Oxford Cambridge and RSA - 2025
Monday 19 May 2025 – Afternoon
AS Level History A
Y243/01 The French Revolution and the rule of Napoleon 1774–1815
Time allowed: 1 hour 30 minutes
(Verified Question Paper With Mark
Scheme Combined June 2025)
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AS Level History A Exam Paper: The French Revolution and Napoleon (2025), Exams of History
An as level history a exam paper from 2025, focusing on the french revolution and the rule of napoleon bonaparte (17741815). It includes essay questions assessing the reasons for robespierres rise to power and the success of the coup of brumaire in 1799, along with an interpretation-based question. The document also provides the mark scheme for the exam, offering insights into the assessment criteria and expected answers. This resource is valuable for students preparing for similar exams, providing practice questions and guidance on how to approach historical interpretations and essay writing.
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Oxford Cambridge and RSA - 2025
Monday 19 May 2025 – Afternoon
AS Level History A
Y243/01 The French Revolution and the rule of Napoleon 1774–
Time allowed: 1 hour 30 minutes
(Verified Question Paper With Mark
Scheme Combined June 2025)
INSTRUCTIONS
- Use black ink.
- Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown.
- Fill in the boxes on the front of the Answer Booklet.
- Answer either Question 1 or Question 2 in Section A. Answer Question 3 in Section B. INFORMATION
- The total mark for this paper is 50.
- The marks for each question are shown in brackets [ ].
- Quality of extended response will be assessed in questions marked with an asterisk (*).
- This document has 4 pages. ADVICE
- Read each question carefully before you start your answer. © OCR 2025 [Y/506/4340] DC (JP) 351060/ OCR is an exempt Charity (^) Turn over
Y243/ Jun © OCR 2025 Section B 3 Read the interpretation and answer the question that follows. © Mike Wells, French Revolution & The Rule Of Napoleon, p98, Hodder Education , 2018. Item removed due to third party copyright restrictions. Evaluate the strengths and limitations of this interpretation, making reference to other interpretations you have studied. [20] END OF QUESTION PAPER
Y243/ Jun © OCR 2025 Oxford Cambridge and RSA Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity.
Oxford Cambridge and RSA Examinations
GCE
History A
Y243/01: Non-British period study: The French Revolution
and the rule of Napoleon 1774-
AS Level
Mark Scheme for June 2025
Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. © OCR 2025
Mark
Scheme
Y243/
June
required, then all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.)
Mark
Scheme
Y243/
June
Multiple Choice Question Responses When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach. Contradictory Responses When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct. Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response ) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development of the ‘first response’, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.) Short Answer Questions (requiring a more developed response, worth two or more marks ) If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.) Longer Answer Questions (requiring a developed response) Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.
- Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there, then add a tick to confirm that the work has been seen.
Mark
Scheme
Y243/
June
- Annotations
Annotation Meaning
Blank Page
Highlight
Off-page comment
Assertion
Analysis
Evaluation
Explanation
Factor
Illustrates/Describes
Irrelevant, a significant amount of material that does not answer the question
Judgement
Knowledge and understanding
Provenance
Simple comment
Unclear
View
Mark
Scheme
Y243/
June
Question Answer Mark Guidance 1 Assess the reasons for Robespierre’s rise to power. Answers might argue political support for Robespierre was the most important issue,* Answers might consider that his support for the purity of the revolution won him the support of the sans-culottes who saw him as the defender of the Revolution. Answers might consider his dominance of the influential Jacobin club, aided by his oratory Answers might consider that he was seen as incorruptible Answers might consider that he became leader of the Montagnard faction and they defeated the less extreme Girondins Answers might consider he gained support because he wanted to control bread prices Answers might consider Robespierre became the key figure on the CPS Answers might argue other factors were more important Answers might consider the changing situation in France with military defeat by foreign forces Answers might consider the political crisis within France and civil war with the federal revolt 30 Neither significance nor relative importance are attributed to the features listed. The indicative content is intended to reflect the knowledge and understanding a candidate is likely to analyse and evaluate in order to arrive at a judgement in line with the question set. No set answer is expected. At Level 5 there will be a judgement as to the most important reason. At Level 5 answers might establish criteria against which to judge the importance of reasons. To be valid, judgements must be supported by relevant and accurate material. If not, they are assertions. Knowledge must not be credited in isolation, it should only be credited where it is used as the basis for analysis and evaluation, in line with descriptions in the mark scheme.
Mark
Scheme
Y243/
June
Question Answer Mark Guidance Answers might consider the importance of the Journee of 2 June 1793 which led to the removal of a range of revolutionaries Answers might consider the struggle for power between the Montagnards and Girondins and how it aided Robespierre Answers might consider the trial of 21 Girondins and its impact on the political situation
Mark
Scheme
Y243/
June
Question Answer Mark Guidance 2 Assess the reasons for the success of the coup of Brumaire in 1799. Answers might argue the weakness of the Directory was the most important issue,* Answers might consider the Directory reintroduced conscription with Jourdan’s Law in September 1798 Answers might consider the impact of the Second Coalition, which meant the Directory could not be funded by plunder Answers might consider the Coup of Prairial in June 1799 Answers might consider the impact of military defeats Answers might consider that the Directory had become reliant on the use of force to maintain power Answers might consider the reliance on censorship Answers might consider the Law of Hostages of 1799 Answers might consider that the Directory did not command enough support to be defended Answers might argue that other factors were more important Answers might consider the role of Abbe Sieyes Answers might consider the self- 30 The indicative content lists features of the period studied that relate to the question set. Neither significance nor relative importance are attributed to the features listed. The indicative content is intended to reflect the knowledge and understanding a candidate is likely to analyse and evaluate in order to arrive at a judgement in line with the question set. No set answer is expected. At Level 5 there will be a judgement as to the most important reason. At Level 5 answers might establish criteria against which to judge the importance of factors. To be valid, judgements must be supported by relevant and accurate material. If not, they are assertions. Knowledge must not be credited in isolation, it should only be credited where it is used as the basis for analysis and evaluation, in line with descriptions in the mark scheme.
Mark
Scheme
Y243/
June
Question Answer Mark Guidance Answers might consider the support for the plotters Answers might consider the role of Lucien Bonaparte Answers might consider the resignation of the five directors, including Sieyes and Ducos Answers might consider that the coup did not provoke mass uprisings in Paris Answers might consider the internal plotting and divisions between right and left Answers might consider the impact of economic problems
Mark
Scheme
Y243/
June
Question Answer Mark Guidance 3 ‘For the victory at Austerlitz alone, the view could be taken that Napoleon was a military genius.’ M. Wells, The French Revolution and the rule of Napoleon, 1774-1815, published in 2018. Evaluate the strengths and limitations of this interpretation, making reference to other interpretations that you have studied. The historical debate centres on the extent to which the victories of Napoleon were the result of his abilities or due to the context of warfare and the weakness of his enemies. In analysing and evaluating the strengths and weaknesses of the interpretation, answers might consider that Napoleon was able to understand the weaknesses of his enemies and exploit them and for that reason he should be seen as a military genius. Answers might consider how the statement highlights the victory at Austerlitz, where he was far from his supplies and outnumbered whereas other victories were less significant and over-emphasised by Napoleon. Answers might consider how far his victories were the result of other commanders or the fact he should not be seen as a genius because he was not an original military thinker. In analysing and evaluating the strengths of the given interpretation, answers might use knowledge and understanding of: Napoleon was far from his supplies at Austerlitz and was outnumbered by 20 The indicative content lists features of the period studied that relate to the question set. Neither significance nor relative importance are attributed to the features listed. The indicative content is intended to reflect the knowledge and understanding a candidate is likely to analyse and evaluate in order to arrive at a judgement in line with the question set. No set answer is expected. Candidates must use their knowledge and understanding of the historical context and the wider historical debate surrounding the issue to analyse and evaluate the given interpretation. Candidates must refer to at least one other interpretation. The quality of analysis and evaluation of the interpretations should be considered when assigning answers to a level, not the quantity of other interpretations used in the answer. Other interpretations considered as part of evaluation and analysis do not need to be attributed to specific named historians, but they must be recognisable historical interpretations, rather than the candidate’s own viewpoint. Answers may include more on strengths or more on limitations and there is no requirement for a 50/50 split in the evaluation, however for level 5 there should be well supported evaluation of both and for level 4 supported evaluation of both, in line with levels descriptors.