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=History DepartmentUnit 1C THE TUDORS: ELIZABETH I AQARevision Booklet Summer 2019NAME……………………………………………………………………………………………………………=Information from AQAAssessment 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 Knowledge: The triumph of Elizabeth, 1563–1603? Elizabethan government: court, ministers and parliament; factional rivalries? Foreign affairs: issues of succession; Mary, Queen of Scots; relations with SpainReligion: the Settlement, relations with Catholics and Protestants? Society: continuity and change; problems in the regions; social discontent and rebellions? Economic development: trade, exploration and colonisation; prosperity and depression? Regional developments; change and continuity; the English renaissance and ‘the Golden Age’of art, literature and music? The last years of Elizabeth: the state of England politically, economically, religiously and sociallyby 1603ELIZABETH I KNOWLEDGE TASKSTopicPage numbers Vocab testSummary diagram/mind mapSymbol storyExtract Q/EssayGovernmentReligionForeign PolicySociety, economy & cultureThe Final Years THE 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.)Learning activitiesAlwaysSometimesNeverStep oneReading through class notesUsing textbooksMind maps / diagramsMaking / re making class notesHighlightingFlashcardsRevision wallsStep 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 / tutorsMARK 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) Excellent understanding of the issues and historical concepts in the questionAnalytical and focused answer, leading to a well-supported judgementWell-structured essay, featuring a range of detailed and precise knowledgeLevel 4 (16-20)A-20B-18Good understanding of the issues and historical concepts in the questionEffectively structured essay, with some analysis and range of largely accurate factual information; there may be a little generalisation.Some balance; clear judgement, though it may be only partly supported.Level 3 (11-15)C-15D-13Reasonable understanding of the issues in the question, though some points may lack range, depth or accuracy.Reasonably well structured essay, which largely focuses on the question though there may be occasional irrelevant points.Level 2 (6-10)E-10 Descriptive 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)Little understanding of the question- points are generalisedVery limited structure; unsupported, irrelevant, or inaccurate information.EXTRACT QUESTIONSUsing your understanding of the historical context, assess how convincing the arguments in these extracts are in relation to Elizabeth’s relations with Parliament during her reign.EXTRACT AIn the view of the Tudor sovereigns – and Elizabeth held it to the end – parliaments were summoned to do three things, and three things only: to vote such taxes as were required, to legislate on topics submitted to them, and to give advice on policy when asked. Elizabeth’s parliaments certainly fulfilled these functions. Each session was called with some principal object in view…[However], it was during these sessions that the House of Commons began to group towards one another…and in the process to join issue with the Crown. That issue is epitomised in the immortal words ‘freedom of speech.’‘Matters of state’ could come up only on the royal initiative. Unfortunately, the two questions which touched Members most keenly were by definition ‘matters of state’…Succeeding parliaments went on urging the Queen to ease her subjects’ minds by marrying or naming a successor, or at least by disposing of the claim and person of Mary Stuart.From Tudor England by S. T. Bindoff (Penguin) 1950EXTRACT BSome historians have argued that Parliament became politicised under Elizabeth; ordinary MPs, especially puritans and common lawyers, according to this view, ventilated their “opposition” to her conservatism. But this interpretation endows the House of Commons with a preconceived status and fails to recognise the influence of the Lords in an aristocratic age. It also falsely presupposes that ‘adversary politics’ prevailed in the sixteenth century…Those who have posited the ‘rise’ of the Commons have studied Tudor Parliaments from the perspective of a determinist interpretation of the ‘origins’ of the Civil War and Interregnum. By seeking the origins of the Stuart conflict in the so-called ‘apprenticeship to future greatness’ of the Elizabethan House of Commons, the leading exponent of this interpretation [J. E. Neale] was driven to manufacture a ‘puritan choir’ supposedly operating within Elizabeth’s early Parliaments. From Tudor England by John Guy, (OUP), 1988EXTRACT C[In 1601 Elizabeth’s] touch was as sure as ever. Before Christmas her words to the deputation in the Council Chamber were in print and later generations were to call it her ‘golden speech’, for she had here put into words, without attempting a definition, the essence of that remarkable relationship between sovereign and people in the golden age of monarchy that passed with her death…The Commons had responded loyally with voting four subsidies and eight fifteenth and tenths…Before they dispersed to their homes for Christmas, she gave members….a masterly survey of policy during the forty-four years as queen, a statesman’s swan-song, for with taxation voted for the next four years she knew, surely, she would be unlikely to survive to address another Parliament. From Elizabeth I, Queen of England by Neville Williams (1967)Using your understanding of the historical context, assess how convincing you find thearguments in relation to a possible crisis in Elizabeth’s government, 1589–1603.N.B. One extract only Historian Stuart Minson provides an interpretation of the last years ofElizabeth’s reign.During the final decade of Elizabeth’s reign, back-to-back harvest failuresand a period of price inflation across Europe saw the wages of workersreach their lowest value relative to the price of goods at any time betweenthe Black Death and the present day. Yet weather conditions and the courseof the European economy were not really in the government’s control. Itwas perhaps the structural inequalities of early modern English societywhich actually made harvest failures and price increases problematic, butit is neither a surprise nor an aspect of crisis that Elizabethan governorsshould have failed to address this. In fact, the government’s responsesto these problems were better co-ordinated and more effective thanelsewhere in Europe. If the severity of the dearth is measured in terms ofactual mortality, it appears that northern France and the Rhineland faredworse than England, while for the English themselves the 1590s were notas bad as the 1550s or 1630s. Moreover, deaths far above the norm werelimited to the terrible year of 1597–98, and only in particular areas, suchas Cumberland or Newcastle, did many people actually perish. In someregions like Kent people rioted repeatedly over grain supplies, but theseepisodes were small in scale and limited in aim. London experienced onlyone serious riot, in 1595, and the city’s government did much to alleviatefamine and build solidarity. The Poor Laws of 1598 and 1601 were not newideas, but they turned the strategies of poor relief, pioneered in townsand national legislation since the early 1500s, into a form that could besystematically implemented. In themselves they had little effect in the1590s, but they reflect the extensive apparatus of poor relief which wasalready in operation at this time.Certainly there was an acute ‘sense’ of crisis among the elite, as seen in theterrified reports of the Somerset JP Edward Hext on the breakdown of lawand order or the dangerous over-reaction by the Privy Council to a failedattempt at a popular march in Oxfordshire in 1596. There was also a senseof desperation among the wider population. Analysis has shown that peaksin prosecution for theft coincided with times of greatest dearth. However,it must be noted that capital convictions, while significantly increasing in1598, only did so after a third harvest failure followed the previous two.Indeed, the fear and desperation which people experienced was not just aproduct of conditions during Elizabeth’s final years. They were also part ofa longer-term process of social polarisation which was dividing familiesof middling wealth and status down the centre, some being pushed intopoverty while others enlarged their property and began to identify with thevalues of the social elite. Importantly, while the latter were terrified of thepossibility of popular rebellion, this also spurred action. A combination ofpreventative measures, attempts to mitigate the worst suffering and severerepression of those caught in agitation served to contain unrest.For instance, in London, the provision of subsidised grain stocks and thecentral organisation of poor relief was combined with the execution ofrioters and the appointment of new officials like the Provost Marshal to coordinatepolicing across the wider metropolitan area.It must be understood that an actual crisis involves either a breakdownor transformation as a result of problems. In some respects, the harvestfailures and unrest of the 1590s did contribute to change. The managementof the agricultural economy became more co-ordinated and strategies forinsulating communities against problems like famine, plague and disorderwere improved. But again, these were part of a longer process, and ifthe stresses of the 1590s affected this, they were neither a necessary orsufficient cause. Ultimately, the government continued to function, thestrategies employed were traditional in themselves and the structuresof government were not drastically transformed. The poor faced crisison a daily basis and many lost their lives, but society as a whole did not;the broadening of the elite turned those who might previously have led apopular uprising into loyal supporters of the status quo. The governmentsaw itself as facing crisis conditions, but that is not the same as a ‘crisis ofgovernment’. Of course, that is not to say that Elizabethan government wasjust or successful. As J.A. Sharpe has pointed out, although ElizabethanEngland survived, it did so at the unjustifiable expense of society’s mostvulnerable and disadvantaged.Dr? Stuart ?Minson ?is ?a? guest? teacher ?at ?the ?London ?School? of ?Economics?and? Political? ScienceONE EXTRACT ONLY:Assess how convincing the argument in Extract A is in relation to poverty and vagrancy in Tudor times.Assess how convincing the argument in Extract A is in relation to Elizabeth’s ‘second’ reign (1585 to 1603).Extract 2 continues on the next page…Continued on the next page…Extract 3 continued on the next pageESSAY QUESTIONSGOVERNMENT: ‘Rebellions in the years 1549 to 1571 stemmed from the weakness of central government.’ Assess the validity of this view.‘Throughout her reign, Elizabeth I controlled her ministers with masterly political skill.’ Assess the validity of this view.How effectively, by 1571, had Elizabeth I established her authority as Queen?By 1572, how secure was Elizabeth’s hold on the English throne?To what extent, by 1571, was England in a healthier position than it had been in when Elizabeth had come to the throne in 1558?‘By 1571, Elizabeth I had solved most of the internal and external problems that had faced her at the start of her reign.’ Assess the validity of this view. ‘Both national and local government suffered from fundamental weaknesses in the years 1571-88.’ Assess the validity of this view.‘Throughout the whole of her reign, Elizabeth I was faced with significant opposition in parliament.’ Assess the validity of this view.Assess how successful the young Elizabeth was in consolidating the powers of the monarchy compared with her brother and sister, Edward VI and Mary, in her reigns.‘Elizabethan government had more weaknesses than strengths in the years 1558 to 1588.’ Assess the validity of this view. To what extent did the plots and rebellions faced by the Crown during the reign of Elizabeth pose a real threat to the stability of the Elizabethan State?‘A state of crisis existed in England between 1540 and 1563.’ Assess the validity of this view.‘Elizabeth’s management of government could be described as 30 years of success followed by 15 years of decline.’ Assess the validity of this view.RELIGION ‘Between 1571 and 1588, the Catholic threat to Elizabeth, both at home and abroad, was easily dealt with.’ How convincing is this view?Why did Puritans pose less of a challenge to the Elizabethan Church in the 1590s than they had done earlier in the reign?"Elizabeth's Settlement effectively stabilised the religious situation in England between 1559 and 1566." Assess the validity of this view.“It was easier for Elizabeth to deal with the Protestant threat than the Catholic one between 1565 and 1603”. To what extent do you agree?‘The challenge posed to the Elizabethan Crown by Catholicism was never as strong as Elizabeth I and her ministers believed.’ Assess the validity of this claim.‘The Elizabethan religious settlement was successfully established in the years 1558 to 1603.’ Assess the validity of this view.‘The Elizabethan religious settlement was a balanced response to twenty years of religious division.’ Assess the validity of this view.How important were government policies and actions in the decline of Catholicism in England between 1558 and 1603?ECONOMY/SOCIETYHow far were the problems of poverty in England successfully addressed during Elizabeth’s reign?‘By 1603, it was clear that the English people had benefited little in social and economic terms from the rule of Elizabeth I.’ Assess the validity of this view.Is it true to say that by 1603, England was economically and socially more diverse than it had been at the beginning of Elizabeth’s reign in 1558? To what extent was the transformation of society under Elizabeth I accomplished without any social disorder?‘The economy of England was in a much stronger position in 1603 than it had been in 1558.’ Assess the validity of this view. FOREIGN POLICYHow successful, and why, was Elizabeth in dealing with foreign threats to her rule?‘Elizabeth’s foreign policy was mostly a series of disasters’. Assess the validity of this view.‘Elizabeth I’s policy toward Spain was always weak and unconvincing.’ Assess the validity of this view with reference to the years 1568 to 1603.To what extent was the execution of Mary Queen of Scots in 1586 the key turning point in England’s relationship with Spain in the years 1558 to 1603? FINAL YEARS‘During the last years of Elizabeth’s reign, England became an unstable kingdom, menaced by crisis.’ Assess the validity of this view.‘Rebellions against Tudor rulers were totally ineffective in the years 1536 to 1569.’ Assess the validity of this view.‘Rebellion sparked by religious belief was more dangerous to rulers than courtly conspiracies in the years 1536 to 1569.’ Assess the validity of this view. ‘Despite a change in authority, England remained a largely Catholic country in belief and structure between 1547 and 1564.’ Assess the validity of this view.‘The crisis faced by the Tudors in the years 1540-63 was primarily caused by economic factors.’ Assess the validity of this view. ................
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