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GCSE (9–1) Teachers’ Guide HISTORY B (SCHOOLS HISTORY PROJECT)

J411 For first teaching in 2016

The Elizabethans 1580-1603 Version 2

www.ocr.org.uk/history Introduction those documents. These Teachers Guidesbuildontheinformation andapproaches containedwithin be the Your pointfor Bshould eachofthetopics you starting chooseto teach inHistory confidentthatyou’veof work, covered alltherequired content insufficientdepth. shouldthenhelpyou to buildyour own It inpractice. scheme outline mightlooklike What thisguideisintended to do, therefore, isto show you whataterm’s teaching your students. the freedom acoursethatisinteresting to construct for andmeaningful you and what you have to teach. Butwithamore flexibleapproach to teaching you are given welcome andwithamore rigid specificationyou may feelof more instantlycertain your own localarea. asmuch This level offreedom cansometimesbeworrying relevant to thatisparticularly of interest andpossiblytoo onhistory andexpertise, exemplify content orissues. These can–andshould!pickuponyour own areas to your devise own programmes ofstudyandto chooseyour own examplesto Bspecificationthere thatallows you isflexibility asateacher Within theGCSEHistory Teachers’ Guide – The Elizabethans 1580-1603 GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History your teaching shouldbestructured. Teachers may usethisguideasanexample ofonepossibleway ofapproaching theteaching content BandNOT for GCSEHistory aprescriptive planfor how Guide to course planning and Options Booklet Options , available from theOCRwebsite. 2 • • • • This guideisdividedinto four sections: of whatexaminersare to lookfor expecting inanswers. exam answers, butuntilfirstassessment you may findtheseusefulasindications Candidate answers style recommended by teachers. beenhighly asthey’ve put inacoupleofsuggested lessonsinthissection of thespecification to cover your own chosencontent orenquiries, but we’ve becausetheideaisthatyou exploittheflexibility suggested activities, partly lessonelements/ideas Some this topic. Termly planningdocument things to watch for. A brief overview ofthetopic includingsomecommonmisconceptions and . In timethesewillofcoursebereplaced by. In actual : how you mightstructure your term’s teaching of . The planningdocumentdoesn’t termly include Teachers’ Guide

© OCR 2017 GCSE (9–1) History B (School History Project) Teachers’ Guide

The Elizabethans 1580-1603 The Elizabethans is a fascinating depth study. The myth and reality behind Queen When looking at the differing interpretations encourage students to argue and Elizabeth’s power, the threat of invasion, the shadow world of spies and the debate for example include activities like debating adventures of the ‘New world’ as well as the lives and beliefs of ordinary Elizabethans boxing matches and get students to recreate a meeting between historians will intrigue GCSE students. Students will have the opportunity to look at a wide arguing over one of the issues. If you do this get them to really think about why range of interpretations – history books, films, novels and illustrations as they study these historians have different interpretations, e.g. time period in which they are the myth and the reality of ‘the ’. This guide will provide an overview of writing not just different pieces of evidence. Some students find getting used to the content that could be covered during the Elizabethan depth study. It is designed the Elizabethan period a bit tricky and can get confused over the different social to take approximately 24 hours of teaching time to complete this course, a single groupings, role of government etc. An ideal way to help them overcome this initial term, though of course this will be dependent on the curriculum hours provided uncertainty is to use an activity like a society line with each member of the class in your centre. The scheme of work does not contain activities. This is intentional to given a character (if you can get them from your local area so much the better but enable you to choose a series of lessons that compliment your own teaching style otherwise an hour or two devising characters names, roles, marriage status etc. can and the learning style of students. There is also the opportunity for you to use your pay off.) They can keep this character throughout the course so make sure you have own local case studies for example a witchcraft case or local sources about family a range of people from Puritan preachers, Jesuit priests, Privy Council members, JPs, The Elizabethans 1580-1603 Elizabethans The life or on a local Elizabethan house. What the guide does provide is a broken down middling sort and vagabonds. When looking at an issue get students to respond extended specification content, with topics that you would probably wish to cover as their character or discuss with other characters the impact of new legislation/ during the course as well as an indication of how long each section would take to ideas etc. This can help students who find the Elizabethan world alien to begin with. complete. It also contains, for each section, an overarching enquiry to focus the However there is so much to be curious about with this unit and so many wonderful teaching and learning. Most sections are roughly equal in length, though where stories that students will quickly be asking questions and debating interpretations appropriate this has been altered to reflect the level of content required. The final with enthusiasm. It is also important to encourage students to describe the main section focusses on the 13 mark interpretation question, with a guide to what to features of the society and understand the interplay of political, religious, economic expect as well as a two marked responses. We recommend looking at the other and social and cultural forces within it. delivery guides for this topic for more information on how to answer other question types. Factors to consider

Overview It is important to remember that this unit focuses heavily on interpretations so it will be ideal if you can introduce students to different interpretations throughout the unit. Films, historical novels, popular accounts and stories, illustrations and of course historian’s views are crucial. Some reading I have used includes Susan Doran’s Elizabeth I and Her Circle (with lots of original sources and it addresses all sorts of issues including Elizabeth’s relationship with Mary Queen of Scots, her relationship with key counsellors etc.), Keith Thomas’ Religion and the Decline of Magic and Christopher Haigh’s Elizabeth I.

3 © OCR 2017 Termly planning guide it. understand theinterplay of political, religious, economicandsocialculturalforces within Elizabethan society, the mainfeatures shouldbeableto they describe and ofthesociety Remember, oflate inthisdepthstudystudentsshouldunderstandthecomplexity 2016)). Riley, Byrom andMichael (Jamie textbook to Elizabethans hasbeendrafted beconsistent withtheforthcoming specification point.It againsteach your studentsundertake toexpected begainedasaresult oftheenquiry andunderstandingthatcanreasonably butdoesexemplify be theknowledge checklist, and understandingatitsheart. SpecificationB(SHP)hasthedevelopment ofdeepandwideknowledge GCSE History questions willreinforce thisby rewarding any relevant andvalidknowledge. muchanarea where youbut thisisvery canexercise your professional judgement.Exam thecontent tothat willhelpbring life for suggestionsare your brief learners. made, Some a way interesting, asto emphasize aspects,orusecasestudies, thatyou and findparticularly The specificationcontent issufficientlybroad thatyou canapproach your insuch enquiries a clearfocus for thestudents’ learning. We recommend thatyou structure thecoursearound enquiries, historical inorder to provide andvisualinterpretationswritten (academic, educational, popularandfictional). interpretations sowhenyou you plantheschemeofwork needto buildinawiderangeof will berequired to analyse, substantiated judgementsabouthistorical evaluate andmake onpoliticsandreligion.daily lives theexamstudents before thesections In tackle they you mightfindthatyour studentswould finditeasierto begin withthethird on section a focus for student’s learning. The order inwhichyou studytheElizabethans doesn’t matter; hasaninterpretiveThe courseisdividedinto andeachsection five issueto sections provide Notes onthetermly planningguide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Column 4intheplannerbelow The Elizabethans 1580-1603 shouldnotbeseenasa (HodderEducation, 4 Teachers’ Guide

© OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History The power ofthequeen Elizabeth andgovernment and Sections Issue power? How didElizabeth useher Enquiry Content propaganda and including localgovernment Elizabeth andherpeople Puritans including oppositionfrom Elizabeth andherparliaments of Essex and therebellion oftheEarl patronage, thePrivy Council Elizabeth andhercourt: 5 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • • • • • • Accession Day, prayers, poetry, plays Propaganda andsymbols, progresses, –portraits pageants, Power ofpersuasion–propaganda andcensorship the Peace) The role oflocalgovernment (Lord Lieutenant andJusticesof religious, foreign policy, treason) Why more didElizabeth callparliament frequently? (economic, Stubbes John Puritans ofparliament andtheircriticisms Compromises How didElizabeth control herparliament The role ofparliament Essex have infilms/novels. beenportrayed Investigate ways thattherelationship Elizabeth and between consequences ofEssex,causes, ofEarl therebellionRebellion and Walsingham andCecil ofPrivyRole Council andhow Elizabeth controlled them Privy chamber Life atcourt Power ofpatronage andaimto prevent factions Who wasElizabeth? Elizabeth usedherpower? Haighv. Christopher SusanDoran. What isaninterpretation? sayWhat dohistorians abouthow (hours) Suggested timing Teachers’ Guide 1.5 1.5

2 © OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Catholic threat of a The nature extent and Catholics and Sections Issue kingdom by 1603? kingdom Catholics inElizabeth’s wereWhy there sofew Enquiry Content Armada andwarwithSpain Armada QueenofScots, the Mary Elizabethan spy network against Elizabeth, andthe Catholic linksabroad, plots religious 1580 settlementafter The enforcement ofElizabeth’s 6 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • • • • • • Why were there sofew Catholics inEnglandby 1603? War withSpain The SpanishArmada andexecution trial Mary’s Plots: The Plot andtheBabington Plot Throckmorton QueenofScots? Who wasMary 1603? Why failedto rebuild hadpriests Catholicism inEnglandby Question’ The ‘Bloody What happenedto Catholic priests? Government secret agents Edward Campion, theiraimsandactions e.g. priests andJesuit priests Seminary William Allenand Punishments for beingaCatholic Act Recusancy againstPriestsAct ofPersuasionsAct (1581) Recusants Catholic resistance –conformers, Church papists, Plotters and enforcement upto 1580 and ofSupremacy and1559Act ofUniformity 1559 Act Catholic andprotestant ideas (hours) Suggested timing Teachers’ Guide

2 1 2 © OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Elizabethan society Elizabethan of The nature dynamics and Daily lives and Sections Issue Elizabethans? matteredWhat to the Enquiry Content explanations andresponses itscauses, Elizabethan Poverty: wider kinship wives, parents andchildren, Family life: husbandsand Elizabethans middlingandpoor rich, The contrastinglives of 7 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • Elizabethan Poor Law 1601-Successesandfailures poor andvagabonds impotent poor,Elizabethan attitudesto thepoor; ablebodied failures in1590s, plagueoutbreaks problems harvest term) inagriculture, prices. (Short rising increasing including:(longterm) population, Causes ofpoverty –settledpoorandvagrant poor Poverty inlate 16thcentury What ispoverty? wider family? Did Elizabethans live withtheirwiderfamily?Links children, discipline, for schoolandwork children Family –size offamily, relationship parents between and Divorce,marriage? domesticviolence before Sex marriage? arranged –ageofmarriage, Marriage possible) How canwe findoutaboutfamilylife? (Uselocal records if anddifferencesSimilarities Focus onhomes, landownership, jobs, food middling andpoor? What waslife for like thethree different social groupsrich, – (hours) Suggested timing Teachers’ Guide 1.5

2 1 © OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Popular culture and Sections “Merry ”? “Merry Issue Elizabethans? dividedthe What England Merry Enquiry Content The persecutionofwitches pastimes The Puritan attackonpopular Theatres andtheiropponents 8 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • Historians explanationse.g. Historians Keith Thomas century? Why wasthere anincrease casesinlater inwitchcraft 16th local casesifyou have any records) featuresMain cases(usepamphletsand witchcraft oftypical Elizabethan beliefs inmagic andtherole ofwisewomen e.g.was itotherfactors Queen,Privy Council ortheChurch? Was itPuritans wholedto thedeclineinpopularfestivities or forReasons Puritan attacks wrestling, football, bearbaitingandalehouses e.g. , Day, May e.g. Midsummer’s ,sport Eve, harvest Popular culture: ales, parish religious festivities andfarming Queen protected theatres thenew LondonCritics; authorities, Puritan preachers performances goers visitinginns, brothels gambling, before bloodsports, The negatives; jigs, noisy, swearing, pickpockets, theatre anddevelopment ofBankside The Curtain Emergence theatres of new – The Theatre (became The Globe), Why were theatres? peopleupsetaboutthenew music, literature, popularculture Was Elizabethan Englandagoldenagefor culture? Culture; (hours) Suggested timing Teachers’ Guide 1.5

2 1 © OCR 2017 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History wider world of England’s withthe connections The nature significance and The widerworld and Sections Issue adventurers achieve? didElizabethan What Global Going Enquiry Content first contacts withIndia first contacts Trade withtheeast,including colonyan American England’sRoanoke: attempt at adventurers Elizabethan motives andachievements of ambition:the Imperial 9 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • What didElizabethan adventurers achieve? aims, whathappened, how successful? Case study: aims, whathappened, how successful? Case study: What didtheadventurers achieve? forMotives explorationinc.: trade, wealth, land, ambition,Spain Lancaster HumphreyDrake, Gilbert, Walter Fitch, Ralph Raleigh, James Who were theElizabethan adventurers? Dee, John Francis (hours) Suggested timing Teachers’ Guide

2 1 2 © OCR 2017 Assessment strategies topic inthequestion. No reward can be given thatis unrelated ofthe period for to the widerknowledge this, but it isnotatarget ofthequestion. orshow understandingof relatedknowledge issuescanberewarded historical for or impliedintheinterpretations. Candidates relevant whointroduce extra and confidencewithwhich candidates discuss features,events orissuesmentioned for andunderstandingshouldbeawarded relevantMarks knowledge for theclarity doesnotaddresswhile Aylett’s this. intheextract summary England’s standingin Europe; theway Hutton emphasizes the conceptofchange readiness to comment one.g.: ofissuesmentionedinC; therangeandcomplexity usedorbythe languageandterminology candidates’ senseof, to make ability and andrelevant issues mayUnderstanding oftheperiod historical beshown through and complexity. and how ofthe thisaffectse.g. thecontenttext, andstyle Hutton’s attention to detail interpretations were made(e.g. book) C–more B–schooltextbook recent history thenature oftheinterpretationswriting; andpurpose egaudiencefor whichthe B ‘many peoplethoughtshewaswonderful’ C– andtone ofthe thestyle ‘she stank’; Parliament, Queen’s appearance);theinterpretations’ treatment ofspecificissues (e.g. politics, EssexRebellion, C–war/peace,war/peace, court opinionsofhersubjects issues covered by theinterpretations (B–decisionnotto tradingpower, marry, admired thespecific andsecure, support); C–insecure, indeclineandlacking the overall givenAnswers view couldconsider: ineachinterpretation (B–successful, they differ andwhat might explain any differences? Interpretations BandCboth focus onthepower ofElizabethI.How fardo level. andunderstandingneededfor aparticular skills Learners willbecredited wherever and however demonstrate they theknowledge, Assessment strategies for question7 GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History answer shouldbestructured. way ofachieving themarksgiven andNOT approach anexact for how an Teachers may usetheseexemplar answers asanexample ofone possible 10 The questionisassessingAO1 andAO2 (6marks) (12marks). The levels are asfollows: unsupported (AO4). unsupported to assesshow differ, farthey about thisbutitiscompletely orthere isanassertion alimited attemptmakes to explain why may they differ. There iseithernoattempt Identifies somedifferences theinterpretations between and and/orsimilarities Analyses theinterpretations andidentifiessomefeatures appropriate to thetask. Level 1(1–3marks) overall (AO4). orpurpose message, style may differ, andabasicjudgementabouthow differ, farthey ofdetailorin interms interpretations andgives areasonable explanationofatleastone reason why they somevalidanalysisofdifferences Offers the between task. and/orsimilarities Analyses theinterpretations andidentifiessomefeatures appropriate to the Level 2(4–6marks) or inoverall (AO4). orpurpose message, style is agenerallyvalidandclearjudgment abouthow differ, farthey ofdetail interms interpretations andgives avalidexplanationofreasons why may they differ. There and/ordifferences adetailedanalysisofsimilarities Offers the between task. Analyses theinterpretations andidentifiessomefeatures appropriate to the Level 3(7–9marks) differ, ofdetailorinoverall interms (AO4). orpurpose message, style may differ. There isaconvincing andwell-substantiated judgment ofhow farthey interpretations andgives aconvincing andvalidexplanationofreasons why they and/ordifferences detailedanalysisofsimilarities the between avery Offers task. Analyses theinterpretations andidentifiessomefeatures appropriate to the Level 4(10–12marks) events studied. (including how andwhy interpretations may differ) ofhistorical inthecontext AO4 Analyse, substantiated judgementsaboutinterpretations evaluate andmake Maximum 12marks Maximum Teachers’ Guide

© OCR 2017 Candidate style answers Answer A GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History interpretations aboutElizabeth’s reign. sources differentEngland wasagoldenage. thesetwo give Overall very lot ofrecent research onElizabeth whichchallengestheidea thatElizabethan Hutton alsowrote hisbookquite thatthere recently hasbeena andIknow reign, aboutallofherreign ifhewaswriting hemightbemore positive. about herreign ingeneralwhereas abouttheendofher Hutton iswriting version. about differentThey are alsotalking timeperiods, Aylett istalking for shows thatevents were adults. It muchmore complicated thantheschool version ofwhathappenedbutHutton’s bookwritten bookisarecent history audiences; interpretation for Bis written schoolchildren andgives asimplified account. Onereason for thisisthattheinterpretations are aimedatdifferent positive accountofherreign whereas Hutton gives amuch more negative foreign different give they onherreign, very views policy Aylett gives avery While bothinterpretations talkaboutElizabeth’s reign issueslike andthekey was wonderful;’ whereas Hutton says ‘she stank’. this. AnotherbigcontrastisthatAylettsupport says ‘many peoplethoughtshe doesnotreally toEssex andCecil develop theirown were courts bothtrying were thatfactions developing forfact 1596and 1600when examplebetween wasmore peacefulandunited thanever beforesays thatthe country butthe unstableforpolitics were in1601.Aylett exampletheEssexRebellion very stalemate. differentThis isvery to Aylett’s view. Hutton alsosays thatcourt theSpanishwarwasata infact EuropeanEngland into country apowerful her reign wasrunninginto trouble. andthatratherthanElizabeth making well asamajorEuropean power. Hutton OntheotherhandRonald says that alsosaysInterpretation thatshemadeEnglandinto aleadingtradenationas and thatEnglandhadtheatres andplays anddeveloped alove for culture. arguingwith thisview thatElizabeth saved Englandfrom invasion by Spain and thatherreign wasa age’.‘Golden Many have otherhistorians agreed different abouther. views Bsays Interpretation how successfulElizabeth was BandCareInterpretations bothaboutElizabeth’s power give butthey very 11 It uses good subject knowledge to develop pointsinplacese.g. knowledge usesgoodsubject EssexandCecil and It This isalow level shows 4response. arangeofdifferences It intheinterpretations. Commentary how differ, farthey ofdetail, interms message, andpurpose. it gives three convincing andvalidreasons why differ. they There isajudgementof Teachers’ Guide

© OCR 2017 Candidate style answers Answer B GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History history. children andinterpretation for Ciswritten grownups more about whoknow the reason are they sodifferent isthatinterpretation for Biswritten school different, areQueen Elizabeth butthey very oneispositive andoneisn’t. Ithink This shows thatshewasn’t agoodqueen. These sources two are bothabout Spain andthatshecouldn’t anymore. money even usemonopoliesto make fighting andcausingproblems andthatElizabeth couldn’t winthewaragainst Elizabeth wasn’tactually says thatEssexandCecil were thatgoodaqueen.It agoldenageforwas queenduring England. Csays ButInterpretation that positive aboutElizabeth andsays herpolicies very ‘were successful’. says she It interpretationsBoth are aboutQueenElizabeth’s reign. Bis Interpretation 12 are different andthere are this. someexamplesgiven to support There isalsoone This isalow level 2response. There isanunderstandingthattheinterpretations Commentary in any great detail. reason given for thedifferences intheinterpretations butthisisn’t really explained Teachers’ Guide

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