The A2 Paper

A2: Rebellion and Disorder Under The Tudors

Lesson Objectives Know in which way the A2 questions are different to AS questions. Explain some of the events of the Tudor period which caused popular unrest.

If you are definitely taking History next year, buy these books asap If you are definitely taking History next year, buy these books asap this one is not available until 26/8/2016 but you can pre-order it

Question: Are A2’s harder than AS’s? The Advanced Subsidiary GCE is designed to be at the same level of demand as the first year of the Advanced GCE. The taught content for Papers 1 and 2 is identical but differentiation for these papers will be through assessment and awarding. Advanced GCE students will be expected to draw on a greater depth and range of content and evidence, and evaluate with more sophistication, demonstrating a deeper understanding of historical concepts, producing responses that are more analytical and judgements that are more effectively substantiated. Short answer: Yes in terms of skills and the mark scheme, but the content is at the same level

Question: Are A2’s harder than AS’s? Yes, in terms of sources: Tudor language and vocabulary is very different to ours and needs ‘unpicking’.

A2 Rebellion and Disorder under the Tudors Activity 1: on your own copy of this sheet, note down the requirements of the questions as your teacher explains them to you Section A compulsory source question /20 Section A Source (compulsory) /20 Section B Essay question (choice of 2) /20 Section A Source (compulsory) /20 Section C Essay question (choice of 2) /20 Section A Source (compulsory) /20

What are the questions like? Section A Section A contains a compulsory question that will assess your source analysis and evaluation skills. It will look something like this:- Study the source in the Source Booklet before you answer this question. Assess the value of the source for revealing the extent of the challenge posed by Perkin Warbeck and the reasons for his challenge. Explain your answer, using the source, the information given about its origin and your own knowledge about the historical context. (20 marks) (In this question, in order to consider the extent of the challenge, you could think about who Warbeck was appealing to in his proclamation.)

What are the questions like? Section A continued Study the source in the Source Booklet before you answer this question. Assess the value of the source for revealing the extent of the challenge posed by Perkin Warbeck and the reasons for his challenge. Explain your answer, using the source, the information given about its origin and your own knowledge about the historical context. (20 marks) Look at the evidence given in the source and consider how the source could be used in differing ways to provide historical understanding Use your knowledge of the historical context to discuss any limitations the source may have Use your historical understanding to evaluate the source, considering how much weight you would give to its argument Come to a judgement on the overall value of the source in respect to the question.

What are the questions like? Section B Section B contains a choice of essay questions that will look at your understanding of the studied period in depth. It will look something like this:- How accurate is it to say that it was the dissolution of the smaller monasteries in 1536 that caused the risings of 1536. (20 marks) (You will need to compare the dissolution of the smaller monasteries with other reasons in order to evaluate its importance as a cause of rebellion.)

What are the questions like? Section B continued How accurate is it to say that it was the dissolution of the smaller monasteries in 1536 that caused the risings of 1536. (20 marks) Essays should contain:- a sustained argument Well-selected and used criteria for making a judgement on the question Well organised Leading factor and second factors discussed Well supported by precise and well selected detail

What are the questions like? Section C Section C will again give you a choice of essay questions but these will assess your understanding of the period in breadth. To what extent do you agree that the re-establishment of the Council of the North in 1537 was the key turning point in increasing royal power in the localities in the years 1485-1601? (20 marks) (You will need to define what is meant by the ‘increase’ of royal power. How can this be assessed?)

What are the questions like? Section C continued To what extent do you agree that the re-establishment of the Council of the North in 1537 was the key turning point in increasing royal power in the localities in the years 1485-1601? (20 marks) Essays should contain:- A focus on the question Establishment of criteria through which the most significant improvement can be judged Suitable range of points to cover the whole date range Evaluation of and comparison between key features of the period

Activity 2: on your own copy of this sheet, note down details about course content Aspects in Breadth Aspects in Depth Section A Source (compulsory) /20 Changes in governance at the centre 1485-1499 Challenging the Succession: Henry VII Challenging Religious Changes: Henry VIII Agrarian Discontent: Edward VI Gaining the cooperation of the localities Section A Source (compulsory) /20 Queen takes Queen: Elizabeth I Troublesome Ireland: Elizabeth I Explore:

Overview: what is this course actually about? This option comprises two parts: 1) The Aspects in Breadth focus on long-term changes and contextualise the 2) Aspects in Depth, which focus in detail on key episodes. Together, the breadth and depth topics explore:- The nature of rebellion and disorder under the Tudors The way the various challenges were met The nature of change in government over the period and the changing relationship between the Crown and key sections of society The option enables students to explore the way in which, despite a shaky start, the Tudors were able to establish their dynasty as one of the most powerful England has seen.

Aspects in Breadth: Controlling a fractious nation, Changes in Tudor Government Changes in governance at the centre Government and Administration 1485-1603 Changes made to the structure and function of household (key development: Reform of the Privy Council 1540) Changes in the role of secretary Establishment of the post of Lord Lieutenant Crown, Church and Parliament 1485-1603 Church-State relations (key development: impact of Reformation, including Acts of Supremacy of 1534 and 1559, the Elizabethan religious settlement); Development of concepts of sovereignty of statute and parliamentary privilege Extent of change in relationship between crown and parliament

Aspects in Breadth: Controlling a fractious nation, Changes in Tudor Government 2. Gaining the cooperation of the localities Involving the localities in governance 1485-1603, relations with localities (key developments: re-establishing the Council of the North 1537, the Law in Wales Acts 1535 + 1542) Increasing borough representation in the Commons over the period; impact of increasing literacy in the yeoman class; the changing role of JPs (key developments: Tudor subsidy of 1513, the Statute of Artificers 1563, the Act for the Relief of the Poor 1598) The Crown and Country 1485-1603 The development of a network of personal relationships by patronage, the granting of lands, titles and positions at court; the increasing use of royal progresses beyond London and the home counties.

Aspects in Depth: Challenges to Authority Challenging the Succession 1485-1499 (Henry VII) Bosworth, Yorkist/Lancastrians, Simnel, Warbeck and the significance of their support from Burgundy, France, Scotland and Ireland. Challenging Religious Changes 1533-37 (Henry VIII) Henrician religious changes, Break with Rome, Dissolution Lincolnshire Rising & Pilgrimage of Grace, Aske, Bigod, Thomas Cromwell, Henry VIII and Duke of Norfolk, extent of repression in 1537 3. Agrarian Discontent: Ketts Rebellion 1549 (Edward VI) Social and economic reasons for rebellion, enclosures, rural discontent, Somerset’s commission on enclosures Challenge posed by Ketts, its demands, extent of threat Role of leaders in challenge and suppression, Kett, Somerset, Warwick, extent of repression

Aspects in Depth: Challenges to Authority Queen takes Queen? The revolt of the Northern Earls 1569-70 (Elizabeth 1) Causes and development of the challenge, problem posed by Mary, QoS, court politics and faction, role of Norfolk, economic and religious insecurities of Northern nobility, Mary’s arrival in 1568 Main events of revolt, significance of capture of Durham and siege of Barnard Castle, the role of the Northern Earls, extent of the threat to Elizabeth Failure and its impact, reasons for failure, repression, implications for Catholicism and Protestantism in England. Troublesome Ireland: Tyrone’s Rebellion 1594-1603 (Elizabeth 1) The reasons for the Nine Years War (Tyrone’s Rebellion) and the significance of the support for Hugh O’Neill and Hue Roe O’Donnell from within Ireland and from Spain The significance of events and individuals: the Battles of Clontibret 1595, Yellow Ford 1598, Curlew Pass 1599 and the collapse of the Munster Plantation, the roles of Henry Bagenal, Florence MacCarthy, the Earl of Essex and Lord Mountjoy. Reasons for the war’s duration and England’s eventual success, including Battle of Kinsale 1601, late arrival of Spanish support and the siege of Dunboy, costs to the English government.

Changes in Tudor Government

1485-1509

1485-1509 1509-1547

1485-1509 1509-1547 1547-1553

1485-1509 1509-1547 1547-1553 1553-1558

1485-1509 1509-1547 1547-1553 1558-1603 1553-1558

1485-1509 Lambert Simnel, Perkin Warbeck SUCCESSION 1509-1547 Lincolnshire Rising/ Pilgrimage of Grace RELIGIOUS 1558-1603 Northern Earls, Tyrone’s Rebellion ENGLISH RULE & RELIGIOUS 1547-1553 Ketts Rebellion AGRARIAN 1553-1558

1485-1509 Lambert Simnel, Perkin Warbeck SUCCESSION 1509-1547 Lincolnshire Rising/ Pilgrimage of Grace RELIGIOUS 1558-1603 Northern Earls, Tyrone’s Rebellion ENGLISH RULE & RELIGIOUS 1547-1553 Ketts Rebellion AGRARIAN 1553-1558 These are not the only Rebellions during this period…………

1485-1509 Lambert Simnel, Perkin Warbeck SUCCESSION 1509-1547 Lincolnshire Rising/ Pilgrimage of Grace RELIGIOUS Amicable Grant 1525 Lovell 1486 Yorkshire 1489 Cornish 1497 Oxfordshire 1596 Essex’s 1601 1558-1603 Northern Earls, Tyrone’s Rebellion ENGLISH RULE & RELIGIOUS Western Rising 1549 1547-1553 Ketts Rebellion AGRARIAN 1553-1558 Lady Jane Grey 1553 Wyatt’s Rebellion 1554 These are not the only Rebellions during this period…………

1485-1509 Lambert Simnel, Perkin Warbeck SUCCESSION 1509-1547 Lincolnshire Rising/ Pilgrimage of Grace RELIGIOUS 1558-1603 Northern Earls, Tyrone’s Rebellion ENGLISH RULE & RELIGIOUS 1547-1553 Ketts Rebellion AGRARIAN 1553-1558 BUT these are the ones we will be studying

1487 and 1491-7: Lambert Simnel and Perkin Warbeck were each figureheads for rebellions to remove Henry VII from the throne. 1536: The Lincolnshire Rising was by Roman Catholics against the establishment of the Church of England and suppression of the monasteries by Henry VIII. 1536-37: The Pilgrimage of Grace (in Yorkshire) was also a Roman Catholic rebellion against religious changes made by Henry VIII. 1549: Ketts Rebellion (in Norfolk) was an agrarian rebellion based mainly on opposition to enclosure under the reign of Edward VI. 1569: The Revolt of the Northern Earls was a catholic attempt to depose Elizabeth. 1594-1603 Tyrone’s Rebellion (a.k.a. The Nine Years War) was fought by Irish Chieftains against English rule in Ireland in the later years of Elizabeth’s reign.

Overview: what is this course actually about? This option comprises two parts: 1) The Aspects in Breadth focus on long-term changes and contextualise the 2) Aspects in Depth, which focus in detail on key episodes. Together, the breadth and depth topics explore:- The nature of rebellion and disorder under the Tudors The way the various challenges were met The nature of change in government over the period and the changing relationship between the Crown and key sections of society The option enables students to explore the way in which, despite a shaky start, the Tudors were able to establish their dynasty as one of the most powerful England has seen.

http://www. theguardian http://www.theguardian.com/news/2016/may/04/tudormania-why-can-we-not-get-over-it Homework: Read the article above. It is ten pages long Make notes on the article, no more than 500 words, summarising the main points Write up/type up your notes, put your name on them and bring them for collection at the beginning of next lesson. That’s tomorrow!

Plenary: Depth or Breadth? This option comprises two parts: 1) The Aspects in Breadth focus on long-term changes and contextualise the 2) Aspects in Depth, which focus in detail on key episodes.