French Revolution Questions
French Revolution Questions
French Revolution Questions
Question 1
0
(12 marks)
How important was the part played by the peasantry in the changes which took place
(24 marks)
in France in 1789?
and
0
Question 2
0
(12 marks)
(24 marks)
and
0
Question 3
0
(12 marks)
How important was the Concordat of 1801 in the consolidation of Napoleons rule in France
(24 marks)
in the years 1799 to 1804?
and
0
END OF QUESTIONS
H/Jun12/HIS1F
January 2011
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
Explain why the French monarchy was in a weak financial position in 1788.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the economic situation was weak in 1788
and may begin by commenting that by August 1788 France was declared bankrupt.
Candidates might include some of the following factors:
France had been involved in the War of American Independence (17781783) which
had drained an already ailing treasury
there had been a series of poor harvests in the 1770s and 1780s leading to inflation
there had been continued population growth but a decline in manufacturing industry
leading to urban unemployment
loans many of which had been taken out to finance war were demanding mounting
interest payments
there were problems in collecting taxes through the tax farmers
in 1788, the Church proved unwilling to provide a don gratuit which met the Kings
expectations
the Kings ministers, Turgot, Calonne and Brienne had attempted but failed to change
the taxation system and introduce a single land tax and all attempts to address financial
problems (e.g. Assembly of Notables) had ended in failure.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might show the link between war and the inadequacies of Frances financial
administration to support the costs involved.
Question 1
02
How important was the part played by the Paris Parlement in forcing Louis XVI to agree
to summon an Estates-General?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
Question 2
03
Explain why the Parisian crowd attacked the Bastille on 14 July 1789.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Parisian crowds attacked the Bastille.
Candidates might include some of the following factors:
it was a symbol of the Ancien Regime within the working class quarter of Faubourg
Saint-Antoine
it had been used to house political prisoners, imprisoned by lettres de cachet
it was reputed to contain a store of gunpowder which the crowds needed to arm
themselves against the Kings soldiers that were mustering around Paris
it was a demonstration of the growing power of the menu peuple of the Third Estate
who had been stirred to action by the recent political events coupled with high bread
prices in the capital.
10
Question 2
04
How far did the actions of the National (Constituent) Assembly, between August 1789
and September 1791, weaken Louis XVI?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting the actions of the National Assembly weakened Louis XVI might include:
the Assembly abolished feudal privilege (August decrees) including crown patronage
the Assembly introduced the Civil Constitution of the Clergy, weakening Divine Right,
undermining Crown patronage and destroying a source of independent income
the Assembly accepted the Declaration of the Rights of Man (which Louis was forced to
sign against his will) introducing enlightenment ideas and which formed the basis of
subsequent government reforms
the Assembly posted a guard to prevent Louis leaving the Tuileries (to which he returned
in October 1789) he was brought back after his attempted escape to Varennes in June
1791 and his authority was entirely suspended July-September 1791
by September 1791, Louis was only allowed to remain as a constitutional monarch with
a suspensory veto
Louis control over local administration disappeared with the intendants and he lost
control over the judicial system (e.g. loss of the lettres de cachet).
Factors suggesting other factors weakened the king/or that Louis XVI had not been entirely
weakened might include:
the actions of the Parisian crowd particularly in the October days undermined royal
authority and control
the activities of the political clubs, the emergence of radical leaders and the Champs de
Mars petition revealed a growing republicanism not shared by the majority of the
Assembly
the kings own attempted flight and his forced return of to Paris (October 1789) was fatal
in hardening attitudes
the King still retained a constitutional position as a hereditary monarch and could appoint
his own ministers.
Good answers are likely to/may show an awareness that the weakening of Louis XVI was not
entirely down to the decisions of the National Assembly which remained conservative in outlook
compared to the growing ambitions of the political masses within Paris. Some may blame Louis
himself for his loss of power, others will suggest he had very little control once the fatal decision
to proclaim a national Assembly, in direct contravention of his orders, had been made. Those
who appreciate that the developments outside the Assembly were of far greater consequence
for the undermining of royal power in the long run than those within it are likely to do well.
12
Question 3
05
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why Louis was executed
Candidates might include some of the following factors:
revolutionary sentiment had moved against a monarchy especially after Louis escapeattempt in the flight to Varennes in 1791
the development of the radical clubs and the outbreak of War had ensured that France
became a Republic in September 1792 leaving no place for a King
While Louis remained in the Temple prison he could be the focus for enemy attempts to
invade France and restore the Ancien Regime (as threatened in the 1792 Brunswick
Manifesto)
the ascendancy of the Jacobins in the National Convention and Marats demand for a
public vote on his guilt sealed his fate.
13
Louis had been found guilty by a majority of the deputies in the National Convention
the power of the Montagnards (Jacobins) within the Convention and a public vote
ensured the guilty verdict.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might refer to the need to remove a figurehead of the Ancien Regime to
maintain the revolution, but that this would not have been necessary but for the war and Louis
own duplicity in corresponding with the enemy.
14
Question 3
06
How successful were the new forms of government set up between 1795 and 1804 in
restoring stability to France?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views.
15
Factors suggesting that the new forms of government succeeded in bringing stability include:
the establishment of the Directory (1795) helped end the Terror/White Terror, brought
about some financial improvements and kept order by means of the army
the establishment of the Consulate strengthened government particularly with the
emergence of the first consul/consul for life by reducing time wasted in debate. By giving
a vote dependent on taxation and promising no restoration of migr lands, it ensured
the support of the buyers of the biens nationaux potential leaders of radical change
which might have undermined stability. It also brought about the Concordat with the
Catholic Church (1801)
the establishment of the Empire enabled Napoleon to provide stability through his
suppression of opposition, patronage, prefects, police, improvements in the economy
and legal change.
Factors suggesting new forms of government did not succeed in bringing stability might include:
the risings against the Directory in 1795 and the coups of 17971799; the growth in
royalism and extremism
the cumbersome system of government under the Directory with too many checks and
balances for efficient government
the overthrow of the Directory and the use of the army to effect change in 1799
the disputes between the consuls and the rapid change to Empire made 17991804 an
unstable time
attempted opposition and royalist rebellion (e.g. Chouans,1796+ which was only crushed
in 1800).
Good answers are likely to/may show an awareness that stability was primarily associated with
military strength throughout this period. Consequently, true stability only came about from 1804
when government was placed back in the hands of a single and powerful military ruler. The
period of the Directory was essentially an unstable time while the Consulate lasted for a very
short period, was the product off a military coup and can be seen as simply a stepping stone to
the Napoleonic Empire.
16
January 2011
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
Explain why the French monarchy was in a weak financial position in 1788.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the economic situation was weak in 1788
and may begin by commenting that by August 1788 France was declared bankrupt.
Candidates might include some of the following factors:
France had been involved in the War of American Independence (17781783) which
had drained an already ailing treasury
there had been a series of poor harvests in the 1770s and 1780s leading to inflation
there had been continued population growth but a decline in manufacturing industry
leading to urban unemployment
loans many of which had been taken out to finance war were demanding mounting
interest payments
there were problems in collecting taxes through the tax farmers
in 1788, the Church proved unwilling to provide a don gratuit which met the Kings
expectations
the Kings ministers, Turgot, Calonne and Brienne had attempted but failed to change
the taxation system and introduce a single land tax and all attempts to address financial
problems (e.g. Assembly of Notables) had ended in failure.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might show the link between war and the inadequacies of Frances financial
administration to support the costs involved.
Question 1
02
How important was the part played by the Paris Parlement in forcing Louis XVI to agree
to summon an Estates-General?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
Question 2
03
Explain why the Parisian crowd attacked the Bastille on 14 July 1789.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Parisian crowds attacked the Bastille.
Candidates might include some of the following factors:
it was a symbol of the Ancien Regime within the working class quarter of Faubourg
Saint-Antoine
it had been used to house political prisoners, imprisoned by lettres de cachet
it was reputed to contain a store of gunpowder which the crowds needed to arm
themselves against the Kings soldiers that were mustering around Paris
it was a demonstration of the growing power of the menu peuple of the Third Estate
who had been stirred to action by the recent political events coupled with high bread
prices in the capital.
10
Question 2
04
How far did the actions of the National (Constituent) Assembly, between August 1789
and September 1791, weaken Louis XVI?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting the actions of the National Assembly weakened Louis XVI might include:
the Assembly abolished feudal privilege (August decrees) including crown patronage
the Assembly introduced the Civil Constitution of the Clergy, weakening Divine Right,
undermining Crown patronage and destroying a source of independent income
the Assembly accepted the Declaration of the Rights of Man (which Louis was forced to
sign against his will) introducing enlightenment ideas and which formed the basis of
subsequent government reforms
the Assembly posted a guard to prevent Louis leaving the Tuileries (to which he returned
in October 1789) he was brought back after his attempted escape to Varennes in June
1791 and his authority was entirely suspended July-September 1791
by September 1791, Louis was only allowed to remain as a constitutional monarch with
a suspensory veto
Louis control over local administration disappeared with the intendants and he lost
control over the judicial system (e.g. loss of the lettres de cachet).
Factors suggesting other factors weakened the king/or that Louis XVI had not been entirely
weakened might include:
the actions of the Parisian crowd particularly in the October days undermined royal
authority and control
the activities of the political clubs, the emergence of radical leaders and the Champs de
Mars petition revealed a growing republicanism not shared by the majority of the
Assembly
the kings own attempted flight and his forced return of to Paris (October 1789) was fatal
in hardening attitudes
the King still retained a constitutional position as a hereditary monarch and could appoint
his own ministers.
Good answers are likely to/may show an awareness that the weakening of Louis XVI was not
entirely down to the decisions of the National Assembly which remained conservative in outlook
compared to the growing ambitions of the political masses within Paris. Some may blame Louis
himself for his loss of power, others will suggest he had very little control once the fatal decision
to proclaim a national Assembly, in direct contravention of his orders, had been made. Those
who appreciate that the developments outside the Assembly were of far greater consequence
for the undermining of royal power in the long run than those within it are likely to do well.
12
Question 3
05
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why Louis was executed
Candidates might include some of the following factors:
revolutionary sentiment had moved against a monarchy especially after Louis escapeattempt in the flight to Varennes in 1791
the development of the radical clubs and the outbreak of War had ensured that France
became a Republic in September 1792 leaving no place for a King
While Louis remained in the Temple prison he could be the focus for enemy attempts to
invade France and restore the Ancien Regime (as threatened in the 1792 Brunswick
Manifesto)
the ascendancy of the Jacobins in the National Convention and Marats demand for a
public vote on his guilt sealed his fate.
13
Louis had been found guilty by a majority of the deputies in the National Convention
the power of the Montagnards (Jacobins) within the Convention and a public vote
ensured the guilty verdict.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might refer to the need to remove a figurehead of the Ancien Regime to
maintain the revolution, but that this would not have been necessary but for the war and Louis
own duplicity in corresponding with the enemy.
14
Question 3
06
How successful were the new forms of government set up between 1795 and 1804 in
restoring stability to France?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views.
15
Factors suggesting that the new forms of government succeeded in bringing stability include:
the establishment of the Directory (1795) helped end the Terror/White Terror, brought
about some financial improvements and kept order by means of the army
the establishment of the Consulate strengthened government particularly with the
emergence of the first consul/consul for life by reducing time wasted in debate. By giving
a vote dependent on taxation and promising no restoration of migr lands, it ensured
the support of the buyers of the biens nationaux potential leaders of radical change
which might have undermined stability. It also brought about the Concordat with the
Catholic Church (1801)
the establishment of the Empire enabled Napoleon to provide stability through his
suppression of opposition, patronage, prefects, police, improvements in the economy
and legal change.
Factors suggesting new forms of government did not succeed in bringing stability might include:
the risings against the Directory in 1795 and the coups of 17971799; the growth in
royalism and extremism
the cumbersome system of government under the Directory with too many checks and
balances for efficient government
the overthrow of the Directory and the use of the army to effect change in 1799
the disputes between the consuls and the rapid change to Empire made 17991804 an
unstable time
attempted opposition and royalist rebellion (e.g. Chouans,1796+ which was only crushed
in 1800).
Good answers are likely to/may show an awareness that stability was primarily associated with
military strength throughout this period. Consequently, true stability only came about from 1804
when government was placed back in the hands of a single and powerful military ruler. The
period of the Directory was essentially an unstable time while the Consulate lasted for a very
short period, was the product off a military coup and can be seen as simply a stepping stone to
the Napoleonic Empire.
16
January 2010
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
(a)
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Assembly of Notables met in 1787.
Candidates might include some of the following factors:
the failure of successive finance ministers to solve the problems of mounting royal debt.
Calonne (Controller-General since 1783) could no longer obtain loans and informed the
King of imminent bankruptcy in August 1786. The decision (in December) to call an
Assembly of Notables was an attempt to gain approval for a new single land tax
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might emphasise the importance of royal bankruptcy, or the failure of
Calonnes proposals as the trigger to the meeting of the Notables and link this to more deepseated long-term problems in France. Alternatively they may suggest that fear of summoning
an Estates-General was the most important reason why the king opted for this type of Assembly
when faced with the need for major change and explain why an Assembly of Notables might
have held particular appeal to the government at this time, given the hostility of the parlements
and the spread of Enlightened thinking.
(b)
How important were the ideas of the Enlightenment in challenging the existing order in
France by 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the importance of
Enlightenment thinking in challenging the existing order, against the ways in which it was
unimportant. Alternatively they may balance its importance against other factors. (Note that
there are two possible approaches to a balanced answer here).
the belief in reason that men could control their own destiny and could remedy the
inequalities of the Ancien Rgime.
the attack on the power of the Church and the Kings position as Gods servant
the belief in a social contract, with obligations on both sides
Rousseaus support for democracy and the questioning of traditional monarchical
practices
importance of ideas as spread through the Parisian salons and among soldiers in the
American War
Enlightenment thinking had permeated higher levels of society e.g. Lafayette, the duc
dOrlans, Turgot (interested in the writings of the physiocrats) and even Louis XVI
himself in some aspects.
Factors that suggest the ideas of the Enlightenment were not important might include:
the lack of a single programme, e.g. most supported monarchy Rousseau did not;
views on the Church and divine power varied
most philosophes favoured a hierarchical society; were wary of the masses and wanted
to preserve the power of the aristocracy and King
Enlightenment ideas had a limited following. Followers were mainly from the educated
elites and based in Paris debating in the salons, or to be founded among the educated
aristocrats and wealthier bourgeoisie of the larger cities
limited literacy prevented the spread of ideas which were, in any case, philosophically
(rather than practically) based.
Other factors which helped challenge the existing order might include:
the countrys financial disarray which demanded some change to the old system of
privilege
the weaknesses of Louis XVI
the failures of Louis XVIs ministers
the intransigence of the parlements
economic problems affecting the peasantry and urban workers
the ambitions of the bourgeoisie
the decision to call an Estates-General.
Good answers are likely to show awareness that Enlightenment ideas helped to undermine the
Ancien Rgime but did not, by themselves, cause the collapse of the existing order. Some may
argue that they were far too limited in extent and coherence to make a difference; others may
suggest that whilst a multiplicity of other factors caused the rupture to the existing order in 1789,
Enlightenment ideas influenced way in which the old structures broke up that year and was thus
an important pre-condition for change.
Question 2
(a)
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Directory was set up in 1795.
Candidates might include some of the following factors:
the Directory was an attempt to restore stability to government after the wild excesses of
the Terror and government by over-powerful Committees which had disregarded or
intimidated the peoples elected deputies in the Convention
it was an attempt to get back to revolutionary principles of liberty and equality bringing
a democratic form of government with built in checks and balances e.g. the separation
of powers, annual elections and the demand that a director should step down annually to
prevent the emergence of a dictator
it was an attempt to create a moderate government weakening the Jacobin and
royalist influences particularly after the journes of the sans-culottes and the White
Terror
it was set up in 1795, since the guillotining of Robespierre in July 1794 had left a
vacuum at the top and the instruments of the Terror had gradually been removed. A
new constitution was to represent a fresh start.
To reach the higher levels, candidates will need to show the inter-relationship of the reasons
given, for example, they might explain that the Directory was above all a reaction against the
Terror and explain how its make-up was dependent on destroying the power of the Jacobins
and the radical sans-culottes. Alternatively they may argue that it was primarily set up in
response to the growing royalist threat and the White Terror leading to the need to enshrine and
preserve threatened revolutionary principles.
10
(b)
How successful was the Directory in solving the problems facing France between 1795
and 1799?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by balancing ways in which the Directory was
successful against ways in which it was not.
Factors suggesting the success of the Directory might include:
it reduced debt, increasing revenue through new taxes, plunder of occupied lands and
the introduction of a new currency with the withdrawal of the assignats
11
it presided over a period of successful conquest so that by 1798, Britain was Frances
sole enemy
it prevented a royalist resurgence curbing the Chouans, taking action against migrs
and preventing royalist dominance in the councils through the Coup of Fructidor (1797)
it curbed the Jacobins and left wing through the defeat of the Babeuf Plot (1796) and the
Coup of Floral (1798)
Frances success in the prosecution of total war against external enemies was only
possible because of the success in curbing counter-revolution at home.
the new currency rapidly lost value and coupled with the declining value of government
rentes, this alienated the bourgeoisie property-owners. French finances remained on a
precarious footing and were dependent on the short-term gains of war and forced loans
the continuation of counter-revolution, e.g. the Chouans; the undercurrent of political
opposition and the need to resort to the army to preserve its existence, subverting
democracy, suggested political problems remained
the return of royalists, who were elected in large numbers posed a threat to the
revolution and the principles the Directory had been set up to enshrine
the war went less well in 1799 and its continuance caused hardships to remain. There
was hostility to conscription and economic dislocation
problems of the Church juring/non-juring priests and the aftermath of dechristianisation
were ignored.
Good answers are likely to conclude that the Directory was largely unsuccessful in solving
problems although it managed to paper over them and to survive longer than any other regime
since 1789. The superficiality of achievements is likely to be identified and the underlying
weaknesses stressed, although it is possible to argue that it was successful in its very survival
in difficult circumstances.
12
Question 3
(a)
Explain why Napoleon introduced a new Civil Code (the Code Napolon) in 1804.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why Napoleon introduced a new Civil Code in
1804.
Candidates might include some of the following factors:
by 1804, Napoleons position was secure. he had emerged from Consul to Emperor and
was in a position to consolidate his rule and carry through much-needed reforms
there had been limited reform of the legal system before 1804 despite the Declaration of
Rights (1789) and efforts of the National (Constituent) Assembly (to 1791) to provide
France with a new legal system. There had been too much political instability to address
reform before this date
the legal system of the Ancien Rgime had gone in 1789 and what had replaced it was
unclear. This was all the more so because of the excesses of the Terror (1793/1794)
before the Revolution, France had been divided into provinces with different laws. One
principle of the revolution was to create uniformity and the codification and simplification
of the law was essential to fulfil this
13
it was necessary to ensure the same law was enforced throughout France and that
principles such as the abolition of feudal practices, the guarantee of civil rights and of
new legal titles (following the sale of Church and migr land) was enshrined in law
in the interests of social stability law relating to marriage/divorce/the rights of fathers and
husbands and inheritance needed to be established
the code permitted an opportunity to reassert the rights of employers over workmen
through the introduction of the livret and reinforce the position of the property-owners,
whose allegiance had been tested by declining property values during the Directory.
To reach the higher levels, candidates will need to show the interrelationship of the reasons
given, for example, they might suggest that the new civil code was above all designed to protect
those on whom Napoleon relied in government and enhance social stability under his rule.
Some may note that, coupled with administrative change, it helped strengthen the Napoleonic
state. Alternatively they may emphasise the importance of preserving revolutionary gains and
enshrining its principles in law and suggest that its establishment was to ensure such principles
were accepted everywhere.
14
(b)
How successful were Napoleons economic and social policies in strengthening France
in the years 1799 to 1814?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by balancing points, which suggest that
Napoleons economic and social policies were successful in strengthening France against
evidence of their failure.
15
Factors suggesting Napoleons economic and social policies were successful might include:
Factors suggesting Napoleons economic and social policies failed might include:
the decline in Frances economic position from 1810 as military expenditure rose above
income and there was an economic downturn. There was also a bad harvest in 1811
and by 1814 the success of Napoleons policies was being called into question
inflation, unemployment, debt and the collapse of banks and businesses and rising brad
prices created a good deal of instability 18101814
Napoleons continental system caused economic disruption, for example, the Atlantic
trading areas and ship building industry were hit badly making them unstable areas
reversals in war especially in 1814 weakened the political stability
there was limited change in agriculture and industry possibly the effect of war,
limitations to capital, the impact of the continental system starving industry of raw
materials and lack of interest in agricultural improvement
socially, Napoleon re-created a hierarchical system which bred resentments and some
corruption
not all careers were open to talent as education for the lower classes (and women) was
restricted and much still depended on income
the reliance on censorship, repression and propaganda suggests that policies were not
always readily followed in itself a mark of failure. Relations with the Church remained
strained and workmen and peasants, whose lives were still restricted by taxation and
controls, seemed to have gained little from the revolution.
Good answers are likely to suggest that while Napoleon appeared successful in his economic
and social reforms, there were a number of problems lurking beneath the surface. Some may
argue that Napoleon subverted the course of the revolution in restoring a social hierarchy and
favouring the elites, others may stress his success in harnessing the middle classes and
providing for greater economic and social stability once the war was over.
16
abc
General Certificate of Education
AS History 1041
Unit 1: HIS1F
France in Revolution, 17741815
Mark Scheme
2010 examination January series
(b)
How important were the ideas of the Enlightenment in challenging the existing order in
France by 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the importance of
Enlightenment thinking in challenging the existing order, against the ways in which it was
unimportant. Alternatively they may balance its importance against other factors. (Note that
there are two possible approaches to a balanced answer here).
the belief in reason that men could control their own destiny and could remedy the
inequalities of the Ancien Rgime.
the attack on the power of the Church and the Kings position as Gods servant
the belief in a social contract, with obligations on both sides
Rousseaus support for democracy and the questioning of traditional monarchical
practices
importance of ideas as spread through the Parisian salons and among soldiers in the
American War
Enlightenment thinking had permeated higher levels of society e.g. Lafayette, the duc
dOrlans, Turgot (interested in the writings of the physiocrats) and even Louis XVI
himself in some aspects.
Factors that suggest the ideas of the Enlightenment were not important might include:
the lack of a single programme, e.g. most supported monarchy Rousseau did not;
views on the Church and divine power varied
most philosophes favoured a hierarchical society; were wary of the masses and wanted
to preserve the power of the aristocracy and King
Enlightenment ideas had a limited following. Followers were mainly from the educated
elites and based in Paris debating in the salons, or to be founded among the educated
aristocrats and wealthier bourgeoisie of the larger cities
limited literacy prevented the spread of ideas which were, in any case, philosophically
(rather than practically) based.
Other factors which helped challenge the existing order might include:
the countrys financial disarray which demanded some change to the old system of
privilege
the weaknesses of Louis XVI
the failures of Louis XVIs ministers
the intransigence of the parlements
economic problems affecting the peasantry and urban workers
the ambitions of the bourgeoisie
the decision to call an Estates-General.
Good answers are likely to show awareness that Enlightenment ideas helped to undermine the
Ancien Rgime but did not, by themselves, cause the collapse of the existing order. Some may
argue that they were far too limited in extent and coherence to make a difference; others may
suggest that whilst a multiplicity of other factors caused the rupture to the existing order in 1789,
Enlightenment ideas influenced way in which the old structures broke up that year and was thus
an important pre-condition for change.
Question 2
(a)
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Directory was set up in 1795.
Candidates might include some of the following factors:
the Directory was an attempt to restore stability to government after the wild excesses of
the Terror and government by over-powerful Committees which had disregarded or
intimidated the peoples elected deputies in the Convention
it was an attempt to get back to revolutionary principles of liberty and equality bringing
a democratic form of government with built in checks and balances e.g. the separation
of powers, annual elections and the demand that a director should step down annually to
prevent the emergence of a dictator
it was an attempt to create a moderate government weakening the Jacobin and
royalist influences particularly after the journes of the sans-culottes and the White
Terror
it was set up in 1795, since the guillotining of Robespierre in July 1794 had left a
vacuum at the top and the instruments of the Terror had gradually been removed. A
new constitution was to represent a fresh start.
To reach the higher levels, candidates will need to show the inter-relationship of the reasons
given, for example, they might explain that the Directory was above all a reaction against the
Terror and explain how its make-up was dependent on destroying the power of the Jacobins
and the radical sans-culottes. Alternatively they may argue that it was primarily set up in
response to the growing royalist threat and the White Terror leading to the need to enshrine and
preserve threatened revolutionary principles.
10
(b)
How successful was the Directory in solving the problems facing France between 1795
and 1799?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by balancing ways in which the Directory was
successful against ways in which it was not.
Factors suggesting the success of the Directory might include:
it reduced debt, increasing revenue through new taxes, plunder of occupied lands and
the introduction of a new currency with the withdrawal of the assignats
11
it presided over a period of successful conquest so that by 1798, Britain was Frances
sole enemy
it prevented a royalist resurgence curbing the Chouans, taking action against migrs
and preventing royalist dominance in the councils through the Coup of Fructidor (1797)
it curbed the Jacobins and left wing through the defeat of the Babeuf Plot (1796) and the
Coup of Floral (1798)
Frances success in the prosecution of total war against external enemies was only
possible because of the success in curbing counter-revolution at home.
the new currency rapidly lost value and coupled with the declining value of government
rentes, this alienated the bourgeoisie property-owners. French finances remained on a
precarious footing and were dependent on the short-term gains of war and forced loans
the continuation of counter-revolution, e.g. the Chouans; the undercurrent of political
opposition and the need to resort to the army to preserve its existence, subverting
democracy, suggested political problems remained
the return of royalists, who were elected in large numbers posed a threat to the
revolution and the principles the Directory had been set up to enshrine
the war went less well in 1799 and its continuance caused hardships to remain. There
was hostility to conscription and economic dislocation
problems of the Church juring/non-juring priests and the aftermath of dechristianisation
were ignored.
Good answers are likely to conclude that the Directory was largely unsuccessful in solving
problems although it managed to paper over them and to survive longer than any other regime
since 1789. The superficiality of achievements is likely to be identified and the underlying
weaknesses stressed, although it is possible to argue that it was successful in its very survival
in difficult circumstances.
12
Question 3
(a)
Explain why Napoleon introduced a new Civil Code (the Code Napolon) in 1804.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why Napoleon introduced a new Civil Code in
1804.
Candidates might include some of the following factors:
by 1804, Napoleons position was secure. he had emerged from Consul to Emperor and
was in a position to consolidate his rule and carry through much-needed reforms
there had been limited reform of the legal system before 1804 despite the Declaration of
Rights (1789) and efforts of the National (Constituent) Assembly (to 1791) to provide
France with a new legal system. There had been too much political instability to address
reform before this date
the legal system of the Ancien Rgime had gone in 1789 and what had replaced it was
unclear. This was all the more so because of the excesses of the Terror (1793/1794)
before the Revolution, France had been divided into provinces with different laws. One
principle of the revolution was to create uniformity and the codification and simplification
of the law was essential to fulfil this
13
it was necessary to ensure the same law was enforced throughout France and that
principles such as the abolition of feudal practices, the guarantee of civil rights and of
new legal titles (following the sale of Church and migr land) was enshrined in law
in the interests of social stability law relating to marriage/divorce/the rights of fathers and
husbands and inheritance needed to be established
the code permitted an opportunity to reassert the rights of employers over workmen
through the introduction of the livret and reinforce the position of the property-owners,
whose allegiance had been tested by declining property values during the Directory.
To reach the higher levels, candidates will need to show the interrelationship of the reasons
given, for example, they might suggest that the new civil code was above all designed to protect
those on whom Napoleon relied in government and enhance social stability under his rule.
Some may note that, coupled with administrative change, it helped strengthen the Napoleonic
state. Alternatively they may emphasise the importance of preserving revolutionary gains and
enshrining its principles in law and suggest that its establishment was to ensure such principles
were accepted everywhere.
14
(b)
How successful were Napoleons economic and social policies in strengthening France
in the years 1799 to 1814?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by balancing points, which suggest that
Napoleons economic and social policies were successful in strengthening France against
evidence of their failure.
15
Factors suggesting Napoleons economic and social policies were successful might include:
Factors suggesting Napoleons economic and social policies failed might include:
the decline in Frances economic position from 1810 as military expenditure rose above
income and there was an economic downturn. There was also a bad harvest in 1811
and by 1814 the success of Napoleons policies was being called into question
inflation, unemployment, debt and the collapse of banks and businesses and rising brad
prices created a good deal of instability 18101814
Napoleons continental system caused economic disruption, for example, the Atlantic
trading areas and ship building industry were hit badly making them unstable areas
reversals in war especially in 1814 weakened the political stability
there was limited change in agriculture and industry possibly the effect of war,
limitations to capital, the impact of the continental system starving industry of raw
materials and lack of interest in agricultural improvement
socially, Napoleon re-created a hierarchical system which bred resentments and some
corruption
not all careers were open to talent as education for the lower classes (and women) was
restricted and much still depended on income
the reliance on censorship, repression and propaganda suggests that policies were not
always readily followed in itself a mark of failure. Relations with the Church remained
strained and workmen and peasants, whose lives were still restricted by taxation and
controls, seemed to have gained little from the revolution.
Good answers are likely to suggest that while Napoleon appeared successful in his economic
and social reforms, there were a number of problems lurking beneath the surface. Some may
argue that Napoleon subverted the course of the revolution in restoring a social hierarchy and
favouring the elites, others may stress his success in harnessing the middle classes and
providing for greater economic and social stability once the war was over.
16
klm
General Certificate of Education
June 2010
AS History 1041
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
Question 1
02
How important was the part played by the Parisian crowd in the revolution of 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the importance of the Parisian
crowd to the revolution of 1789 and balancing these views against ideas which suggest the
crowd was not important or that other factors were more so. (Note that there are two possible
approaches to a balanced answer here).
the popular demonstrations in Paris prior to, and at the time of, the assembling of the
Estates-General. The Revillon riots (April) were indicative of workers desperation at
high food prices and helped increase the tensions felt when the Estates-General met in
May. The events leading to the creation of the National Assembly and Tennis Court
oath were played out against background of popular disturbances and the latter may
well have been introduced by the moderates, to prevent more radical deputies taking the
Assembly to Paris and becoming more extreme
in the course of July 1789, the crowds showed the weakness of royal authority and their
actions e.g. the demonstrations of 1112 July following Neckers dismissal and arrival of
German cavalry troops; the invasion of the Tuileries Palace; the burning of 40 of 54
customs posts; the attack on the prisons 12/13 July made the revolution wider; led
royal troops to defect; led to the establishment of the Commune and National Guard
the storming of the Bastille, 14 July, forced the recall of Necker, the removal of royal
troops from Paris; the Kings agreement to the new constitution, commune and national
guard and appearance in Paris (17 July) and the continuation of the National Assembly.
The crowds had thus forced more radical change than that originally envisaged by the
deputies at Versailles and severely undermined the authority of the king
Parisian crowd action inspired the activities of the peasants in the countryside in the
Great Fear and so contributed to the collapse of feudalism in August 1789
the march of the women to Versailles, 5 October 1789, supported by 20 000
National Guards, forced King and Assembly to return to Paris; Louis confirmation of the
August decrees and the Declaration of Rights; the breakdown of royal government as
the Third Estate seized control both in Paris and other towns.
Factors that suggest the Parisian crowd was not important, or other factors were more important
might include:
the summoning of the Estates-General, the formation of the National Assembly and the
major political developments of May October took place at Versailles and were the
result of the leadership of king/nobles/professional members of the third estate men
most of whom were concerned not to bow to the wishes of the Parisian crowds
Peasant risings in the summer of 1789 were as much (possibly more) of an influence on
the major revolutionary move away from feudal controls in August 1789
Frances financial disarray which demanded some change to the old system of privilege;
the weaknesses of Louis XVI; the failures of Louis XVIs ministers; the intransigence of
the parlements; the ambitions of the bourgeoisie; bad harvests and food prices;
Enlightenment ideas all played a part in influencing the revolution in 1789.
Good answers are likely to suggest that while the Parisian crowds had some impact on the
radicalisation of the revolution in 1789, its initial impetus came from elsewhere. They may also
argue that crowd influence would not have been as extensive had the country not been ruled by
the limited Louis XVI whose handling of the situation was in large measure responsible for the
course of events. It could also be pointed out that the crowd did not really exist as a single
force until after 14 July and that it was in the formation of the Commune and National Guard
that the crowd obtained a more permanent political base from which to influence subsequent
events.
Question 2
03
Explain why the Committee of Public Safety was set up in April 1793.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Committee of Public Safety was set
up in 1793.
Candidates might include some of the following factors:
the Convention needed to ensure control over the country in the face of threats from
counter-revolutionaries, particularly the rising in the Vende which broke out in March
1793. Following the introduction of the conscription acts in February 1793
the Convention needed to ensure control over the country in the face of threats from
external enemies (France was at war with Austria, Prussia, The United Provinces, Britain
and Spain all of whom were threatening Frances borders. The Girondin general
Dumouriez (and the son of the duc dOrlans) had deserted in April 1793, creating panic
and fear
France faced economic difficulties, partly brought about by the spread of war
growing Jacobin domination of the Convention (the Girondin ministers were expelled in
June between the founding of the Committee in April and its reformulation in July) meant
a strong radical presence pushing for stronger internal controls and greater speed of
action in the face of political division and lengthy deliberation in the Convention
the measure was favoured by the sans culottes who wanted to increase central control
to speed up the removal of enemies of the revolution.
To reach the higher levels, candidates will need to show the inter-relationship of the reasons
given, for example, they might emphasise the war or the development of the Vende rebellion
as the most important reason behind the setting up of the Committee Alternatively they might
suggest that there was a growing radicalisation after the execution of the King and that this
move was a natural step along a path away from liberal and democratic government that had
begun in 1792.
10
Question 2
04
How important was Robespierre in the development of the Reign of Terror in the years
1793 to 1794?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by balancing ways in which Robespierre was
important to the Reign of Terror against ways in which he was not or in which other factors were
more responsible.
11
he led the Jacobins, had supported the execution of the King and the overthrow of the
Girondins (June 1793), was supported by the sans culottes and spoke in favour of the
development of the Terror
he became the most important member of the Committee of Public Safety from July
1793 and encouraged it to take more radical steps, e.g. the law of Suspects in
September 1793 which made Terror an instrument of government policy
he delivered important speeches e.g. in December 1793 his speech led to the
abandonment go the 1793 constitution and made virtue the new justification for the
Terror
he demanded the continuation of the Terror after the Spring of 1794 when the revolts in
the Vende had been mostly put down
he supported the show trials and the execution of the Hbertistes in March 1794
he was elected President of the Convention 4 June 1794 giving him overall responsibility
for developments. Robespierre could be seen as a virtual dictator at this time
the law of 22 Prairial (10 June) 1794 intensified the Terror, making those who sought to
mislead public opinion enemies of the people
although the terror did not collapse immediately after Robespierres overthrow in July
1794, its winding down suggests that it was he who had perpetuated it.
Factors suggesting that Robespierre was not important or that other factors were more
important might include:
The emergence of the instruments of the Terror between March and May 1793 (e.g.
Revolutionary Tribunal in March) before Robespierre was in a specifically influential
position
the development of the Terror because of the need for greater centralisation and
vigilance at a time of war which had grown from Feb/March 1793, so accounting for
the timing
the power of the sans culottes who forced the dismissal of the Girondin deputies and
may be considered the radicalising force behind the Terror
the need to curb federal revolt
other influential leaders, e.g. Couthon and St Just
the continuation of the terror after Robespierre's execution.
Good answers are likely to conclude that while Robespierre was important to the reign of Terror,
he was not the only influence on its establishment and development.
12
Question 3
05
Explain why a Concordat was made with the Catholic Church in 1801.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why Napoleon made a Concordat with the
Catholic Church in 1801.
Candidates might include some of the following factors:
the issue of religion had been divisive since the Civil Constitution of the Clergy in1790
had deprived the Pope of influence within France and made the Church subservient to
the state. Napoleon wanted to heal old sores and win support for his regime
a Concordat with the pope would enhance Napoleons own glory and prestige, validate
his regime and win gratitude from his people so increasing his chances of becoming
Emperor
a Concordat might reconcile oppositional nobles and priests to the regime
liberal religious changes under the Directory had made a Concordat less likely to
provoke a left-wing reaction
the election of Pope Pius VII in 1800 offered an opportunity for a new agreement
the French armys success in Italy was likely to ensure favourable terms at this time
13
Napoleon may have wanted to ensure the loyalty and support of the owners of former
Church lands by making a binding agreement on this issue with the Pope.
To reach the higher levels, candidates will need to show the inter-relationship of the reasons
given, for example, they might suggest that religious issues were subservient to factors of
control and support in making the Concordat. Alternatively they may distinguish between the
long and short term factors which led Napoleon to make this agreement in 1801, at a point
when he was still trying to consolidate his power.
14
Question 3
06
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement either by balancing points, which suggest that
Napoleons administrative reforms were important in maintaining control against those which do
not or by balancing Napoleons administrative reforms against other reasons for Napoleons
control in France in the years 1799 to 1814.
15
Factors suggesting Napoleons administrative reforms were not important or that other factors
were important might include:
Napoleons position as Consul and Emperor with extensive powers (e.g. to introduce
legislation and appoint/dismiss Ministers) might be considered the basis of Napoleonic
control
it might be argued that control was easy anyway given that the purchasers of the biens
nationaux had been satisfied and the country enjoyed a period of economic prosperity
and military success at least to 1810
control was also made possible through the ease with which Napoleon dealt with his
opponents between 1799 and 1804 including repression (e.g. of the Chouans) and
religious concession. Napoleons position was little in doubt after 1804
whilst opponents found it difficult to organise mass protest, the regime was not entirely
controlled by the administrative reforms as rising bread prices, inflation, unemployment,
debt and the collapse of banks and businesses, together with reversals in war created a
good deal of instability 18101814. It could also be argued that the hierarchical
administrative system bred resentments and the reliance on censorship, repression and
propaganda suggests that control was not always easy
Good answers are likely to suggest that while Napoleons administrative reforms appeared to be
responsible for maintaining control in France in the years 1799 to 1814, they were not the sole
reason for this period of relative stability and there were a number of problems lurking beneath
the surface. Some may argue that Napoleons reforms were essential to control, others that
they were peripheral and that, for example, his success in harnessing the middle classes to his
regime was more important.
16
klm
General Certificate of Education
June 2010
AS History 1041
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
June 2010
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
Explain why the Tennis Court Oath was taken on 20 June 1789.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Tennis Court Oath was taken on
20 June 1789. These are likely to be both short and long-term, but the best answers will avoid
narrative and focus on linked reasons
Candidates might include some of the following factors:
the intransigence of Louis XVI who had delayed moving to a policy decision (even over
voting procedure); his reluctance to accept reform or to realise and respond to the
frustrations; his ineptness in dealing with the third estate particularly in ordering the
closure of their meeting room on June 20th
the ambitions of the Third estate evident before the Estates-General was even
convened (as seen for example in Sieys pamphlet What is the Third Estate), their
decision to become the National assembly (17 June) and of the clergy to join with that
body on 19 June so creating a new political force
the misunderstandings linked to the locked and guarded hall of 20 June hence the
National Assemblys move to the Tennis Court
the presence of large numbers of troops in and around Paris, giving rise to rumours
about the kings intentions
the leadership of Mounier (who wanted to prevent a more radical proposal that the
deputies move to Paris) and Mirabeau who wanted the National Assembly to show its
solidarity and determination to force a new constitution.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might emphasise that being locked out of the meeting hall was merely the
spark which ignited long festering grievances. Alternatively they may suggest that the oath
was a new step, largely resulting from the events of the previous 3 days.
Question 1
02
How important was the part played by the Parisian crowd in the revolution of 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the importance of the Parisian
crowd to the revolution of 1789 and balancing these views against ideas which suggest the
crowd was not important or that other factors were more so. (Note that there are two possible
approaches to a balanced answer here).
the popular demonstrations in Paris prior to, and at the time of, the assembling of the
Estates-General. The Revillon riots (April) were indicative of workers desperation at
high food prices and helped increase the tensions felt when the Estates-General met in
May. The events leading to the creation of the National Assembly and Tennis Court
oath were played out against background of popular disturbances and the latter may
well have been introduced by the moderates, to prevent more radical deputies taking the
Assembly to Paris and becoming more extreme
in the course of July 1789, the crowds showed the weakness of royal authority and their
actions e.g. the demonstrations of 1112 July following Neckers dismissal and arrival of
German cavalry troops; the invasion of the Tuileries Palace; the burning of 40 of 54
customs posts; the attack on the prisons 12/13 July made the revolution wider; led
royal troops to defect; led to the establishment of the Commune and National Guard
the storming of the Bastille, 14 July, forced the recall of Necker, the removal of royal
troops from Paris; the Kings agreement to the new constitution, commune and national
guard and appearance in Paris (17 July) and the continuation of the National Assembly.
The crowds had thus forced more radical change than that originally envisaged by the
deputies at Versailles and severely undermined the authority of the king
Parisian crowd action inspired the activities of the peasants in the countryside in the
Great Fear and so contributed to the collapse of feudalism in August 1789
the march of the women to Versailles, 5 October 1789, supported by 20 000
National Guards, forced King and Assembly to return to Paris; Louis confirmation of the
August decrees and the Declaration of Rights; the breakdown of royal government as
the Third Estate seized control both in Paris and other towns.
Factors that suggest the Parisian crowd was not important, or other factors were more important
might include:
the summoning of the Estates-General, the formation of the National Assembly and the
major political developments of May October took place at Versailles and were the
result of the leadership of king/nobles/professional members of the third estate men
most of whom were concerned not to bow to the wishes of the Parisian crowds
Peasant risings in the summer of 1789 were as much (possibly more) of an influence on
the major revolutionary move away from feudal controls in August 1789
Frances financial disarray which demanded some change to the old system of privilege;
the weaknesses of Louis XVI; the failures of Louis XVIs ministers; the intransigence of
the parlements; the ambitions of the bourgeoisie; bad harvests and food prices;
Enlightenment ideas all played a part in influencing the revolution in 1789.
Good answers are likely to suggest that while the Parisian crowds had some impact on the
radicalisation of the revolution in 1789, its initial impetus came from elsewhere. They may also
argue that crowd influence would not have been as extensive had the country not been ruled by
the limited Louis XVI whose handling of the situation was in large measure responsible for the
course of events. It could also be pointed out that the crowd did not really exist as a single
force until after 14 July and that it was in the formation of the Commune and National Guard
that the crowd obtained a more permanent political base from which to influence subsequent
events.
Question 2
03
Explain why the Committee of Public Safety was set up in April 1793.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the Committee of Public Safety was set
up in 1793.
Candidates might include some of the following factors:
the Convention needed to ensure control over the country in the face of threats from
counter-revolutionaries, particularly the rising in the Vende which broke out in March
1793. Following the introduction of the conscription acts in February 1793
the Convention needed to ensure control over the country in the face of threats from
external enemies (France was at war with Austria, Prussia, The United Provinces, Britain
and Spain all of whom were threatening Frances borders. The Girondin general
Dumouriez (and the son of the duc dOrlans) had deserted in April 1793, creating panic
and fear
France faced economic difficulties, partly brought about by the spread of war
growing Jacobin domination of the Convention (the Girondin ministers were expelled in
June between the founding of the Committee in April and its reformulation in July) meant
a strong radical presence pushing for stronger internal controls and greater speed of
action in the face of political division and lengthy deliberation in the Convention
the measure was favoured by the sans culottes who wanted to increase central control
to speed up the removal of enemies of the revolution.
To reach the higher levels, candidates will need to show the inter-relationship of the reasons
given, for example, they might emphasise the war or the development of the Vende rebellion
as the most important reason behind the setting up of the Committee Alternatively they might
suggest that there was a growing radicalisation after the execution of the King and that this
move was a natural step along a path away from liberal and democratic government that had
begun in 1792.
10
Question 2
04
How important was Robespierre in the development of the Reign of Terror in the years
1793 to 1794?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by balancing ways in which Robespierre was
important to the Reign of Terror against ways in which he was not or in which other factors were
more responsible.
11
he led the Jacobins, had supported the execution of the King and the overthrow of the
Girondins (June 1793), was supported by the sans culottes and spoke in favour of the
development of the Terror
he became the most important member of the Committee of Public Safety from July
1793 and encouraged it to take more radical steps, e.g. the law of Suspects in
September 1793 which made Terror an instrument of government policy
he delivered important speeches e.g. in December 1793 his speech led to the
abandonment go the 1793 constitution and made virtue the new justification for the
Terror
he demanded the continuation of the Terror after the Spring of 1794 when the revolts in
the Vende had been mostly put down
he supported the show trials and the execution of the Hbertistes in March 1794
he was elected President of the Convention 4 June 1794 giving him overall responsibility
for developments. Robespierre could be seen as a virtual dictator at this time
the law of 22 Prairial (10 June) 1794 intensified the Terror, making those who sought to
mislead public opinion enemies of the people
although the terror did not collapse immediately after Robespierres overthrow in July
1794, its winding down suggests that it was he who had perpetuated it.
Factors suggesting that Robespierre was not important or that other factors were more
important might include:
The emergence of the instruments of the Terror between March and May 1793 (e.g.
Revolutionary Tribunal in March) before Robespierre was in a specifically influential
position
the development of the Terror because of the need for greater centralisation and
vigilance at a time of war which had grown from Feb/March 1793, so accounting for
the timing
the power of the sans culottes who forced the dismissal of the Girondin deputies and
may be considered the radicalising force behind the Terror
the need to curb federal revolt
other influential leaders, e.g. Couthon and St Just
the continuation of the terror after Robespierre's execution.
Good answers are likely to conclude that while Robespierre was important to the reign of Terror,
he was not the only influence on its establishment and development.
12
Question 3
05
Explain why a Concordat was made with the Catholic Church in 1801.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why Napoleon made a Concordat with the
Catholic Church in 1801.
Candidates might include some of the following factors:
the issue of religion had been divisive since the Civil Constitution of the Clergy in1790
had deprived the Pope of influence within France and made the Church subservient to
the state. Napoleon wanted to heal old sores and win support for his regime
a Concordat with the pope would enhance Napoleons own glory and prestige, validate
his regime and win gratitude from his people so increasing his chances of becoming
Emperor
a Concordat might reconcile oppositional nobles and priests to the regime
liberal religious changes under the Directory had made a Concordat less likely to
provoke a left-wing reaction
the election of Pope Pius VII in 1800 offered an opportunity for a new agreement
the French armys success in Italy was likely to ensure favourable terms at this time
13
Napoleon may have wanted to ensure the loyalty and support of the owners of former
Church lands by making a binding agreement on this issue with the Pope.
To reach the higher levels, candidates will need to show the inter-relationship of the reasons
given, for example, they might suggest that religious issues were subservient to factors of
control and support in making the Concordat. Alternatively they may distinguish between the
long and short term factors which led Napoleon to make this agreement in 1801, at a point
when he was still trying to consolidate his power.
14
Question 3
06
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement either by balancing points, which suggest that
Napoleons administrative reforms were important in maintaining control against those which do
not or by balancing Napoleons administrative reforms against other reasons for Napoleons
control in France in the years 1799 to 1814.
15
Factors suggesting Napoleons administrative reforms were not important or that other factors
were important might include:
Napoleons position as Consul and Emperor with extensive powers (e.g. to introduce
legislation and appoint/dismiss Ministers) might be considered the basis of Napoleonic
control
it might be argued that control was easy anyway given that the purchasers of the biens
nationaux had been satisfied and the country enjoyed a period of economic prosperity
and military success at least to 1810
control was also made possible through the ease with which Napoleon dealt with his
opponents between 1799 and 1804 including repression (e.g. of the Chouans) and
religious concession. Napoleons position was little in doubt after 1804
whilst opponents found it difficult to organise mass protest, the regime was not entirely
controlled by the administrative reforms as rising bread prices, inflation, unemployment,
debt and the collapse of banks and businesses, together with reversals in war created a
good deal of instability 18101814. It could also be argued that the hierarchical
administrative system bred resentments and the reliance on censorship, repression and
propaganda suggests that control was not always easy
Good answers are likely to suggest that while Napoleons administrative reforms appeared to be
responsible for maintaining control in France in the years 1799 to 1814, they were not the sole
reason for this period of relative stability and there were a number of problems lurking beneath
the surface. Some may argue that Napoleons reforms were essential to control, others that
they were peripheral and that, for example, his success in harnessing the middle classes to his
regime was more important.
16
klm
General Certificate of Education
June 2011
AS History 1041
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
June 2011
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why philosophes wanted to reform the Ancien
Regime.
Candidates might include some of the following factors:
the philosophes emphasised the importance of reason and believed the AR failed to
promote the wealth and happiness of all
they believed the Church exerted undue power and they encouraged acceptance of
mans place on earth
the King claimed to rule by divine right which prevented his words and actions being
questioned
the AR paid insufficient heed to individual rights and liberties some believed
government should be based on a contract between rulers and the ruled
they believed in the rule of law framed in the best interests of the people and in
conjunction with those people.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might stress that the philosophes were not practical men and mostly had no
desire to destroy kingship nor even (with the exception of Voltaire) the Catholic Church their
criticisms interlink in that they all support a system in which individuals had greater control over
their own futures.
Question 1
02
How important was the discontent of the Third Estate in bringing about a crisis in French
government before the first meeting of the Estates-General in May 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
Factors suggesting the discontent of the Third Estate helped bring about a crisis before May
1789 might include:
the ambitions of those at the top of the Third Estate particularly lawyers and wealthy
bourgeoisie who were finding their opportunities for advancement squeezed and had
become influential in local politics, often under the influence of Enlightenment
philosophy. (Such people led local protest, were instrumental in the drawing up of the
cahiers and put themselves forward as Third Estate deputies.)
the miseries of those at the bottom of the Third Estate who suffered from tax burdens,
unpaid labour and feudal dues and whose lives were dependent on the weather and the
harvest and who were encouraged to reflect on their grievances as the cahiers began to
be drawn up after the announcement of the Estates-General in August 1789
poor harvests, as in 1788, coupled with the growing 3rd estate population led to
pressure on food supplies, high prices, rural unrest and urban riots. Grain convoys were
attacked, homes of suspected hoarders raided. Authorities found it difficult to maintain
order
17881789 saw industrial lay-offs especially in the textile industry which caused
disturbances in the towns. The Day of Tiles in Grenoble in 1788 saw workers striking in
sympathy with magistrates and a riot in which crowds hurled roof tiles at soldiers. In April
1789 workers took to the streets of Paris in protest against feared wage cuts by
Rveillon
the promise of an Estates-General stirred Third Estate leaders, and pamphlets such as
What is the Third Estate? by Abbe Sieys encouraged politicisation.
Factors suggesting the discontent of the Third Estate was not responsible, or was less
responsible than other factors, might include:
food riots and urban discontent brought about by poor harvests or industrial lay-offs were
not a new phenomenon and the government had means of dealing with such and was
effective in crushing troubles
many of the rural and provincial Third Estate were too concerned with daily living to
involve themselves in political affairs and peasants played little part in the troubles of the
government before 1789. Food riots of early 1789 would probably have passed, but for
the developments in Paris after May
the main challenge to the government before May 1789 had come from the nobles
who had undermined the attempts of Louiss finance Ministers to reform the French
taxation system, refused to co-operate in the Assembly of Notables and led revolt in the
Revolt of the Nobles in 1788
Venal Nobles in the Parlements had also forced the crisis by taking a stance against the
Kings ministers
the real cause of the government crisis was the countrys bankruptcy and the ineptitude
of the countrys leaders in addressing this.
Good answers are likely to/may show an awareness that the Third Estate was very divided and,
as a whole, played only a peripheral part in the events leading up to the Estates-General in May
1789. However, they may point out that the growing politicisation of the Third Estate certainly
among Parisians and town workers, but even stretching to the peasantry, provided a force
which would play a major part in the following months.
Question 2
03
Explain why the sans-culottes were able to increase their influence over French
government in 1792.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the sans-culottes were able to increase
their influence over French government in 1792.
Candidates might include some of the following factors:
Frances declaration of war on Austria and Prussia in April/May 1792 and its initial
failures encouraged a radical reaction (threat of invasion enabled the sans-culottes to
exert dominance in the September massacres and the establishment of the Convention)
the Kings ambivalence in the face of war, dismissal of Girondin ministers and veto of the
Legislative Assemblys measures encouraged radical demonstrations (storming of the
Tuileries, June and August 1792)
hostility to conscription (la Patrie en danger decree July 1792) raised opposition to
passive citizenship and Brunswick manifesto (August 1792) threatening Paris with
vengeance should harm come to the King, united sans-culottes in adversity
10
Question 2
04
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting that the development of the Terror in France was due to counter-revolution
might include:
fear that nobles and refractory priests (preying on the fears of Conservative peasants)
were plotting to overthrow the regime had become more intense with the coming of war
(April 1792) and the execution of the King (January 1793)
wartime failures in the first half of 1793 with the defection of Dumouriez, increasing
economic difficulties and leves, breeding unrest spread fear of counter-revolution
further
the counter-revolutionary rising in the Vende (from February 1793) alarmed the
Convention (which had to send regular troops from the front to deal with it)
the Convention was obliged to establish a number of extraordinary bodies through
emergency measures March-May 1793 in order to combat this counter-revolution which
threatened to undermine the French war effort and the political/social gains of revolution
the Federalist revolt (which contained elements of counter-revolution) which the
emergency measures provoked merely drove the government (and representatives on
mission and local revolutionary leaders) further down the path of Terror.
Factors suggesting that counter-revolution was not responsible and other factors were more
important might include:
terror was the product of war and in particular war-time failure and its economic/
military demands
terror was a reflection of the influence of the sans-culottes who pressed for radical
measures
the federal revolt which the terror sought to address was more a revolt against
centralisation than true counter-revolution
counter-revolution posed no greater threat in 1793 than it had 17891792 and that
period had not produced a time of Terror
the Terror was the work of Robespierre and his followers among the Jacobin
Montagnards who had supported the Kings execution and dominated politics in France.
From July 1793 Robespierre wielded immense power as a prominent member of the
Committee of Public Safety
the Terror was self-perpetuating beginning with the Law of Suspects of September
1793 and the show trials of OctoberNovember 1793 the definition of enemy of the
people grew (most particularly in June 1794) so that it became impossible to stop.
Good answers are likely to/may show awareness that whilst counter-revolution played an
important role in the development of the Terror, it cannot be held solely responsible. The Terror
was the product of a variety of circumstances including the war and the leadership and a case
could be made that any one of these was more important and that counter-revolutionary activity
was at best, an excuse for Terror and at worst, a myth, fabricated to justify it.
12
Question 3
05
Explain why there was little growth in the French economy under Napoleon.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why there was little growth in the French
economy under Napoleon
Candidates might include some of the following factors:
Napoleon inherited a country weakened by political turmoil and in which underinvestment had left the economy under-developed
Napoleons financial policies were more concerned with taxation to enable him to fight
his wars and maintain his Empire than economic growth within France. (While plunder
kept France buoyant, he showed limited interest in economic affairs)
the Continental System was more a means of warfare against Britain than an economic
measure and was undermined by smuggling
the restrictions imposed by the Continental system and warfare with Britain hit French
trade badly. British retaliation and lack of British imports harmed some manufacturing
(although parts of France benefited developing trade elsewhere)
war brought the loss of colonial markets, removing a stimulus to economic development
13
too much money was diverted to warfare so that communications remained poor, and
technology backward
the loss of men to the army limited workforce and demand.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they are likely to stress the demands of continual war as the key factor which
prevented the growth of the French economy. Napoleons own lack of interest might also been
seen as a major linking factor here.
14
Question 3
06
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the ways in which Napoleonic
rule had brought about equality and weighting these against the ways in which it failed to do so.
Factors suggesting that Napoleonic rule had brought about equality might include:
no re-establishment of a hierarchy based on birth
15
16
klm
General Certificate of Education
June 2011
AS History 1041
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
June 2011
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why philosophes wanted to reform the Ancien
Regime.
Candidates might include some of the following factors:
the philosophes emphasised the importance of reason and believed the AR failed to
promote the wealth and happiness of all
they believed the Church exerted undue power and they encouraged acceptance of
mans place on earth
the King claimed to rule by divine right which prevented his words and actions being
questioned
the AR paid insufficient heed to individual rights and liberties some believed
government should be based on a contract between rulers and the ruled
they believed in the rule of law framed in the best interests of the people and in
conjunction with those people.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might stress that the philosophes were not practical men and mostly had no
desire to destroy kingship nor even (with the exception of Voltaire) the Catholic Church their
criticisms interlink in that they all support a system in which individuals had greater control over
their own futures.
Question 1
02
How important was the discontent of the Third Estate in bringing about a crisis in French
government before the first meeting of the Estates-General in May 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
Factors suggesting the discontent of the Third Estate helped bring about a crisis before May
1789 might include:
the ambitions of those at the top of the Third Estate particularly lawyers and wealthy
bourgeoisie who were finding their opportunities for advancement squeezed and had
become influential in local politics, often under the influence of Enlightenment
philosophy. (Such people led local protest, were instrumental in the drawing up of the
cahiers and put themselves forward as Third Estate deputies.)
the miseries of those at the bottom of the Third Estate who suffered from tax burdens,
unpaid labour and feudal dues and whose lives were dependent on the weather and the
harvest and who were encouraged to reflect on their grievances as the cahiers began to
be drawn up after the announcement of the Estates-General in August 1789
poor harvests, as in 1788, coupled with the growing 3rd estate population led to
pressure on food supplies, high prices, rural unrest and urban riots. Grain convoys were
attacked, homes of suspected hoarders raided. Authorities found it difficult to maintain
order
17881789 saw industrial lay-offs especially in the textile industry which caused
disturbances in the towns. The Day of Tiles in Grenoble in 1788 saw workers striking in
sympathy with magistrates and a riot in which crowds hurled roof tiles at soldiers. In April
1789 workers took to the streets of Paris in protest against feared wage cuts by
Rveillon
the promise of an Estates-General stirred Third Estate leaders, and pamphlets such as
What is the Third Estate? by Abbe Sieys encouraged politicisation.
Factors suggesting the discontent of the Third Estate was not responsible, or was less
responsible than other factors, might include:
food riots and urban discontent brought about by poor harvests or industrial lay-offs were
not a new phenomenon and the government had means of dealing with such and was
effective in crushing troubles
many of the rural and provincial Third Estate were too concerned with daily living to
involve themselves in political affairs and peasants played little part in the troubles of the
government before 1789. Food riots of early 1789 would probably have passed, but for
the developments in Paris after May
the main challenge to the government before May 1789 had come from the nobles
who had undermined the attempts of Louiss finance Ministers to reform the French
taxation system, refused to co-operate in the Assembly of Notables and led revolt in the
Revolt of the Nobles in 1788
Venal Nobles in the Parlements had also forced the crisis by taking a stance against the
Kings ministers
the real cause of the government crisis was the countrys bankruptcy and the ineptitude
of the countrys leaders in addressing this.
Good answers are likely to/may show an awareness that the Third Estate was very divided and,
as a whole, played only a peripheral part in the events leading up to the Estates-General in May
1789. However, they may point out that the growing politicisation of the Third Estate certainly
among Parisians and town workers, but even stretching to the peasantry, provided a force
which would play a major part in the following months.
Question 2
03
Explain why the sans-culottes were able to increase their influence over French
government in 1792.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the sans-culottes were able to increase
their influence over French government in 1792.
Candidates might include some of the following factors:
Frances declaration of war on Austria and Prussia in April/May 1792 and its initial
failures encouraged a radical reaction (threat of invasion enabled the sans-culottes to
exert dominance in the September massacres and the establishment of the Convention)
the Kings ambivalence in the face of war, dismissal of Girondin ministers and veto of the
Legislative Assemblys measures encouraged radical demonstrations (storming of the
Tuileries, June and August 1792)
hostility to conscription (la Patrie en danger decree July 1792) raised opposition to
passive citizenship and Brunswick manifesto (August 1792) threatening Paris with
vengeance should harm come to the King, united sans-culottes in adversity
10
Question 2
04
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting that the development of the Terror in France was due to counter-revolution
might include:
fear that nobles and refractory priests (preying on the fears of Conservative peasants)
were plotting to overthrow the regime had become more intense with the coming of war
(April 1792) and the execution of the King (January 1793)
wartime failures in the first half of 1793 with the defection of Dumouriez, increasing
economic difficulties and leves, breeding unrest spread fear of counter-revolution
further
the counter-revolutionary rising in the Vende (from February 1793) alarmed the
Convention (which had to send regular troops from the front to deal with it)
the Convention was obliged to establish a number of extraordinary bodies through
emergency measures March-May 1793 in order to combat this counter-revolution which
threatened to undermine the French war effort and the political/social gains of revolution
the Federalist revolt (which contained elements of counter-revolution) which the
emergency measures provoked merely drove the government (and representatives on
mission and local revolutionary leaders) further down the path of Terror.
Factors suggesting that counter-revolution was not responsible and other factors were more
important might include:
terror was the product of war and in particular war-time failure and its economic/
military demands
terror was a reflection of the influence of the sans-culottes who pressed for radical
measures
the federal revolt which the terror sought to address was more a revolt against
centralisation than true counter-revolution
counter-revolution posed no greater threat in 1793 than it had 17891792 and that
period had not produced a time of Terror
the Terror was the work of Robespierre and his followers among the Jacobin
Montagnards who had supported the Kings execution and dominated politics in France.
From July 1793 Robespierre wielded immense power as a prominent member of the
Committee of Public Safety
the Terror was self-perpetuating beginning with the Law of Suspects of September
1793 and the show trials of OctoberNovember 1793 the definition of enemy of the
people grew (most particularly in June 1794) so that it became impossible to stop.
Good answers are likely to/may show awareness that whilst counter-revolution played an
important role in the development of the Terror, it cannot be held solely responsible. The Terror
was the product of a variety of circumstances including the war and the leadership and a case
could be made that any one of these was more important and that counter-revolutionary activity
was at best, an excuse for Terror and at worst, a myth, fabricated to justify it.
12
Question 3
05
Explain why there was little growth in the French economy under Napoleon.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why there was little growth in the French
economy under Napoleon
Candidates might include some of the following factors:
Napoleon inherited a country weakened by political turmoil and in which underinvestment had left the economy under-developed
Napoleons financial policies were more concerned with taxation to enable him to fight
his wars and maintain his Empire than economic growth within France. (While plunder
kept France buoyant, he showed limited interest in economic affairs)
the Continental System was more a means of warfare against Britain than an economic
measure and was undermined by smuggling
the restrictions imposed by the Continental system and warfare with Britain hit French
trade badly. British retaliation and lack of British imports harmed some manufacturing
(although parts of France benefited developing trade elsewhere)
war brought the loss of colonial markets, removing a stimulus to economic development
13
too much money was diverted to warfare so that communications remained poor, and
technology backward
the loss of men to the army limited workforce and demand.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they are likely to stress the demands of continual war as the key factor which
prevented the growth of the French economy. Napoleons own lack of interest might also been
seen as a major linking factor here.
14
Question 3
06
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the ways in which Napoleonic
rule had brought about equality and weighting these against the ways in which it failed to do so.
Factors suggesting that Napoleonic rule had brought about equality might include:
no re-establishment of a hierarchy based on birth
15
16
klm
General Certificate of Education
June 2011
AS History 1041
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
June 2011
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why philosophes wanted to reform the Ancien
Regime.
Candidates might include some of the following factors:
the philosophes emphasised the importance of reason and believed the AR failed to
promote the wealth and happiness of all
they believed the Church exerted undue power and they encouraged acceptance of
mans place on earth
the King claimed to rule by divine right which prevented his words and actions being
questioned
the AR paid insufficient heed to individual rights and liberties some believed
government should be based on a contract between rulers and the ruled
they believed in the rule of law framed in the best interests of the people and in
conjunction with those people.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they might stress that the philosophes were not practical men and mostly had no
desire to destroy kingship nor even (with the exception of Voltaire) the Catholic Church their
criticisms interlink in that they all support a system in which individuals had greater control over
their own futures.
Question 1
02
How important was the discontent of the Third Estate in bringing about a crisis in French
government before the first meeting of the Estates-General in May 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
Factors suggesting the discontent of the Third Estate helped bring about a crisis before May
1789 might include:
the ambitions of those at the top of the Third Estate particularly lawyers and wealthy
bourgeoisie who were finding their opportunities for advancement squeezed and had
become influential in local politics, often under the influence of Enlightenment
philosophy. (Such people led local protest, were instrumental in the drawing up of the
cahiers and put themselves forward as Third Estate deputies.)
the miseries of those at the bottom of the Third Estate who suffered from tax burdens,
unpaid labour and feudal dues and whose lives were dependent on the weather and the
harvest and who were encouraged to reflect on their grievances as the cahiers began to
be drawn up after the announcement of the Estates-General in August 1789
poor harvests, as in 1788, coupled with the growing 3rd estate population led to
pressure on food supplies, high prices, rural unrest and urban riots. Grain convoys were
attacked, homes of suspected hoarders raided. Authorities found it difficult to maintain
order
17881789 saw industrial lay-offs especially in the textile industry which caused
disturbances in the towns. The Day of Tiles in Grenoble in 1788 saw workers striking in
sympathy with magistrates and a riot in which crowds hurled roof tiles at soldiers. In April
1789 workers took to the streets of Paris in protest against feared wage cuts by
Rveillon
the promise of an Estates-General stirred Third Estate leaders, and pamphlets such as
What is the Third Estate? by Abbe Sieys encouraged politicisation.
Factors suggesting the discontent of the Third Estate was not responsible, or was less
responsible than other factors, might include:
food riots and urban discontent brought about by poor harvests or industrial lay-offs were
not a new phenomenon and the government had means of dealing with such and was
effective in crushing troubles
many of the rural and provincial Third Estate were too concerned with daily living to
involve themselves in political affairs and peasants played little part in the troubles of the
government before 1789. Food riots of early 1789 would probably have passed, but for
the developments in Paris after May
the main challenge to the government before May 1789 had come from the nobles
who had undermined the attempts of Louiss finance Ministers to reform the French
taxation system, refused to co-operate in the Assembly of Notables and led revolt in the
Revolt of the Nobles in 1788
Venal Nobles in the Parlements had also forced the crisis by taking a stance against the
Kings ministers
the real cause of the government crisis was the countrys bankruptcy and the ineptitude
of the countrys leaders in addressing this.
Good answers are likely to/may show an awareness that the Third Estate was very divided and,
as a whole, played only a peripheral part in the events leading up to the Estates-General in May
1789. However, they may point out that the growing politicisation of the Third Estate certainly
among Parisians and town workers, but even stretching to the peasantry, provided a force
which would play a major part in the following months.
Question 2
03
Explain why the sans-culottes were able to increase their influence over French
government in 1792.
(12 marks)
Target: AO1(a), AO1(b)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why the sans-culottes were able to increase
their influence over French government in 1792.
Candidates might include some of the following factors:
Frances declaration of war on Austria and Prussia in April/May 1792 and its initial
failures encouraged a radical reaction (threat of invasion enabled the sans-culottes to
exert dominance in the September massacres and the establishment of the Convention)
the Kings ambivalence in the face of war, dismissal of Girondin ministers and veto of the
Legislative Assemblys measures encouraged radical demonstrations (storming of the
Tuileries, June and August 1792)
hostility to conscription (la Patrie en danger decree July 1792) raised opposition to
passive citizenship and Brunswick manifesto (August 1792) threatening Paris with
vengeance should harm come to the King, united sans-culottes in adversity
10
Question 2
04
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting that the development of the Terror in France was due to counter-revolution
might include:
fear that nobles and refractory priests (preying on the fears of Conservative peasants)
were plotting to overthrow the regime had become more intense with the coming of war
(April 1792) and the execution of the King (January 1793)
wartime failures in the first half of 1793 with the defection of Dumouriez, increasing
economic difficulties and leves, breeding unrest spread fear of counter-revolution
further
the counter-revolutionary rising in the Vende (from February 1793) alarmed the
Convention (which had to send regular troops from the front to deal with it)
the Convention was obliged to establish a number of extraordinary bodies through
emergency measures March-May 1793 in order to combat this counter-revolution which
threatened to undermine the French war effort and the political/social gains of revolution
the Federalist revolt (which contained elements of counter-revolution) which the
emergency measures provoked merely drove the government (and representatives on
mission and local revolutionary leaders) further down the path of Terror.
Factors suggesting that counter-revolution was not responsible and other factors were more
important might include:
terror was the product of war and in particular war-time failure and its economic/
military demands
terror was a reflection of the influence of the sans-culottes who pressed for radical
measures
the federal revolt which the terror sought to address was more a revolt against
centralisation than true counter-revolution
counter-revolution posed no greater threat in 1793 than it had 17891792 and that
period had not produced a time of Terror
the Terror was the work of Robespierre and his followers among the Jacobin
Montagnards who had supported the Kings execution and dominated politics in France.
From July 1793 Robespierre wielded immense power as a prominent member of the
Committee of Public Safety
the Terror was self-perpetuating beginning with the Law of Suspects of September
1793 and the show trials of OctoberNovember 1793 the definition of enemy of the
people grew (most particularly in June 1794) so that it became impossible to stop.
Good answers are likely to/may show awareness that whilst counter-revolution played an
important role in the development of the Terror, it cannot be held solely responsible. The Terror
was the product of a variety of circumstances including the war and the leadership and a case
could be made that any one of these was more important and that counter-revolutionary activity
was at best, an excuse for Terror and at worst, a myth, fabricated to justify it.
12
Question 3
05
Explain why there was little growth in the French economy under Napoleon.
(12 marks)
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
L3:
Answers 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:
Indicative content
Note: This content is not prescriptive and candidates 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.
Answers should include a range of reasons as to why there was little growth in the French
economy under Napoleon
Candidates might include some of the following factors:
Napoleon inherited a country weakened by political turmoil and in which underinvestment had left the economy under-developed
Napoleons financial policies were more concerned with taxation to enable him to fight
his wars and maintain his Empire than economic growth within France. (While plunder
kept France buoyant, he showed limited interest in economic affairs)
the Continental System was more a means of warfare against Britain than an economic
measure and was undermined by smuggling
the restrictions imposed by the Continental system and warfare with Britain hit French
trade badly. British retaliation and lack of British imports harmed some manufacturing
(although parts of France benefited developing trade elsewhere)
war brought the loss of colonial markets, removing a stimulus to economic development
13
too much money was diverted to warfare so that communications remained poor, and
technology backward
the loss of men to the army limited workforce and demand.
To reach higher levels, candidates will need to show the inter-relationship of the reasons given,
for example they are likely to stress the demands of continual war as the key factor which
prevented the growth of the French economy. Napoleons own lack of interest might also been
seen as a major linking factor here.
14
Question 3
06
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
Note: This content is not prescriptive and candidates 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.
Candidates should be able to make a judgement by considering the ways in which Napoleonic
rule had brought about equality and weighting these against the ways in which it failed to do so.
Factors suggesting that Napoleonic rule had brought about equality might include:
no re-establishment of a hierarchy based on birth
15
16
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
June 2012
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
(12 marks)
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
L3:
Answers 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:
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.
Answers should include a range of reasons as to why the nobles rebelled against royal authority
in 1788.
Students may refer to some of the following long-term factors:
financial crisis faced by Louis that meant that he needed more money; weakness of the
Ancien Regimes system excluded nobility from paying and this therefore needed to be
changed something some nobility did not want
actions of Necker; he had made out that there was no need for any change in the tax
system by saying via the Compte Rendu that the financial system was working well (and
so nobility did not see urgency of reform)
ideas of philosophes which helped to strengthen arguments of nobility that the king
could not force through change, was acting tyrannically and that the parlements were
acting in the name of the people.
actions of de Brienne and Calonne in trying to get radical tax reforms agreed to by the
Assembly of Notables and the parlements. These reforms involved a land tax to be paid
by everyone. This led to opposition from 1st and 2nd estate who had most to lose. The
nobility claimed that such drastic change could only be decided on by an Estates
General (most at the Assembly of Notables accepted the principle of a land tax but not
the means of bringing it about)
weaknesses and mistakes of the King and his ministers: mistakes of Calonne in thinking
that an Assembly of Notables would agree to such reforms also of appealing to the
public behind the back of the assembly which lost him support. De Brienne was also
weak. The King did not effectively support either minister
the May Edicts which deprived the parlements in Paris and elsewhere of their right to
register and protest against royal decrees. This increased cries of ministerial despotism
and there were disturbances (Revolt of Nobles) throughout France in support of the
parlements.
To reach higher levels, students will need to show the inter-relationship of the reasons given, for
example they might show that the Crown was unable to deal effectively with the revolt due to its
financial weakness and the fact that it was bankrupt by mid-1788. More able students may
point out that many nobles, especially those summoned to the assembly, did accept the
principle of fairer taxation but had become so untrusting of the Kings ministers that they were
suspicious as to how this was being carried out hence ministerial despotism. The hostility to
ministers was greater that to the tax itself!
Question 1
02
How important was the part played by the peasantry in the changes which took place in
France in 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
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 should be able to make a judgment by considering the importance of the peasantry to
the changes of 1789 and balancing this against ideas which suggest either that the peasantry
was not important or that other factors were more so. (Note that there are two possible
approaches to a balanced answer here.)
Factors suggesting the importance of the part played by the peasantry might include:
following the attack on the Bastille, there were risings and demonstrations by the
peasantry which spread throughout the country. These were directed against taxes, the
tithes and feudal dues. Features of the attacks included looting of grain stores, burning
of chteaux, destruction of terriers. Escalation of attacks started with The Great Fear (c.
20th July until 6th August) which was fired by rumours that brigands in the pay of the
aristocracy were going to destroy the harvest. These uprisings were important for
spreading revolutionary activity beyond Paris into rest of France
the scale of the attacks and fear of the chaos spreading led directly to the August
Decrees and the end of feudalism; leaders of the patriot party decided to agree to some
of the peasants demands and they drew up a plan to dismantle the feudal system. Thus
the peasants actions helped to end the Ancien Regime and helped to pave the way for
a new constitution.
Factors that suggest that the peasants were not important, or other factors were more important
might include:
the summoning of the Estates-General, the formation of the National Assembly and the
major political developments of MayOctober took place at Versailles and were the
result of the leadership of king/nobles/professional members of the third estate. The
dismantling of the feudal system was the work of the members of the National Assembly
the actions of the Parisians which helped widen the revolution. The storming of the
Bastille forced radical changes; the recall of Necker, removal of royal troops from Paris,
the Kings agreement to the new National Assembly, establishment of commune and
National Guard. The October Days brought the King back to Paris. Their actions also
triggered the peasant uprisings
Frances financial disarray which demanded some change to the old system of privilege;
the weaknesses of Louis XVI; the failures of Louis XVIs ministers; the intransigence of
the parlements; the ambitions of the bourgeoisie; bad harvests and food prices;
Enlightenment ideas all played a part in influencing the revolution in 1789.
Good answers are likely to suggest that while the peasants were important in forcing the
radicalisation of the revolution with the August Decrees, the impetus for the change, along with
the actual implementation of revolutionary change, came from the people at Versailles and in
Paris.
Question 2
03
(12 marks)
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
L3:
Answers 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:
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.
Answers should include a range of reasons as to why Robespierre dominated government in
1793.
Students might include some of the following long-term factors:
Robespierre had played a key role in the Jacobin club as a leader of a group of radical
deputies (becoming more influential after the more moderate deputies left to form the
Feuillants) and was influential in the Commune
he had been a frequent speaker in the Constituent Assembly; he became known as the
incorruptible for the way he stuck to his principles, his modest lifestyle and refusal to
accept bribes
he was a forceful influence in The Convention with his supporters in the Montagnards
and leading the attack against the Girondins
he won the support of the sans-culottes for his incorruptible stance and his opposition
to the Girondins.
Robespierre was politically astute and used the sans-culottes to further his ideas.
his position on opposing the war meant his position strengthened when the war went
badly
the execution of the Kings (against the wishes of the Girondins) strengthened
Robespierres position
he was voted onto the CPS in July 1793. Here his strong views on the need for Terror to
save the Republic made him the most important member
the fear of counter-revolution in 1793 with the war going badly, revolt in the Vende and
the federalist revolts all allowed Robespierres views on the CPS to hold sway.
To reach the higher levels, students will need to show the inter-relationship of the reasons
given, for example, they might emphasise the fact that Robespierres strength of character and
views were important but that they would not have had such influence had it not been for the
political situation that existed by 1793.
10
Question 2
04
(24 marks)
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
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.
17-21
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
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 should be able to make a judgment by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting that Terror led by the CPS was successful by 1795 might include:
the CPS and CGS used various bodies to end the internal threats to France.
Revolutionary Tribunals and representatives en mission enforced the will of Paris in the
provinces. Also revolutionary armies were sent to deal with federalists and counterrevolutionary activity and also to ensure movement of food supplies. The regular army
was also used to take Marseille, Lyon and Toulon and put down the Vende revolt. All of
these measures which involved brutal actions were successful in restoring order to
the regions of France, giving the government sufficient control to continue waging the
war
the Terror also meant that measures could be introduced to speed up the process of
dealing with other enemies of France e.g. Marie-Antoinette and the Girondins
the Economic Terror allowed the Republic to deal with potential economic chaos. They
were able to enforce economic regulation. The Maximum fixed prices and made
hoarding goods a capital offence. The central control allowed the army to be fed. It also
meant Paris, which always faced the danger of economic revolt, could be supplied with
bread. The army was used to requisition grain from the major grain-producing areas and
managed to keep Paris supplied with bread until 1795 thus helping to preserve the
revolution and so strengthen the Republic
the measures applied during the Terror to fight the war conscription, action against
draft-dodgers and deserters, providing enough food for the army allowed for victory
and thus again helped to strengthen the Republic.
Factors suggesting that the Terror was a failure might include:
it actually turned many people against the Republic it created great divisions and
resentment caused more harm than good.
aspects of the Terror such as dechristianisation caused much bitterness
the latter part of the Terror was not about strengthening the Republic but was about
killing anyone whom Robespierre saw as a threat to his own quest for the ideal society
e.g. Danton and Desmoulins and many other innocent people who were killed in the
Great Terror.
Other factors which helped to strengthen the Republic might include:
the army was now made up of many fervent revolutionaries who had a passionate
commitment to the cause and principles of 1789 and therefore made a formidable
fighting force regardless of actions of CPS and the Terror.
Good answers are likely to/may show an awareness that The Terror was successful in dealing
with threats to the Republic but that this was at a huge cost to the people of France and it
created a legacy of bitterness, which contributed to more violence in later years (e.g. the White
Terror).
12
Question 3
05
(12 marks)
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
L3:
Answers 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:
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.
Answers should include a range of reasons as to why there was a successful coup in France in
1799.
Students may refer to some of the following long-term reasons:
there was little enthusiasm amongst the population for the Directory; it had failed to carry
out efficient government due to the many checks and balances, it had lost respect due to
its unconstitutional actions in trying to maintain control in the councils, it had alienated
property owners and the wealthy notables, there was a weariness of war
there was a collapse of government control in the provinces
the Directory had relied on the army to settle political disputes and this helped to lay the
foundation for the coup de Brumaire
13
the role of Sieyes who conceived and organised the coup e.g. moving the councils to St
Cloud away from Paris crowds
the role of Lucien in coming to Napoleons rescue when he was faced with opposition
during the coup
the use of the army which dispersed the opposition members of the Five Hundred
Napoleons personal ambitions which meant that he not only supported the idea of the
coup but that he also determined its final outcome.
To reach higher levels, students will need to show the inter-relationship of the reasons given.
For example they might highlight the fact that political apathy amongst the population in France
meant that there was little enthusiasm for saving the Directory, but that without key individuals
such as Lucian, the coup could easily have failed.
14
Question 3
06
How important was the Concordat of 1801 in the consolidation of Napoleons rule in
France in the years 1799 to 1804?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
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 should be able to make a judgment by balancing the ways in which the Concordat was
important to Napoleons consolidation of rule against ways in which it was not effective or ways
in which other factors were more responsible.
15
Factors suggesting the Concordat was important for allowing Napoleon to consolidate his rule
might include:
it won over the loyalty of many French people who had been alienated by the religious
changes of the revolution; also drew Catholics away from the Bourbon allegiance
Napoleon won the support of the property owners who were reassured that the Church
had no intention of taking back their lands
Napoleon had a means of exerting control over the provinces bishops appointed by
him were his agents through which he could spread propaganda and find out about
subversive behaviour.
Factors suggesting that other factors were as or more important for Napoleon in these early
years for consolidating his power might include:
establishment of Legion of Honour (1802) and other titles which tied his supporters to
him
dealing harshly with opponents e.g. duc dEnghien
establishing an education system which had the emphasis on teaching the value of
obedience and moral values. Curriculum at secondary level closely controlled
changing of the political system: reintroduction of the hereditary principle in 1802,
reducing importance of the representative bodies of the Tribunate and the Legislature
while enlarging the power of the Senate and the constitution of 1804 which made him
emperor.
Good answers are likely to/may show awareness that the Concordat was one of several
measures taken by Napoleon to extend his control over France during these years.
16
HIS1F
Unit 1F
France in Revolution, 17741815
Final
Mark Scheme
June 2012
GCE AS History Unit 1: Change and Consolidation
HIS1F: France in Revolution, 17741815
Question 1
01
(12 marks)
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
L3:
Answers 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:
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.
Answers should include a range of reasons as to why the nobles rebelled against royal authority
in 1788.
Students may refer to some of the following long-term factors:
financial crisis faced by Louis that meant that he needed more money; weakness of the
Ancien Regimes system excluded nobility from paying and this therefore needed to be
changed something some nobility did not want
actions of Necker; he had made out that there was no need for any change in the tax
system by saying via the Compte Rendu that the financial system was working well (and
so nobility did not see urgency of reform)
ideas of philosophes which helped to strengthen arguments of nobility that the king
could not force through change, was acting tyrannically and that the parlements were
acting in the name of the people.
actions of de Brienne and Calonne in trying to get radical tax reforms agreed to by the
Assembly of Notables and the parlements. These reforms involved a land tax to be paid
by everyone. This led to opposition from 1st and 2nd estate who had most to lose. The
nobility claimed that such drastic change could only be decided on by an Estates
General (most at the Assembly of Notables accepted the principle of a land tax but not
the means of bringing it about)
weaknesses and mistakes of the King and his ministers: mistakes of Calonne in thinking
that an Assembly of Notables would agree to such reforms also of appealing to the
public behind the back of the assembly which lost him support. De Brienne was also
weak. The King did not effectively support either minister
the May Edicts which deprived the parlements in Paris and elsewhere of their right to
register and protest against royal decrees. This increased cries of ministerial despotism
and there were disturbances (Revolt of Nobles) throughout France in support of the
parlements.
To reach higher levels, students will need to show the inter-relationship of the reasons given, for
example they might show that the Crown was unable to deal effectively with the revolt due to its
financial weakness and the fact that it was bankrupt by mid-1788. More able students may
point out that many nobles, especially those summoned to the assembly, did accept the
principle of fairer taxation but had become so untrusting of the Kings ministers that they were
suspicious as to how this was being carried out hence ministerial despotism. The hostility to
ministers was greater that to the tax itself!
Question 1
02
How important was the part played by the peasantry in the changes which took place in
France in 1789?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
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 should be able to make a judgment by considering the importance of the peasantry to
the changes of 1789 and balancing this against ideas which suggest either that the peasantry
was not important or that other factors were more so. (Note that there are two possible
approaches to a balanced answer here.)
Factors suggesting the importance of the part played by the peasantry might include:
following the attack on the Bastille, there were risings and demonstrations by the
peasantry which spread throughout the country. These were directed against taxes, the
tithes and feudal dues. Features of the attacks included looting of grain stores, burning
of chteaux, destruction of terriers. Escalation of attacks started with The Great Fear (c.
20th July until 6th August) which was fired by rumours that brigands in the pay of the
aristocracy were going to destroy the harvest. These uprisings were important for
spreading revolutionary activity beyond Paris into rest of France
the scale of the attacks and fear of the chaos spreading led directly to the August
Decrees and the end of feudalism; leaders of the patriot party decided to agree to some
of the peasants demands and they drew up a plan to dismantle the feudal system. Thus
the peasants actions helped to end the Ancien Regime and helped to pave the way for
a new constitution.
Factors that suggest that the peasants were not important, or other factors were more important
might include:
the summoning of the Estates-General, the formation of the National Assembly and the
major political developments of MayOctober took place at Versailles and were the
result of the leadership of king/nobles/professional members of the third estate. The
dismantling of the feudal system was the work of the members of the National Assembly
the actions of the Parisians which helped widen the revolution. The storming of the
Bastille forced radical changes; the recall of Necker, removal of royal troops from Paris,
the Kings agreement to the new National Assembly, establishment of commune and
National Guard. The October Days brought the King back to Paris. Their actions also
triggered the peasant uprisings
Frances financial disarray which demanded some change to the old system of privilege;
the weaknesses of Louis XVI; the failures of Louis XVIs ministers; the intransigence of
the parlements; the ambitions of the bourgeoisie; bad harvests and food prices;
Enlightenment ideas all played a part in influencing the revolution in 1789.
Good answers are likely to suggest that while the peasants were important in forcing the
radicalisation of the revolution with the August Decrees, the impetus for the change, along with
the actual implementation of revolutionary change, came from the people at Versailles and in
Paris.
Question 2
03
(12 marks)
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
L3:
Answers 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:
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.
Answers should include a range of reasons as to why Robespierre dominated government in
1793.
Students might include some of the following long-term factors:
Robespierre had played a key role in the Jacobin club as a leader of a group of radical
deputies (becoming more influential after the more moderate deputies left to form the
Feuillants) and was influential in the Commune
he had been a frequent speaker in the Constituent Assembly; he became known as the
incorruptible for the way he stuck to his principles, his modest lifestyle and refusal to
accept bribes
he was a forceful influence in The Convention with his supporters in the Montagnards
and leading the attack against the Girondins
he won the support of the sans-culottes for his incorruptible stance and his opposition
to the Girondins.
Robespierre was politically astute and used the sans-culottes to further his ideas.
his position on opposing the war meant his position strengthened when the war went
badly
the execution of the Kings (against the wishes of the Girondins) strengthened
Robespierres position
he was voted onto the CPS in July 1793. Here his strong views on the need for Terror to
save the Republic made him the most important member
the fear of counter-revolution in 1793 with the war going badly, revolt in the Vende and
the federalist revolts all allowed Robespierres views on the CPS to hold sway.
To reach the higher levels, students will need to show the inter-relationship of the reasons
given, for example, they might emphasise the fact that Robespierres strength of character and
views were important but that they would not have had such influence had it not been for the
political situation that existed by 1793.
10
Question 2
04
(24 marks)
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
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.
17-21
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
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 should be able to make a judgment by addressing the focus of the question and
offering some balance of other factors or views. In how important and how successful
questions, the answer could be (but does not need to be) exclusively based on the focus of the
question.
11
Factors suggesting that Terror led by the CPS was successful by 1795 might include:
the CPS and CGS used various bodies to end the internal threats to France.
Revolutionary Tribunals and representatives en mission enforced the will of Paris in the
provinces. Also revolutionary armies were sent to deal with federalists and counterrevolutionary activity and also to ensure movement of food supplies. The regular army
was also used to take Marseille, Lyon and Toulon and put down the Vende revolt. All of
these measures which involved brutal actions were successful in restoring order to
the regions of France, giving the government sufficient control to continue waging the
war
the Terror also meant that measures could be introduced to speed up the process of
dealing with other enemies of France e.g. Marie-Antoinette and the Girondins
the Economic Terror allowed the Republic to deal with potential economic chaos. They
were able to enforce economic regulation. The Maximum fixed prices and made
hoarding goods a capital offence. The central control allowed the army to be fed. It also
meant Paris, which always faced the danger of economic revolt, could be supplied with
bread. The army was used to requisition grain from the major grain-producing areas and
managed to keep Paris supplied with bread until 1795 thus helping to preserve the
revolution and so strengthen the Republic
the measures applied during the Terror to fight the war conscription, action against
draft-dodgers and deserters, providing enough food for the army allowed for victory
and thus again helped to strengthen the Republic.
Factors suggesting that the Terror was a failure might include:
it actually turned many people against the Republic it created great divisions and
resentment caused more harm than good.
aspects of the Terror such as dechristianisation caused much bitterness
the latter part of the Terror was not about strengthening the Republic but was about
killing anyone whom Robespierre saw as a threat to his own quest for the ideal society
e.g. Danton and Desmoulins and many other innocent people who were killed in the
Great Terror.
Other factors which helped to strengthen the Republic might include:
the army was now made up of many fervent revolutionaries who had a passionate
commitment to the cause and principles of 1789 and therefore made a formidable
fighting force regardless of actions of CPS and the Terror.
Good answers are likely to/may show an awareness that The Terror was successful in dealing
with threats to the Republic but that this was at a huge cost to the people of France and it
created a legacy of bitterness, which contributed to more violence in later years (e.g. the White
Terror).
12
Question 3
05
(12 marks)
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
L3:
Answers 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:
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.
Answers should include a range of reasons as to why there was a successful coup in France in
1799.
Students may refer to some of the following long-term reasons:
there was little enthusiasm amongst the population for the Directory; it had failed to carry
out efficient government due to the many checks and balances, it had lost respect due to
its unconstitutional actions in trying to maintain control in the councils, it had alienated
property owners and the wealthy notables, there was a weariness of war
there was a collapse of government control in the provinces
the Directory had relied on the army to settle political disputes and this helped to lay the
foundation for the coup de Brumaire
13
the role of Sieyes who conceived and organised the coup e.g. moving the councils to St
Cloud away from Paris crowds
the role of Lucien in coming to Napoleons rescue when he was faced with opposition
during the coup
the use of the army which dispersed the opposition members of the Five Hundred
Napoleons personal ambitions which meant that he not only supported the idea of the
coup but that he also determined its final outcome.
To reach higher levels, students will need to show the inter-relationship of the reasons given.
For example they might highlight the fact that political apathy amongst the population in France
meant that there was little enthusiasm for saving the Directory, but that without key individuals
such as Lucian, the coup could easily have failed.
14
Question 3
06
How important was the Concordat of 1801 in the consolidation of Napoleons rule in
France in the years 1799 to 1804?
(24 marks)
Target: AO1(a), AO1(b), AO2(b)
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
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.
17-21
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
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 should be able to make a judgment by balancing the ways in which the Concordat was
important to Napoleons consolidation of rule against ways in which it was not effective or ways
in which other factors were more responsible.
15
Factors suggesting the Concordat was important for allowing Napoleon to consolidate his rule
might include:
it won over the loyalty of many French people who had been alienated by the religious
changes of the revolution; also drew Catholics away from the Bourbon allegiance
Napoleon won the support of the property owners who were reassured that the Church
had no intention of taking back their lands
Napoleon had a means of exerting control over the provinces bishops appointed by
him were his agents through which he could spread propaganda and find out about
subversive behaviour.
Factors suggesting that other factors were as or more important for Napoleon in these early
years for consolidating his power might include:
establishment of Legion of Honour (1802) and other titles which tied his supporters to
him
dealing harshly with opponents e.g. duc dEnghien
establishing an education system which had the emphasis on teaching the value of
obedience and moral values. Curriculum at secondary level closely controlled
changing of the political system: reintroduction of the hereditary principle in 1802,
reducing importance of the representative bodies of the Tribunate and the Legislature
while enlarging the power of the Senate and the constitution of 1804 which made him
emperor.
Good answers are likely to/may show awareness that the Concordat was one of several
measures taken by Napoleon to extend his control over France during these years.
16
History
Unit 1F
HIS1F
1.30 pm to 2.45 pm
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
HIS1F
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
There are 36 marks for each question.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period. In
particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
SA0828/Jan10/HIS1F
HIS1F
2
Answer two questions.
1 (a)
(b)
(12 marks)
How important were the ideas of the Enlightenment in challenging the existing order in
France by 1789?
(24 marks)
2 (a)
(b)
How successful was the Directory in solving the problems facing France between 1795
and 1799?
(24 marks)
3 (a)
Explain why Napoleon introduced a new Civil Code (the Code Napolon) in 1804.
(12 marks)
(b)
(12 marks)
How successful were Napoleons economic and social policies in strengthening France in
the years 1799 to 1814?
(24 marks)
END OF QUESTIONS
History
Unit 1F
HIS1F
1.30 pm to 2.45 pm
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
HIS1F
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
There are 36 marks for each question.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period. In
particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
SA0828/Jan10/HIS1F
HIS1F
2
Answer two questions.
1 (a)
(b)
(12 marks)
How important were the ideas of the Enlightenment in challenging the existing order in
France by 1789?
(24 marks)
2 (a)
(b)
How successful was the Directory in solving the problems facing France between 1795
and 1799?
(24 marks)
3 (a)
Explain why Napoleon introduced a new Civil Code (the Code Napolon) in 1804.
(12 marks)
(b)
(12 marks)
How successful were Napoleons economic and social policies in strengthening France in
the years 1799 to 1814?
(24 marks)
END OF QUESTIONS
History
Unit 1F
HIS1F
1.30 pm to 2.45 pm
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
HIS1F
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
There are 36 marks for each question.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period. In
particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
SA0828/Jan10/HIS1F
HIS1F
2
Answer two questions.
1 (a)
(b)
(12 marks)
How important were the ideas of the Enlightenment in challenging the existing order in
France by 1789?
(24 marks)
2 (a)
(b)
How successful was the Directory in solving the problems facing France between 1795
and 1799?
(24 marks)
3 (a)
Explain why Napoleon introduced a new Civil Code (the Code Napolon) in 1804.
(12 marks)
(b)
(12 marks)
How successful were Napoleons economic and social policies in strengthening France in
the years 1799 to 1814?
(24 marks)
END OF QUESTIONS
History
Unit 1F
HIS1F
1.30 pm to 2.45 pm
Time allowed
! 1 hour 15 minutes
Instructions
! Use black ink or black ball-point pen.
! Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
! Answer two questions.
Information
! The marks for questions are shown in brackets.
! The maximum mark for this paper is 72.
! You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
! In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jan11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
Explain why the French monarchy was in a weak financial position in 1788.
How important was the part played by the Paris Parlement in forcing Louis XVI to agree
(24 marks)
to summon an Estates-General?
Question 2
(12 marks)
Explain why the Parisian crowd attacked the Bastille on 14 July 1789.
How far did the actions of the National (Constituent) Assembly, between August 1789
(24 marks)
and September 1791, weaken Louis XVI?
Question 3
(12 marks)
How successful were the new forms of government set up between 1795 and 1804 in
(24 marks)
restoring stability to France?
END OF QUESTIONS
H/Jan11/HIS1F
History
Unit 1F
HIS1F
1.30 pm to 2.45 pm
Time allowed
! 1 hour 15 minutes
Instructions
! Use black ink or black ball-point pen.
! Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
! Answer two questions.
Information
! The marks for questions are shown in brackets.
! The maximum mark for this paper is 72.
! You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
! In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jan11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
Explain why the French monarchy was in a weak financial position in 1788.
How important was the part played by the Paris Parlement in forcing Louis XVI to agree
(24 marks)
to summon an Estates-General?
Question 2
(12 marks)
Explain why the Parisian crowd attacked the Bastille on 14 July 1789.
How far did the actions of the National (Constituent) Assembly, between August 1789
(24 marks)
and September 1791, weaken Louis XVI?
Question 3
(12 marks)
How successful were the new forms of government set up between 1795 and 1804 in
(24 marks)
restoring stability to France?
END OF QUESTIONS
H/Jan11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
History
Unit 1F
HIS1F
9.00 am to 10.15 am
Time allowed
1 hour 15 minutes
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining Body for this
paper is AQA. The Paper Reference is HIS1F.
Answer two questions.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
You will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
In answering the questions you must use your own knowledge and understanding of the period.
In particular you should:
refer to relevant historical information
show an understanding of change and continuity
show a knowledge of historical interpretations.
H/Jun11/HIS1F
HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F
2
Answer two questions.
Question 1
(12 marks)
How important was the discontent of the Third Estate in bringing about a crisis in French
(24 marks)
government before the first meeting of the Estates-General in May 1789?
Question 2
0
Explain why the sans-culottes were able to increase their influence over French
(12 marks)
government in 1792.
How far was the development of the Terror in France due to counter-revolution?
(24 marks)
Question 3
(12 marks)
Explain why there was little growth in the French economy under Napoleon.
How far had Napoleonic rule brought about equality within French society by 1815?
(24 marks)
END OF QUESTIONS
H/Jun11/HIS1F