Acknowledgements

Photo credits

p.5 © BasPhoto – Fotolia; p.9 / © Georgios Kollidas – Fotolia, r © The Print Collector/Heritage-Images/TopFoto; p.40 / © 2000 Topham Picturepoint/TopFoto, r Portrait of Margaret Tudor (1489–1541) Daughter of Henry VII (oil on panel), Orley, Bernard van (c.1488–1541)/© Private Collection/Bridgeman Images; p.55 © Print Collector/HIP/TopFoto; p.77 t © Holmes Garden Photos/Alamy, b © E&E Images/HIP/TopFoto; p.100 © BasPhoto – Fotolia; p.104 © Ashmolean Museum, University of Oxford; p.135 © British Library Board/TopFoto; p.154 © Kumar Sriskandan/Alamy; p.166 © 2002 Topham Picturepoint/TopFoto; p.194 © Universal History Archive/Getty Images; p.227 © Steve Vidler/SuperStock; p.255 © Everett Collection Historical/Alamy.

Text credits

p.185: Susan Doran: from Elizabeth I and Religion 1558–1603 (Routledge, 1993); pp.212 & 259: David Loades: from Elizabeth I: The Golden Reign of Gloriana (PRO Publications, 2003).

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Contents

Introduction

British Period Study: England, 1485–1547

Gateway to England, 1485–1547

Chapter 1  The government of Henry VII and threats to his rule

Why was there so much unrest in the early years of Henry’s rule?

How serious a threat was the Yorkist challenge to Henry’s rule?

How effective was Henry VII in reducing the power of the nobility?

How successfully did Henry VII strengthen central and local government?

How successfully did Henry VII restore royal finances?

Historical debate: Was Henry VII ever secure?

Study Skills: Understanding the wording of the question and planning an answer for AS and A Level

Chapter 2  Henry VII’s foreign policy

How secure was England in late fifteenth century Europe?

What were the aims of Henry VII’s foreign policy?

How successful was Henry VII’s policy towards France?

Why was Henry VII able to avoid conflict with Scotland?

How far did Henry pursue a consistent foreign policy with Spain and Burgundy?

How important a factor was trade in Henry VII’s foreign policy?

How successful was Henry VII’s foreign policy?

Historical debate: How successful was Henry VII’s foreign policy?

Study Skills: Writing an introduction and avoiding irrelevance

Chapter 3  Henry VIII and Wolsey

What was the impact of Henry’s personality on the government of England in the period to 1529?

Why was Wolsey able to rise to power and how powerful was he?

How successful was Henry VIII’s foreign policy in the period to 1529?

How successful was Wolsey’s domestic policy?

How far was the Church in need of reform in the 1520s?

Why did Henry VIII want a divorce from Catherine of Aragon?

Why did attempts to obtain a divorce fail and how far was this the main reason for Wolsey’s fall?

Historical debate: The Church: Rotten or vigorous?

Study Skills: Avoiding descriptive answers, writing analytically, the crucial opening sentence of each paragraph

Chapter 4  The reign of Henry VIII after 1529

What were the reasons for, and how radical were, the religious changes between 1529 and 1547?

Why were the monasteries dissolved?

How serious was the opposition to religious change?

How Protestant was England by the death of Henry VIII?

Why did Cromwell fall from power?

Was Henry manipulated by faction in the 1540s?

How effectively did Henry rule England in the 1540s?

How successful was Henry’s foreign policy in the 1540s?

Historical debate: Was Henry in control? A weak or strong monarch?

Study Skills: Writing a conclusion and overall essay writing for AS and A Level

Enquiry topic: Mid-Tudor crises, 1547–58

Gateway to the Mid-Tudor crisis and Elizabeth, 1547–1603

Chapter 5  The stability of the monarchy, 1547–58

How serious were the problems caused by the minority of Edward VI?

Was Somerset’s attempted coup of 1549 a threat to stability?

How seriously did the attempt to alter the succession in 1553 threaten dynastic security?

How serious a threat to the power of the monarchy was a female ruler?

Did the marriage of Mary to Philip of Spain cause a crisis?

How stable was the monarchy in the period from 1547 to 1558?

Study Skills: Understanding sources and how they relate to a particular issue

Chapter 6  Religious change, 1547–58

To what extent did England become Protestant under Somerset?

How radical were the religious changes under Northumberland?

To what extent was England a Protestant country by the death of Edward VI in 1553?

What were Mary’s religious aims?

How popular were Mary’s religious policies?

To what extent was England a Catholic nation by Mary’s death in 1558?

Study Skills: Evaluating a series of sources

Chapter 7  Rebellion and unrest, 1547–58

How serious were the social and economic problems in the mid-Tudor period?

In what ways did the social and economic problems contribute to unrest?

Why was there so much unrest in 1549?

Why did the rebellions of 1549 fail and did they ever threaten the government?

Why did Mary face challenges to her rule in the first two years of her reign?

To what extent did the challenges to Mary threaten the stability of the monarchy?

Why was the monarchy able to survive the mid-Tudor crises?

Study Skills: Using a set of sources with confidence

British Period Study: Elizabethan England

Chapter 8  Elizabeth I and religion

What were the pressures on Elizabeth in making her Religious Settlement?

Why did some Protestants disagree with the Settlement?

Who were the Puritans and how did they try to alter the Settlement?

What help did Elizabeth have from her Archbishops of Canterbury in enforcing her Settlement?

What part was played by Mary, Queen of Scots, in Roman Catholic resistance?

Historical debate: What did the seminary priests and the Jesuits achieve?

Study Skills: Understanding the wording of the question and planning an answer

Chapter 9  The nature of the Elizabethan monarchy: Government and parliament

How important was the Privy Council in the government of England?

How influential was William Cecil?

How successfully did Elizabeth manage faction?

How successfully did Elizabeth exploit her gender?

How successfully did Elizabeth manage parliament?

Why did Elizabeth never marry or name a successor?

What was the impact of marriage and the succession on domestic and foreign affairs?

Historical debate: Why did Elizabeth choose not to marry?

Study Skills: Writing an introduction and avoiding irrelevance

Chapter 10 Elizabeth’s management of financial, economic and social affairs

What were the strengths and weaknesses of the financial and economic situation in 1558?

How effectively did Elizabeth exploit her sources of income?

How serious a problem was inflation for Elizabeth and her government?

How successfully was overseas trade developed?

How serious a problem was the issue of monopolies?

How effectively did the Elizabethan government handle the problems of poverty and vagrancy?

Historical debate: Dealing with the poor: Principles or paranoia?

Study Skills: Avoiding descriptive answers, writing analytically, the crucial opening sentence of each paragraph

Chapter 11 Elizabethan later years, 1588–1603

How successfully did Elizabeth defend the royal prerogative after 1588?

To what extent did relations with parliament decline after 1588?

How significant was the impact on England of the war with Spain?

How serious were the social and economic problems of the 1590s?

How much unrest was there in the 1590s?

How serious a threat to Elizabeth was the Essex Rebellion?

To what extent did Elizabeth’s popularity decline in the 1590s?

Historical debate: How was Elizabeth’s image shaped?

Study Skills: Writing a conclusion and overall essay writing

Revise, Review, Reflect

Glossary

Index

Introduction

This book has been written to support your study of:

•  the British Period Study and Enquiry Unit Y136/Y106 ‘England 1485–1558: The Early Tudors’

OR

•  the British Period Study and Enquiry Unit Y137/Y107 ‘England 1547–1603: The Later Tudors’.

This introduction gives you an overview of:

•  the OCR AS and A Level course

•  how you will be assessed on this unit

•  the different features of this book and how these will aid your learning.

1 The OCR AS and A Level course

This study will form part of your overall History course for the OCR specification, of which there are three Unit Groups and a Topic-based essay. The Unit Groups comprise of:

•  a British Period Study and Enquiry, which follow chronologically on from each other (Unit Group 1 – AS and A Level)

•  a Non-British Period Study (Unit Group 2 – AS and A Level)

•  a Thematic Study and Historical Interpretations (Unit Group 3 – A Level only).

This book covers two Period Study Topics (England 1485–1547 and England 1558–1603) and one Enquiry Topic (The Mid-Tudor Crisis 1547–1558) from Unit Group 1 of the OCR History Specification. You will study only one Period Study, but, whichever one you are studying, you will also study the Enquiry Topic on the Mid-Tudor Crisis. Even if you are not studying one part of the period, you might find it helpful to read the rest of the book for background, so that you can see events and developments in a wider context.

From 1485 to 1603 the Tudor dynasty ruled England. The Tudors seized the throne in 1485 and during their 118-year rule faced many challenges, both at home, from other claimants to the throne and religious developments, and from abroad. How successfully the five Tudor monarchs handled these challenges is the focus of this book. The causes of the challenges are discussed, as are the government’s responses and the impacts of the developments.

The chapters in the book correspond to the Key Topics in the specification, with four Chapters for each Period Study and three for the Enquiries.

2 How you will be assessed

A Level

Each of the three Unit Groups has an examination paper, whereas the Independent Investigation is marked internally but externally moderated.

•  Unit Group 1 – the British Period Study is assessed through two essays, from which you answer one, and the Enquiry is assessed through a source-based question. This counts for 25 per cent of your overall marks.

•  Unit Group 2 – the Non-British Period Study is assessed through a shorter essay question and one essay. This counts for 15 per cent of your overall marks.

•  Unit Group 3 – the Thematic Study and Historical Interpretations unit is assessed through two essays which cover at least 100 years, and one in-depth question based on two interpretations of a key event, individual or issue that forms a major part of the theme. This counts for 40 per cent of your overall marks.

For the Topic-Based Essay you will complete a 3,000–4,000 word essay on a topic of your choice. This counts for 20 per cent of your overall marks.

AS Level

Each of the two Unit Groups has an examination paper:

•  Unit Group 1 – the British Period Study is assessed through two essays, from which you answer one, and the Enquiry is assessed through two source-based questions. This counts for 50 per cent of your overall marks.

•  Unit Group 2 – the Non-British Period Study is assessed through an Essay and an Interpretation Question. The Interpretation Question will come from one of two specified Key Topics. This counts for 50 per cent of your overall marks.

Examination questions for Unit Group 1

For both the AS and A Level you will have been entered for a Specific Unit and your examination paper will contain only the questions relating to that unit.

There will be two sections in the Examination paper. Section A is the Enquiry section and Section B the Period Study section.

In Section A there will be one set of documents. For the AS there will be three sources and two questions. Question (a) will be worth 10 marks and Question (b) will be worth 20 marks. For the A Level there will be four sources and one question, which will be worth 30 marks.

In Section B there will be two essay questions, both worth 20 marks and you will have to answer one of them. Each essay will be drawn from a different Key Topic, although the questions could be drawn from more than one Key Topic.

AS Section A questions on the Enquiry

The first Section A questions on the Enquiry will be worded as follows for AS:

(a) Use your knowledge of X to assess how useful Source Y is as evidence of Z.

For example:

Use your knowledge of the stability of the monarchy from 1547 to 1558 to assess how useful Source A is as evidence of the problems caused by a female monarch marrying a foreigner. [10]

In this type of question the key term is ‘useful’ – this requires you to consider the provenance of the source. It will involve you discussing issues such as who wrote it, when and why it was written and whether the tone or language suggests it might be exaggerated.

The second Section A questions on the Enquiry will be worded as follows for AS:

(b) Using these three sources in their historical context, assess how far they support the view that X was due mainly to Y.

For example:

Using these three sources in their historical context, assess how far they support the view that female rule was a serious problem in the 1550s. [20]

This type of question refers to the sources ‘in their historical context’. This requires you to explain how events at the time the sources were written might have influenced the author’s views. You will also have to consider the provenance of the sources and apply your own knowledge to the sources to test their reliability as evidence when assessing how far they support the view given in the statement.

A Level Section A questions on the Enquiry

Section A questions on the Enquiry will be worded as follows for A Level:

Using these four sources in their historical context, assess how far they support the view that X was due mainly to Y.

For example:

Using these four sources in their historical context, assess how far they support the view that female rule was a serious problem in the 1550s. [30]

As with the second question for AS, this type of question refers to the sources ‘in their historical context’ (see above for guidance on this).

Section B questions on the Period Study

For AS and A Level Section B questions on the Period Studies, the types of questions set will be the same. Examples of questions using some of the more common command terms and specific requirements for each can be found at the end of Period Study Chapters.

The command terms are important and a key to success is understanding what these terms mean and what you have to do.

Command term | Description | Example in the book
Assess | Weigh up the relative importance of a range of factors and reach a supported judgement as to which is the most important. | page xx
To what extent | Consider the relative importance of the named issue by comparing it with other issues and reach a balanced judgement as to its relative importance. | page xx
How far | Consider the relative importance of the named issue and weigh up its role by comparing it with other issues to reach a balanced judgement as to its relative importance. | page xx
How successful | Consider a range of issues and make a judgement as to how successful each was before reaching an overall judgement about success. | page xx

Answering the questions

Both the AS and A Level Examination are one and a half hours in length. Section A carries slightly more marks than Section B and therefore, particularly as you will need time to read the sources, it would sensible to spend about 50 minutes on Section A and 40 minutes on Section B. Before you start any of the questions make a brief plan. Advice on planning essays is given on pages 28 and 188.

The answers you write will be marked against the relevant mark scheme. It would be useful to familiarise yourself with these before the examination so that you are aware of the criteria against which your work will be marked. Mark schemes offer guidance to the examiner, but they cannot cover everything and if you write something that is relevant and accurate, but not in the mark scheme, you will gain credit for it. Examiners do not have a set view of the answer and they will reward well-argued and supported responses. They will also not deduct marks for information that is incorrect, but you should remember that incorrect knowledge may undermine your argument.

What will the examination paper look like?

The cover of the examination paper will tell you the level for which you have been entered, either AS or A Level. It will tell you the unit number, which for the Early Tudors is 136/106 and for the Later Tudors is 137/107. It will also tell you the title of the unit, the date of the examination and the time allowed for the examination. The cover will also give you instructions about the answer booklet and the marks available.

About this book

At the start of each Period Study and the Enquiry covered in this book there is a section called ‘Gateway’. This provides a one-page summary of background material to the period you are about to study.

Each chapter in the book then covers one of the Key Topics listed in the OCR specification for the unit.

Chapters start with a brief introduction and a series of key questions. An overview of the period or theme of the chapter provides a brief introductory narrative along with a timeline which outlines the key events.

Key questions

The chapters are divided into sections, each addressing one of the key questions listed in the chapter introduction. The key questions may be broken down into sub-questions to help your understanding of the topic. By the end of the section you should be able to answer the key questions.

Key terms

The key terms that you need to understand in order to grasp the important concepts surrounding the topic are emboldened in the chapter the first time they are used and are defined in the glossary on pages 268–69.

Sources

As the Enquiry Topics are source-led those chapters will contain a significant number of sources, often with questions to enable you to develop and practise the skills you will need for the examination. There will also be other visual sources within the book.

Activities

In both the Period Study and Enquiry chapters there are activities to help you develop the key skills needed for the examination. In the Period Study chapters they will focus on developing analytical skills and making judgements, whereas in the Enquiry chapters they will focus on understanding and evaluating sources.

Historical debates

As historians often disagree about the causes or significance of historical events or personalities, each chapter of the Period Study units has contrasting extracts from the writings of two historians. Not only will this introduce you to some of the key historical debates about the period you are studying, but by using your historical knowledge and the information in the chapter you will be able to test the views of the historians in order to determine which view you find more convincing. There will also be a list of books for further reading on the issue. Knowledge of the debate is not necessary for the examination in Unit 1, but it will enrich your knowledge and help to develop a valuable skill, which is further tested in Unit 3 of the A Level.

Summary of the chapter

At the end of each chapter there is a bullet-point list of the key points covered, called a chapter takeaway.

Study Skills

Each chapter has a Study Skills section. These gradually help you to build up the skills you need for the Period Studies and Enquiries examination papers, providing examples of parts of strong and weak responses and further questions and activities on which you can practise the skills.

Revise, Review, Reflect

At the end of the book there is section which helps you to consolidate your understanding of the whole topic. It encourages you to think about the period as a whole and question many of your earlier views. There will also be further activities to help you prepare for the examination.

Gateway to England 1485–1547

You may not have studied the Tudors since Key Stage 3; the Gateway below introduces some of the key issues that you will encounter in the early part of this book. The aim of the Gateway is to provide you with a basic understanding of these issues so that when you first come across them you will have some background knowledge from which to develop your understanding.

England’s position in Europe

•  Had lost lands in France throughout the fifteenth century

•  Still ruled over Calais

•  Main threat was France as the most powerful nation in Europe

•  The Netherlands was important to England because of the cloth trade

•  Scotland was allied to France and could threaten England’s northern border

•  Spain was becoming a major power

The government of England

•  The personality of the king was very important; he made all the decisions

•  The royal household looked after the domestic needs of the king

•  The Court moved with the king, entertained and tried to influence him

•  Law and order in the localities was maintained by Justices of the Peace

•  Parliament was not a regular feature of government, but called when the king needed money

•  The king relied on nobles for advice and along with senior churchmen made up the Privy Council

The Wars of the Roses

•  England had been unstable since 1399 with the throne regularly changing hands

•  These wars began in 1455 and lasted until 1485/7

•  They were fought between two families who had claims to the throne of England: the Yorkists and Lancastrians

•  The struggle started because of instability; Henry VI was a weak king and the nobles were powerful

•  Most of the fighting was in the periods 1459–64, 1469–71 and 1483–7

What was England like in 1485?

The economy and finance

•  England’s main export was cloth, sold in the Netherlands

•  The income of English kings was much less than that of the French monarchs

•  Lands owned by the Crown provided the king with regular income, but had been in decline

•  Income from customs had declined

Henry Tudor

•  Had a weak claim to the throne of England

•  Had been in exile in France for 14 years

•  He hardly knew England

•  His invasion was aided by the French

Monarchy in England

•  The throne had changed hands regularly since 1399

•  Henry VI ruled from 1422 to 1461 and again from 1470 to 1471

•  Edward IV overthrew Henry in 1461, but was himself removed in 1470 only to regain the throne in 1471

•  Richard III usurped the throne in 1483 on the death of Edward IV

•  Richard may have murdered his nephews, the sons of Edward IV

•  The Buckingham Rebellion attempted to remove Richard before Henry Tudor’s invasion