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WORKBOOK ANSWERS
AQA GCSE History Workbook
Elizabethan England, c.1568–1603
This Answers document provides suggestions for some of the possible answers that you could give for the questions asked in the Workbook. They are not exhaustive and other answers may be acceptable, but they are intended as a guide to give teachers and students feedback.
How do I answer the exam-style questions?
Below is a guide to answering the types of questions on the Elizabethan England exam paper and throughout the Workbook. A generic mark scheme is given for each question type.
Interpretation questions (8 marks, 10 minutes)
For these questions, aim to cover two aspects of the interpretation and to write two paragraphs. Use your own knowledge to back up or challenge aspects of the interpretation. Link all points to the question. If the question asks you ‘how convincing’ the interpretation is, it is asking you to consider how accurate it is to a historian in terms of its content.
• Level 1 (1–2 marks): Basic comments to say why the interpretation is convincing. An answer at this level will lack explanation.
• Level 2 (3–4 marks): Supports comments with specific knowledge of one part of the interpretation.
• Level 3 (5–6 marks): Covers more than one aspect of the interpretation, with specific knowledge to support.
• Level 4 (7–8 marks): Complex evaluation with sustained judgement of more than one aspect of the interpretation. Shows very good knowledge and understanding of the period studied.
Explanation questions (8 marks, 10 minutes)
For these questions, use precise detail and link back to the question as much as you can. Try to write two paragraphs and cover two or three aspects (e.g. two paragraphs to explain the importance of an event or person).
• Level 1 (1–2 marks): Basic explanation of consequence(s). Identifies consequence(s) that are relevant to the question. No real explanation at this level.
• Level 2 (3–4 marks): Simple explanation of one consequence using some knowledge and understanding to support ideas.
• Level 3 (5–6 marks): Developed explanation of consequences, using a range of accurate knowledge and understanding to support the explanations. Gives more precise detail and covers one or two consequences.
• Level 4 (7–8 marks): Complex explanation of consequences, using a range of accurate and detailed knowledge and understanding to provide evidence to support the explanations. Should include analysis of the consequences. Two or more consequences covered.
Account questions (8 marks, 10 minutes)
This type of question asks you to write an account of something within Elizabethan England. The question will usually involve analysing consequences. It is important to avoid storytelling. Try to go through the topic in your head and to choose significant points before writing up the answer.
• Level 1 (1–2 marks): Basic analysis of change. Basic knowledge and understanding shown in a narrative account.
• Level 2 (3–4 marks): Simple analysis of change. Knowledge and understanding shown in a narrative account that includes simple understanding of consequence(s).
• Level 3 (5–6 marks): Developed analysis of change. A chronological account using precise knowledge and understanding to analyse one consequence or impact of change.
• Level 4 (7–8 marks): Complex analysis of change. Building on Level 3, answers at this level will analyse change(s) using a range of precise knowledge.
Historical Environment question (16 marks, 20 minutes)
This question will be based around something to do with Elizabethan England (e.g. a house or theatre). You will know the topic prior to the exam and your teacher will give you some information to help you prepare for the question. Please note that the Elizabethan England, c.1568–1603 Workbook does not cover the Historical Environment question as this changes year on year. Please see your teacher for more information on this.
Chronology
The chronology of Elizabeth’s reign
Elizabeth’s accession to the throne: 1558; resulted in a sole female ruler, potentially weakened by not being married.
Parliament started looking for an heir: 1562; potentially weakened Elizabeth’s position and led to rebellion.
Mary Queen of Scots’ flight to England: 1568; created a figurehead for Catholic rebellion.
The Northern Rebellion: 1569; showed that Catholic nobles were keen to depose Elizabeth.
Elizabeth’s excommunication by the Pope: 1570; absolved Catholics in England from allegiance to Elizabeth.
The Ridolfi Plot: 1571; showed that influential Catholics were turning against Elizabeth.
Francis Drake’s voyage around the world: 1577; benefited the English economy and helped with the development of the navy.
The Babington Plot: 1586; weakened Elizabeth’s position and yet again showed the religious disunity in England.
The execution of Mary Queen of Scots: 1587; harmed Elizabeth’s reputation, but removed the figurehead of a Catholic plot.
The Spanish Armada: 1588; its defeat helped Elizabeth gain more support in later years.
The Essex Rebellion: 1601; in spite of Elizabeth’s successful reign she could still face noble opposition that threatened stability.
Elizabeth’s death: 1603; the end of the Tudor monarchy.
Elizabeth and her court and Parliament
1 a Parliament
b Royal Court
c Privy Council
d Secretary of State
e Patronage
f Rebellion
g Succession
h Gentry
i Nobility
j Lord Lieutenants
Elizabeth’s background
2 a Six
b Anne Boleyn
c Henry broke with Rome and set up the Protestant Church in England so he could marry Anne Boleyn.
d He had her executed.
e Mary I
f Jane Seymour
g Nine years old
h Because they were born after Henry broke with Rome.
i Mary Queen of Scots
j Because she burned and treated Protestants badly.
3 Ideas for the impact on Elizabeth may include:
a Henry VIII’s treatment of Anne Boleyn: May have made Elizabeth worried about marriage, how she is treated by men, etc.
b Mary’s strict Catholic rule: There was a worry about Catholicism in England, also there may have been people who wished to have Catholic rule back.
Who had the power in Elizabethan England?
4 Some ideas that may be included:
a Parliament: Influenced taxes and laws. Made up of House of Lords and House of Commons. Listened to and converted ideas into laws. The Queen had power over when Parliament met.
b Privy Council: Took responsibility for the day-to-day running of the country. Members were key advisers to Elizabeth. Dealt with military and foreign affairs. Led by the Secretary of State.
c Lord Lieutenants: Elizabeth chose these men. Involved in settling disputes and raising an army if needed. Some served on the Privy Council and had lots of power.
d Justices of the Peace: In charge of a specific county and making sure an area was kept in order. Selected from the local gentry. Could send people to prison, but more than one required for death sentence.
e Royal Court: Different from the government. Made up of ladies-in-waiting, servants, advisers and others, amounting to roughly 1,000 people.
5 Answers could use key words from each of the explanations from Question 4. There is no right or wrong answer providing that information about importance of the organisations features and you are able to justify your thoughts.
6 As this is an opinion-based task there is no right or wrong answer. Ensure you can explain and justify your response.
Exam-style question
7 For this question you need to write two clear paragraphs that address two reasons why Parliament was important (or was not important) in Elizabethan government. Use some of the examples from the previous task.
Responses may include:
Parliament was important as it had influence over tax and laws and was made up of members of the nobility and other influential people. The House of Lords was powerful, and the House of Commons had educated and wealthy people in it.
However, candidates may argue that it was not so important as the queen could decide how much she listened to it and how often it met. There were other bodies of people who made decisions in the government such as the Royal Court and the Privy Council. Elizabeth had the power to dismiss Parliament. Compared to modern-day Parliament it was not very powerful.
Mark scheme
• Level 1 (1–2 marks): Basic explanation of consequence(s). Identifies consequence(s) that are relevant to the question. No real explanation at this level.
• Level 2 (3–4 marks): Simple explanation of one consequence using some knowledge and understanding to support ideas.
• Level 3 (5–6 marks): Developed explanation of consequences, using a range of accurate knowledge and understanding to support the explanations. Gives more precise detail and covers one or more consequences in depth.
• Level 4 (7–8 marks): Complex explanation of consequences, using a range of accurate and detailed knowledge and understanding to provide evidence to support the explanations. Should include analysis of the consequences. Two or more consequences covered.
Key figures in the court
8 a Sir William Cecil
b Sir Francis Walsingham
c Sir William Cecil
d Robert Dudley, Earl of Leicester
e Sir Francis Walsingham
f Robert Dudley, Earl of Leicester
g Sir Francis Walsingham
h Sir Francis Walsingham
i Sir William Cecil
j Sir Francis Walsingham
k Sir Francis Walsingham
Exam-style question
9 Aim to write two paragraphs. Pick something out of Interpretation A that is convincing and use your own knowledge to back it up. Then, in another paragraph, try to pick something out of the interpretation that might not be entirely truthful about Cecil and use your own knowledge to back it up.
Responses could include:
The interpretation is convincing because:
Points that suggest Cecil was disliked by others in government.
Hard work with poor laws and relations with Ireland.
He was powerful as it was suggested that Elizabeth would only listen to Cecil. He was her secretary of state from 1558 and held a powerful position within the government.
The interpretation is not convincing/can be questioned as:
It implies Cecil was a man who should be pitied – this was not always true. He was highly thought of by Elizabeth and was someone who potentially she could have married. He only fell out of favour in the later years of her reign (1580s).
Any other information that is specific and supports or challenges the interpretation may be valid.
Answers which discuss provenance will not receive any credit.
Mark scheme
• Level 1 (1–2 marks): Basic comments to say why the interpretation is convincing. An answer at this level will lack explanation.
• Level 2 (3–4 marks): Supports comments with specific knowledge of one part of the interpretation.
• Level 3 (5–6 marks): Covers more than one aspect of the interpretation, with specific knowledge to support.
• Level 4 (7–8 marks): Complex evaluation with sustained judgement of more than one aspect of the interpretation. Shows very good knowledge and understanding of the period studied.
Why did Elizabeth struggle in her first 10 years?
10 As this is an opinion-based task there is no right or wrong answer. Ensure you can explain and justify your response.
Elizabeth and the importance of marriage
11 Answers could include:
Ideas against Elizabeth marrying:
• Marrying someone foreign could leave England vulnerable.
• Giving birth could result in death.
• Elizabeth saw her father’s and sister’s failed marriages.
• Marrying someone in England could create a power struggle.
• Elizabeth could remain independent.
Ideas for Elizabeth marrying:
• Could create a foreign relationship between England and another country.
• Could produce an heir, which would strengthen the Tudor line.
• Would prevent a Catholic (Mary Queen of Scots) taking the throne.
• Would make Parliament relax and focus on other issues.
People Elizabeth showed interest in:
• King Philip II of Spain
• Robert Dudley
• Francis, Duke of Anjou
Reasons Elizabeth personally chose not to marry:
• She wanted to do her duty to her country.
• Because of rumours that Dudley had murdered his wife.
• She enjoyed her independence too much.
Word to describe the importance of marriage:
• Succession, stability, etc.
Exam-style question
12 Responses could include:
Stabilising the Tudor line and the Protestant Church, removing the threat of Catholic Mary Queen of Scots becoming Queen. However, her choice could be testing as she could marry a foreign or an English person – which may alter the line of succession in later years.
Improving England’s relationship with the rest of the world. For example, if she had married Philip of Spain she would have had a Catholic alliance.
Parliament wanted Elizabeth to marry for more stability. At the time a lone female monarch was never going to be considered as strong as a married one.
Mark scheme
• Level 1 (1–2 marks): Basic explanation of consequence(s). Identifies consequence(s) that are relevant to the question. No real explanation at this level.
• Level 2 (3–4 marks): Simple explanation of one consequence using some knowledge and understanding to support ideas.
• Level 3 (5–6 marks): Developed explanation of consequences, using a range of accurate knowledge and understanding to support the explanations. Gives more precise detail and covers one or more consequences in depth.
• Level 4 (7–8 marks): Complex explanation of consequences, using a range of accurate and detailed knowledge and understanding to provide evidence to support the explanations. Should include analysis of the consequences. Two or more consequences covered.
How did Elizabeth retain her authority?
13 Answers need to include issues you have revised in the first topic, e.g. structure of government, marriage and issues Elizabeth faced, as well as rebellions (which come later). There is no right or wrong answer providing these issues feature and you are able to justify your thoughts.
Exam-style question
14 Responses must look at the content of the interpretation and question whether what the interpretation is arguing is convincing (truthful) or not.
The interpretation is convincing in the sense that by the 1590s Elizabeth’s authority had been questioned many times through numerous forms of rebellions. Details of one or more of these rebellions would be required to take the response into Level 3.
Also, the term ‘ageing Queen’ is convincing as Elizabeth had been the longest serving Tudor monarch, but the interpretation could be questioned here as Elizabeth had a clear-cut propaganda campaign to hide her ageing (as shown through the Armada portrait) and still had authority and strength during this time. It could also be argued that the interpretation is not convincing as by the 1590s, Elizabeth had many successes such as basking in the success of the Armada and the defeat of Spain.
Mark scheme
• Level 1 (1–2 marks): Basic comments to say why the interpretation is convincing. An answer at this level will lack explanation.
• Level 2 (3–4 marks): Supports comments with specific knowledge of one part of the interpretation.
• Level 3 (5–6 marks): Covers more than one aspect of the interpretation, with specific knowledge to support.
• Level 4 (7–8 marks): Complex evaluation with sustained judgement of more than one aspect of the interpretation. Shows very good knowledge and understanding of the period studied.
Life in Elizabethan England
1 a Gentry: The middle class of landlords.
b Culture: The Elizabethan era is often referred to as a ‘Golden Age’; includes aspects such as art and theatre.
c Voyage: A journey on a ship to a place in the world.
d Nobility: The highest class below the Queen; the richest people in England.
e Peasants: The poorest people in Elizabethan society.
f Renaissance: A time of cultural change around Europe, where old culture was revisited and evaluated.
g Exploration: Associated with explorers such as Francis Drake, who travelled the world to discover new places.
h Astrolabe: An invention to help explorers like Drake measure the position of the sun in the sky; credited with helping sailing in Elizabethan times become less dangerous.
i Vagrant: A beggar or criminal in Elizabethan England.
j Gloriana: A propaganda campaign to improve the image of Elizabeth through literature and art.
Elizabethan culture: a ‘Golden Age’?
2 This is a subjective task and you may have ideas that are not mentioned here. It would be expected that the concept map will go into more detail than the ideas given below.
Theatre: Shakespeare; both poor and rich people attending; Globe Theatre; growth of actors.
Fashion: Very important for wealthy people; laws passed for people of different social status to wear different things; women wore lead-based make-up; ruff worn around the neck.
Architecture: Some buildings still exist today; usually an E- or H-shaped house; great chamber replaced medieval hall; examples include Hardwick Hall.
The cult of Elizabeth: Gloriana; strict censorship of theatre and books; portraits of Elizabeth.
To what extent was the Elizabethan period a ‘Golden Age’?
3 Pink boxes: 1, 4, 7,10
Yellow boxes: 2, 6, 12
Green boxes: 3, 5, 8, 9, 11
Wealth and society in Elizabethan England
4 The Great Chain of Being goes in the following order:
• God
• Heaven
• Monarch
• Nobility
• Gentry
• Peasants
• Animals
5 This task is subjective and therefore answers cannot be provided.
Life for the poor in Elizabethan England
6 a Answers may include:
England was hit by bad harvests, therefore people moved from the countryside to the towns.
The population grew in London, therefore people lived in worse conditions. Limited places to work gave landlords more power.
The flu outbreak in 1556 killed around 200,000 people, including many workers involved in producing food.
Elizabeth inherited a country that had a weak economy (Henry had nearly bankrupted the country through the cost of war) and she did little to help.
b
The deserving poor: Genuine poor people who wanted to help themselves but were unable to.
The undeserving poor: People who were beggars and untrustworthy, and who had little interest in honest work.
The idle poor: Poor people who were deemed lazy and sent to houses of correction where they were forced to work.
The helpless poor: The sick and old, who were provided with food to eat and a place to live.
The able-bodied poor: Those who were considered fit and expected to work, and were given food and payment in return.
c Thomas Harman’s book drew attention to some of the tricks and scams that were used by con men and women, and many wealthy people began to question whether many poor people were really just lazy.
Government response to the poor
7 Norwich: Conducted a survey that revealed 80% of people lived in poverty. Separated the poor into two categories: the idle poor and the unfortunate poor. The idle poor were given work sewing or knitting, while the unfortunate poor were given food and other forms of care. The city taxed the rich to pay for this.
London: Several hospitals were established: St Bartholomew’s for the sick; St Thomas’ for the elderly; Christ’s Hospital for orphans; Bethlehem Hospital (‘Bedlam’) for the insane.
8 Answers may include:
1 The new Poor Law stated that everyone had to pay towards a local poor rate. People who refused to pay the tax could be fined or imprisoned.
2 The Poor Law compelled each parish to appoint four ‘Overseers of the Poor’. The Overseers would have a range of responsibilities in bringing in the new legislation. They would ensure orphans had apprenticeships, paid for by the parish, so they learned a trade.
3 Almshouses were to be provided for the old and ill to live in, and they could receive handouts of money, food and clothing. This was called ‘outdoor relief’.
Exam-style question
9 Answers may include:
At first Elizabeth’s government did very little but saw the local measures which were being taken in places such as London and Norwich. Therefore the government started to introduce new national reforms.
Acts were passed in the 1570s but there was still a great deal of poverty. Therefore an official bill which made it compulsory for everyone to pay a poor rate was drafted in the 1590s and passed in its final form in 1601. Almshouses were introduced to help the deserving poor
A good answer will look at this chronologically and will explain how, over time, more bills and government intervention were gradually introduced. Attitudes towards the poor, such as the undeserving poor and the idle poor, may also be considered.
Mark scheme
• Level 1 (1–2 marks): Basic analysis of change. Basic knowledge and understanding shown in a narrative account.
• Level 2 (3–4 marks): Simple analysis of change. Knowledge and understanding shown in a narrative account that includes simple understanding of consequence(s).
• Level 3 (5–6 marks): Developed analysis of change. A chronological account using precise knowledge and understanding to analyse one consequence or impact of change.
• Level 4 (7–8 marks): Complex analysis of change. Building on Level 3, answers at this level will analyse change(s) using a range of precise knowledge.
Voyages of discovery
10 Achievements may include.
Francis Drake: In 1572, Drake captured £40,000 worth of Spanish silver when he attacked Spanish treasure ships travelling from Mexico and Peru. He circumnavigated the world in 1577 and helped defeat the Spanish Armada.
John Hawkins: Involved in improving the English navy, which helped defeat the Spanish Armada. Helped with trade and bringing new items to England. Involved with the slave trade from Africa, which helped improve the economy.
Sir Walter Raleigh: Led voyages to the Americas and named Virginia after Elizabeth. Tried to set up colonies like those of the Spanish and Portuguese but failed to be as successful as they were. Brought tobacco and potatoes to England.
11 Many places were visited, but some examples include:
• South America: Mexico and Peru were visited by Drake in 1572
• India
• North America: Visited several times by Sir Walter Raleigh and others
• China
• The West Indies and Caribbean: Visited by Hawkins as part of the slave trade
Did voyages abroad benefit England?
12 As this is an opinion-based task there is no right or wrong answer. Ensure you can explain and justify your response.
Exam-style question
13 Responses may include:
Hawkins was important in setting up the slave trade. At first in the 1560s he seized slaves from Portuguese and Spanish ships, but then captured slaves himself in Africa, and created what became known as the triangular trade, with slaves going to America and goods coming back to England.
He was also important for helping Elizabeth by building up the royal navy, which was significant in defeating the Spanish Armada in 1588. He was a respected military leader.
Mark scheme
• Level 1 (1–2 marks): Basic explanation of consequence(s). Identifies consequence(s) that are relevant to the question. No real explanation at this level.
• Level 2 (3–4 marks): Simple explanation of one consequence using some knowledge and understanding to support ideas.
• Level 3 (5–6 marks): Developed explanation of consequences, using a range of accurate knowledge and understanding to support the explanations. Gives more precise detail and covers one or more consequences in depth.
• Level 4 (7–8 marks): Complex explanation of consequences, using a range of accurate and detailed knowledge and understanding to provide evidence to support the explanations. Should include analysis of the consequences. Two or more consequences covered.
What was life like in Elizabethan England?
14 There is no right or wrong answer to this question. The diary entries need to include information from this topic in the Workbook. They need to be imaginative, include specific facts that the person may experience and be written in the first person.
Troubles at home and abroad
1
a Catholic: A branch of Christianity under the authority of the Pope. The official religion of countries such as Spain.
b Protestant: Protestants had split from the Catholic Church, initially over disagreements about beliefs, earlier in the sixteenth century. England had become Protestant under Henry VIII, and Elizabeth was Protestant in her beliefs.
c Excommunication: To be excluded from the Catholic Church by the Pope. It was a serious form of punishment as it meant being cut off from the Church and from God.
d Recusancy: A Catholic refusing to attend Protestant church services; seen as showing loyalty to the Pope.
e Jesuit: A member of the Society of Jesus. The Jesuits were Catholics who were trying to win people back from Protestantism.
f Puritan: A branch of Protestantism, often viewed as extremist.
g Armada: An invasion fleet of ships (the Spanish Armada famously came to England in the 1580s).
How did Elizabeth change religion?
2
a Elizabeth was tolerant of the Catholics. She kept some elements of Catholic practices in the Church of England. For example, clergy had to wear traditional Catholic-style vestments rather than the plain black ones worn by Protestants. There were communion tables in churches with crosses and candles on. If the Catholics were loyal and discreet, Elizabeth tended to tolerate them.
b There were many Catholic plots and assassination attempts against Elizabeth, but the main event that made her change to a stricter policy towards Catholics was when she was excommunicated by the Pope in 1570. The Pope told Catholics in England it was their duty to get rid of Elizabeth.
c In 1581 new laws were passed. The fine for recusancy was raised to £20.
Attempting to convert people to the Catholic faith was made a treasonable offence. In 1585 Parliament passed another harsh law called the Act against Jesuits and Seminary Priests. This made becoming a Catholic priest treason, and all Catholic priests were ordered on pain of death to leave England within 40 days.
Large gatherings of Catholics were made illegal in 1593, and Catholics’ freedom of movement was restricted in that they could not travel more than 5 miles from home.
Exam-style question
3 The best responses should take a chronological view of the question and consider the excommunication of the Pope a turning point in how Elizabeth’s treatment of Catholics changed. At the beginning things such as recusancy fines were very low and the government wouldn’t actively look for Catholics. But as more rebellions took place and after the excommunication fines were increased to £20.
Between the years 1571–1593 laws started to be passed. A good response might include a chronological overview of how these laws worsened.
Credit can also be given for details of how Elizabeth treated Mary Queen of Scots.
Mark scheme
• Level 1 (1–2 marks): Basic analysis of change. Basic knowledge and understanding shown in a narrative account.
• Level 2 (3–4 marks): Simple analysis of change. Knowledge and understanding shown in a narrative account that includes simple understanding of consequence(s).
• Level 3 (5–6 marks): Developed analysis of change. A chronological account using precise knowledge and understanding to analyse one consequence or impact of change.
• Level 4 (7–8 marks): Complex analysis of change. Building on Level 3, answers at this level will analyse change(s) using a range of precise knowledge.
Elizabeth and the Catholic threat
4 Jesuits:
Who were they? A religious group of priests who were dedicated to serving the Pope and promoting Roman Catholicism.
How did they oppose Elizabeth? They were sent to England as educators after intense training at a Catholic college in Europe. The idea was to gain influence over rich and powerful families and to turn them against the Queen and the Anglican Church. Once in England, they also helped smuggle other priests into the country.
Famous people in the group: One of the first and most famous English Jesuit priests was Edmund Campion. He was a brave and charismatic leader.
How did Elizabeth deal with the threat? Elizabeth increased pressure on the Catholics in England and introduced laws to restrict them.
Puritans:
Who were they? Puritanism was a branch of Protestantism that found the Catholic religion corrupt and offensive.
How did they oppose Elizabeth? They questioned how the Church hierarchy should be structured. Lots of people in key positions (e.g. in the Royal Court) held Puritan views. They also used the new printing press to spread their ideas.
Famous people in the group: Robert Dudley; the Archbishop of Canterbury Edmund Grindal.
How did Elizabeth deal with the threat? The Queen rejected any bills proposed by Puritans. Eventually, in 1576, she stated that MPs were no longer allowed to discuss religious matters without her permission. She placed the Archbishop of Canterbury under house arrest for not closing down Puritan meetings.
5 a Both
b Northern Rebellion
c Both
d Northern Rebellion
e Ridolfi Plot
f Northern Rebellion
g Ridolfi Plot
h Ridolfi Plot
i Both
Exam-style question
6 This question could be approached chronologically with two paragraphs, one on each rebellion with a link back to how they changed Elizabeth’s attitude towards dissent. Or the response may contain a general focus on dissent with examples from the rebellions to back it up.
General comments may include:
The Northern Rebellion saw over 600 people executed and the key figure of the Duke of Northumberland was also arrested and executed.
The date being in the 1560s shows that Elizabeth’s attitude was beginning to become harsher. The Ridolfi Plot highlighted that Elizabeth had to deal with dissent from people from abroad – she toughened her approach towards the Spanish by dismissing the ambassador.
Mark scheme
• Level 1 (1–2 marks): Basic analysis of change. Basic knowledge and understanding shown in a narrative account.
• Level 2 (3–4 marks): Simple analysis of change. Knowledge and understanding shown in a narrative account that includes simple understanding of consequence(s).
• Level 3 (5–6 marks): Developed analysis of change. A chronological account using precise knowledge and understanding to analyse one consequence or impact of change.
• Level 4 (7–8 marks): Complex analysis of change. Building on Level 3, answers at this level will analyse change(s) using a range of precise knowledge.
Mary Queen of Scots
7 a The Earl of Darnley
b 1566
c Because her husband and a group of nobles murdered Mary’s Italian secretary David Rizzio, and because her husband was suspiciously found dead in 1567. She then married the Earl of Bothwell and he was a chief suspect in the Earl of Darnley’s murder. She sought refuge in England.
d Nineteen years
e She was involved by writing to Babington, who was conspiring against Elizabeth. The letters were intercepted by Walsingham.
f 1587
8 Mary’s early life: Born in 1542 and became Queen when she was 6 days old. She was a Catholic and married three times — the first time when she was just 16, to Francis of France. She became a widow at 18.
Mary’s time in Scotland: She was Queen of an official Protestant country so was often regarded with suspicion. Her second husband died suspiciously and 3 months later she married again, to the Earl of Bothwell who was the main suspect in the Earl of Darnley’s death. She was imprisoned in Loch Leven Castle and her young son was made King after this.
Mary’s time in England: Mary came to England to seek support from Elizabeth, but she was always seen as a threat. Mary became the focus of several plots to assassinate Elizabeth. She posed a threat in Protestant England because of her strong Catholic views.
Mary’s execution: She was involved in the Babington Plot by writing to Babington. Elizabeth knew after this plot that Mary would always be a threat while she was alive, so she was tried for treason in October 1586 and executed at Fotheringhay Castle in February 1587.
9
a The aim of the plot was to make Mary Queen of England. Babington wanted to rescue Mary from prison in order to put her on the throne. In order to communicate with others about his plot, Babington hid coded letters in beer barrels.
Sir Francis Walsingham was informed about the plot by informers and needed evidence to prove that Mary was directly involved with the plot.
The plot led to Mary’s arrest after letters were found that showed she was corresponding with Babington and supported the plot. She was eventually executed in 1587.
b The aim of the plot was to make Mary Queen of England. Babington wanted to rescue Mary from prison in order to put her on the throne. In order to communicate with others about his plot, Babington hid coded letters in beer barrels. Sir Francis Walsingham was informed about the plot by informers and needed evidence to prove that Mary was directly involved with the plot. The plot led to Mary’s arrest after letters were found that showed she was corresponding with Babington and supported the plot. She was eventually executed in 1587.
c There is no right or wrong answer to this providing you can explain your decision using evidence.
Exam-style question
10 Responses need to focus closely on the importance and consequences of Mary’s time in England. Responses may therefore explain how she became a figurehead for rebellions in many different circles, for example in the Northern Rebellion she was the figurehead for the Northern earls.
Responses may also look at Elizabeth’s reputation as Mary’s presence in England undermined Elizabeth’s authority and made her question her position. Also, it led to a dilemma for Elizabeth about what to do with Mary.
Mark scheme
• Level 1 (1–2 marks): Basic explanation of consequence(s). Identifies consequence(s) that are relevant to the question. No real explanation at this level.
• Level 2 (3–4 marks): Simple explanation of one consequence using some knowledge and understanding to support ideas.
• Level 3 (5–6 marks): Developed explanation of consequences, using a range of accurate knowledge and understanding to support the explanations. Gives more precise detail and covers one or more consequences in depth.
• Level 4 (7–8 marks): Complex explanation of consequences, using a range of accurate and detailed knowledge and understanding to provide evidence to support the explanations. Should include analysis of the consequences. Two or more consequences covered.
Conflict with Spain
11 a Religious reason
b Religious reason
c Economic reason
d Political reason
e Economic and religious reasons
Exam-style question
12 Responses need to try and put the religious, economic and political reasons in a form of narrative that makes sense and that focuses on the changes in the relationship. For example, the response could look briefly at each theme or give a narrative of things that worsened the relationship over time.
Responses may focus on Elizabeth and Philip’s personal relationship, including her rejection of his marriage proposal.
Other considerations are: religious differences; Elizabeth’s treatment of Mary Queen of Scots; and the economic issues which arose because of the Netherlands.
Mark scheme
• Level 1 (1–2 marks): Basic analysis of change. Basic knowledge and understanding shown in a narrative account.
• Level 2 (3–4 marks): Simple analysis of change. Knowledge and understanding shown in a narrative account that includes simple understanding of consequence(s).
• Level 3 (5–6 marks): Developed analysis of change. A chronological account using precise knowledge and understanding to analyse one consequence or impact of change.
• Level 4 (7–8 marks): Complex analysis of change. Building on Level 3, answers at this level will analyse change(s) using a range of precise knowledge.
The Spanish Armada
13 It is up to you how many dates you wish to include. For example:
20–27 July: The English fleet attacked the Armada as it sailed through the English Channel. The Armada sailed in a crescent formation. The English fleet did little damage.
27 July: The Armada anchored in open seas off Calais. The English sent in fireships, so the Armada cut their anchors to escape.
28 July: The English attacked the Spanish fleet at the Battle of Gravelines.
31 July: The battle near Plymouth. In the afternoon the Rosario lost her foremast in a collision and later the San Salvador caught fire and exploded.
1 August: Early in the morning the crippled Rosario was captured by Francis Drake. The badly damaged San Salvador was captured by the English and towed to Weymouth.
7 August: Elizabeth believed the Armada was over.
14 Five strengths of the English:
• A chain of beacons had been constructed along the south coast on high ground, to alert London of a coming invasion.
• Hawkins had spent years making improvements to the design of English ships. They were now lighter, faster and more manoeuvrable than those in the Spanish fleet.
• The English were also careful to keep their distance from the Spanish, using light and accurate long-range guns to attack from a safe distance.
• Francis Drake used good tactics in setting fire to eight old English ships to break up the crescent formation of the Spanish.
• The English had strong leadership. Elizabeth herself visited troops at Tilbury and gave a rousing speech.
Three mistakes the Spanish made:
• The Spanish fleet consisted of large, slow galleons. The boats had short-range guns, unlike the English who had long-range ones.
• The Spanish panicked when Drake sent the burning ships into the Spanish fleet. This caused them to lose focus and sail into the wind, making recovering their positions difficult.
• They had poor maps so were unaware of the Gulf Stream in the North Atlantic.
Two ways the weather could have influenced events:
• Strong wind made it difficult for the Spanish to maintain control.
• In September they were battered by storms when travelling around the coasts of Scotland and Ireland, making it even more difficult for them to get back home.
Exam-style question
15 Responses must look at the content of the interpretation and question whether what the interpretation is arguing is convincing (truthful) or not.
The interpretation is convincing as Elizabeth did use the Armada as a huge propaganda victory, with speeches and having a new Armada portrait painted, showing her hand on a globe. The Armada was a propaganda victory in the sense that it ended a long-running feud with Philip of Spain. The victory showed that all of the hard work that Francis Drake and John Hawkins had put in to build up the navy had paid off and it was the beginning of the English navy being a dominant, global force.
It is also convincing in that the ‘long-term effects’ of the defeat of the Spanish Armada were negligible as Elizabeth faced further questions about her authority in the 1590s and beyond (the Essex Rebellion, etc), with many wondering if it was time for change.
Mark scheme
• Level 1 (1–2 marks): Basic comments to say why the interpretation is convincing. An answer at this level will lack explanation.
• Level 2 (3–4 marks): Supports comments with specific knowledge of one part of the interpretation.
• Level 3 (5–6 marks): Covers more than one aspect of the interpretation, with specific knowledge to support.
• Level 4 (7–8 marks): Complex evaluation with sustained judgement of more than one aspect of the interpretation. Shows very good knowledge and understanding of the period studied.
Political conflict: the Essex Rebellion
16 Suggestions for answers:
a Essex was made a Privy Councillor in 1595 after being introduced to the Queen by the Earl of Leicester.
The Queen gave him the monopoly of the sweet wine in England.
Essex was young and handsome.
Essex was involved in military success against the Spanish in 1596.
b Elizabeth and Essex fell out in a Privy Council meeting over Ireland, and Essex turned his back on the Queen.
He didn’t like being made Lord Lieutenant of Ireland as he felt pushed aside. He was supposed to crush a rebellion in Ireland, but instead he made friends with the rebel leader and called a truce.
He saw the Queen without her wig on so she refused to renew his monopoly of wine.
c Essex took four of the Queen’s Privy Council hostage and marched to London with 200 followers.
Cecil dealt with this and Essex was abandoned by his followers. He was arrested and later executed.
Elizabeth’s handling of rebellions against her
17 Elizabeth’s strengths: a, c, e, f
Weaknesses of the rebellions: b, d
18 There is no right or wrong answer to this question providing you give specific examples from the different rebellions in Elizabethan England that you have studied. A good answer will have a balanced approach and consider both Elizabeth’s strengths and the weaknesses of the rebellions.
Threats at home and abroad
19 There is no right or wrong answer for this task providing you have thought carefully about the order the threats go in. Ensure you can explain why you have put them in that order using specific examples and why you have chosen the threat you have put at the top.
Topic revision
1 This is a subjective task and, providing you can explain the connections you give, there is no right or wrong answer. You may think of multiple links. Some suggestions of connections include:
• Deserving, Idle, Able-bodied and Helpless are examples of types of poor people.
• Babington, Ridolfi, Essex and Northern are examples of plots and rebellions.
• Justices of the Peace, Royal Court, Parliament and Privy Council are examples of Elizabeth’s governing bodies.
2 This is a subjective task with multiple possible responses. Each question that is thought of must be answered by one of the five answers given.
3 The purpose of the concept map is to recap on the topics that have been explored throughout the Workbook and to place the topics on to the correct strands. You can add as much or as little on to the concept map as you want.
Practice questions
1 For this question, it is important you select parts of Interpretation D that are convincing (or truthful) and also parts that are not.
You could state that it is convincing that England was not as strong as it could have been, as it was believed at the time that marriage would benefit the country and make it stronger. For example, if Elizabeth married someone foreign, as her sister had, it could create a foreign alliance and reduce the problems with Spain that occurred later on. It could also create a strong heir to the throne who wasn’t Catholic and so would prevent Mary Queen of Scots inheriting the throne.
Interpretation D is not convincing as Elizabeth was accepted as a monarch as a result of successes in the Spanish Armada and putting down the Catholic threat in multiple plots — she had shown that she didn’t need to be married to be a strong queen.
2 There are lots of ways that this question can be approached. Responses may suggest that it showed the importance of the English navy and the advances that had been made under Hawkins and Drake. It showed the importance of religion and the opposition from Catholics that had plagued Elizabeth throughout her reign. It strengthened her reign in her later years and reinstalled the idea of a ‘Golden Age’. It could also be approached by looking at the effect the Armada had on Elizabeth’s reign, in that it consolidated her power in her later years.
It also removed the threat of the Spanish and strengthened Elizabeth’s place in the world after years of increasing conflict with Philip II.
3 Responses may include how the theatre grew and expanded and was particularly popular with poor people. You could include the development of the Globe Theatre during Elizabeth’s reign as an example and how theatre engaged all classes of society. Responses may also include other forms of entertainment (which can also include culture), such as literature, the work of William Shakespeare and the continuation of blood sports. These elements were deemed to be part of a ‘Golden Age’ of society.
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