BISHOP WORDSWORTH’S SCHOOL
HISTORY DEPARTMENT
A2 LEVEL HISTORY – Early Modern
STUDENT HANDBOOK
2013-2014
1
HISTORY DEPARTMENT - STUDENT HANDBOOK
CONTENTS
PAGE REFERENCE
INTRODUCTION & COURSE OUTLINE
p3
OCR SPECIFICATION SUMMARY
p7
SUMMARY OF TEACHING TOPICS
p8
PHILIP II TOPIC OUTLINES
p9
INTERPRETATIONS AND
INVESTIGATIONS COURSEWORK
p 22
REBELLION & DISORDER IN TUDOR
ENGLAND TOPIC OUTLINES
p 26
SUMMARY TUDOR CHRONOLOGY
p 37
A2 MARK SCHEMES
p 38
EXAMINERS’ GUIDANCE
p 44
TUDOR ENGLAND BIBLIOGRAPHY
p 49
PHILIP II BIBLIOGRAPHY
p 50
HISTORICAL THOUGHT
p 53
TUDOR HISTORY INTERNET GUIDE
p 54
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HISTORY DEPARTMENT - ‘A2’ LEVEL HISTORY: AN INTRODUCTION
At Bishop Wordsworth’s School we study:
OCR Specification: History A - H106 H506
The Advanced GCE, from September 2008, is made up of two mandatory units at AS and
two further units at A2.
There are two units at A2:
• Unit F965 Historical Interpretations and Investigations
• Unit F966 Historical Themes
Unit F965 Historical Interpretations and Investigations is externally set, with candidates
choosing from a list of pre-approved coursework models that are internally assessed and
externally moderated.
Unit F966 Historical Themes is externally assessed through an examination.
From AS to A2
The change from AS to A2 is quite large. You must not expect to progress from AS standard
to A2 immediately as the skills required for A2 are very demanding and you will need to build
up these skills gradually. So be patient!
In your A2 course you will study two units, one is an essay paper where you study patterns of
development over a period of approximately one hundred years (Themes) and the other is a
Coursework option. The Themes unit is worth 30% of your A level grade and the Coursework
is worth 20% of your final A level grade.
Themes
In the Themes paper three questions are set on every theme and you have to answer two.
The paper is two hours long and therefore you will have one hour for each essay, this will
give you time to think and plan your answer carefully before you start writing. All the
examination questions will be based around specified topic areas, but questions will be set
that draw on more than one topic area.
The essays are not like the traditional outlines paper that you studied at AS, so there is no
requirement for detailed depth of knowledge. Instead you will be required to show a breadth
of historical understanding so you will need to develop a broad overview of the period and be
able to show links and comparisons between different aspects of the topics studied.
Coursework
The Coursework unit requires you to submit two pieces of work, each of no more than 2,000
words. These will be done during the course of the year and will be marked by your teacher,
who will have to sign to say that they are your own work!
The units are designed to allow you to assess different historical interpretations and to carry
out an historical investigation.
Interpretations
Your chosen topic is Philip II of Spain 1558- 1598. The topics are all areas of historical
controversy and debate and as part of the course you study some of the areas of debate
surrounding the topic and reach your own judgement about the controversy, having studied a
range of evidence.
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For the assessment you will be required to consider four passages that offer a variety of
views about an area of controversy on the topic you have studied and using the information
from the passages and your own knowledge assess a view about the area of debate in the
passages. The exam board will set three assessments on different aspects of the topic and
you will be able to submit your best piece. It can be no longer than 2,000 words and will be
marked out of 40.
Investigations
Your investigation will also be focused on Philip II, although it must be on a different aspect
of the topic from the piece you are going to submit for the interpretation section. There are
advantages in this as you will already have an understanding of the debates and the exam
board will set up to five questions on each of the topics.
You must use at least ten sources in your investigation and these will need to be footnoted in
your work. The sources you use can range from primary documents to articles from journals
to historical monographs. This is not simply an analytical essay, but is a piece of critical
evaluation of the sources you have used to reach a supported judgement about a view. As
with the interpretation part of the coursework, this piece must also be no longer than 2,000
words.
Assessment Objectives
There are two assessment objectives for your course and you will already have come across
these at AS, AO1 and AO2. The way examiners and teachers mark your work will be based
on how well you have mastered them, therefore it is a good idea to be aware of which
objectives are being tested in which parts of the examination and how much they are worth.
Each assessment objective is divided in to two parts: a and b.
AO1 is about demonstrating knowledge and understanding and is tested on both the
themes paper and in the coursework.
• AO1a requires you to recall, select and deploy historical knowledge appropriately and
communicate your knowledge and understanding of history in a clear and effective
manner.
• AO1b requires you to demonstrate an understanding of the past through explanation
and analysis and arrive at substantiated judgements.
AO2 is about the analysis and evaluation of sources and at A2 this is tested only in the
coursework.
• AO2a requires you, as part of an historical enquiry, to analyse and evaluate a range
of sources.
• AO2b requires you to analyse and evaluate, in relation to the historical context, how
aspects of the past have been interpreted and represented in different ways.
You will already have an understanding of the requirements of each of these objectives from
AS, but it would be a good idea to check that you really understand what is required by each
objective.
The weighting of the assessment objectives within each unit is also important for you (see
table on next page). The Themes paper tests only AO1 and has 20% of the A2 marks for
AO1a and 40% for AO1b. However, the coursework unit tests all the assessment objectives,
with far greater emphasis on AO2 with 14% of the A2 marks for AO2a and 14% for AO2b,
whereas there is only 6% for AO1a and 6% for AO1b. This means that there is far greater
importance attached to the analysis and evaluation of sources in the coursework element
than to simple recall or analysis.
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Although these figures may seem rather confusing, they give you an indication of the skills
that the examiner or your teacher will be looking for and what you need to focus on if you
want to do well on that particular element.
AO weightings in
Advanced GCE Units
% of Advanced GCE
AO1a
AO1b
AO2a
AO2b
AS Unit F961: British History Period
Studies
12
13
0
0
AS Unit F964: European and World
History Enquiries
4
5
11
5
A2 Unit F965: Historical Interpretations
and Investigations
3
3
7
7
A2 Unit F966: Historical Themes
10
20
0
0
Total for AOs at Advanced Level
Total AO1
Total AO2
70%
30%
Synoptic Assessment
The specification conforms to QCA requirement for synoptic assessment through the
combination of Units in A2. Synoptic assessment sustains the idea of Advanced GCE Levels
as coherent courses and maintains high levels of demand for candidates. It is defined as the
drawing together of knowledge and skills in order to demonstrate overall historical
understanding.
The two A2 units require knowledge, understanding and skills that are essential to History;
and that candidates are able to demonstrate expertise in the subject.
In unit F965, candidates are required to demonstrate synoptic judgements in their historical
interpretations and investigation by drawing upon their knowledge, understanding and skills
acquired from studying other AS and A2 topics. It will entail analysing and synthesising
information and judgements appropriate to the topic under investigation, for example by
assessing a hypothesis through the critical use of evidence and historical interpretations.
Candidates are required to demonstrate synoptic judgements in the historical themes paper
unit F966 by drawing together ideas and knowledge of different issues concerning a chosen
topic covering approximately 100 years. It will entail analysing and synthesising information
and making judgements appropriate to the topic under investigation. This could include
constructing patterns of continuity and change, of similarity and difference, in order to
evaluate and explain links and connections between developments across the whole period.
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A2 Study skills
Study skills to learn
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The coursework will require you to undertake more independent reading and
research. Do not leave the reading of texts and sources to the last minute. Set time
aside throughout the course for this.
When you take notes from a book for your coursework make a note of the book,
author and page as this will make it easier when it comes to footnotes.
Do not simply note down the view of a historian, but look for the facts he uses to
support his argument. How does he justify his view?
Ensure that you have a clear view about your question and argue it clearly throughout
your coursework. Your teacher wants to know what your view is and how you can
justify it; they do not simply want a list of facts as they know them already!
The skill of critical evaluation of a source is a difficult skill to master, ensure you know
what it means and what is required before you start to write any of your coursework.
Get a list of books and articles for your coursework investigation and ensure that you
can get hold of them.
With the themes paper you do not need the depth of knowledge that was required for
the AS period studies, but need a good overview of the whole period.
Your notes on events do not need to be as detailed.
Be willing to spend more time thinking and making connections between different
parts of the period you are studying. Focus on areas of continuity and change,
similarity and difference.
Ensure you understand key terms like ‘assess’ or ‘turning point’.
Spend time comparing the period you are studying at present with the period you
studied previously. Look for similarities and differences.
Ask key questions of the period you are studying: what was the situation at the start
of the period? What was the situation at the end? When did it change? Why did it
change or why did it stay the same? Was the rate of change the same throughout the
period or were there times when change was faster or slower?
Focus your skills effectively
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Remember the skills from AS, keep your file organised, read with questions in
mind; buy a set of highlighters and dividers!
Use lots of graphs for the themes paper, these give you a visual picture of change
and continuity and it is often easier to remember the shape of graphs.
Spend longer thinking and planning essay before you start to write. This is just as
important in the actual examination.
Devise summary charts as this will allow you to see patterns more easily.
Do not simply learn essay plans and then repeat them in the examination. The
focus of the questions varies, they are usually slightly different each time, and if
you use a plan from an old essay the chances are that you will miss the exact
focus of the question!
Do practise planning answers. Look at examples of good plans and see what is
required.
Practise writing introductions, unlike AS introductions are vital. See the examples
on the OCR web site.
Communication
•
Candidates are reminded of the need for good quality English in their answers.
All units require responses in continuous prose, and therefore include assessment
of quality of written communication (including clarity of expression, structure of
arguments, presentation of ideas, grammar, punctuation and spelling).
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OCR Specification summary
Unit F965: Historical Interpretations and Investigations
This is a coursework unit, with two 2,000-word pieces – one focusing on
Interpretations and the other focusing on Investigations. The topic at BWS is
(f). Philip II of Spain 1556–98
(f). Philip II of Spain 1556–98
Focus: how far Philip II was a successful ruler at home and in Europe and particularly how
far he was motivated by religion or by a desire for absolute power.
Key Issues
•
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•
•
how far was Philip’s government of Spain effective;
the extent to which Philip can be accurately described as ‘The most Catholic King’
an assessment of the reasons for the Revolt of the Netherlands and the reasons why
Philip failed to suppress it;
how far and why Philip II’s foreign policies changed over the course of his reign.
(N.B. - BWS Modern historians study the equivalent F965 topic – (s). The War in Vietnam
1955–75)
Unit F966: Historical Themes
This Unit is examined in June by a two hour examination – candidates have to
answer two questions from a choice of three on their topic. The topic at BWS
is Unit F966 Option A: Medieval and Early Modern 1066–1715 – Theme 2:
Rebellion and Disorder under the Tudors 1485–1603
Theme 2: Rebellion and Disorder under the Tudors 1485–1603
This theme focuses on the nature and extent of rebellion and disorder in England and Ireland
during this period. The following revolts and rebellions should be studied: Lovel, Simnel,
Yorkshire, Warbeck, Cornish, Amicable Grant, Kildare, Pilgrimage of Grace, Western, Kett,
Northumberland, Wyatt, Shane O’Neill, Northern Earls, Fitzgerald, Geraldine, Tyrone O’Neill,
Oxfordshire, and Essex.
Candidates are not expected to show detailed understanding of the specification content but
are expected to know the main developments and turning points relevant to the theme.
Content
• The main causes of rebellion and disorder: political factions, the succession, religion,
taxation, famine, inflation, enclosures, social issues.
• The frequency and nature of disturbances: regional variations, objectives, size,
support, leadership, organisation; differences between rebellions in England and Ireland;
reasons for limited success and/or failure of rebellions.
• The impact of disturbances upon Tudor governments: their response to the threat of
disorder at the time and subsequently (e.g. changes in government strategy, policies,
legislation, propaganda); the extent to which rebellions presented a serious threat to the
government.
• The maintenance of political stability:the role of local and central authorities,
especially the Crown, the Church, nobility, gentry, lieutenants, sheriffs, JPs; popular
attitudes towards authority.
(BWS Modern historians study the equivalent F966 topic - Option B: Modern 1789–1997 Russia and its Rulers 1855–1964)
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BWS HISTORY DEPARTMENT
OCR A2 HISTORY COURSE
Unit F965: Historical Interpretations and Investigations:
Philip II of Spain 1556–98
Students are required to investigate and evaluate differing interpretations of each topic.
(INTRODUCTION I:
AN INTRODUCTION TO EARLY MODERN SPAIN)
(INTRODUCTION II:
PHILIP II – AN OVERVIEW )
TOPIC 1:
PHILIP II AND ABSOLUTISM
TOPIC 2:
THE SPANISH ECONOMY
TOPIC 3:
CAUSES OF THE DUTCH REVOLT IN 1572
TOPIC 4:
THE SPANISH CHURCH
TOPIC 5:
FOREIGN AFFAIRS.
Unit F966: Historical Themes
Rebellion and Disorder under the Tudors 1485–1603
Students are required to study change over a period of more than 100 years, developing an overview of
Tudor history examining both continuity and change. Students are required to show breadth of
historical understanding and the emphasis is on developing a broad overview of the period. Students
need to focus on links and comparison between different aspects of the topic. The focus is on the
nature and extent of rebellion and disorder in England and Ireland during this period. Students need to
consider the danger which the disorders presented to successive governments and the effects of
rebellion and disorder on governments. Students should understand the similarities and differences
between the disorders across the whole period.
TOPIC 1 -
INTRODUCTORY BACKGROUND
TOPIC 2 –
INVESTIGATION OF THE CAUSES, COURSE & CONSEQUENCES OF
REBELLIONS IN TUDOR ENGLAND
TOPIC 3 –
THE MAIN CAUSES OF REBELLION & DISORDER
TOPIC 4 -
THE FREQUENCY, NATURE AND CAUSE OF LOCALISED DISTURBANCES
TOPIC 5 –
THE MAINTENANCE OF POLITICAL STABILITY – THE BASIS OF TUDOR
POWER & THE RESPONSE OF TUDOR GOVERNMENT TO REBELLION &
DISORDER
TOPIC 6 -
THE CHALLENGE OF REBELLION AND DISORDER TO TUDOR
GOVERNMENTS
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OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
INTRODUCTION I:
An introduction to Early Modern Spain
CONTENT:
The reigns of Ferdinand and Isabella 1469-1516
The reign of Charles V 1516 - 1555
DURATION: 2 weeks
KEY ISSUES
The kingdoms of Spain
Unification under Ferdinand and Isabella
Government
Religion
Foreign Policy and Empire
The Economy
KEY SKILLS TO BE DEVELOPED:
Appreciation of geography and chronology
Definition of key terms
ESSENTIAL READING
D Maland, Europe in the Sixteenth Century, pages136-146 (Ferdinand and Isabella), pages
207-254 (Charles V)
J Lotherington (Ed.), Years of Renewal: Europe 1470-1600, pages 34- 58 (Ferdinand and
Isabella), pages 178-208 (Charles V)
G Woodward, Philip II, Chapter 1 – Charles V’s legacy
ADDITIONAL READING:
History Review, Ferdinand and Isabella by G Woodward, December 1998
History Review, Charles V by G Richardson, December 2000
ASSIGNMENTS:
Reading
Timeline
Map
Definitions:
Reconquista, Latifundios (M), Subsidio, Cruzado, Alcabala, Grandee,
Hidalgos, Letrado, Cortes, Corregidor, Conversos, Moriscos (L), Monarchia
(M), Servicios (M), Quinto Reale (M), Juros (M), Encabeziamento (M)
Analysis of Charles V’s achievements
Notemaking
9
OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
INTRODUCTION II: Philip II – an overview
CONTENT:
Succession
Personality
Family life
Key events
Key themes – Government, Religion, Economy, Dutch Revolt Foreign Policy
DURATION: 2 weeks
KEY ISSUES
Changing interpretations of Philip II
KEY SKILLS TO BE DEVELOPED:
Interpretations of History
ESSENTIAL READING
D Maland, Europe in the Sixteenth Century, pages 343-384 – overview of Philip’s reign
J Lotherington (Ed.), Years of Renewal: Europe 1470-1600, pages 332-355 (Spain and the
Mediterranean), pages 361-387 (Northern Europe and the Revolt of the Netherlands)
G Woodward, Philip II , Chapter 32 – Philip II’s character
Randall S, Philip II
ADDITIONAL RESOURCES:
History Today, Philip II of Spain: A Reappraisal by G Parker, December 1979
The Historian, Philip II of Spain: The Prudent King by James Casey, December 1997
History Sixth, Early Modern Spain: the difficulties of Empire by Henry Kamen, May 1988
Sussex Tapes, The Rise of Spain with John Elliott and Henry Kamen (esp Side 1 – sections 1
& 2)
Geoffrey Parker Lecture (1980) - https://circle.ubc.ca/handle/2429/14221
http://www.activehistory.co.uk/main_area/ALevel/earlymodern/earlyeurope/ci_phil/ppt/Philip_intro.ppt#1
http://vlib.iue.it/carrie/texts/carrie_books/gilbert/18.html
10
ASSIGNMENTS:
Reading
Notemaking
Exercise on Philip’s character
Articles on different interpretations of Philip II
Annotated timeline over summer holiday
11
OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
TOPIC 1: Philip II and absolutism
CONTENT:
The Nature of Philip II’s rule
Conciliar Government
Administration of Castile
Administration of other Spanish territories: Aragon, Catalonia, Navarre, Valencia
Administration of Italian territories: Naples, Sicily, Milan, Sardinia
Administration of Burgundy (Netherlands) and Franche-Comte
Revolt of the Moriscos
Faction and the Perez affair
Revolt of Aragon
DURATION: 5 weeks
KEY ISSUES
Some historians have argued that Philip exercised absolute control over his kingdoms, that
he insisted on taking all decisions in domestic & foreign affairs, that he had supreme control
of the church in Spain and used the Spanish inquisition as an arm of the government, that he
presided over an increasingly centralised administration, and that by conniving at state murders and endorsing summary executions he was above the law both in theory & in practice.
A counter-view to these arguments is that he depended totally on his nobility and town
authorities for implementing his policies, that he had no police force and only a small army in
Iberia to enforce his will, that representative assemblies acted as a brake on his power, that
financial difficulties restricted what he could do, that slow communications and long distances
within his monarchia impeded his authority, that outside Castile autonomous states resisted
centralisation, and that he was always conscious of the need to act according to the law.
KEY SKILLS TO BE DEVELOPED:
Group work and presentation skills
Identifying different interpretations
Evaluating interpretations
Communication and debate
Use of articles
ESSENTIAL READING
G Woodward, Philip II
Chapter 3 – Government and Administration
Chapter 7, pps 58-61 – The Revolt of the Moriscos
Chapter 9 – How absolute was Philip II?
Randall S, Philip II
The Historian, Philip II of Spain: The Prudent King by James Casey, December 1997
The Historian, Philip II of Spain: A Reappraisal by Geoffrey Parker, December 1979
12
ADDITIONAL RESOURCES:
(History Today, Royal Favourites in Spain by D Hilt, June 1977 – not much on Philip II but
provides some context)
Sussex Tapes, The Rise of Spain with John Elliott and Henry Kamen (esp Side 1 – sections 2,
3 & 4)
http://www.activehistory.co.uk/main_area/powerpoint/fitzsimmons_09_05/Revoltsinthereigno
fPhilipII.ppt#1
ASSIGNMENTS:
Note-making
Group research and presentations on different areas of Philip II’s monarchia
Past paper passages Q – interpretations skills
Mini-investigations exercise (c1200 words, using folder of supplied resources)
OCR ASSESSMENT QUESTIONS:
OCR Investigations Exercise 6.6 –
Assess the view that Philip II’s rule of mainland Spain was characterised more by
indecision than determination.
OCR Investigations Exercise 6.7 –
How far did the administrative problems faced by Philip II stem from his own
character?
OCR Investigations Exercise 6.9 –
How effectively did Philip II administer mainland Spain?
PAST PAPER QUESTIONS
Interpretations - Philip II and absolutism
Using these four passages and your own knowledge, assess the view that Philip II as
King of Spain was absolute in theory but limited in practice.
Passages Questions
Using these four Passages and your own knowledge, assess how far Philip II ruled mainland
Spain in the interest of his subjects.
January 2008
Using these four Passages and your own knowledge, assess the view that Philip II’s character
caused serious problems in his rule of Spain.
June 2005
Using these four Passages and your own knowledge, how far do you agree that Philip II was a
just ruler?
January 2004
Using these four Passages and your own knowledge, explain why historians disagree on the
extent of Philip II’s power over Spain.
January 2003
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OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
TOPIC: The Spanish economy
CONTENT:
Sources of Revenue
Spending
Borrowing and other expedients
Population, Agriculture, Trade and Industry
DURATION: 3 weeks
KEY ISSUES
How strong was the Spanish economy under Philip II? Some historians have claimed that it
was strong and cite the large quantities of silver bullion that entered Seville from the New
World during his reign, the foreign bankers who queued up to loan money to the government,
the massive projects that were funded in this period (eg the Escorial and Armada), the rising
industrial and commercial output, the dominance of Spain’s woollen industry in Europe, its
massive empire and international trade monopoly.
On the other hand, critics have pointed to the rising state debts and bankruptcies, Philip’s
inability to manage finances or support sensible reforms, the stranglehold exercised by
foreign merchants over Spain’s transatlantic trade, the declining textile industries in northern
Spain, and the poor quality of farming and inhibiting influence of the Mesta.
Some historians argue that Philip could not have achieved his foreign conquests without a
strong economy; others claim that the Spanish economy was never strong and Philip’s
foreign exploits put it into terminal decline.
KEY SKILLS TO BE DEVELOPED:
Interpreting and analysing financial data
Integrating Passages and own knowledge to evaluate interpretations
ESSENTIAL READING
G Woodward, Philip II
Chapter 4 – Finances
Chapter 5 – The Economy
Randall S, Philip II
ADDITIONAL RESOURCES:
http://mauricio.econ.ubc.ca/pdfs/DV_sustainable_debts.pdf
http://econc10.bu.edu/Ec341_money/Papers/Ng_paper.htm
ASSIGNMENTS:
Note-making
14
Graphical presentation of different interpretations
Past paper Passages Question
OCR ASSESSMENT QUESTIONS:
Interpretations 6a. Philip II and the Spanish economy
Using these four passages and your own knowledge, assess the view that Philip II’s
financial difficulties were largely of his own making.
OCR Investigations Exercise 6.10 –
Assess the strength of Spain’s finances in the reign of Philip II.
PAST PAPER QUESTIONS
Passages Questions
Using these four Passages and your own knowledge, how far do you agree with the view that
Philip II himself was to blame for causing Spain’s financial problems?
June 2006
Essays
Assess the view that Philip II was to blame for Spain’s financial and economic problems
during his reign.
January 2009
Discuss why Philip II was unable to solve Spain’s financial problems.
June 2003
15
OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
TOPIC :
Causes of the Dutch Revolt in 1572
CONTENT:
Condition of the Netherlands in 1555
Causes of the Dutch Revolt
The First Revolt
Alva’s rule 1567-72
The Second Revolt 1572-76
The Third Revolt 1576- 81
The International Context
William of Orange
Spanish Reconquest 1581-85
War with England and in France
Causes of Spain’s failure to reassert control
DURATION: 4 weeks
KEY ISSUES
Historians have long debated who was responsible for the Dutch Revolt, and whether Philip
was a major or minor player. Critics who have blamed him point to his reluctance and at
times refusal to compromise or yield to his opponents, his insistence on implementing
unpopular ecclesiastical and financial reforms, his treatment of the Dutch nobility and
grandees, his appointment of Granvelle and Alva and dismissal of Margaret, and his failure
to visit the Netherlands after 1559.
Historians writing in defence of Philip have stressed the importance of other factors: Alva’s
insensitivity and unwise taxation policies, the aggressive behaviour of Dutch Calvinists, the
desire by Dutch politicians to wrest autonomy from Spain and defend their civil liberties, and
the reaction of Dutch states to the presence of Spanish soldiers, officials and inquisitors.
KEY SKILLS TO BE DEVELOPED:
Identifying and evaluating different historical interpretations
Essay writing
ESSENTIAL READING
G Woodward, Philip II
Chapter 7, pps 61-70 – The Dutch Revolt
S Randall. Philip II
M Rady, The Netherlands: Revolt and Independence 1550-1650, Hodder and Stoughton
(Access to History) 1987
J Lotherington, Years of Renewal, Chapter XIV
16
ADDITIONAL RESOURCES:
P Limm, The Dutch Revolt 1559-1648, Seminar Studies, Longman 1989
History Review, The Dutch Revolt by G Darby, September 2002
History Today, What if Philip II had gone to the Netherlands? by G Parker, August 2004
History Today, The Origins of the Dutch Revolt by G Parker, July 1984
History Today, The Dutch Declaration of Independence by G Parker, July 1981
Sussex Tapes, The Dutch Revolt with Geoffrey Parker and Charles Wilson
Sussex Tapes, The Rise of Spain with John Elliott and Henry Kamen (esp Side 1 – section 5)
ASSIGNMENTS:
Note-making
Passages Question
Coursework Investigations Question
OCR ASSESSMENT QUESTIONS:
OCR Investigations Exercise 6.1 –
Assess the view that the Dutch rebels challenged Philip II’s rule primarily in defence of
their liberties.
OCR Investigations Exercise 6.8 –
Assess the view that Philip II was mainly responsible for the failure to defeat the
Revolt of the Netherlands.
(N.B. cannot submit both Investigation and Interpretations exercise on the same topic)
PAST PAPER QUESTIONS
Passages Questions
Using these four passages and your own knowledge, assess Philip II’s role in causing revolt in
the Netherlands to 1572.
June 2008
Using these four passages and your own knowledge, assess how far Philip II was to blame for
causing revolt in the Netherlands.
January 2005
Using these four Passages and your own knowledge, how far do you agree that Philip’s
mistakes explain Spain’s failure to defeat the Dutch rebels by 1598?
June 2003
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OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
TOPIC :
The Spanish Church
CONTENT:
Personal piety
Condition of the Church in Spain
Reform of the Spanish Church
The Inquisition
Revolt of the Moriscos
Relations with the Papacy
DURATION: 3 weeks
KEY ISSUES
Philip’s relationship with the Roman Catholic Church, the inquisition and religious groups has
been the subject of debate. Some historians have seen his devotion to the Catholic faith as
the driving force behind many of his domestic and foreign policies. Others have seen him as
a secular ruler who used the Catholic faith to fulfil his goals. Some have viewed the
inquisition as an extension of his political authority and instrumental in enforcing religious
uniformity and improving Christian understanding in Spain.
Others have claimed that the alleged autocratic power of the inquisition was a figment of its
enemies’ imagination, part of the Black Legend, and that little progress was made in
propagating the Catholic faith or in reforming the church in Spain. Some have seen Philip’s
treatment of the Jesuits as detrimental to the welfare of the church and papal relations;
others have not seen this as an issue and regard Hispano-papal relations to have been
reasonably cordial.
KEY SKILLS TO BE DEVELOPED:
Evaluating differing historical interpretations
Reaching and supporting judgements on historical debates
ESSENTIAL READING
G Woodward, Philip II
Chapter 6 - Religion and Religious Affairs
S Randall, Philip II
ADDITIONAL RESOURCES:
History Review, The Spanish Inquisition by W Makin (March 1997)
History Review, Philip II of Spain: Champion of Catholicism? by D McKinnon-Bell,
September 2001
The Historian, The New History of the Spanish Inquisition by Helen Rawlings, December
1997
18
History Review, Philip II-The 'Most Catholic King'? by Jonathan Lewis (No. 50, 2004)
History Review, The Spanish Inquisition by Simon Lemieux (December 2002)
Sussex Tapes, The Rise of Spain with John Elliott and Henry Kamen (esp Side 1 – section 6)
http://www.activehistory.co.uk/main_area/ALevel/earlymodern/earlyeurope/phil_ppt/rel_files/frame.htm
http://www.eldrbarry.net/heidel/jesursc.htm
ASSIGNMENTS:
Note-making
Resarch using articles and class presentations
Preparation for Coursework Interpretations assignment
OCR ASSESSMENT QUESTIONS:
OCR Interpretations Exercise 6c. The Spanish Inquisition
6c. The Spanish Church
Using these four passages and your own knowledge, assess the view that the Spanish
Inquisition had a major impact on the people of Spain in Philip II’s reign.
OCR Investigations Exercise 6.4 –
How far did the reign of Philip II strengthen the Spanish Church?
OCR Investigations Exercise 6.5 –
To what extent did Philip II’s policy towards the Papacy fulfil his obligation as ‘The
Most Catholic King’?
(N.B. cannot submit both Investigation and Interpretations exercise on the same topic)
PAST PAPER QUESTIONS
Passages Questions
Using these four Passages and your own knowledge, assess the view that the main aim of
Philip II’s internal religious policies was the increase his power over Spain.
January 09
Using these four Passages and your own knowledge, assess the view that Philip II deserved
his reputation as champion of the Catholic faith.
June 2007
19
OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
TOPIC :
Foreign affairs.
CONTENT:
Context and possible aims
Relations with France
Mediterranean affairs
Portugal
Relations with England and
DURATION: 4 weeks
KEY ISSUES
Philip’s foreign policy has been the subject of discussion and debate. Some historians have
claimed that Philip consistently pursued an aggressive policy, extended his patrimony
whenever feasible and sought to achieve a global empire. To this end his policy was
coherent, planned and part of a ‘grand strategy’.
Other historians have taken a different view arguing that he was on the defensive for the first
half of his reign, that he preferred peace to war, that he did not have a ‘grand strategy’ or
imperialist dream, and that he was an opportunist who reacted to events as they occurred.
Others have argued over his aims: some suggest that he was always intent on defending the
Catholic faith; others claim that his country’s reputation was his guiding principle, and that
though these aims were pursued consistently, they also help to explain why his foreign policy
became more assertive in the 1580s. Historians also disagree over precisely when this
turning point occurred: 1578, 1580, 1585 and 1588 have all been postulated.
KEY SKILLS TO BE DEVELOPED:
Identifying and evaluating different historical interpretations
Communication and debate
Essay writing
ESSENTIAL READING
G Woodward, Philip II
Chapter 8 – Foreign Policy
S Randall, Philip II
ADDITIONAL RESOURCES:
History Today, The Shotgun Marriage: Spain’s Annexation of Portugal 1580 by S Clissold,
July 1980
History Today, The Lurch into War by S Adams, May 1988
The Historian, The Spanish Armada of… 1597 by Graham Darby, September 1997
History Review, England and the Peace with Spain, 1604 by P Croft, September 2004
20
Warwick History Videos, The Struggle for the Mediterranean in the Sixteenth Century
DVD, The History of Warfare: The Armada 1588
In Our Time podcast - http://www.bbc.co.uk/programmes/b00v1qyb
ASSIGNMENTS:
Note-making
Class debates
Past Paper Passages Question
Coursework Investigations Question
OCR ASSESSMENT QUESTIONS:
OCR Interpretations Exercise 6b –
Using these four passages and your own knowledge, assess the view that Spain’s
acquisition of Portugal brought more losses than gains for Philip II.
OCR Investigations Exercise 6.2 –
To what extent was the acquisition of Portugal the main turning point in Philip II’s
foreign policy?
OCR Investigations Exercise 6.3 –
How far was the upholding of Spanish prestige the main aim of Philip II’s foreign
policy?
PAST PAPER QUESTIONS
2010 OCR Interpretations Exercise 6b – Foreign Affairs
Passages Questions
Using these four Passages and your own knowledge, assess the view that Philip II’s foreign
policy was inconsistent.
January 2007
Using these four Passages, and your own knowledge, how far do you agree that Philip II’s
foreign strategies were responsible for the decline in relations with England during his reign.
January 2006
Using these four Passages, and your own knowledge, how far do you agree that Philip II’s
foreign policy was defensive?
June 2004
Using these four Passages and your own knowledge, how far do you agree that Philip’s main
priority in foreign policy was religion?
June 2002
21
OCR A2 HISTORY: UNIT F965 – PHILIP II OF SPAIN
OCR INTERPRETATIONS AND INVESTIGATIONS
COURSEWORK GUIDANCE
The Purpose and nature of coursework
The purpose of the unit is to enable candidates to assess different historical interpretations
and to carry out an historical investigation of their own choosing. They can display a range of
skills in the critical assessment of different historical interpretations and in research. In
Investigations they can pursue topics of personal interest, using them to display a range of
historical knowledge and understanding. This style of assessment ensures that ‘stretch and
challenge’ requirements are met.
The unit allows candidates to undertake a substantial piece of work in which they can
develop and practise the skills of the historian for themselves. Thus it fulfils the requirements
to stretch and challenge candidates at Advanced Level. Candidates can draw together the
skills they have already acquired and expand them further. The study of interpretations, and
an investigation on the same or related topics, provides the opportunity to make connections
between different aspects of topics and to appreciate the way changing views of issues and
problems have affected the work of historians. The process of change, mostly in the short
term, is central to the topics.
Stretch and challenge is also achieved through the study of longer passages and more
demanding sources than those studied for F963/964 at AS. Candidates are expected to
demonstrate their conceptual understanding of the task in question and their ability to
analyse, synthesise and evaluate historical interpretations. The assessment will take the form
of two pieces of work, one focussed on Historical Investigations and one on Historical
Interpretations.
There are two elements in the assessment
Interpretations: One piece of work up to 2,000 words long, based on the examination of a
number of historians’ interpretations in the context of the candidate’s knowledge of the area
of debate. All candidates in a centre may study the same area of debate. Interpretations
tasks are set by OCR on the topics listed in section 3.5.3.
The Interpretations element requires candidates to comprehend, analyse and evaluate the
ways in which the past has been interpreted in debates between historians. This may be
historiographically based or it may reflect different emphases and approaches by different
historians, some of whom may have been writing in widely different periods. The passages
on which the questions are based are taken from the work of recognised historians and are
long enough to provide plenty of opportunity for candidates to assess and evaluate the
arguments using their analytical skills and their knowledge of the topic. They can show that
they can discriminate between different interpretations to reach a supported judgement on
the issue into which they are making their enquiry. Candidates build on and develop the skills
used in the Historical Enquiries undertaken in their AS studies. They have the opportunity to
develop their arguments to sophisticated levels given the nature of the questions.
… The passages chosen will be from historians and not from the sources they might have
used. They will not be from text books but from work which is based on research and the
use of primary sources. The questions will allow candidates to develop supported
judgements. This is seen as a very important skill – a summary of the interpretations with a
general comment that ‘there are many different views and it is difficult to decide’ is unlikely to
gain high marks. However, the quality of the judgement and the degree to which it follows
logically from an analysis of the interpretations will be a key means of assessing the level of
understanding candidates show of the issues.
22
Investigations: One piece of work up to 2,000 words long, comprising a personal
investigation by the candidate. This will be based on a problem or issue about which there is
a variety of views.
The Investigations element gives candidates some choice over the topic to be investigated
as long as they do not choose topics which they have already studied at AS or which they
are studying for the Themes Unit. Candidates will choose either an approved OCR
Investigation question related to the topic selected for their Interpretation element, or they will
adapt a generic OCR question so that they can study a particular area of personal interest.
Candidates need to make a choice which ensures their studies for this unit are coherent. Not
all candidates from the same centre may answer the same Investigation question. OCR
requires centres to inform coursework moderators which topics candidates have studied for
other units, to ensure these provisions are met.
The investigation is problem-based and questions conform to this requirement. They focus
on recognised historical debates or on issues where different viewpoints can be put forward
and candidates can reach an argued conclusion based on analysis in relation to the historical
context. There are appropriate resources for the topics so that all candidates can have
access to them. The nature of the questions means that candidates will be appropriately
challenged in writing their answers.
Setting of tasks
For the interpretations element, centres must select a topic from the list provided by OCR.
Three sets of passages and questions are provided for each topic in the Coursework Guide
published on the OCR website. This enables candidates to attempt answers to questions on
different sets of extracts and to choose which one to submit. Some of the passages and
questions available will change in each year of the examination.
The questions enable the candidates to show their ability to analyse the passages critically;
and will ask candidates to use the views expressed in the extracts, in the context of their own
knowledge, to reach a conclusion about the validity of a particular interpretation. Centres will
be expected to teach candidates the appropriate contextual knowledge and required skills.
The extracts in the questions provided are taken from the work of historians rather than from
textbooks. There may be two, three or four extracts in each model. The extracts argue for
different interpretations: for example, one might argue that Gladstone wished to solve the
Irish problem from motives of principle; another might argue that he was motivated by
pragmatic, party political issues; and a third might suggest that he began with one motive but
by 1886 had other motives. The task presented to candidates could therefore be to assess
which of these motives was the most important. Primary sources will not be used. The
extracts will argue a view rather than describe events. Candidates should evaluate the
arguments in the extracts and the evidence on which they are based.
Assessment criteria
The mark scheme showing the assessment criteria is shown on pages 110-113 of the
Specification.
A02a refers to the analysis and evaluation of appropriate source material. 28 out of 40 marks
are given for this, so the use of sources is the crucial element in the investigation. The
investigation is in essay form and candidates should not merely comment on a range of
given sources – sources have to be used critically as part of a historical enquiry.
A01a requires the selection and deployment of knowledge and communication which is clear
and accurate.
23
A01b requires an understanding through explanation, analysis and the arrival at
substantiated judgements.
The mark scheme for A02a refers to ‘a range of research materials.’
A range will not be fewer than 8-10 sources. A range also implies using a variety of sources,
both primary and secondary. Primary sources may appear in collections or may be referred
to in extracts in secondary sources. Secondary sources may include specialist monographs,
studies or biographies. They may also include texts designed for A-level students and
articles in academic journals and magazines for A-level students. When appropriate,
artefacts, paintings, photographs, buildings, archaeological remains may be considered
sources. There is no intention to restrict the range of research materials which students may
use and evaluate in their investigations. The discriminating use of websites is acceptable, but
teachers may need to offer some guidance here.
Sources should be used relevantly and with discrimination. There is little point in lengthy
transcription of sources, and appendices should only be added when reference is made to
visual material. Documents should not normally be appended.
Evaluation
The critical evaluation of source means that there is a judgement made about the source
in relation to the argument. The nature of the evaluation will differ depending on the nature of
the source being discussed. If an academic historian’s work is referred to, it will not be
necessary to refer to his or her personal background unless it is very obviously relevant to
assessing his/her view.
Generalisations about schools of history are often of limited use. For example ‘Dr X is a
revisionist and his work may be unreliable’ or ‘Professor Y gives an orthodox view of…’ or ‘Mr
Z is a post-revisionist and therefore more reliable’ are comments which offer little.
However, understanding that’ the research of Dr. Y has confirmed Dr. X’s view and both
base their views on the evidence that….’ offers cross-referencing and the use of contextual
knowledge.
When dealing with primary material, it may be very relevant to understand the nature, origin
and purpose of the author. Monastic views of King John or Tudor views of Richard III,
Stalinist views of Trotsky’s role in 1917, or Trade Union views of Mrs Thatcher have to be
seen in their context. Sometimes this may be true of historians, but assumptions must not be
made that every American historian, for instance, writing in the 1970s will have been
influenced by Vietnam.
If there is a view that a historian is ‘biased’ then his or her arguments must be shown to be
unsound – mere reference to the circumstances in which he wrote will not convince.
References
Sources should be identified in footnotes in the usual way. e.g:
A.J.P. Taylor, Bismarck, the Man and the Statesman, London, 1958 p.125
Submission of work to OCR
Centres should ensure that the final piece of work is written or typed or word-processed on
A4 paper, double-spaced, using a font size of 11 or 12 pt when typed. Pages should be
numbered and fastened together with a staple. Folders, files or plastic pockets need not be
used.
24
Extent of supervision in the carrying out of coursework tasks
There are three different stages in the production of coursework: planning of the task; first
draft; final submission. The permitted level of supervision varies at each stage.
1 Planning of the task
It is expected that the teacher will provide detailed guidance to candidates in relation to the
purpose and requirement of the task. Teachers are required to complete a Record of
Programme of Study form for each candidate before commencing teaching unit F965.
This form is included as Appendix C to this specification and is available from OCR’s
website. Its purpose is to ensure that there is no overlap between unit F965 and the other
units, and also that the candidates’ choice of Investigation questions are viable. Centres are
reminded that in choosing questions, candidates must study either a different period
or a different state or country to that studied in A2 unit F966. Record of Programme of
Study forms for each candidate must be submitted with the moderation sample.
Teacher’s further advice might cover:
•
recommended reading;
•
possible structure;
•
resolving practical and conceptual problems;
•
research techniques;
•
help with time planning;
•
monitoring of progress throughout the process to ensure that candidates are
proceeding successfully.
2 First draft
What teachers can do: review the work in either written or oral form, concentrating on the
appropriateness of the title and content, structure and references.
What teachers cannot do: having reviewed the candidate’s coursework it is not acceptable
for teachers to give, either to individual candidates or to groups, detailed advice and
suggestions as to how the work may be improved in order to meet the assessment criteria.
Examples of unacceptable assistance include:
•
detailed indication of errors or omissions;
•
advice on specific improvements needed to meet the criteria;
•
the provision of outlines, paragraph or section headings, or writing frames specific
to the coursework task(s);
•
personal intervention to improve the presentation or content of the coursework.
3 Final submission
Once the final draft is submitted it must not be revised.
•
In no circumstances are 'fair copies' of marked work allowed.
•
Adding or removing any material to or from coursework after it has been
presented by a candidate for final assessment would constitute malpractice.
25
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
TOPIC 1 – Introductory Background
SPECIFICATION CONTENT:
This topic is intended to provide a general introduction to some of the most important aspects
of Tudor society and economy. Students will consider England’s relationship with Europe;
the structure of Irish society; the main features of the Tudor economy; the structure and
hierarchy of Tudor society; the monarch & treason; the role of religion; increasing English
control in Ireland & the Elizabethan world view.
DURATION: 5 weeks
ESSENTIAL READING
Fellows N, Disorder & Rebellion in Tudor England. 2001, Chapter 1
Murphy D (ed), England 1485-1603, 2002, p283-288
Useful throughout the Course
Thomas P, Authority and Disorder in Tudor Times 1485-1603
Fletcher A and McCullogh D, Tudor Rebellions
ADDITIONAL READING:
Lotherington J (ed.), The Tudor Years. 1994, Chapters 13-15
Murphy D (ed), England 1485-1603. 1999, Chapter 12 p292-313
Doran S, England & Europe 1485-1603, Chapters 1-3 (only p1-12!)
Tillyard EMW, The Elizabethan World Picture
Guy J, Tudor England, Chapter 2, 16 pp454-458
Fletcher & McCulloch, Tudor Rebellions, Chapters 1 & 2
History Today, April 1995, Volume 45 Issue 4, Ellis S, Frontiers and Power in the Early
Tudor State
History Review, March 2005, Issue 51, Rathbone M, Vagabond!
History Today, January 1987, Volume 37 Issue 1, Wrightson K, Estates, Degrees and Sorts in
Tudor and Stuart England
History Today, October 1984, Volume 34, Issue 10,Slack P, Poverty in Elizabethan England
Shapiro J, 1599: A Year in the Life of William Shakespeare, esp Chapter 2, p50-66
26
ASSIGNMENTS:
Note-making
Discussion
Summary and presentation of journal article
Practice essay
PAST PAPER QUESTIONS:
Explain why Tudor authorities were so concerned about rebellion and disorder throughout this
period [60]
June 2006 (old spec)
Why were the Tudor authorities so concerned about popular disorder? [60]
(old spec)
27
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
TOPIC 2: Investigation of the causes, course and consequences of rebellions
in Tudor England
CONTENT:
This topic is intended to give students a chronological understanding of the main
rebellions/disorders and events of the period. Consideration of the historiography of the
period will also be covered. Students should attempt to highlight the main rebellions and
disorders of this period identifying similarities and differences in cause, whilst remembering
that this is a period of continuity as well of change. In this introductory topic students are
required to produce a detailed overview of the period 1485-1603 in the form of an explanatory
timeline. The explanation should attempt to focus upon, not just what happened, but also
attempt to start to highlight some of the similarities and differences that are apparent over this
long time period. Consider the main themes of the period in your work – economic change;
the growing power of the Tudor state; religious change; the impact of war; the role of
individuals; the relationship with Ireland.
DURATION: 8 weeks
KEY EVENTS:
The Wars of the Roses
Simnel & Warbeck, the Cornish Rising, the Amicable Grant, the Kildare Rebellion, the
Pilgrimage of Grace, Kett’s Rebellion, Western Rebellion, Wyatt’s Rebellion, Shane
O’Neill’s Rebellion, the Rebellion of the Northern earls, Fitzgerald Rebellion, Geraldine
Rebellion, Tyrone O’Neill’s Rebellion, The Oxfordshire Rising, Essex’s Revolt
READING:
Fellows N, Disorder & Rebellion in Tudor England. 2001, various
Lotherington J (ed), The Tudor Years, 1994, Chapter 12 pages 337-339, 352—374 + chapter 16
Murphy D (ed), England 1485-1603. 1999, various
ADDITIONAL READING:
History Review, December 2002, Issue 44, Evans R, The Battle of Bosworth Field: A Welsh
Victory?
History Review, Issue 19, 1994, Morgan C, The Rebellions of 1549 in Tudor England.
Early Modern History, April 1992, Davies C S L, The Pilgrimage of Grace
History Review, September 2000, No.36, Fellows N, The Pilgrimage of Grace.
The Historian, No.60, Winter 1998, Bush M, The Pilgrimage of Grace
28
ASSIGNMENTS:
Paired analysis of at least one rebellion to be presented in class.
The production of a complete analytical timeline for the whole period.
Produce a distribution map of the rebellions which occurred across the Tudor century and
label the map with an outline of the causes.
29
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
TOPIC 3: The main causes of rebellion & disorder
CONTENT:
This topic will examine the causes of rebellion and disorder across the period. Students need
to consider if the causes of disorder were similar across the period or different - did the causes
of disorder change in their relative importance across time; were some causes of disorder
more important at the start of period than at the end; why did the causes of rebellion change
over time, why did some causes remain the same?
DURATION: 4 weeks
KEY ISSUES:
To what extent did the rebellions and disorders of the period have similar causes?
Did the main causes of rebellion and disorder change over time?
SPECIFICATION CONTENT:
The main causes of rebellion & disorder:
• Political: succession crises, dynastic challenges, regional government, local
government, increasing centralisation and faction.
• taxation
• religion
• socio-economic causes – enclosure, disaffected gentry, price rises, trade, colonisation
Key rebellions examined:
HVII an over-mighty nobility?
HVIII tax & religion?
EDVI & MI faction, succession, religion & enclosure?
Elizabeth I disaffected nobles, religion, colonisation & faction?
ESSENTIAL READING:
Fellows N, Disorder & Rebellion in Tudor England. 2001, various
Lotherington J (ed.), The Tudor Years. 1994, chapter 16
Murphy D (ed), England 1485-1603. 1999, chapters 4 & 12 (& various)
History Review, Issue 19, 1994, Morgan C, The Rebellions of 1549 in Tudor England.
History Review, No.36, September 2000, Fellows N, The Pilgrimage of Grace.
ADDITIONAL READING:
The Historian, No.60, Winter 1998, Bush M, The Pilgrimage of Grace
30
Fletcher & MacCulloch, Tudor Rebellions. 4th ed. 19
Loach J, A Mid-Tudor Crisis? 1992
Thomas P, Authority & Disorder in Tudor Times. 1999, chapters 5 & 9
ASSIGNMENTS:
Complete a matrix grid of the incidence of different causes over the period.
Graph work exercise - consider each cause’s relative importance to each rebellion/disorder
1485-1603 in a graph format.
Essay planning
Practice essay
PAST PAPER QUESTIONS:
‘Social issues were the main cause of rebellion in Tudor England.’ How far do you agree
with this view?
June 2014
To what extent was religious change the main cause of rebellion in England and Ireland in the
Tudor period?
June 2013
To what extent did the objectives of Irish rebellions differ from rebellions in England in the
period 1485-1603?
January 2013
“Taxation was the main cause of economic rebellions in Tudor England.” How far do you
agree?
June 2012
“Political ambition best explains the involvement of nobles’ factions in Tudor Rebellions.”
How far do you agree?
January 2012
‘Taxation was the main cause of rebellion in the Tudor period.’ How far do you agree?
2011
June
‘Political faction was the most important cause of rebellion in the Tudor period.’ How far do
you agree?
January 2011
‘Disputes over the succession to the English throne were the most common cause of rebellion
in the period from 1485 to 1603.’ How far do you agree with this view?
June 2010
‘Tudor rebellions were essentially the responses of local communities to local grievances.’
How far do you agree with this view on the causes of Tudor rebellions?
January 2010
To what extent were rebels in Tudor England trying to restore rather than overthrow the
political order?
June 2009 (old spec)
How far were economic and social rebellions in Tudor England caused by a breakdown in
landlord-tenant relations?
January 2009 (old spec)
31
Which presented a greater threat to the stability of Tudor England: political factions or
changes in the English Church? Explain your answer. [60]
June 2008 (old spec)
Assess how far Tudor rebellions were caused by religious changes. [60]
January 2008 (old spec)
Assess the role of political factors in causing rebellions in Tudor England. [60]
June 2007 (old spec)
‘Social and economic conditions were always a factor, but rarely the trigger.’ Assess this view
of the causes of rebellions in Tudor England. [60]
January 2007 (old spec)
How important were disputes over the succession to the English throne as a cause of rebellion
during this period? [60]
June 2006 (old spec)
Assess the importance of enclosures as a cause of disorder in Tudor England. [60]
January 2006 (old spec)
Assess the role of factions as a cause of rebellions in Tudor England [60] June 2005 (old spec)
How far was rebellion in this period caused by political grievances? [60]
January 2003 (old spec)
To what extent did Tudor rebellions have similar causes? [60]
June 2002 (old spec)
How far were rebellions in Tudor England caused by social and economic grievances? [60]
Specimen material
32
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
TOPIC 4: The frequency, nature and cause of localised disturbances
CONTENT:
This topic seeks to clarify the causes, frequency and nature of disturbances from a localised
perspective. Students need to consider the nature of local disturbances and identify particular
localised causes/grievances or weaknesses in local government which may, in part, allow a
judgement on their causation to be made.
DURATION: 2 weeks
KEY ISSUES:
What was the nature of localised disturbances?
How frequently did localised disturbances occur?
What particular local issues were the causes of disturbances?
Why were some areas of England more disorderly than other areas?
The difference between rebellions in England and Ireland
SPECIFICATION CONTENT:
Localised disturbances:
their frequency
their geographical pattern
their nature
their causes (eg. lack of local political control, trade embargoes, linguistic ,
religious localisms etc)
local government and central authority
ESSENTIAL READING:
Fellows N, Disorder & Rebellion in Tudor England. 2001, various
Lotherington J (ed.), The Tudor Years. 1994, chapter 16
Murphy D (ed), England 1485-1603. 1999, various
ADDITIONAL READING:
Fletcher & MacCulloch, Tudor Rebellions. 4th ed. 19
Loach J, A Mid-Tudor Crisis? 1992
Thomas P, Authority & Disorder in Tudor Times. 1999, chapters 5 & 9
Wood A, Riot, Rebellion and Popular Politics in Early Modern England, 2001
33
ASSIGNMENTS:
Paired activity – using your knowledge of some localised disturbances identify the main
causes of each one; consider if particular local issues resulted in a number of disturbances
repeating themselves across the period; what nature did the disturbances take (e,g. petitions,
riots, attacking landlords etc.); why were some areas of England relatively peaceful, whilst
others were not?
Distribution map of rebellions/pie chart to indicate main causes of localised disorder.
Essay planning
Practice essay
PAST PAPER QUESTIONS:
Assess the reasons for the decline in the frequency of rebellion in England in the period from
1485 to 1603.
January 2011
‘Tudor rebellions were essentially the responses of local communities to local grievances.’
How far do you agree with this view on the causes of Tudor rebellions?
January 2010
How far were economic and social rebellions in Tudor England caused by a breakdown in
landlord-tenant relations?
January 2009 (old spec)
‘The aims differed but the nature of Tudor rebellions remained the same.’ How far do you
agree with this statement?
June 2008 (old spec)
“There were fewer large-scale disturbances in the later Tudor period because governments
became increasingly skilful at maintaining political stability.” How far do you agree with this
statement about the period from 1485 to 1603? [60]
June 2008 (old spec)
‘A typical Tudor rebellion.’ To what extent do you agree with this view of the Pilgrimage of
Grace in relation to the period from 1485 to 1603? [60]
January 2008 (old spec)
Why did 1549 mark a turning-point in the frequency of rebellions in England during the
period from 1485 to 1603? Explain your answer.
June 2007 (old spec)
To what extent did the nature of Tudor rebellions change in the course of the Tudor period?
January 2007 (old spec)
Explain the reasons why large-scale rebellions were more frequent in the period from 1485 to
1558 than in the reign of Elizabeth [60]
January 2006 (old spec)
Assess the importance of social and economic factors in causing localised disturbances in
Tudor England. [60]
January 2005 (old spec)
To what extent were provincial disturbances in Tudor England caused by economic
grievances? [60]
January 2004 (old spec)
Why were there so few disturbances in Elizabethan England compared with the period from
1485 to 1558? [60]
June 2003 (old spec)
To what extent were some regions of Tudor England more disorderly than others? [60]
January 2003 (old spec)
34
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
TOPIC 5: The maintenance of political stability – the basis of Tudor
power and the response of Tudor government to rebellion and
disorder
CONTENT:
Students need to consider how the Tudors managed to maintain their power throughout the
sixteenth century. Who were the key supporters of the dynasty? Did support for the dynasty
broaden and deepen over time? Did political stability increase over time, or decrease? What
theories underpinned dynastic authority in the sixteenth century? Students also need to
consider how the Tudors responded to disorder and rebellion – by force or by reform?
Particular focus needs to be given to whether power structures changed across the period and
whether the regime increasingly relied on different groups in society to maintain order.
DURATION: 4 weeks
KEY ISSUES:
How did the Tudors maintain political stability?
What conditions determined political stability?
How did Tudor governments respond to the threat of disorder?
SPECIFICATION CONTENT:
Maintaining control - Royal authority; royal imagery; the theory of obligation; Law & power;
The Church; the nobility; the Gentry; central & local government, expansion of English
customs
Determining political stability – strong monarchy, loyal nobility, financial security, absence
of war, religious contentment, popular approval of policies
Dealing with rebellion & disorder – by pardon, by force, by reform
Political stability across the period: instability to stability?
ESSENTIAL READING:
Fellows N, Disorder & Rebellion in Tudor England. 2001, chapter 1 & 7
Loades D, The Mid-Tudor Crisis.
Lotherington J (ed.), The Tudor Years. 1994, chapter 16
Murphy D (ed), England 1485-1603. 1999, various
Fletcher & MacCulloch, Tudor Rebellions. 4th ed. Chapters 1, 2 & 9
35
ADDITIONAL READING:
Heard N, Tudor Economy & Society. 1992, various
Loach J & Tittler R(ed.), The Mid-Tudor Polityc1540-1560. 1980, chapters 2 & 5
Thomas P, Authority & Disorder in Tudor Times. 1999, chapters 1-4 & 10
Wall A D, Power and Protest in England, 1525-1640, 2000
Elton G, Policy & Police
History Review, September 1998, Issue: 31, Christmas M, The Tudor Nobility
History Today, September 1985, Volume 35 Issue 9, Williams P, English Politics After
Bosworth
ASSIGNMENTS:
Group activity – Consider a number of rebellions across the sixteenth century – consider how
the Tudors dealt with each. Were their responses similar or different in each case? And if so,
why? Who supported the regime, at what point and why?
Pairs analysis – draw a graph to illustrate the extent to which England was politically stable
across the whole period. Did political stability grow across the period, or only towards the
end? Consider what criteria you can use to judge the extent of political stability at any one
point, as well as overall.
Essay planning
Practice Essay
PAST PAPER QUESTIONS:
“Tudor governments in England and Ireland were slow to respond to the outbreak of
rebellion.” How far do you agree with this view?
January 2013
“The Crown was the most important factor in maintaining political stability in Tudor
England.” How far do you agree with this view?
January 2013
“Propaganda was the most important strategy used by the government to control rebellion in
Tudor England.” How far do you agree?
January 2012
“Kildare’s rebellion in 1534 was the major turning point in maintaining political stability in
Tudor Ireland.” How far do you agree?
January 2012
‘Local authorities were more important than central government in maintaining political
stability in the Tudor period.’ How far do you agree?
June 2011
‘Government strategy in dealing with rebellions in England and Ireland changed little during
the Tudor period.’ How far do you agree?
January 2011
‘Tudor monarchs maintained the obedience of their subjects in the same way.’ How far do
you agree with this judgement?
June 2010
36
Assess the role of the nobility in maintaining political stability in Tudor England.
January 2010
How effectively did Tudor governments deal with the problem of rebellion? June 2009 (old
spec)
Assess the role of propaganda as a means of maintaining political stability in Tudor England.
January 2009 (old spec)
‘There were fewer large-scale disturbances in the later Tudor period because governments
became increasingly skilful at maintaining stability.’ How far do you agree with this
statement about the period from 1485 to 1603?
June 2008 (old spec)
Assess the reasons why Tudor governments were able to deal with popular disorder so
effectively. [60]
June 2007 (old spec)
How far did the political stability of Tudor England depend upon government legislation?
[60]
January 2007 (old spec)
How important was the nobility in upholding political stability in Tudor England? [60]
January 2005 (old spec)
Assess the importance of landed groups in maintaining political stability in Tudor England.
[60]
January 2004 (old spec)
To what extent did political stability in Tudor England depend upon the crown maintaining
popular support? [60]
June 2003 (old spec)
How far did England become politically stable during the period 1485-1603?[60]
June 2002 (old spec)
Did the nobility or the Church provide the stronger support for the Tudor Monarchy? [60]
Specimen material
37
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
TOPIC 6: The challenge of rebellion & disorder to Tudor governments
CONTENT:
In this last topic students can consider the extent to which the rebellions and disorders of the
period threatened the stability of the Monarchy. Students need to use their understanding of
the basis of Tudor authority and power to examine whether the Tudor governments of the
period were right to be concerned about popular disorder. Students must also consider
whether Tudor governments should have been more or less concerned about the threat posed
by popular disorder as the century developed.
DURATION: 4 weeks
KEY ISSUES:
How serious a challenge to the Tudor monarchs were the rebellions and disorders of the
period?
What was the nature of the threats posed by rebellions across this period?
Why were none of the rebellions completely successful, and most failures?
What did the rebellions and disturbances achieve and why?
CONTENT:
The challenge posed by the rebellions and disturbances – potential & real
The nature of the challenges
The problems of containing and suppressing them
Which aims failed, which aims (partially) succeeded? Why? At what point (before or after?)
ESSENTIAL READING:
Fellows N, Disorder & Rebellion in Tudor England. 2001.
Lotherington J (ed.), The Tudor Years. 1994, chapter 16
Murphy D (ed), England 1485-1603. 1999, various
Fletcher & MacCulloch, Tudor Rebellions. 4th ed. Chapter 9
ADDITIONAL READING:
Heard N, Tudor Economy & Society. 1992, various
38
ASSIGNMENTS:
Group activity – Consider a number of rebellions across the sixteenth century – consider how
serious a challenge each one posed to the Tudors. Did the challenge of disorder become less
serious over time or more serious? Explain fully the criteria you have used to judge.
Essay Planning
Practice Essay
PAST PAPER QUESTIONS:
Assess the reasons why most rebellions under the Tudors ended in failure.
June 2014
‘Rebellions in England presented a greater threat to government ministers than to Tudor
monarchs.’ How far do you agree with this view?
June 2014
“Poor leadership was the main reason why rebellions in Tudor England failed.” How far do
you agree with this view?
June 2013
“The Pilgrimage of Grace, more than any other rebellion, presented the most serious threat to
Tudor government.” How far do you agree with this view?
June 2013
How effectively did Tudor governments deal with rebellions in England and Ireland?
June 2012
‘Most Tudor governments under-estimated the threat presented by rebellions in England and
Ireland.’ How far do you agree?
June 2011
How far do you agree that rebellions with foreign support posed the most dangerous threat to
Tudor governments?
June 2010
‘English rebellions were far more successful than those in Ireland.’ How far do you agree
with this view of the period from 1485 to 1603?
January 2010
‘Economic and social rebellions were the most dangerous threat to Tudor governments.’ How
far do you agree with this statement?
June 2009 (old spec)
Assess which rebellion presented the greatest challenge to Tudor governments from 1485 to
1603.
January 2009 (old spec)
Which presented a greater threat to the stability of Tudor England: political factions or
changes in the English Church? Explain your answer.
June 2008 (old spec)
To what extent did rebellions pose a serious threat to Tudor governments? [60]
January 2008 (old spec)
Assess the reasons why Tudor governments were able to deal with popular disorder so
effectively.
June 2007 (old spec)
‘Not every rebellion was a total failure although every rebellion ended in defeat for the
rebels.’ Assess this view of Tudor rebellions. [60]
June 2006 (old spec)
39
How far do you agree that Tudor governments were never seriously threatened by rebellions?
[60]
January 2006 (old spec)
To what extent did Tudor rebellions fail to achieve any of their aims? [60]
June 2005 (old spec)
How effectively did Tudor governments deal with the problems of rebellion?
June 2005 (old spec)
Explain why some rebellions presented a greater danger than others to Tudor monarchs. [60]
January 2005 (old spec)
Assess why Tudor governments were never seriously threatened by rebellions. [60]
January 2004 (old spec)
Why were some rebellions more troublesome than others to Tudor governments? [60]
June 2003 (old spec)
Why did rebellions in Tudor England fail to achieve their principal aims? [60]
January 2003 (old spec)
‘The Tudors were never seriously threatened by popular rebellion.’ How valid is this claim?
[60]
(old spec)
40
OCR A2 HISTORY: UNIT F966
REBELLION & DISORDER UNDER THE TUDORS
OCR CHRONOLOGY
1485
1486
1486-7
1489
1491-7
1495
1497
1499
1504
1509
1513-25
1521
1525
1528
1534
1536-7
1538
1539
1540-6
1542-3
1547
1549
1553
1554
1555
1556
1558
1568
1569-70
1569-73
1570
1571
1572
1579-83
1595
1596
1599
1601
1603
Accession of Henry VII
Henry VII married Elizabeth of York; Lord Lovel’s revolt; rising by the Staffords
Simnel’s rebellion; supported in Ireland by Kildare
Anti-tax riots in Yorkshire
Warbeck’s rebellion; supported by Kildare
‘de facto’ Act; Execution of Sir William Stanley
The Cornish rebellion
Executions of Warwick and Warbeck
Statute against retaining; purge of the Suffolk family and its associates
(Suffolk himself surrendered by Burgundy 1506 and executed 1513)
Accession of Henry VIII
Various localised anti-tax riots
Execution of Buckingham
Disturbances caused by the Amicable Grant
Widespread unrest across East Anglia
Act of Supremacy passed; Kildare rebellion
Pilgrimage of Grace (over 200 executed); Council of the North reorganised
Executions of surviving Yorkists
Act of Six Articles passed
Increase in frequency and violence of hedge-breaking riots
Wars with Scotland and France began
Accession of Edward VI; heresy Laws repealed; Chantries Act passed
The Western rebellion; Kett’s rebellion (over 50 executed)
Northumberland’s abortive coup and Mary’s accession
Wyatt’s rebellion and other risings (over 100 executed)
Burning of heretics begins
Plantations started in King’s County and Queen’s County
Accession of Elizabeth I; Shane O’Neill began rebellion in Ulster (murdered by
the MacDonalds in 1567)
Mary Queen of Scots fled to England (executed 1587)
Rising of the Northern Earls (over 400 executed); Council of the North
strengthened
rebellion in Munster by Fitzmaurice Fitzgerald
Excommunication of Elizabeth I by Pope Pius V
Second Treasons Act
Colonisations began in Ireland
Desmond rebellion in Ulster, Leinster, Connaught and Munster
Hugh O’Neill, Earl of Tyrone began national uprising in Ireland
Various localised anti-enclosure riots
Essex sent to Ireland, returned and arrested
Essex’s rebellion; Poor Law Act (revising 1597 Poor Law Act)
O’Neill surrendered
41
MARK SCHEMES
MARK SCHEME FOR PHILIP II COURSEWORK ESSAYS
Unit F965: Historical Interpretations and Investigations – Part (a) Interpretations
ASSESSMENT
OBJECTIVES
AO1a
Recall, select and deploy
Total mark for
historical knowledge
each question = appropriately, and
communicate knowledge and
40
understanding of history in a
clear and effective manner.
Level IA
• Uses an appropriate range of
accurate, detailed and
relevant knowledge
• Answer is clearly structured
and coherent; communicates
accurately and legibly
(6)
Level IB
• Uses an appropriate range of
accurate, detailed and
relevant knowledge
• Answer is clearly structured
and coherent; communicates
accurately and legibly
(6)
Level II
Level III
• Uses mostly accurate,
detailed and relevant
knowledge
• Answer is structured and
mostly coherent; writing is
legible and communication is
generally clear
AO1b
AO2b
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.
Analyse and evaluate, in
relation to the historical
context, how aspects of the
past have been interpreted and
represented in different ways.
• Very good level of
understanding of key concepts
in their historical context
• Very good level of explanation
/ analysis, and provides valid
judgements
(6)
• Very good level of
understanding of key concepts
in their historical context.
• Very good level of explanation
/ analysis, and provides valid
judgements.
• Answer is consistently
focused on the question set
and provides a clear argument
• Very good synthesis of
historical interpretations
(6)
(20–23)
• Good level of understanding
of key concepts in their
historical context
• Good attempt at explanation /
analysis but overall
judgements may be uneven
• Answer focuses on the issues
in the question set and
provides a judgement of
different historical
interpretations
• Good analysis and evaluation
of an appropriate range of
interpretations
(18–19)
(5)
(5)
• Uses appropriate and relevant
knowledge but there may be
some inaccuracy
• Most of the answer is
structured and coherent;
writing is legible and
communication is generally
clear
• Shows a sound understanding
of key concepts in their
historical context
• May be a mixture of analysis
and explanation but also
description and narrative
coupled with some uneven
overall judgements; OR
arguments may provide more
consistent analysis but the
quality will be uneven and its
support often general or thin
(4)
(4)
• Answer is fully and
consistently focused on the
question set and provides a
clear argument
• Excellent synthesis and
synoptic judgement of
historical interpretations
• May make unexpected but
supported judgements linked
to the question
(24–28)
• Most of the answer is focused
on the question set and
provides some judgement.
There is some evidence of
synthesis
• Answer provides a sound
analysis and evaluation of
historical interpretations
(16–17)
42
Level IV
V Level
Level VI
• There is deployment of
relevant knowledge but level/
accuracy of detail will vary
• Some unclear and/or
underdeveloped and/or
disorganised sections; mostly
satisfactory level of
communication
(3)
• Satisfactory understanding of
key concepts
• May be largely descriptive /
narratives of events, and links
between this and analytical
comments will typically be
weak or unexplained
• Deployment of basic and
general historical knowledge
but also some irrelevant and
inaccurate material
• Often unclear and
disorganised sections;
adequate level of
communication but some
weak prose passages
(2)
• General understanding of key
concepts
• Attempts an explanation /
argument but often general
coupled with assertion,
description/narrative
• Use of relevant knowledge will
be limited; there will be much
irrelevance and inaccuracy
• Answers may have little
organisation or structure;
weak use of English and poor
organisation
• Very little understanding of
key concepts
• Explanation will be very brief /
fragmentary; the answer will
be characterised by
generalised assertion and / or
description/ narratives, often
brief
(1)
• Some understanding of the
topic but not the question’s
requirements
• Weak explanations and
judgements about historical
interpretations
• No understanding of key
concepts
• No explanation
• Weak understanding of the
topic or of the question’s
requirements
• No explanation or judgements
about historical interpretations
(0–5)
(1)
Level VII
• No relevant or accurate
knowledge
• Very poor use of English
(0)
(3)
(2)
(0)
• Satisfactory focus on the
question and mostly
satisfactory analysis /
explanation
• Makes limited synoptic
judgements about historical
interpretations
(14–15)
• Adequate focus on the
question but provides only a
basic analysis / explanation
• Makes no synoptic
judgements about historical
interpretations
(12–13)
(6–11)
43
Unit F965: Historical Interpretations and Investigations – Part (b) Investigations
ASSESSMENT
OBJECTIVES
AO1a
Recall, select and deploy
Total mark for
each question = historical knowledge
appropriately, and
40
communicate knowledge and
understanding of history in a
clear and effective manner.
Level IA
• Answer is clearly structured
and coherent; communicates
accurately and legibly
• Selects an appropriate range
of accurate, detailed and
relevant evidence from
personal research
• Includes accurate footnotes
and a bibliography
(6)
Level IB
Level II
Level III
AO1b
AO2a
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.
As part of an historical enquiry,
analyse and evaluate a range of
appropriate source material
with discrimination.
• Very good level of
understanding of key concepts
relevant to analysis and to the
topic
• Argument is relevant and
analytical and provides
supported judgements
(6)
• Excellent analysis of the
problem in its historical
context
• Critical use of a range of
research materials
• High level of discrimination –
ie judgement of relevance and
relative significance of
research materials in relation
to the problem
(24–28)
• Answer is clearly structured
and coherent; communicates
accurately and legibly
• Selects an appropriate range
of accurate, detailed and
relevant evidence from
personal research
• Includes accurate footnotes
and a bibliography
(6)
• Very good level of
understanding of key concepts
relevant to analysis and to the
topic
• Argument is relevant and
analytical and provides
supported judgements
• Selects mostly accurate,
detailed and relevant evidence
from personal research
• Answer is structured and
mostly coherent; writing is
legible and communication is
generally clear
• Includes accurate footnotes
and a bibliography
(5)
• Good level of understanding
of key concepts relevant to
analysis and to the topic
• Argument develops
explanations but overall
judgements may be uneven
(5)
(18–19)
• Selects some relevant
evidence from personal
research
• Most of the answer is
structured and coherent;
writing is legible and
communication is generally
clear
• Includes accurate footnotes
and a bibliography
• Shows a sound understanding
of key concepts relevant to
analysis and to the topic
• Argument may be a mixture of
analysis and explanation but
also may include description
and narrative coupled with
some uneven overall
judgements; OR the argument
may provide more consistent
analysis but the quality will be
uneven and its support often
general or thin
(4)
• Good quality of analysis and
critical evaluation of a range of
sources with discrimination
• Good understanding of
sources in context but some
judgements may be uneven
(4)
(6)
• Very good quality of analysis
and evaluation of a range of
research materials with a
good level of discrimination
(20–23)
• Good quality of analysis and
critical evaluation of a range of
sources with discrimination
• Good understanding of
sources in context
(16–17)
44
Level IV
Level V
Level VI
Level VII
• There is deployment of
relevant knowledge but level /
accuracy of detail will vary
• Some unclear and/or
underdeveloped and/or
disorganised sections; mostly
satisfactory level of
communication
• There will be footnotes and a
bibliography, but not always
used appropriately
(3)
• Satisfactory understanding of
key concepts relevant to the
topic
• Some argument but evidence
not always linked to the
question
• Assertion, description /
narrative will characterise part
of the answer
• Mostly satisfactory application
of sources to the question but
little ability at discriminating
between them
• Limited understanding of the
importance of sources in their
context of the topic
(3)
(14–15)
• Deployment of basic and
general historical knowledge
but also some irrelevant and
inaccurate material
• Often unclear and
disorganised sections;
adequate level of
communication but some
weak prose passages
• Some attempt to use
footnotes and provide a
bibliography
(2)
• General understanding of key
concepts
• Attempts an explanation /
argument but often general
coupled with assertion,
description / narrative
• Adequate application of
sources to the question
without ability to discriminate
between them
• Points made about the
importance of sources in the
context of the period will often
be little more than assertions
(2)
(12–13)
• 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
• Footnotes should they appear
may be poorly used.
Bibliography may be
inappropriate
(1)
• Very little understanding of
key concepts
• Limited explanation, mainly
assertion, description /
narrative
• No relevant or accurate
knowledge
• Very poor use of English
• No footnotes or bibliography
• No understanding of key
concepts
• No explanation
(0)
(1)
(0)
• Weak application of sources
to the question
• Weak understanding of the
importance of sources in their
context
(6–11)
• Poor ability at using the
sources
• Poor awareness of sources in
their context
(0–5)
45
MARK SCHEME FOR TUDOR REBELLIONS ESSAYS
UNIT F966: Historical Themes
ASSESSMENT
OBJECTIVES
Total mark for
each question =
60
Level IA
AO1a
AO1b
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
• 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
• 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
18-20
Level IB
• 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
• 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
14-15
Level III
• 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
• 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
• 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
46
Level IV
• 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
Level VI
• 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
8-9
4-7
Level VII
• Little relevant or accurate Knowledge
• Very fragmentary and disorganised response
• Very poor use of English and some incoherence
0-3
• 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
47
Examiner advice for Tudor Rebellions 1485-1603:
Studying the Unit
The aims of the Themes in History unit are to teach students how to analyse and synthesise
a period of about 100 years, to identify key developments and outcomes, and to understand
patterns of change and continuity. Every period of history will have a vital moment, turning
point or watershed, when subsequent events take on a different complexion. These moments
and developments may be very subjective and so any significance attached to them must be
explained and justified.
The Developments and Outcomes Summaries are a good starting point to attain an overview
of the whole period. The Timeline for each theme also identifies some of the more important
developments. It helps to maintain a perspective when forming patterns of change and
continuity and establishes a sense of chronology, which is so important when understanding
links between different events. This timeline will not be available in the exam and so you
should learn key dates and developments from the outset.
Each theme has been divided into four topic areas to facilitate teaching and studying. While
forming a chronological framework is essential, so too is understanding how events may be
connected both in the short term and at some more distant time. To achieve this, at the end
of each era or period, it is important to understand what has changed, what has remained the
same and practise cross-referencing thematic developments. Any synthesis requires specific
examples to support and evaluate an assertion, and a common weakness among students is
to make a statement without sufficient depth, detail or explanation. Weaker candidates tend
to make poor use of their knowledge. Some overload their arguments, some use it
indiscriminately and some simply have very little to start with. Being able to use knowledge
flexibly is a key skill in this unit. Arguments need supporting details and two or three
examples to illustrate a key development should suffice. In building up a body of knowledge
you should constantly ask yourself how this information might be useful in the construction of
an argument.
Writing an essay
Students have to write two essays in two hours on any topic(s). To ensure they produce two
answers of similar length and standard, they need to think carefully before starting to write
and this means planning their essay and keeping a close watch on the clock. Far too many
candidates write too much in the first answer and leave themselves insufficient time to do
justice to their second essay.
Planning
Many essays are poorly structured usually because the student has not given enough (or
even any) thought as to what might constitute an argument or the direction the argument
might take.
You are urged to take up to 5 minutes to think about the question set, to decide what its main
focus is and whether you have enough knowledge and understanding to do it competently. A
common error among weaker students is to twist the title into an essay that they have written
before or would prefer to write, and this flaw can be avoided if you write an essay plan and
stick to it. Plans should not be too long as to be unmanageable and time consuming nor too
short as to be pointless. The ideal plan links ideas to the title, shapes the likely direction of
the argument and organises the material. It does not simply list facts. Both analysis and
synthesis should be evident here. Plans can, of course, come in many shapes and sizes.
Two of the more common ones are linear and illustrative.
48
Making a focused start
It is always important to make a good first impression; you do not get a second chance. The
opening paragraph needs to be focused on the essay title, to pick out key words or phrases
and to establish a brief overview of the key issues to be discussed in the essay. The
paragraph should therefore inform the reader of your intention but avoid giving excessive
details which will be repeated later. Above all, do not jump in to the argument without an
introduction or start in the middle of the period without some sort of explanation. The
following are examples of good opening paragraphs:
Assess the importance of political reasons in explaining papal intervention in
English affairs.
Throughout the period, political reasons were an important factor in papal intervention
in English affairs. From Gregory VII’s failed attempt to persuade William I to become a
papal vassal, through papal support for Stephen or the threat of interdict in the Becket
affair, to imposed interdict, receiving England as papal fief, the repudiation of Magna
Carta in John’s reign and support for Henry III in his minority, popes interfered to try to
influence English political developments or to try to improve their own political position.
However, even in some of these instances, there were other factors at work too,
particularly the desire to further the cause of the church.
How far were French kings absolute monarchs from 1610 to 1715?
The French monarchy between 1610 and 1715 has often been seen as the epitome of
absolute monarchy, where absolute monarchy is defined as being sovereign and only
answerable to God. However, this power was not arbitrary; there were serious
limitations throughout this period and only certain periods can be called absolute most
notably at the height of Louis XIV’s reign.
Consider the view that the development of African American civil rights in the
period 1865-1992 was mainly due to the action of African Americans themselves.
The development of African American civil rights in this period was mainly due to
African Americans themselves. Although other factors, such as the media, the
Supreme Court and Federal governments, played an important part, without the initial
demand for civil rights from African Americans and the inspired leadership of numerous
African Americans throughout the period 1865-1992, little progress would have been
made.
Did the Russian peasantry receive better treatment under Tsarist or Communist
governments during the period from 1855 to 1964?
The Russian peasantry were poorly treated by both tsars and communists for much of
the period 1855-1964. In 1861 when Alexander emancipated the serfs, most must have
believed that progress would accompany freedom but this was not to be and
successive tsars sought to shackle the peasants economically, socially and politically.
Lenin promised the peasants bread and freedom, and for a brief time in the 1920s he
permitted them to own their land and profit from it, but the needs of the state under
Stalin took precedence and, from 1928 until the end of the period, the peasantry were
downtrodden workhorses and no better off than in 1855.
Analysis and Synthesis
How effectively you develop an argument is the key to a good essay. Some adopt a narrative
approach and only analyse a point in the final sentence, if at all. Better responses take a
thematic line which lends itself more readily to synthesis because the writer can show links
49
between events as the argument progresses. Sometimes these links highlight points of
similarity and continuity; sometimes they emphasise differences and changes. Where a
student demonstrates why a key event can be seen to be a historical turning point or offers
comments that analyse what preceded and succeeded such a development and then ties
this to another paragraph to show change or continuity over time, then they have shown that
they can synthesise ideas and concepts.
In the following illustrations, analysis and synthesis are combined with use of appropriate
dates to establish a good overview of the period.
How far did Scotland’s impact on English domestic affairs change during the
period 1485 to 1603?
It seems that, when Elizabeth came to the throne in 1558, Scotland’s impact on English
domestic affairs was much the same as it had been in the early 1540s under Henry
VIII. Mary Queen of Scots was still alive, the Auld Alliance’s threat was still at the heart
of Anglo-Scottish relations and, ultimately, Elizabeth was having to deal with the
mistakes made by Henry VIII, most notably in not destroying the dynastic links between
Mary and France in 1543. However, there were a number of notable changes. Mary
was heir to the English throne and, as a Catholic, posed a considerable danger to the
Protestant political nation. For these two reasons, Elizabeth received a great deal of
pressure from her Council, Convocation and Parliament to marry. More alarmingly, at
the beginning of Elizabeth’s reign, Mary was married to Francis II of France and thus,
in the current state of affairs, any children of that marriage would be heirs to the
English, Scottish and French thrones. Therefore Mary represented a huge threat to the
Tudor dynasty and to the nation’s security, especially as she had the support of many
Catholics across Europe.
Assess the importance of the nobility in the development of the French nation
state in the period 1498 to 1610.
The nobility had an established role in administration which evolved across the century.
Typically, they provided military forces for the king, and in return for this service were
granted exemption from tax. However, as the Italian wars ended, many nobles returned
disillusioned and impoverished. They could only take their frustration out on their
peasants, creating civil unrest later significant in the spread of Protestantism. In Francis
I’s reign the nobility had been employed for their legal and administrative skills, and a
noblesse de la robe had emerged.
Although they could use their regional power bases to re-enforce the crown’s authority
in the provinces, under weak monarchs, such as Charles IX and Henry III, the
extension of a network of nobles served to diffuse royal authority. Nevertheless, the
linking of noble interests to the success of the state indicates a movement towards
increasing unification, a feature well understood by Henry IV.
How far did developments in transport and communications change the nature
of land warfare during the period 1792-1945?
Nevertheless, other factors such as weapon technology also brought vast changes to
the nature of warfare between 1792 and 1918. Weapons increased in range, accuracy
and power beyond all recognition. For example, a smooth-bored, muzzle-loading
musket of the Napoleonic era had a range of 200 yards and an accuracy of 9 feet. By
1870 this had changed to breech-loading rifles and hand-cranked machine-guns that
shot up to 650 rounds per minute and artillery with a range of 30 miles. And as a result
of the two world wars, the development of gas, tanks, HE shells, flame-throwers and
grenades increased the likelihood of death in land warfare and made logistics an
essential part of military training.
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Conclusions
All essays should end with a conclusion yet for many students this is a much neglected
feature. Questions that ask, ‘How far do you agree with this statement?’ always benefit from
having a direct answer that reflects the writer’s own views. The conclusion should be
consistent in reaching a judgement and should avoid introducing a completely new idea
however interesting it may seem. It should seek to draw together the main lines of argument
concisely and leave the reader in no doubt about the writer’s opinion.
These examples amply demonstrate this point:
How far were the aims and achievements of the Council of Trent (to c. 1610)
influenced by the Protestant Reformation?
Though the aims of the Council of Trent appear to have been influenced by the
Protestant Reformation, its achievements were largely internal, suggesting that
although the actions may have been originally influenced by the Protestant
Reformation as well as by internal factors, the focus by the early seventeenth century
had shifted to internal reform rather than combating Protestantism.
Assess the impact of the expansion in provision of education on the
development of democracy from 1868 to 1997.
To conclude, the expansion in the provision of education most directly affected
democracy by creating debate and activity with respect to the extension of the
franchise. However, the issues of freedom of choice and equal access, which
characterised educational debate throughout the period, were also a serious challenge
to democracy. They were never fully addressed and it is questionable as to whether
Britain was truly a liberal democracy.
Assess the role of factions as a cause of rebellions in Tudor England.
In conclusion, faction was the most consistent cause of Tudor rebellions. It can be seen
throughout the period, and even where religious motives were stated, it seems more
likely that the men with power and resources were behind it, using religious
propaganda to gain support. However, religion was also an important cause during the
middle of the period. Finally, during economic crises poverty and economic problems
were enough to make the people rebel to gain a better deal but this was clearly not the
most important cause throughout the period. Factions were the most consistent cause
of Tudor rebellions, and also the most important, as people with resources could
always launch a threatening rebellion.
How far do you agree that a study of German history in the period 1789 to 1919
suggests that whilst the German Empire was unified in 1871, the German nation
never was?
It is not just a one-sided argument that the German nation was never unified because
at various times, most notably during wars, Germany felt united. However, despite
many attempts to achieve unity, Germany remained a disunited and fragmented entity,
politically, economically and socially. The creation of a German nation in 1871 in fact
actually ensured that Germany never would be fully united due to the exclusion of
Austria.
51
Assessing students’ work
Your essays in this Specification will be assessed according to two objectives: the first
(AO1a) requires you to demonstrate a wide range of accurate and relevant evidence, to
apply your knowledge appropriately and to construct an answer that is clearly organised and
well written. Attention must therefore be given to learning details, understanding and using
historical concepts and planning an argument logically and coherently. Accurate spelling,
grammar and punctuation are also important features. This strand of the essay will be
marked out of 20.
The second objective (AO1b) requires you to demonstrate an understanding of continuity
and change, to analyse key developments and characteristics of the whole period and to
provide a synthesis supported by explanations and substantiate judgements. This strand is
marked out of 40.
A Level 1 answer is likely to have some of the following characteristics:
• an excellent understanding of concepts of continuity and change over the whole
period in question
• an argument that is consistently analytical, relevant and synoptic
• explanations/ assessments that are supported by a range of accurate factual details
• coherent structure and accurate prose
52
Selected Bibliography
Students are encouraged to evaluate what they read – consider the provenance of the text –
who is the author, from what perspective is he/she writing from, when was the book written,
where etc.
Tudor England
Ashton Reformation & Revolution *
Arthurson (ed) Henry VII (Docs) (42) *
Brigden S, New Worlds, Lost Worlds (The Rule of the Tudors 1485-1603).
Cook, Lancastrians and Yorkists; Wars of the Roses (55) *
Davies, Peace, Print & Protestantism (56)*
Dickens, The English Reformation (19)*
Dickens & Carr, The Reformation in England (Docs) (49)*
Doran, England and Europe (42)*
Duffy E, The Stripping of the Altars
Elton, Reform & Reformation (23)*
Elton, England under the Tudors (46)*
Elton, Henry VII (9)*
Fellows N, Disorder & Rebellion in Tudor England 2001 *
Fellows N., Henry VII , 2005
Fletcher, Tudor Rebellions 4th ed. 1999 *
Guy J, Tudor England *
Haigh C The English Reformation Revised, 1987 *
Heard, A Mid-Tudor Crisis? (31) *
Heard, Tudor Economy & Society (20)*
Ives, The English Revolution (21)*
Jones N, Faith by Statute
Loach & Tittler (ed.), The Mid-Tudor Polity. 1980*
Loach J, A Mid-Tudor Crisis? 1992*
Lotherington J, The Tudor Years (44)*
MacCulloch D, Building a Godly Realm 1992*
MacCulloch D, The later Reformation in England 1547-1603 1990
Murphy D (ed), England 1485-1603 (50)*
Palmer, Henry VIII (64)*
Pound, Poverty & Vagrancy in Tudor England (7)*
Randell K, Henry VIII & the Government of England
Randell K, Henry VIII & the Reformation in England
Randell K Elizabeth I & the Government of England *
Rogers C. & Turvey R, Henry VII, 3rd ed. 2005
Russell, The Crisis of Parliaments, 1509-1660 *
Scarisbrick J, Henry VIII *
Slack P (ed), Rebellion, Popular Protest and Popular Disturbances in England 1509-1640.
Starkey D, Six Wives of Henry VIII
Stone L, Social change & Revolution in England, 1540-1640 *
Tittler R, The reign of Mary I *
Thomas P, Authority & Disorder in Tudor Times, 1485-1603, 1999
Wall A D, Power and Protest in England, 1525-1640, 2000 *
Williams P, The Later Tudors, 1547-1603, 1990
Wood A, Riot, Rebellion and Popular Politics in Early Modern England, 2001 *
* = Available to students in the History Office
(numbers in brackets) = copies held by the History Department for issue to students
53
Spain
OCR recommended Philip II Resources (including texts that may be used in the three
Interpretation questions)
A
Domínguez
Ortiz
The Golden Age of Spain, 15161659
1971
Wiltshire Libraries
A
Duke
Reformation and Revolt in the Low
Countries
Hambledon
1990
BWS Library
J
Edwards
The Spanish Inquisition
Tempus 1999
BWS Library
J
Elliott
Imperial Spain 1469-1716
Pelican 1963
BWS History Office
E
Grierson
King of Two Worlds: Philip II of
Spain
Collins 1974
BWS History Office
H
Kamen
Spain, 1469-1714: A Society in
Conflict
Longman 1991
(2nd edition)
BWS History Office
H
Kamen
Philip of Spain
Yale UP 1997
BWS History Office (3
copies)
BWS Library
S Wilts Library
also Wiltshire Libraries
H
Kamen
The Spanish Inquisition
Weidenfeld and
Nicolson 1997
BWS History Office
P
Limm
The Dutch Revolt 1559-1648
Seminar
Studies,
Longman 1989
BWS History Office (3
copies)
J
Lynch
Spain, 1516-98: From Nation State
to World Empire
Blackwell 1991
BWS History Office
J
Motley
The Rise of the Dutch Republic
1856
BWS History Office
and e-copies on BWS
Q drive
Philip II
Open Court
2002 (4th
edition)
BWS History Office (5
copies)
G Parker
BWS Library (1 copy)
S Wilts Library
G Parker
The Grand Strategy of Philip II
Yale UP 2000
BWS Library
G Parker
The Dutch Revolt
Penguin 1985
(2nd edition)
BWS History Office (3
copies)
P
Pierson
Philip II of Spain
Thames and
Hudson 1975
BWS History Office
S
Randall
Philip II
HarperCollins
2004
Textbook
H
Rawlings
Church, Religion and Society in
Early Modern Spain
Palgrave 2002
BWS Library
BWS History Office
S Wilts Library
54
R
P
Stradling
Williams
G Woodward
Europe and the Decline of Spain: A
Study of the Spanish System, 15801720
1981
2 copies of key
chapter with AJE
Philip II
Palgrave 2001
BWS Library
Philip II
Seminar
Studies,
Longman 1992
Our main textbook
(available Wilts Libr
via inter-library loan)
Other books relevant to Spain available in BWS History Office
Fernand Braudel, The Mediterranean and the Mediterranean World in the Age of Philip II
(volumes 1 and 2), Fontana Collins 1972
Thomas J Dandelet, Spanish Rome 1500-1700, Yale 2001
H Daniel-Rops, The Catholic Reformation, J M Dent 1962
A G Dickens, The Counter Reformation, Thames and Hudson 1968 (2 copies)
Pieter Geyl, The Revolt of the Netherlands, Ernest Benn 1958
E Grierson, The Fatal Inheritance: a historical account of Philip II and the revolt of the
Spanish Netherlands, Victor Gollancz Ltd 1969
H Kamen, Golden Age Spain, MacMillan Studies in European History 1988
J Kilsby, Spain: Rise and Decline 1474-1643, Edward Arnold (Access to History) 1987 (c8
copies)
J Lotherington, Years of Renewal: Europe 1470-1600, Edward Arnold 1988 (class set)
J Lynch, Spain Under the Habsburgs: Empire and Absolutism 1516-1598, Blackwell 1964
Stewart MacDonald, Charles V: Ruler, Dynast and Defender of the Faith 1500-58, Hodder
and Stoughton (Access to History) 1992
David Maland, Europe in the Sixteenth Century, MacMillan 1982 (c25 – a class set)
Garrett Mattingly, The Defeat of the Spanish Armada, Jonathan Cape 1959
Michael Mullett, The Counter-Reformation, Methuen (Lancaster Pamphlets) 1984 (c9 copies)
M Rady, The Netherlands: Revolt and Independence 1550-1650, Hodder and Stoughton
(Access to History) 1987 (10 copies)
K Randell, The Catholic and Counter Reformations, Hodder and Stoughton (Access to
History) 1990
K W Swart, William the Silent and the Revolt of the Netherlands, Historical Association
Pamphlet 1978 (c7 copies)
55
J B Trend, The Civilisation of Spain, Oxford University Press 1967 (2 copies)
R Trevor Davies, The Golden Century of Spain 1501- 1621, MacMillan 1961 (2 copies)
R Trevor Davies, Spain in Decline 1621-1700, MacMillan 1961
C V Wedgwood, William the Silent: William of Orange, Prince of Nassau 1533- 1584,
Jonathan Cape 1944
G Woodward, Spain in the Reigns of Isabella and Ferdinand 1474-1516, Hodder and
Stoughton (Access to History) 1997 (a class set – c 15 copies)
Other Resources relevant to Spain available in the Wiltshire Libraries system
Armada : music from the courts of Philip II and Elizabeth I (recording)
Label Virgin, 1988
Publisher's No. VC790722-4
Inquisition: The Reign of Fear by Toby Green; Pan Books (1 Feb 2008); ISBN-10:
0330443356
Grierson, Edward, The fatal inheritance : Philip II and the Spanish Netherlands
Published Gollancz, 1969
ISBN/RCN 0575003383
Petrie, Charles Alexander, Baronet, Philip II of Spain
Published Eyre & Spottiswoode, 1963
ISBN/RCN BRN0040465
Prescott, William Hickling, History of the reign of Philip the Second King of Spain. Vol. 1
Published Routledge
ISBN/RCN BRN0258481
56
Historical thought
Students considering Oxbridge applications, or indeed application to competitive university
history courses, should consider reading some of the following texts available in the History
Library
Bloch M, The Historian’s Craft. 1954
Carr EH, What is History? 1961 (There is now a second edition)
Cannadine D, What is History Now? 2002
Evans R, In Defence of History. 2001
Gardiner J (ed), What is History Today? 1988
Geyl P, Debates with Historians. 1955
Jenkins K, On “What is History?” From Carr and Elton to Rorty and White. 1995
Jenkins K, Rethinking History.
Marwick A, The Nature of History. 3rd ed. 1989
Southgate B, History: What & Why? Ancient, Modern and Post-modern Perspectives. 1996
Thompson P, The Voice of the Past. 2nd ed. 1988
The following historical magazines containing useful articles are available in the History
Library:
History Today
History Review (formally History Sixth)
Modern History Review
New perspective
The Historian
Students are advised to subscribe to History Review.
57
History Websites
Students may find the following Web Sites useful (on BWS History Intranet site):
www.nationalgallery.org.uk [The National Gallery, London]
www.nga.gov [The National Gallery, Washington]
www.louvre.fr [The Louvre, Paris]
www.hermitagemuseum.org [The Hermitage, St. Petersburg]
www.rijksmuseum.nl [The Rijksmuseum, Amsterdam]
www.museuoprada.mcu.es [The Prado, Madrid]
www.khm.at {The Kunsthistoriches Museum, Vienna]
www.christusrex.org [images of the Sistine Chapel]
www.bbc.co.uk/history [BBC History]
www.earl.org.uk/earlweb (Public Library network: a directory of internet resources by topic)
http://www.activehistory.co.uk/A-Level/earlymodern/earlybritish/earlybritishoptions.htm
[History learning site with exercises, activities and games – we subscribe to this site – Login
= bishop, Password = Wordsworth]
http://www.tudors.org/ [Leading Tudor historian, John Guy’s site]
www.english-heritage.org.uk [English Heritage]
http://www.historytoday.com/frontpage.aspx [History Today and History Review website,
with searchable archive – very useful]
www.nationaltrust.org.uk/education [National Trust]
www.pro.gov.uk [Public Record Office, London]
www.bodley.ox.ac.uk/olig/catalogues.html [a gateway to the catalogues of the world’s major
libraries]
www.thehistorychannel.com [The History Channel]
http://chnm.gmu.edu/history/depts/ [History departments around the world – useful for
researching courses]
http://www.hyperhistory.com/online_n2/History/a.html
www.spartacus.schoolnet.co.uk
www.britannica.com
www.encarta.com
www.history-ontheweb.co.uk
58
Tudor A2 Internet Site Guide
Henry VII
An excellent introduction & collection of sources
http://www.tudorhistory.org/
Some activities & useful links
http://www.activehistory.co.uk/A-Level/earlymodern/earlybritish/henry_vii.htm
A useful summary & links
http://www.bbc.co.uk/history/historic_figures/henry_vii_king.shtml
Henry VIII
Very detailed site on Henry’s reign with much source material
http://www.englishhistory.net/tudor/monarchs/henry8.html
Tie in web site for David Starkey’s Six Wives of Henry
http://www.channel4.com/history/microsites/S/sixwives/findout1.html
Henry VIII & the Reformation: activities and links
http://www.activehistory.co.uk/ALevel/earlymodern/earlybritish/henry_viii_from_1529.htm
Excellent BBC article on the Reformation
http://www.bbc.co.uk/history/lj/churchlj/reform_01.shtml
Edward VI
Activities & links
http://www.activehistory.co.uk/A-Level/earlymodern/earlybritish/edward_vi.htm
Mary
Excellent information site
http://home.earthlink.net/~elisale/
Elizabeth I
In depth website
http://www.elizabethi.org/contents/
http://www.tudors.org
For all Tudor monarchs
http://www.johnguy.co.uk/
59