various as Level History Essays

version 1. 1 abc General Certificate of didactics AS recital 1041 Unit 1 HIS1C The Reformation in Europe, c15001564 intention avoidance 2009 examination June series This firebrand scheme uses the new bouting system which is being introduced for examinations from June 2010 The specimen legal opinion fabrics ar provided to give centres a reasonable idea of the general shape and character of the planned driving force papers and give away schemes in advance of the operational exams. Further copies of this dough aim are available to download from the AQA Website www. qa. org. uk Copyright 2009 AQA and its licensors. All rights reserved. right of first publication AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this folder for their own internal use, with the following important exception AQA can non give permit to centres to photocopy any material that is acknowledged to a third company counterb alance for internal use within the centre. Set and published by the Assessment and Qualifications Alliance.The Assessment and Qualifications Alliance (AQA) is a company confine by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered citation AQA, Devas Street, Manchester M15 6EX Dr Michael Cresswell Director General biography AQA GCE all-day sucker Scheme prototype (June 2010 onwards) generic Introduction for AS The AS History specification is base on the assessment objectives laid down in QCAs GCE History subject criteria and published in the AQA specification booklet.These c everyplace the skills, knowledge and disposition which are expected of A Level candidates. Most minds address to a greater close than one objective since historic skills, which include knowledge and brain, are unremarkably deployed together. Consequently, the marking scheme which follows is a takes of reply sch eme and assesses candidates historical skills in the mise en scene of use of their knowledge and cause of History. The levels of response are a have recognition of how candidates have staged their abilities in the Assessment Objectives.Candidates who predominantly address AO1(a) by writing narrative or description bequeath dress at Level 1 or Level 2 depending on its relevance. Candidates who provide more explanation (AO1(b), desex uped by the germane(predicate) option of material, AO1(a)) result perform at high Level 2 or low-mid Level 3 depending on how pellucid they are in their response to the read/write head. Candidates who provide explanation with evaluation, discernment and an awareness of historical interpretations leave alone be addressing all 3 AOs (AO1(a) AO1(b) AO2(a) and (b) and bequeath have access to the higher mark throws.AO2(a) which requires the evaluation of source material is assessed in Unit 2. Differentiation in the midst of Levels 3, 4 a nd 5 is judged according to the extent to which candidates meet this range of assessment objectives. At Level 3 the answers leave alone arrangement more characteristics of the AO1 objectives, although on that point should be elements of AO2. At Level 4, AO2 criteria, oddly an brain of how the past has been interpreted, exit be more in distinguish and this impart be even more dominant at Level 5.The demands on indite intercourse, tokenly the cheek of ideas and the use of specialist vocabulary also increase by the various levels so that a candidate performing at the highest AS level is already well prepared for the demands of A2. 3 History AQA GCE observe Scheme SPECIMEN (June 2010 onwards) CRITERIA FOR MARKING GCE HISTORY AS EXAMINATION document General Guidance for Examiners (to accompany Level Descriptors) Deciding on a level and the award of marks within a levelIt is of vital brilliance that examiners familiarise themselves with the generic mark scheme and apply it consistently, as tell by the Principal Examiner, in order to facilitate comparability across options. The indicative mark scheme for each paper is designed to exemplify or so of the material that candidates might refer to (knowledge) and nigh of the approaches and ideas they might create (skills). It is not, however, prescriptive and should moreover be used to exemplify the generic mark scheme. When applying the generic mark scheme, examiners depart constantly need to exercise judgement to decide which level fits an answer best.Few acts go forth pomp all the characteristics of a level, so deciding the al about appropriate testament always be the first task. Each level has a range of marks and for an essay which has a strong cor sexual congress with the level descriptors the middle mark should be given. However, when an answer has some of the characteristics of the level above or below, or seems stronger or weaker on comparison with many other candidates responses to the same question, the mark leave behind need to be familiarised up or down. When deciding on the mark within a level, the following criteria should be considered in relation to the level descriptors.Candidates should never be doubly penalised. If a candidate with vile communication skills has been placed in Level 2, he or she should not be moved to the bottom of the level on the basis of the inadequate quality of indite communication. On the other hand, a candidate with also poor skills, whose run away otherwise matched the criteria for Level 4 should be adjusted downwards within the level. Criteria for deciding marks within a level The accuracy of factual information The level of detail The depth and precision displayed The quality of relate and argumentsThe quality of written communication (grammar, spelling, punctuation and legibility an appropriate form and style of writing trig and reproducible boldness of ideas, including the use of specialist vocabulary) Appropriate references to historical interpretation and debate The demonstration 4 History AQA GCE recognize Scheme SPECIMEN (June 2010 onwards) Specimen tick off Scheme for examinations in June 2010 onwards GCE AS History Unit 1 Change and Consolidation HIS1C The Reformation in Europe, c15001564 Question 1 01 explain why Luther attacked the sale of indulgences in 1517. (12 marks) Target AO1(a), AO1(b) Generic Mark SchemeNothing written proper of credit. 0 L1 Answers will contain both(prenominal) some descriptive material which is only by and large link to the rivet of the question or some explicit chit chat with inadequate, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be exceptional in phylogenesis and skills of written communication will be weak. 1-2 L2 Answers will demonstrate some knowledge and apprehension of the demands of the question. They will all be al just about tout ensemble descriptive with hardly a(prenominal) explicit links to the question or they will provide some explanations backed by turn up that is limited in range and/or depth.Answers will be coherent solely infirm denotative and/or poorly structured. 3-6 L3 Answers will demonstrate smashing understanding of the demands of the question providing relevant explanations backed by fittingly selected information, although this whitethorn not be full or comprehensive. Answers will, for the close part, be intelligibly evince and show some organisation in the notification of material. 7-9 L4 Answers will be well- steeringed, identifying a range of specific explanations, backed by precise attest and demonstrating good understanding of the connections and links between events/ retail stores.Answers will, for the most part, be well-written and organised. 10-12 declarative mood field Candidates will need to be able to link Luthers own intellectual germinatement with the wider policy-making and religious context. Lut hers repugnance towards indulgences had hardened from about 1513 as he developed his solifidian ideas. In particular, their issue had no scriptural basis. However, the formulation of the 95 Theses was sparked off by the ravening peddling of indulgences by the Dominican Johannes Tetzel at Juterbog, not removed from Wittenberg plainly outside the jurisdiction of Electoral Saxony.Concern, therefore, for the mortal souls of innocent dupes was thus a catalyst for Luthers protest. On the other hand, Luthers initial objections were as much the product of the scale of sale and the style of salesmanship as it was a product of a considered theological analysis. The scale of the operation was a instant of the indebtedness of both Pope Leo X, on account not only of his extravagant lifestyle solely also the spiralling cost of rebuild St. Peters, and the 5 History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards)Archbishop of Mainz, in capacious debt to the Fuggers because of the amount he had borrowed to secure the simoniacal acquisition of the archbishopric. Tetzels sales pitching had included the claim of plenary remission of sins as heinous as raping the Virgin Mary. Question 1 02 How far was the victor of the Lutheran movement in Germany due to the reformers use of the printing press in the geezerhood 1517 to 1555? (24 marks) Target AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1Answers whitethorn all contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. there will be little, if any, awareness of differing historical interpretations. The response will be limited in developing and skills of written communication will be weak. 1-6 L2 Answers will show some understanding of the focus of the question. They will either be almost all in all descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but washy evince and/or poorly structured. 7-11 L3 Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and suitably selected conclusion, but they will lack depth and/or balance.There will be some understanding of varying historical interpretations. Answers will, for the most part, be understandably expressed and show some organisation in the initiation of material. 12-16 L4 Answers will show explicit understanding of the demands of the question. They will develop a fit argument backed by a good range of suitably selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisat ion and good skills of written communication. 17-21 L5 Answers will be well-focused and nearly argued.The arguments will be supported by precisely selected evidence conduct to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be guardedly organised and fluently written, using appropriate vocabulary. 22-24 declarative mood content Printing had a fundamental role in the success of the Lutheran movement this can be traced back to November 1517 when Luthers 95 Theses were translated and printed in numerous editions, suggesting the existence of an avid and informed readership History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) the 1520 pamphlets sold in large numbers game and were crucial in disseminating Luthers theological ideas and their relationship to the contemporary political context Luther and his colleagues continued to publish widely, his translation of the Bible proved very powerful and the Lutheran message was spread visually in huge numbers of woodcuts, which meant that the message could be assimilated by the illiterate as well as the literate n contrast, the Catholic Church responded rather slowly at first to the Lutheran challenge in the short-term, at any rate, its development of the potential offered by the new technology left much to be desired. Other factors The grandness of printing should be placed in the context of a range of other factors, including the political impetus created by the support for Luther of many German princes the problems faced by Charles V which prevented his prioritising the destruction of the Lutheran threat before 1546 and also prevented him from achieving a triumph even though he had been militarily no-hit he appeal of Luthers ideas the accessible cushion of Luthers teaching (at least until 1525) the impact of preaching the parting of other reformers, such(prenominal) as Melanchthon. 7 History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Question 2 03 Explain why the Anabaptists were mashed in Munster in 1535. (12 marks) Target AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1 Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2 Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3Answers will demonstrate good understanding of the demands of the question providing relevant ex planations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4 Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 asserting(a) contentCandidates might include some of the following factors all authority, both blase and religious, appeared to be challenged by the rule of the Saints in Munster and this encouraged the traditional administration to take violent action traditional morality was challenged with the introduction of polygamy and was regarded with particular repugnance by socially conservative rulers, both Lutheran and Catholic property rights were challenged with the introduction of a form of communis m which was a trail challenge to the basis on which traditional rulership was conducted all existing political authority was rejected.This was a threat which could not be ignored by both the Catholic Bishop and the Lutheran Philip of Hesse. The Anabaptists rejected Bibliocentrism and stressed instead put divine inspiration, which tended conveniently to reinforce the above points. The result was a spectacular and apocalyptic movement which frightened Catholics and Lutherans alike. This even led the Landgrave of Hesse, the political leader of the Lutheran movement, and the Bishop of Munster to set aside their differences in order to join forces to suppress the Saints. 8 History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards)Question 2 04 How far was the success of the Genevan Reformation to 1564 a result of Calvins actions against his opponents? (24 marks) Target AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1 Answers may either contain some desc riptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations.The response will be limited in development and skills of written communication will be weak. 1-6 L2 Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3 Answers will show a developed understanding of the demands of the question.They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4 Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 7-21 L5 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Calvin, once he had recovered from early setbacks, made short work of religious opponents, such as Castellio, Bolsec and Servetus. His triumph over Perrin and the Libertines demonstrated the extent of his political as well as his theological control over Geneva.The discipline thus engendered made Geneva an even more successful centre of reform, becoming in effect the hub of a huge missional movement. Other factors help to explain the success of reform in Geneva, including the importance of Calvins writing and preaching should not be underestimated church organisation was important in holstering reform in Geneva 9 History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Calvins authority was bolstered by such institutions as the Consistory and the Grabeau the assistance of the Genevan Council, once it had been purged of Calvins opponents, was critical he Genevan honorary society became an important institution for the training of Calvinist clergy, though, as it was only founded in 1559, its impact by 1564 was necessarily limi ted. Question 3 05 Explain why many new orders developed within the Catholic Church in the early sixteenth century (before 1540). (12 marks) Target AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1 Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2 Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3Answers will demonstrate good understanding of the demands of the question providing releva nt explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4 Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative contentThe solve of Catholic renewal was exemplified by the initiation and activity of new orders within the Church, mostly in central and Yankee Italy. A number of factors help to explain their emergence there was clearly a rising ghostlyity particularly amongst a number of connected churchmen such as Gaetano di Thiene there was an increasing perception that traditional monasticism was no longer able to provide the spiritual impetus and evangelising which the Church required the re was a willingness on the part of wealthy patrons to support the orders spiritual aims 10 History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) there is clear evidence that the foundation of some orders was a response to the social calamity which characterised parts of Italy in the 1520s. Question 3 06 How important was the Papacy in reforming the Catholic Church in the years 1534 to 1564? (24 marks) Target AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1 Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2 Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4 Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interp retations.Answers will, for the most part, show organisation and good skills of written communication. 17-21 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 L5 Indicative content The impact of the papacy during this period was, at best, variable.Paul III, despite his evident corruption and shortcomings, set up in 1536 the commission which produced the reform proposals contained in the Consiliumde Emendanda Ecclesia. Despite portentous sponsorship, the Consilium achieved only a small proportion of its objectives, which might reinforce a critical stance concerning Paul III as a counselor of reform. On the other hand, he did set up the Council of Trent, though it achieved little dur ing his pontificate. His successor, Julius III, had little interest in reform, though he did keep the Council in session. Paul IV, though genuinely 11History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) raise in reform, almost destroyed the reforming impetus on account of his divisiveness, antagonising both ecclesiastical colleagues such as Cardinal Morone and key Catholic monarchs such as Charles V, Philip II and Ferdinand. Pius IV managed to assuage Paul IVs bitter legacy and, most importantly, set the Council of Trent back in motion and drove it to a successful conclusion. Other factors assisted the process of reform the effects of the New Orders the early work of the Jesuits the eventual assertiveness of the Council of Trent reforming bishops. 12