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Date May 2022 Marks available 3 Reference code 22M.1.BP.TZ0.5
Level Both SL and HL Paper Paper 1 - first exams 2017 Time zone TZ0
Command term What Question number 5 Adapted from N/A

Question

Source E Max von Habsburg, an historian, writing in the school textbook Spain in the Age of Discovery, 1469–1598 (2015).

The Iberian Peninsula lacked both political unity and a uniform system of government and there was not even a willingness, let alone any attempt, to centralize the governmental systems. In fact, “Spain” was no more than a geographical expression and the term was not used at the time. Setting aside Portugal, which remained a separate kingdom, the provinces of Castile and Aragon were dominant in political and economic terms and were also recognized as independent kingdoms. They contained over 75 % of the Iberian Peninsula’s population. The Castilian monarchy held greater political power than its counterpart in Aragon. Yet in the second half of the 15th century, both provinces were weakened by civil wars. Motivated by a disputed succession [to the thrones], powerful nobles challenged the authority of Henry IV of Castile and John II of Aragon respectively … The marriage of Ferdinand and Isabella did not result in an immediate end to civil war and rivalries between the nobles, leaving the Iberian Peninsula very unstable. The power of the nobles was so strong that they tried to fill the vacuum created by political problems and to control decisions made by the king. The nobility were powerful but remained divided.

[Source: Max von Habsburg Spain in the Age of Discovery, 1469–1598 A/AS Level History for AQA Student Book,
© Cambridge University Press 2015. Reproduced with permission of The Licensor through PLSclear.]

Source F A map of the kingdoms of the Iberian Peninsula up to 1492.

[Source: Iberia in 1492. Map of the Iberian Peninsula, 1270–1492, showing the kingdoms of Portugal, Castile, Navarre, Granada, Aragon, and Majorca. Available at: https://www.ncpedia.org/media/map/iberia-1492 [Accessed 03 March 2021]. Source adapted.]

What, according to Source E, was the political situation in the Iberian Peninsula in the late 15th century?

[3]
a.

What does Source F suggest about the Iberian Peninsula up to 1492?

[2]
b.

Markscheme

The above material is an indication of what candidates may elect to write about in their responses. It is neither prescriptive nor exhaustive and no set answer is required. Award [1] for each relevant point up to a maximum of [3].

a.

The above material is an indication of what candidates may elect to write about in their responses. It is neither prescriptive nor exhaustive and no set answer is required. Award [1] for each relevant point up to a maximum of [2].

b.

Examiners report

The majority of candidates identified three clear points from the content of the source and there were several valid points that could be drawn. However, there were a number of scripts that gave only two developed points or repeated the same point. A minority offered only one limited point and on occasion did not address the question. Again, in some cases responses offered extensive background or contextual information outside of the source. Candidates who provided unnecessarily lengthy answers for the first question often had timing issues in the final stages of the exam.

a.

Most candidates were awarded full marks for this question as they had offered two valid points on what the visual source suggested. For example, for 9b) that there was some form of collaboration between Japan and Germany and that the attack was part of a wider global strategy, or for 13b) that the photograph revealed that support for Mandela was diverse and that his supporters were optimistic about the future.

b.

Syllabus sections

Prescribed subjects: first exams 2017 » 2. Conquest and its impact » Case study 1: The final stages of Muslim rule in Spain » Context and motives » Political context in Iberia and Al-Andalus in the late 15th century; internal conflicts and alliances in Granada in the late 15th century
Prescribed subjects: first exams 2017 » 2. Conquest and its impact » Case study 1: The final stages of Muslim rule in Spain » Context and motives
Prescribed subjects: first exams 2017 » 2. Conquest and its impact » Case study 1: The final stages of Muslim rule in Spain
Prescribed subjects: first exams 2017 » 2. Conquest and its impact
Prescribed subjects: first exams 2017

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