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History DepartmentUnit 1C THE TUDORS: EDWARD VI & MARY IAQARevision Booklet Summer 2019 NAME………………………………………………………………………………………………………………..Information from AQAKnowledge: Instability and consolidation: 'the Mid-Tudor Crisis', 1547-1558Edward VIEdward VI, Somerset and Northumberlandroyal authorityproblems of successionrelations with foreign powersThe social impact of religious and economic changes under Edward VI; rebellion; intellectual developments; humanist and religious thoughtMary I Mary I and her ministersroyal authorityproblems of successionrelations with foreign powersThe social impact of religious and economic changes under Mary I; rebellion; intellectual developments; humanist and religious thoughtAssessment Objectives: HOW ARE YOU ASSESSED? AO1Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. UNIT 1 & 2 ESSAYS AO2Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. UNIT 2 SOURCE QUESTION AO3Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted UNIT 1 EXTRACT QUESTION Learning activitiesAlwaysSometimesNeverStep oneReading through class noteUsing textbooksMind maps / diagramsMaking / re making class notesHighlightingFlashcardsRevision PostersStep twoWriting exam answers under timed conditionsReading model answersUsing past questions & planning answersStep threeMarking your own work to a mark schemeStudying mark schemes or examiner’s reportsWorking with other students in groups / pairsComparing model answers against your own workCreating our own exam questionsOne to one discussions with teachers / tutorsEDWARD VI KNOWLEDGE TASKSTopicSummary diagram/mind mapExtract Q/EssaySomerset (religious reform, foreign policy, rebellion)Northumberland (religious & foreign policy)Succession crisisMARY I KNOWLEDGE TASKSTopicSummary diagram/mind mapExtract Q/EssayReligionSpanish marriage/Wyatt’s RebellionForeign policy/interpretations of MaryMid-Tudor CrisisTHE EXAMTwo sections; 2 hours 30 minutes Section A - one compulsory question linked to three interpretations (30 marks)Section B – two questions from three (25 marks each ) Spend 60 minutes on Section ASpend 90 minutes (2 x 45) on Section BExtract Question TechniqueYou’re encouraged to spend one hour on the extract question, so it’s best to view it as three 20-minute mini-essays.Structure of each mini-essayIdentify/summarise interpretationUse knowledge to agreeUse knowledge to disagreeConclusion, focused on how convincing that particular extract is (no need to compare to other extracts here.)MARK SCHEME FOR THE EXTRACT QUESTION Answer will explicitly demonstrate:Level 5 (25-30) A*Well-supported analysis and evaluation of how convincing each interpretation is Excellent understanding of the historical contextVery good identification and understanding of the interpretations Level 4 (19-24)A* 23-24A = 19-22Good understanding of the historical contextGood identification and understanding of the interpretationsGood analysis of how convincing each interpretation is, though occasionally lacking in depth and rangeLevel 3 (13-18)18 = A15-17 = B13-14 = CShows an understanding of the historical contextIdentifies and comments on each of the interpretationsSome analysis of how convincing each interpretation is, though this may be weaker on some of the extracts.Level 2 (7-12)12=C9-11 = D7-8 = ESome understanding of the historical contextAccurately identifies at least two of the interpretationsVery limited analysis of how convincing each interpretation is- comments may be generalised or inaccurateLevel 1 (1-6)6=EEITHER: Shows an accurate understanding of just one interpretationOR: Addresses two or three interpretations, but with limited understanding of their argument, and generalised comments on historical context/how convincing.Mark Scheme for the Essay QuestionAnswer will explicitly demonstrate:Level 5 (21-25)A* Excellent understanding of the issues and historical concepts in the questionAnalytical, balanced and focused answer, leading to a well-supported judgementWell-structured essay, featuring a range of detailed and precise knowledgeLevel 4 (16-20)19+ = A*16-18= AGood understanding of the issues and historical concepts in the questionEffectively structured essay, with some analysis and range of accurate factual information.Some balance; clear judgement, though it may be only partly supported.Level 3 (11-15)13-15 = B11-12=CReasonable understanding of the issues in the question, and displays range and accuracy.Reasonably well structured essay, which focuses on the question.Some points may lack depth and precision.Level 2 (6-10)10 = C8-9 = D6-7 = EDescriptive or partial answer, which fails to address the question fully.Some attempt to structure the answer, though communication skills may be limited, and some points may lack relevance.Mainly generalised statements, which lack range and depth, or contain inaccuracies.Level 1 (1-5)5=E1-4=ULittle understanding of the question- points are generalised.Very limited structure; unsupported, irrelevant, or inaccurate information.EXTRACT QUESTIONSExtract One (Mark Rathbone, 2002)“There is significant evidence that Northumberland was not the leading player in the plot to overthrow Somerset….in June 1550, he married his son to Somerset’s daughter, hardly the actions of a man twisted with hatred! But in a sense, this is beside the point. It was in the nature of the Tudor court that politicians had to be effective at plotting. What matters is whether Northumberland or Somerset did an effective job of governing England. Northumberland did pass some tough laws, but these were mild compared to Somerset’s Act for the Punishment of Vagabonds, which branded beggars with a hot iron. Meanwhile, Somerset’s policies about enclosures seemed impressive on the face of it, but he promised more than he could deliver. In government, Northumberland had a willingness to share power with others, whereas Somerset had almost abandoned the idea of governing with a Council. Overall, Northumberland’s achievements (considering the situation he inherited from the incompetent Somerset) were considerable.”Assess how convincing this extract is, in relation to the rule of the Duke of Somerset (1547 – 1549) and the Duke of Northumberland (1550-53).One Extract2017 EXTRACT QUESTIONESSAY QUESTIONSEdward VITo what extent was government under Edward VI effective?How significant was Henry VIII’s legacy for the governments of Somerset and Northumberland?Mary IHow significant was Henry VIII’s treatment of Catherine of Aragon for the failure of the marriage of Mary I and Philip of Spain?How important was the issue of Synoptic (with Henry VIII)To what extent did English government respond effectively to the domestic problems which it faced in the years 1529 to 1553?To what extent was the English Church in 1553 different from what it had been in 1532?How successful was English foreign policy in the years 1529 to 1558?‘Religious changes in the years 1532 to 1558 enjoyed little popular support.’ Assess the validity of this view. ‘England was better governed by ministers and regents than by monarchs. Assess the validity of this view of the years 1513 to 1558.How important was the issue of succession in determining foreign policy in the years 1534-58?"Elizabeth's Settlement effectively stabilised the ................
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