Welcome to your A2 Level History Course
Rebellions in Tudor England
1485 – 1603
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Teacher:
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Twitter - @SHSHistory
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Rebellions in Tudor
England 1485-1603
OCR A2 History Unit F966
Course Specification 
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You will begin your A2 course with a brief overview of the Monarchies during the Tudor Age
from Henry VII to Henry VIII, Edward VI, Bloody Mary I and finally Elizabeth I.
The first key topic to consider is what were the causes of the 19 rebellions in this course? You
will identify key themes and elements from each rebellion in a THEMATIC way to see
similarities and differences. The main causes range from a political nature, to religion,
economic, social and dynastic.
You will then look at the nature and frequency of the rebellions over the period to gain a
strong understanding of change and continuity. Were there more rebellions in Henry VII’s
reign over taxes than Mary’s? Why? What was different in England at each point? Were they
led by nobles or peasants?
We will then consider the impact this had on the Monarchy and Government, what did they do
to counter the rebellion, what did they do as a result of it? Did each Monarch handle things
differently or the same?
Following on, we will assess how each Monarch maintained stability in their reign. How did
they control society? How did they treat the Nobility / Peasants etc… You will be able to
identify whether or not they were successful.
Whilst going through this course it is VITAL that you approach it from a thematic point of view
and don’t just learn about each rebellion, they all cross over and have similarities and
differences. You will be expected to identify why a certain situation might arise in 1485 and
not in 1553? And that there may not have been much in the way of Religious rebellion in the
first 50 years of the Tudor Age, but then under Henry VIII this because the prominent cause of
rebellion.
What is the difference from AS? –
A lot less of a difference from GCSE that is for sure! You have shown the skills necessary for this course by
being here. You need to up your independent learning a little bit, making sure you are working
independently for about 5 hours a week minimum. You have your course text book which is KEY in
knowing – Inside out! – You also have the Forum in Helpfulhistory.com which is a working document
but has lots of resources, information and videos to help in your reading. As always, I have lots of books
available either proper history books or novels to give you an insight into the period.
Assessment will be through class exams, essays and finally in your 1.5 hour exam 2 essay questions worth
60 marks each. You are required to demonstrate a breadth of knowledge at A2 and be able to identify
key changes and similarities. You must show your understanding of the WHOLE period not just one event
or reign.
As you know the Forum on http:/www.helpfulhistory.com is primarily designed for you, and includes
sections on Russia too. Use it and suggest to me how I can make it better!
Folder organisation is
STILL CRUCIAL!!
If your folder is organised and you can put your hands on anything at any time,
you will give yourself the VERY BEST chance when coming to revise. TRUST
ME!!!
I would therefore like to recommend the following:
A lever-Arch folder to be divided…
 Admin: A2 Mark scheme etc
 Course Specifications
Content
 Each rebellion’s 1 page overview
 Causes (Political / Religion / Economic & Social / Irish)
 Nature & Frequency
 Government’s reaction
 Government’s control and
discipline
 Assessments & Feedback
 Historiography
(Historians ideas and quotes you come
across as you study this course)
Remember, you are now on an A
Level course and you MUST be
doing 5 hours INDEPENDENT
work a fortnight (AT LEAST)
Answer 2 questions each worth 60 marks
Mark scheme:
Get to grips with this
ASAP, if you know what
the examiner wants, you
can give it to them.
IA
IB
II
III
IV
V
VI
VII
A01a
18-20
16-17
14-15
12-13
10-11
8-9
4-7
0-3
A01b
36-40
32-35
28-31
24-27
20-23
16-19
8-15
0-7
AOs
AO1a
AO1b
Total mark
for each
question =
60
Recall, select and deploy historical
knowledge appropriately, and communicate
knowledge and understanding of history in a
clear and effective manner.
Demonstrate understanding of the past through
explanation, analysis and arriving at substantiated
judgements of:
- key concepts such as causation, consequence,
continuity, change and significance within an
historical context;
- the relationships between key features and
characteristics of the periods studied
 Excellent understanding of key concepts (eg
continuity and change) relevant to analysis
in their historical context
 Excellent synthesis and synoptic assessment
 Answer is consistently and relevantly
analytical with developed explanations and
supported judgements
 May make unexpected but substantiated
connections over the whole period
36-40
 Very good level of understanding of key
concepts (eg continuity and change) in their
historical context.
 Answer is consistently focused on the
question set
 Very good level of explanation/analysis, and
provides supported judgements.
 Very good synthesis and synoptic
assessment of the whole period
32-35
 Good level of understanding of key concepts
(eg continuity and change) in their historical
context
 Good explanation/analysis but overall
judgements may be uneven
 Answer is focused on the issues in the
question set
 Good synthesis and assessment of
developments over most of the period
28-31
Level IA
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Uses a wide range of accurate and
relevant evidence
Accurate and confident use of
appropriate historical terminology
Answer is clearly structured and
coherent; communicates accurately
and legibly.
18-20
Level IB
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Uses accurate and relevant evidence
Accurate use of a range of
appropriate historical terminology
Answer is clearly structured and
mostly coherent; communicates
accurately and legibly
16-17
Level II
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Uses mostly accurate and relevant
evidence
Generally accurate use of historical
terminology
Answer is structured and mostly
coherent; writing is legible and
communication is generally clear
16-17
Level III
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Uses relevant evidence but there
may be some inaccuracy
Answer includes relevant historical
terminology but this may not be
extensive or always accurately used
Most of the answer is structured and
coherent; writing is legible and
communication is generally clear
12-13
Level IV
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There is deployment of relevant
knowledge but level/accuracy will
vary.
Some unclear and/or
underdeveloped and/or
disorganised sections
Mostly satisfactory level of
communication
10-11
Level V
General and basic historical knowledge but
also some irrelevant and inaccurate material
Often unclear and disorganised sections
Adequate level of communication but some
weak prose passages
8-9
Level VI
Level VII
Use of relevant evidence will be limited;
there will be much irrelevance and
inaccuracy
Answers may have little organisation or
structure
Weak use of English and poor organisation
4-7
Little relevant or accurate knowledge
Very fragmentary and disorganised response
Very poor use of English and some
incoherence
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Shows a sound understanding of key
concepts, especially continuity and change,
in their historical context
 Most of the answer is focused on the
question set
 Answers may be a mixture of analysis and
explanation but also description and
narrative, but there may also be some
uneven overall judgements; OR answers
may provide more consistent analysis but
the quality will be uneven and its support
often general or thin
 Answer assesses relevant factors but
provides only a limited synthesis of
developments over most of the period
24-27
 Satisfactory understanding of key concepts
(eg continuity and change) in their historical
context
 Satisfactory focus on the question set
 Answer may be largely
descriptive/narratives of events, and links
between this and analytical comments will
typically be weak or unexplained
 Makes limited synoptic judgements about
developments over only part of the period
20-23
General understanding of key concepts (eg
continuity and change) in their historical context
Some understanding of the question but answers
may focus on the topic and not address the question
set OR provides an answer based on generalisation
Attempts an explanation but often general coupled
with assertion, description/narrative
Very little synthesis or analysis and only part(s) of
the period will be covered
16-19
Very little understanding of key concepts (eg
continuity and change) in their historical context
Limited perhaps brief explanation
Mainly assertion, description/narrative
Some understanding of the topic but not the
question’s requirements
8-15
Weak understanding of key concepts (eg continuity
and change) in their historical context
No explanation
Assertion, description/narrative predominate
Weak understanding of the topic or of the question’s
requirements
0-7
These are quite complicated, but once you know what you need to do for each
level it will become more useable.
Use this as a checklist for your essays to see if you have done what you needed
to for a specific level.
You must satisfy both AO’s (Assessment Objectives) basically what it is
assessing, you can see the description of the AO’s at the top of this mark
scheme in the grey box.
In your exam you need to answer 2 questions, both with 60 marks each.
Roughly the grade boundaries will be
24 / 60 = E
30 / 60 = D
37 / 60 = C
42 / 60 = B
47 / 60 = A
This is what we’ll use when marking your assessments and essays.
You MUST be aware of what the examiner is looking for from the above
markscheme.
Essay check sheet.
Please use this in conjunction with your OCR Mark scheme sheet to make sure you
are meeting all requirements.
Start:
Have you planned your answer?
Intro:
Does your introduction list what you are going to discuss?
Have you stated your argument?
Paragraphs:
Have you written in clear structured and organised paragraphs?
Does each paragraph have a clear point?
Have you used good evidence to back up your point?
Have you explained?
Have you referred back the question when concluding each paragraph?
Do your paragraphs link?
Conclusion:
Have you answered THE QUESTION?
Does your conclusion correspond with your introduction?
Have you incorporated a decision (more important, less important, etc)
Have you summarised your overall argument?
A Level extra’s:
Have you included your own reading?
Have you considered change and continuity (where applicable)
Have you shown context of whole period (where applicable)
Have you used / considered historian’s opinions?
Have you analysed other opinions?
Is your grammar and spelling correct?
As always, if you are stuck, or need guidance, please pop in and speak to your teachers,
please don’t leave it until the day its due as that may result in a Fail.
Tudor Rebellions 1485 – 1603
Topic Checklist
All Rebellions
I know each Monarch and when they reigned
I have completed and understand each rebellions overview sheet
I know all rebellions off by heart and whose reign they were in
Topic 1: Causes
I know all rebellions that are caused by Political factors (Dynastic,
Succession, Evil Councillors, Factions, Reactions to Gov’t policy
I know all rebellions that are caused by Religious issues. (Reaction to
reformation from Catholics and Protestants)
I know which rebellions were caused by Social and Economic factors.
(Taxation, enclosures, famine, inflation, landlord/tenant relations.
I can identify Change and Continuity of causes across the period
Topic 2: Nature and Frequency of rebellion
I know the objectives, duration and location of each rebellion
I know which rebellion has a Dynastic, Anti-Gov’t policy or Irish nature
Topic 3: How did the Government deal with the rebellions
I know how Henry VII dealt with his rebellions
I know how Henry VIII dealt with his rebellions
I know how Edward VI (Somerset / Northumberland) dealt with his rebellions
I know how Mary dealt with his rebellions
I know how Elizabeth dealt with his rebellions
I can identify key ‘Change & Continuity’ throughout the period
Topic 4: How did each Monarch maintain political stability?
Institutional developments
Change and Continuity of each Monarchs policies
Assessments / Mark scheme
I understand the Mark scheme’s requirements for my desired grade
I have read all of the essays and noted feedback from text book
I have acted on and fixed the guidance on my class essays
Key events / Themes Time line – LEARN THESE EVENTS AS A MINIMUM!!
1485: Accession of Henry VII
1486: Henry VII married Elizabeth of York; Lord Lovel’s revolt; rising by the Staffords
1486-7: Simnel’s rebellion (Pretending to be Earl of Warwick, Richard III’s nephew; supported in
Ireland by Kildare
1489: Anti-tax riots in Yorkshire
1491-7: Warbeck’s rebellion (pretending to be Richard (younger Prince in the Tower); supported by
Kildare
1495: ‘de facto’ Act; Execution of Sir William Stanley
1497: The Cornish rebellion
1499: Executions of Warwick and Warbeck
1504: Statute against retaining; purge of the Suffolk family and its associates (Suffolk himself
surrendered by Burgundy 1506 and executed 1513)
1509: Accession of Henry VIII
1513-25: Various localised anti-tax riots
1521: Execution of Buckingham
1525: Disturbances caused by the Amicable Grant
1528: Widespread unrest across East Anglia
1534: Act of Supremacy passed; Kildare rebellion
1536-7: Pilgrimage of Grace (over 200 executed); Council of the North reorganised
1538: Executions of surviving Yorkists
1539: Act of Six Articles passed
1540-6: Increase in frequency and violence of hedge-breaking riots
1542-3: Wars with Scotland and France began
1547: Accession of Edward VI; heresy Laws repealed; Chantries Act passed
1549: The Western rebellion; Kett’s rebellion (over 50 executed)
1553: Northumberland’s abortive coup and Mary’s accession
1554: Wyatt’s rebellion and other risings (over 100 executed)
1555: Burning of heretics begins
1556: Plantations started in King’s County and Queen’s County
1558: Accession of Elizabeth I; Shane O’Neill began rebellion in Ulster (murdered by the MacDonalds
in 1567)
1568: Mary Queen of Scots fled to England (executed 1587)
1569-70: Rising of the Northern Earls (over 400 executed); Council of the North strengthened
1569-73: rebellion in Munster by Fitzmaurice Fitzgerald
1570: Excommunication of Elizabeth I by Pope Pius V
1571: Second Treasons Act
1572: Colonisations began in Ireland
1579-83: Desmond rebellion in Ulster, Leinster, Connaught and Munster
1595: Hugh O’Neill, Earl of Tyrone began national uprising in Ireland
1596: Various localised anti-enclosure riots
1599: Essex sent to Ireland, returned and arrested
1601: Essex’s rebellion; Poor Law Act (revising 1597 Poor Law Act)
1603: O’Neill surrendered
Era
Main Developments
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1485-1509 (Henry VII)
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1509-47 (Henry VIII)
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1486 Henry VII’s
marriage to Elizabeth of
York
1486-7 disaffected
Yorkists and claimants
1489 tax protests in
Yorkshire
1497 tax demands for
Scottish war
1497 Cornish support
for pretender
1499 execution of
Warbeck and Earl of
Warwick
1520s financial cost of
French war
1534 Kildare detained
in the Tower
1530s as Head of the
Church, Henry closed
the monasteries
1541 Henry assumed
direct rule in Ireland
Outcome
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2 legitimate sons and
stability
Lovell’s rebellion
Simnel rebellion
Murder of
Northumberland
Cornish rebellion
Warbeck rebellion
Henry VII was politically
more secure
Amicable Grant
protests and other
localised tax riots
‘Silken Thomas’
rebellion
Pilgrimage of Grace
(1536-7); Council of the
North reorganised
Henry became ‘King of
Ireland’
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1547-53 (Edward VI)
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1553-58 (Mary I)
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1558-1603 (Elizabeth I)
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1540s cost of war with
France and Scotland
caused severe social
and economic distress
Somerset’s Protestant
reforms
1549-56 poor harvests
and high grain prices
1553 political coup on
behalf of Lady Jane
Grey
1554 Mary planned to
marry Philip of Spain
1556 Clan feuding and
civil revolts
1558 Shane O’Neill not
appointed the Earl of
Tyrone
1560s Protestant
Church Settlement
1568 Arrival of Mary
Queen of Scots and
political disillusionment
1567 Elizabeth
imprisoned Desmond
1579 Fitzgerald
returned from Rome to
Dublin
1585 war with Spain
1588 Spanish Armada
1593 Hugh O’Neill
elected Earl of Tyrone
but keen to rule Ulster
and expel English from
Ireland
1596 anti-enclosure
riots
1601 prominence of
political court factions
(Essex / R.Cecil)
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Kett’s rebellion in
Norfolk
Western rebellion and
other risings
Northumberland’s
revolt (Devise)
Wyatt’s rebellion
Plantations began in
King’s County and
Queen’s County
Shane murdered halfbrother and began a
rebellion (1558-67)
Northern Earls revolt
(1569-70) which led to
the strengthening of
the Council of the
North
Fitzgerald, cousin of
Desmond, began
uprising in Munster
(1569-73)
Fitzgerald and
Desmond began
rebellion (1579-83)
High tax demands and
widespread social
distress
Tyrone began national
uprising (1595-1603)
that saw Spanish
troops land at Kinsale
(1601)
Oxfordshire rebellion
Essex Rebellion
“Don’t forget what you ALREADY know from your
study of Elizabeth I at AS Level. Reuse some of your
notes if you want, particularly for Northern Rebellion,
Essex Rebellion, Famine and economy etc…”
Rebellion:
Cause(s):
Location(s):
Date:
Monarch:
Durations:
Key People:
Nature:
This is an example of what
I recommend you do for
EVERY rebellion, key
headings as a minimum.
Objectives (Did these develop / change?):
Leadership:
Size:
Support:
Frequency:
Response of Government:
Some of this information
won’t necessarily be
available until we advance
through the course, but
you can still read ahead.
I suggest you have 19 of
these pages.
Effect on society / Government:
Success / Failure:
NB: I have electronic
versions if you require
one. Or they will be on
Helpful History.
Context of period:
eg Henry VII – Wars of the Roses, Factions York Vs Lancaster, succession etc…
eg Famine, Unemployment high, War (taxes), Religion issues rife, minority government etc…
1485-1509: Succession / Taxes
1509-1536: Taxes 1536-1558: Religion / Reformation
1558-1603: Succession (cloak of religion), Government policies
Is this rebellion different to others?
Is this rebellion the same as others?
If Multi causal, rank importance of each cause with an explanation:
NB: Examiners like religion being a “cloak” of real cause / objective
Maintaining political stability
Monarchy:
Propaganda:
The Church:
Local Clergy:
Parliament
Royal Councils: (Privy, Welsh, North)
Law:
Royal Commissions & JP’s
Sheriffs:
Nobility
Religion
Economic
Social
Ireland
Change
1485-1603
Continuity
1485-1603
Assessments and Feedback – Please read and act on advice and feedback.
NB: Assessments could be essay, exam or presentation.
Assessment
Grade /
Score
Feedback
Historiography – fill this out as you go through this course
Historian
What have they said?
Positive /
Negative?
Tudor England Key Terms:
As well as these, please compile your own glossary from pg 145 in your text
book.
Regency Council: The body of sixteen set up under the terms of Henry VIII’s will
to exercise power during Edward VI’s minority until he turned 18.
Protectorate: Somerset created himself the king’s protector. In this context,
Protectorate is a term that covers all aspects of his government.
Heresy: The process of rejecting the established rules (doctrines) of the Church.
Punishment was burning. The Heresy law was repealed in Edward’s reign, to be
reinstated under Mary I.
Religion Key Terms:
Iconoclasm: The destruction of images within Churches.
Injunctions: Orders issues for the implementation of Church policy either by the
Crown exercising royal supremacy or individual Bishops.
Chantries: Chapels set aside for the singing of masses for dead souls in
purgatory.
Purgatory: Traditional Catholic beliefs of the place dead souls went to be
judged before entering heaven. The Church of England officially rejected this
belief and so made the Chantries redundant.
Transubstantiation: This had been Catholic doctrine since the 13th Century
proclaiming the bread and wine were transformed into the actual body and
blood of Christ during communion.
Elevation of the Host: Since the 13th Century the Host (bread) was raised by the
priest and shown to the congregation.
Communion in Both Kinds: Before the reformation, priests took Communion in
Both Kinds – that is, both consecrated bread and consecrated wine. Normal
people took just the bread. This practice was challenged by Martin Luther
saying normal people should receive both too.
Common phrases
and
Common spelling mistakes
The following terms are often misspelt / misunderstood
Elizabeth
Please remember that she has a capital letter.
parliament
Please remember that it has an “a” in the middle.
government
Please remember that it has an “n” in the middle.
Royal Prerogative
Means the power of the Monarchy (eg to determine
policy in Matters of State).
Parliamentary Privilege
The freedoms of the Houses of Parliament
(particularly over free speech)
Prestige
This means the reputation and image. How, for
example, the monarchy is regarded.
Monopolies
The sole right to sell a particular good or service.
Effective
How good something is at achieving its aims.
Faction
Fluid alliances around powerful men seeking
patronage
Above all, write in paragraphs (about five to seven is
normal) and ensure that you directly answer the
question frequently,
Where possible refer to the question in EVERY paragraph
to be safe!
Your paragraphs should ALWAYS PEE...
P= Point (your idea).
E= Explain (develop your analysis)
E= Evidence (you must use specific and detailed evidence)
Introduction
This should be short and sweet, just a few lines to outline what you will include in your
essay.
Main body- Here’s what the examiner wants to find out:

Do you know your history, and do you know it precisely enough? DETAILS count!
This is a persistent complaint from the Exam board.
 If needed have you shown knowledge of the historical debate?
 Do you know how to write a structured piece of writing - i.e.
Introduction/Paragraphs/Conclusion
 BALANCE- Do you show both points of view?
 EXPLAINS- points must be explained in detail. This means not producing a shopping
list! You must expand your point. Look at this example:
Example 1.) ‘The Red Army won because of the leadership of Trotsky.’
Example 2.) ‘The Red Army won because of the leadership of Trotsky. He disciplined the
army.’
Example 3.) ‘The Red Army won because of the leadership of Trotsky. He disciplined the
army. This was important because many of the Red army’s recruits were desperately
poor and militarily inexperienced workers who merely joined up to be fed and clothed.
This initially made them a weaker army who were liable to desert. Trotsky re-introduced
the death penalty which helped to ensure a transformation from a rag bag army to a
professional fighting force .It was a successful move as desertion in the Red army
decreased whilst white generals still struggled to get respect from their troops.

LINKS the points together to answer the question. This ensures a flow to your essay,
and shows how you see how one factor can influence another. This is joined-up
thinking.
Conclusion- How to finish your essay – ANSWER THE QUESTION.
This part is very important, and if you’re running out of time you must get to this point
sharpish! This part shows your summary and answers the question directly. DON’T just
repeat what you have said before, DON’T introduce new ideas, you must lift your argument
to a higher level, here you show where significance lays/links between points and your
opinion which of course flows beautifully from your main body. Of course you must support
everything you say, it’s not the place to rant and rave aimlessly.
“Having discussed… (summarise your points) It is clear that Elizabeth had total control of
her Parliament by rarely giving into their demands, the only time she did was as discussed
… the Monopolies crisis in 1601.”
REPORT ON RECENT A LEVEL EXAMS
What the examiners say:
At the very top levels, candidates will be making judgements in every paragraph about
importance or success etc. These judgements should not be ‘bolted on’ to the end of a
paragraph, but explained throughout the essay.
What we say:
Make sure that you support your judgements with EXAMPLES or they just become
assertions with no weight. The same applies to LINKING. Don’t just assert that there is a link
– give evidence to show that the link exists and explain the impact of this on the question.
Remember:
Although aiming for judgement throughout is important for higher levels, it is also important
to include a good, full conclusion which reaches an overall judgement and focuses on the
demands of the question. The examiner noted that some ‘average responses’ were taken
into the next level by a well-developed conclusion that reached a judgement.
What the examiners say:
Candidates who are hoping to score at the higher end of the mark range should pay
particular attention to key words and phrases in the question and ensure that they
focus their answer on them. When candidates are asked about ‘effective’ the
examiner does not want an answer that focuses on ‘successful’. Similarly, ‘assess’
doesn’t mean list, it requires you to compare, link and explain the relative
importance of the issues that you consider.
What we say:
Use your introduction to define any key words and phrases. It may help to indicate
criteria to judge whether the concepts in the question have been met – e.g. what
will ‘effectiveness’ look like? Make sure you pay attention to DATES in the question
too so that you don’t cover issues outside of the period in question.
What the examiners say:
Marks are not just awarded for knowledge, but for the USE of knowledge. Very often
a few, well-chosen examples are better than an exhaustive list of all the facts about a
topic.
What we say:
Make sure that you use RELEVANT knowledge rather than writing down everything
that you know. Be selective! This will help with timing too.