The Elizabethans, 1580-1603

    OCR
    GCSE

    This study focuses on the final decades of Elizabeth I's reign (1580–1603), a period characterized by the juxtaposition of a cultural 'Golden Age' against mounting political, social, and economic crisis. Candidates must analyze the mechanics of Elizabethan government, specifically the role of the Court, Privy Council, and Parliament, alongside the factionalism that culminated in the Essex Rebellion. The scope includes the religious polarization involving the Catholic mission (Jesuits) and the Puritan challenge. Socially, the study demands an understanding of the 'middling sort', the crisis of poverty, and the cultural significance of the theatre. Externally, the focus is on the conflict with Spain and early attempts at colonization.

    10
    Objectives
    8
    Exam Tips
    7
    Pitfalls
    7
    Key Terms
    8
    Mark Points

    Subtopics in this area

    The Elizabethans, 1580-1603
    The Elizabethans, 1580-1603

    Learning Objectives

    What you need to know and understand

    • Execution of Mary, Queen of Scots (1587) and its geopolitical consequences.
    • The Babington Plot (1586) as the trigger for Mary's trial.
    • The Spanish Armada (1588): tactics (fireships), weather (Protestant Wind), and leadership (Medina Sidonia vs. Drake).
    • The Poor Laws (1597/1601) distinguishing between the 'deserving' and 'undeserving' poor.
    • Essex's Rebellion (1601) as evidence of the fading power of the Queen and factionalism.
    • Execution of Mary Queen of Scots (1587) as a trigger for the Armada
    • The Poor Law of 1601 distinguishing between 'deserving' and 'undeserving' poor
    • The opening of the Globe Theatre (1599) and the role of the Lord Chamberlain's Men
    • Archbishop Whitgift's crackdown on Puritanism (1583 onwards)
    • The failure of the Roanoke colony (1585/1587) and reasons for limited colonial success

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the event accurately; now explain *why* it was a turning point for Elizabeth's authority."
    • "In your evaluation of the interpretation, you focused on the author's background. Shift your focus to testing the *accuracy* of their claims using your knowledge."
    • "Specific evidence is needed here—replace 'many people were poor' with specific reference to 'vagabonds' or the '1601 Poor Law'."
    • "Your conclusion repeats your points. Instead, weigh the factors: was religion a greater threat than foreign invasion? Why?"
    • "You have described the event well, but you need to explain *why* it led to the specific outcome mentioned in the question"
    • "You identified the historian's view, but you didn't use specific facts (dates, names, laws) to prove whether they are correct"
    • "Your explanation of the Armada defeat is accurate; now link it to the broader theme of Elizabethan propaganda"
    • "Ensure you distinguish between the 'deserving' and 'idle' poor when discussing government legislation"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for the precise selection of supporting factual detail (AO1) to substantiate arguments regarding the threat of Puritans or Catholics.
    • Credit responses that explicitly address the 'How convincing' command by comparing the content of a given interpretation against detailed contextual knowledge (AO4).
    • Differentiation is achieved through the analysis of causation; candidates must distinguish between long-term structural issues (e.g., poverty) and short-term triggers (e.g., bad harvests).
    • High-level responses must demonstrate a 'clinched' argument in essay questions, consistently linking evidence back to the specific wording of the question (e.g., 'main reason' or 'extent of success').
    • Award marks for precise selection of evidence to support or challenge the specific interpretation provided in the 18-mark question
    • Credit responses that explain the 'diversity of experience' regarding wealth and poverty (e.g., the contrast between the gentry's Great Rebuilding and the vagrancy crisis)
    • Candidates must link the threat of Mary Queen of Scots directly to the escalation of anti-Catholic legislation after 1580
    • Analysis of the Spanish Armada must go beyond the event itself to explain its propaganda value and the limitations of English naval strength

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For 'How convincing' questions, do not waste time on NOP (Nature, Origin, Purpose); focus entirely on testing the claims made in the passage against your own knowledge.
    • 💡In the 18-mark essay, ensure you discuss at least two distinct factors before reaching a substantiated conclusion to access the top level.
    • 💡Use precise terminology such as 'recusancy fines', 'Jesuit missionaries', or 'The Privy Council' rather than general terms like 'religious problems' or 'advisors'.
    • 💡When explaining the theatre, link it to government concerns about propaganda and public order, not just entertainment value.
    • 💡For the 18-mark Interpretation question, start by explicitly stating the historian's argument before bringing in your own knowledge to test it
    • 💡In the 12-mark Explain question, ensure you have two distinct, fully developed paragraphs (PEEL structure) rather than a narrative list
    • 💡Do not waste time evaluating the 'provenance' or 'bias' of the Interpretation; focus on whether the *content* is historically valid based on your knowledge
    • 💡Allocate 25 minutes to the final Interpretation question as it carries the highest tariff and weight

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Conflating the early reign (1558–1579) with the specific study period (1580–1603), particularly regarding the Religious Settlement rather than the later crackdown.
    • Treating 'Puritans' and 'Catholics' as monolithic groups without recognising the difference between moderate recusants and Jesuit plotters.
    • In 'How convincing' questions, analysing the provenance (who wrote it/when) rather than evaluating the accuracy of the content against historical knowledge.
    • Treating the Interpretation question (AO4) as a standard 'knowledge dump' without explicitly addressing the historian's view
    • Confusing the religious policies of the 1580s (recusancy fines) with the earlier Religious Settlement of 1559
    • Describing the theatre merely as entertainment without recognising its political significance and the authorities' fear of disorder
    • Failing to distinguish between 'Puritans' and 'Catholics' when discussing opposition to Elizabeth

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    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Write a summary
    Explain why
    How convincing
    How far do you agree
    Describe
    Evaluate
    Explain
    Give one example
    Identify
    Why

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