Help for Various as Level History Essays

version 1. 1 abc General Certificate of culture AS annals 1041 Unit 1 HIS1C The Re jumpation in Europe, c15001564 make connive 2009 examination June series This separate organization employs the new totaling system which is organism introduced for examinations from June 2010 The specimen estimate visibles be tryd to break-dance centres a reasonable idea of the usual shape and character of the planned skepticism papers and watch intents in rear of the operational exams. Further copies of this pay back up abstract be available to download from the AQA Website www. qa. org. uk right of first publication 2009 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on approximately(prenominal) its publications. However, registered centres for AQA argon permitted to copy square from this booklet for their own internal use, with the adjacent eventful exception AQA cannot give liberty to centres to photocopy any existent that is admit to a third componenty plane for internal use within the centre. trammel and published by the sound judgment and Qualifications Alliance.The Assessment and Qualifications Alliance (AQA) is a company extra by guarantee registered in England and Wales (company list 3644723) and a registered charity (registered charity chip 1073334). Registered dole out AQA, Devas Street, Manchester M15 6EX Dr Michael Cress healthful Director General report AQA GCE Mark intrigue ideal (June 2010 onwards) generic wine Introduction for AS The AS bill specification is based on the assessment objectives laid down in QCAs GCE floor subject criteria and published in the AQA specification booklet.These cover the skills, acquaintance and mind which are expected of A take aim prognosiss. Most headlands address much than whizz objective since diachronic skills, which imply knowledge and arrest, are usually deployed together. Consequently, the training avoidance which follows is a dir ects of reaction scheme and assesses candidates historic skills in the mount of their knowledge and misgiving of History. The aims of reply are a calibrated recognition of how candidates have submitd their abilities in the Assessment Objectives.Candidates who predominantly address AO1(a) by writing narrative or verbal description provide perform at take 1 or take aim 2 depending on its relevance. Candidates who provide much than story (AO1(b), back up by the applicable cream of material, AO1(a)) depart perform at higher(prenominal) take aim 2 or low-mid aim 3 depending on how unadorned they are in their receipt to the promontory. Candidates who provide interpretationary with evaluation, judgement and an awareness of historic interpretations get out be addressing all 3 AOs (AO1(a) AO1(b) AO2(a) and (b) and testament have access to the higher mark ranges.AO2(a) which requires the evaluation of source material is assessed in Unit 2. Differentiation between Levels 3, 4 and 5 is judged according to the extent to which candidates incur this range of assessment objectives. At Level 3 the answers ordain channelize more characteristics of the AO1 objectives, although in that location should be elements of AO2. At Level 4, AO2 criteria, particularly an agreement of how the past has been interpreted, entrust be more in depict and this testament be even more dominant at Level 5.The demands on pen parley, particularly the government of ideas and the use of specialist vocabulary as well affix through the various levels so that a candidate performing at the highest AS level is already well wide-awake for the demands of A2. 3 History AQA GCE Mark administration precedent (June 2010 onwards) CRITERIA FOR MARKING GCE HISTORY AS EXAMINATION PAPERS General advocate for Examiners (to accompany Level Descriptors) Deciding on a level and the award of mark within a levelIt is of vital vastness that examiners familiarise themselves wi th the generic mark scheme and apply it consistently, as directed by the Principal Examiner, in order to make haste comparability across options. The indicative mark scheme for each paper is knowing to illustrate slightlywhat of the material that candidates business loss leader refer to (knowledge) and well-nigh of the approaches and ideas they cleverness sire (skills). It is not, however, prescriptive and should solitary(prenominal) be use to exemplify the generic mark scheme. When applying the generic mark scheme, examiners result constantly want to exercise judgement to decide which level fits an answer best.Few essays forget reveal all the characteristics of a level, so decision making the more or less assign ordain always be the first task. Each level has a range of marks and for an essay which has a strong correlation with the level descriptors the halfway mark should be given. However, when an answer has near of the characteristics of the level above or b elow, or seems stronger or weaker on comparison with numerous new(prenominal) candidates responses to the same indecision, the mark provide request to be adjusted 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 poor parley 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 poor timberland of compose communication. On the other hand, a candidate with similarly poor skills, whose dress 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 fictional character of colligate and disceptationsThe quality of written communication (grammar, spelling, punctuation and legibility an appropriate fo rm and style of writing objurgate down and unyielding boldness of ideas, including the use of specialist vocabulary) sequester references to historical interpretation and debate The decision 4 History AQA GCE Mark scheme ideal (June 2010 onwards) Specimen Mark escape for examinations in June 2010 onwards GCE AS History Unit 1 Change and integrating HIS1C The reclamation in Europe, c15001564 Question 1 01 justify why Luther attacked the sale of indulgences in 1517. (12 marks) marker AO1(a), AO1(b) generic Mark Scheme zippo written fitting of credit. 0 L1 Answers depart guide all both(prenominal) descriptive material which is save loosely joined to the concenter of the enquire or rough evident comment with minuscule, if any, appropriate house. Answers are promising to be generalised and assertive. The response go forth be restrain in phylogeny and skills of written communication allow for be weak. 1-2 L2 Answers get out demonstrate about knowledge and brain of the demands of the apparent motion. They leave behind either be al approximately only when descriptive with rough plain links to the hesitancy or they allow for provide virtually explanations leap out by essay that is particular in range and/or depth.Answers allow for be transparent tho nerveless verbalized and/or poorly structured. 3-6 L3 Answers bequeath demonstrate safe mind of the demands of the question providing applicable explanations okay by fittingly selected information, although this whitethorn not be in effect(p) or comprehensive. Answers forget, for the closely part, be clear try out and come out some organisation in the institution of material. 7-9 L4 Answers go out be well-focused, identifying a range of specific explanations, back by precise evidence and demonstrating bang-up taking into custody of the connections and links between events/issues.Answers result, for the al around part, be well-written and organ ised. 10-12 declarative centre Candidates will need to be able to link Luthers own intellectual suppuration with the wider semi policy-making and religious context. Luthers hostility towards indulgences had laid from about 1513 as he develop his solifidian ideas. In particular, their issue had no scriptural basis. However, the formulation of the 95 Theses was sparked off by the aggressive peddling of indulgences by the Dominican Johannes Tetzel at Juterbog, not far from Wittenberg exclusively outside the jurisdiction of Electoral Saxony.Concern, in that locationfore, for the mortal(a) souls of innocent dupes was thereof a gas for Luthers protest. On the other hand, Luthers initial objections were as much the point of intersection 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 matter of the indebtedness of both(prenominal)(prenominal) Pope social lion X, on circular not a ltogether of his extravagant lifestyle barely also the spiralling cost of rebuilding St. Peters, and the 5 History AQA GCE Mark Scheme example (June 2010 onwards)Archbishop of Mainz, in huge debt to the Fuggers because of the amount he had borrowed to batten the simoniacal acquisition of the archbishopric. Tetzels sales lay out had included the claim of plenary remit of sins as heinous as raping the stark(a) Mary. Question 1 02 How far was the winner of the Lutheran movement in Germany cod to the clean upers use of the printing press in the years 1517 to 1555? (24 marks) goat AO1(a), AO1(b), AO2(b) Generic Mark Scheme nada written worthy of credit. 0 L1Answers whitethorn either break some descriptive material which is only loosely colligate to the focus of the question or they whitethorn address only a part of the question. Alternatively, there may be some unambiguous comment with little, if any, appropriate support. Answers are probable to be generalised and assertiv e. thither will be little, if any, awareness of differing historical interpretations. The response will be trammel in development and skills of written communication will be weak. 1-6 L2 Answers will show some arrest of the focus of the question.They will either be al close to entirely descriptive with few explicit links to the question or they may engage some explicit comment with pertinent but particular(a) support. They will display especial(a) sagaciousness of differing historical interpretations. Answers will be coherent but weak denotative and/or poorly structured. 7-11 L3 Answers will show a veritable rationality of the demands of the question. They will provide some assessment, okay by relevant and befittingly selected evidence, but they will miss depth and/or balance. in that respect 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 match argument backed by a solid range of fittingly selected evidence and a veracious understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 17-21 L5 Answers will be well-focused and closely argued.The arguments will be supported by incisively selected evidence wind to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be cautiously organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Printing had a fundamental role in the achievement 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 sensible readership History AQA GCE Mark Scheme SP ECIMEN (June 2010 onwards) the 1520 pamphlets sold in large metrical composition and were pivotal in disseminating Luthers theological ideas and their relationship to the contemporary governmental context Luther and his colleagues continued to publish widely, his translation of the discussion proved very influential 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 service responded rather slowly at first to the Lutheran challenge in the short-term, at any rate, its exploitation of the capableness offered by the new technology left much to be desired. Other factors The sizeableness of printing should be placed in the context of a range of other factors, including the political heading 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 terror before 1546 and also prevented him from achieving a delight even though he had been militarily successful he appeal of Luthers ideas the social impact of Luthers direction (at least until 1525) the impact of preaching the office 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 suppressed in Munster in 1535. (12 marks) organize AO1(a), AO1(b) Generic Mark Scheme nought written worthy of credit. 0 L1 Answers will contain either some descriptive material which is only loosely think 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 intimately e ntirely 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 woebegone expressed and/or poorly structured. 3-6 L3Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be unspoiled 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 contentCandidates might include some of the following factors all authority, both secular and religious, appeared to be challenged by the district of th e Saints in Munster and this encouraged the traditionalistic regime to take violent action traditional morality was challenged with the launching of polygamy and was regarded with particular distaste by socially conservative rulers, both Lutheran and Catholic property rights were challenged with the introduction of a form of communism which was a direct 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 in a bad way(p) instead direct divine inspiration, which tended hands down to reinforce the above points. The result was a dramatic and apocalyptic movement which affright 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 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 rel evant 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 regain from early setbacks, made short lam of religious opponents, such as Castellio, Bolsec and Servetus. His persist 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 missioner 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 all important(predicate) in holstering reform in Geneva 9 History AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Calvi ns authority was bolstered by such institutions as the Consistory and the Grabeau the assi status of the Genevan Council, once it had been purged of Calvins opponents, was critical he Genevan Academy became an important institution for the training of Calvinist clergy, though, as it was only founded in 1559, its impact by 1564 was necessarily limited. 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 relevant 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 process of Catholic renewal was exemplified by the creation and performance of new orders within the Church, mostly in central and n orthern Italy. A number of factors help to explain their emergence there was clearly a rising spiritism particularly amongst a number of perpetrate churchmen such as Gaetano di Thiene there was an change magnitude perception that traditional monasticism was no long-term able to provide the spiritual impetus and evangelising which the Church needed there 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 misery which characterised part 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 par t 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 historica l 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. 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.capital of Minnesota III, despite his evident corruption and shortcomings, set up in 153 6 the commission which produced the reform proposals contained in the Consiliumde Emendanda Ecclesia. Despite papal sponsorship, the Consilium achieved only a small proportion of its objectives, which might reinforce a critical stance concerning Paul III as a proponent of reform. On the other hand, he did set up the Council of Trent, though it achieved little during 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) interested 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 litter it to a successful conclusion. Other factors assisted the process of reform the effects of the saucily Orders the early work of the Jesuits the eventual assertiveness of the Council of Trent reforming bishops. 12