Volume 17, Number 3, February 2015
Exam focus
OCR: Elizabeth I
Sarah Ward
This issue of MODERN HISTORY REVIEW featured an article by Fiona McCall on Elizabeth I’s
religious settlement (pp. 18–22). Here Sarah Ward looks at a sample question related to this
topic, supplying a sample candidate answer with examiner commentary and assessment.
Introduction
Candidates for AS history study a period of either British or European and world history. Each study
topic contains six key issues. Questions are set on three of the key issues, and some questions may
draw on material from more than one key issue. Candidates are expected to demonstrate a good
depth of factual knowledge which should be used to support an argument and make a balanced
judgement about the issue in the question.
Candidates are expected to adopt an analytical approach to their responses. It is advised that you use
your opening paragraph to set out your view. You should follow this through and develop your
argument throughout the rest of the essay. You must make sure that your conclusion agrees with your
introduction. Strong answers will reinforce the line of argument suggested in the first paragraph.
Candidates should also be aware that marks for AO1a are for the use of knowledge and not simply its
deployment. This means knowledge is rewarded most highly when it is used to drive the argument
forward. Higher-level answers will make judgements about the issues under discussion, with the
strongest answers making interim judgements at the end of each paragraph, before reaching an
overall conclusion.
As outlined in this issue of MODERN HISTORY REVIEW, Elizabeth I is the focus of two AS modules in
OCR’s A specification. These are AS module F961 study topic 4: Church and state, 1529–89, and AS
module F961 study topic 5: England under Elizabeth I, 1558–1603.
Here we will consider the unit Church and state, 1529–89. In the exam you must answer two out of
three questions. Each is worth 50 marks. There are 100 marks available in this examination. The
exam is 1 hour 30 minutes long and you are advised to spend 45 minutes on each question — this
includes time for planning.
We will look at a sample question in the style of OCR F961 British history period studies. There is a
sample candidate answer with examiner commentary in red, followed by an assessment.
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Sample question and answer
Question
To what extent was anti-Catholic legislation the main reason why support for Catholicism
declined during the reign of Elizabeth I to 1589?
Answer with commentary
Anti-Catholic legislation was not the main reason why support for Catholicism declined during the
reign of Elizabeth I to 1589. The recusancy laws were introduced from 1581 in response to the arrival
of missionary and Jesuit priests. Support for Catholicism had begun to decline before that point,
although the new harsher approach did play its part in reinforcing conformity. The main reason that
support for Catholicism declined in Elizabeth’s reign before 1589 was the gradual acceptance of the
Elizabethan settlement. Other important reasons for the decline in support for Catholicism were the
Catholic plots in the period. There is a case to be made that support for Catholicism did not decline as
much as previously supposed, and that people conformed to the expectations of the state outwardly
while privately maintaining their Catholic faith, but it is still the case that there was an outward decline
as indicated in the question.
The candidate answers the question directly in their first sentence, establishing a clear focus on the
question. They provide some brief support for their answer before moving on to their own argument
and additional factors that they will discuss in their essay. In doing so they set out their stall for the rest
of the essay and give an indication of the argument they will make. Towards the end of the paragraph
they provide a brief critique of the question’s assumptions. This is not a requirement but does
demonstrate secure knowledge of the period and of possible approaches to it.
Anti-Catholic legislation passed from 1581 onwards was intended to punish Catholics and to make it
more difficult for missionary and Jesuit priests to find shelter in English gentry houses. It made
converting someone to Catholicism into an act of treason, punishable by death. It also hugely
increased the financial penalties for recusancy from 12 shillings to £20. Local officials were told to
seek out and prosecute Catholics. The intention of the legislation was to reduce support for
Catholicism by making it dangerous and financially damaging. The evidence suggests that the
legislation did not work as it was intended. It did not dissuade Englishmen who wanted to become
priests from leaving for Europe, training, and returning to England to reconvert others. The deaths of
Catholic priests who were discovered became martyrdoms, and encouraged more to join them. The
financial penalties may have led some families to hide their Catholicism or support, but many other
Catholic recusant families continued to pay the penalty. Anti-Catholic legislation, therefore, was not
the main reason for the decline in support for Catholicism in Elizabeth’s reign to 1589. If there was a
decline it was rooted in earlier policies. These earlier policies were more important because they
established the new regime and their consistent implementation led to a gradual decline in support for
Catholicism.
This paragraph addresses the factor in the question. It explains what the impact of the factor was and
gives specific and detailed evidence in support of that explanation. The candidate then goes on to
explain why this factor is not the main factor, and why the next factor they will discuss is more
important. It is clearly written and detailed. It does link the factors at the end of the paragraph.
The religious policies established at the beginning of Elizabeth’s reign were to have the biggest impact
on the level of support for Catholicism up to 1589. These included the religious compromise known as
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the Elizabethan Settlement of 1559 and the Thirty-Nine Articles of 1563. The Prayer Book was reimposed alongside an Act of Uniformity in 1558. While other legislation of this sort failed to take root
amongst the population in Edward VI’s rule, the longevity of Elizabeth’s reign meant that these
religious policies did. Formerly Catholic or traditional priests died out as time went on, and the wider
population got used to the changes. They also represented a compromise, allowing elements of
traditional ritual (such as vestments, kneeling during communion, some church music) to continue, so
that it wasn’t too stark or sudden a change. This meant that many people slowly became accustomed
to Elizabethan Protestantism and widespread support for Catholicism declined. It also enabled the
government to isolate the most stubborn or radical Catholics to a greater extent than before. The
identification of the Church with England as a nation also took root and meant that some Catholic
actions could be termed treachery. This was the most important factor in the declining support for
Catholicism because its long-term nature established a loyalty to Protestantism across generations,
was not too radical, and allowed the government to identify and condemn recusants with more ease. It
was more important than Catholic plots because the new religious policies and the general loyalty of
the nation to English Protestantism had to be established first in order to drive Catholic conspirators to
plot against the monarch.
This paragraph discusses the factor that the candidate believes is most important. It maintains focus
on the question of declining support, uses detailed evidence and explains its arguments well. At the
end of the paragraph the candidate gives their reasons why it was the most important factor before
explaining why it was more important than the next factor they are going to discuss. This is called
‘linking’ factors and leads to a supported judgement. The candidate is clearly aware of the
requirements of the examination and writes fluently and in a focused manner.
Catholic plots were also a factor in declining support for Catholicism up to 1589. The majority of the
plots in Elizabeth’s reign were organised by small groups of Catholics, often nobles or gentry. The only
exception was the Rising of the Northern Earls in 1569. This rising aimed to depose Elizabeth I and
replace her with Mary, Queen of Scots. It was partly in response to Elizabeth’s policies that forbade
public worship by Catholics, thus confirming that those policies were more important than the risings.
The effect of the failure of this plot, as well as the brutal reprisals by Elizabeth against nobles such as
the Earl of Northumberland, did discourage Catholics. Subsequent plots include the Ridolfi Plot of
1571 and the Babington Plot of 1586. Both of these plots had similar aims to the Northern Rising,
aiming to place the Catholic Mary Queen of Scots on the English throne. They aimed to assassinate
Elizabeth I. Both of these plots involved English Catholic nobles. The Ridolfi Plot also involved foreign
nationals such as Robert Ridolfi, the Pope and the King of Spain. In many ways the plots of 1571 and
1586 confirmed English fears of Catholics plotting with foreign powers against England. This was
damaging to those Catholics who wished to be loyal to the monarch, and turned others against all
Catholics. It may well have persuaded others to conform, if only outwardly. It was an important factor
because it made Catholics seem dangerous and treacherous, but was less important than the policies
of Elizabeth I because those policies partly created the problem. Anti-Catholic legislation from 1581
was also more important than the plots because it resulted from a long-term drive to make Catholics
outsiders in England. The plots were a result of that drive.
This paragraph is somewhat less convincing in terms of its argument but does use detailed and
accurate evidence. It is consistent in its argument although the reasoning is less clearly worked out.
Again, at the end of the paragraph the candidate attempts to explain why this factor is less important
that the others. This is not as clear as it could be but is largely valid.
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In conclusion, the anti-Catholic legislation was not the main reason for the decline in Catholic support
to 1589. The main reason was the religious policies of Elizabeth I and their long-term implementation.
The anti-Catholic legislation was part of this, and formed the response of the government to the papal
bull of 1570 that absolved English Catholics of loyalty to the Queen. The Catholic plots were important
because they antagonised the government and the population against the Catholics, but were a result
of other factors, so are the least important factor.
This conclusion seems rushed — the candidate may well have been running out of time here. They
introduce new information here (about the 1570 papal bull), which is not advisable. They do maintain
their argument, however, and do come to a judgement.
Assessment
This answer has some excellent qualities. It sets out an argument in the introduction and maintains it
throughout the essay. It includes interim links and judgements throughout. It uses detailed and
accurate evidence, all of which is focused on the question as set. Considering the time available to
them, the candidate could perhaps have written a little less on each factor in order to finish the
conclusion properly.
The answer would achieve level 1a overall. For AO1a (knowledge recall, selection and use) it
achieves level Ia, 22 marks. The knowledge is accurate, detailed and relevant. For an AS exam in
timed conditions this is a wide range of knowledge. For AO1b (analysis and judgement) the answer
achieves level Ia, 25. It is analytical and substantiated throughout, although there are some
weaknesses towards the end. There are judgements about relative importance throughout the essay.
It does also question the decline of Catholic support, although it does not allow this to dominate the
answer, showing knowledge without being irrelevant.
AO1a: level Ia, 22
AO1b: level Ia, 25
Total marks: 47/50
This resource is part of MODERN HISTORY REVIEW , a magazine written for A-level students by
subject experts. To subscribe to the full magazine go to: http://www.hoddereducation.co.uk/historyreview
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