Scheme of Work: Component 1B Spain in the Age of Discovery, 1469

Scheme of work A-level History Specification 7041/7042 Spain in the Age of Discovery, 1469–1598, 1B

Introduction

To help teachers in planning a course of study for the new A-level qualification, a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to be in any way prescriptive. Teachers will need to develop schemes which suit the arrangements and time allocations of their own schools and colleges. Teaching arrangements and approaches are likely to differ between institutions. Provided the content as given in the Specification is covered, any sensible approach is legitimate. Assumed coverage

The scheme of work which follows is based on two teaching years of 30 weeks per year. It assumes students will receive 2–2.5 hours per week for each of their A-level components and that 6 weeks in each year will be devoted to the NEA.

Please note that this option will be withdrawn for AS after summer 2020 with final assessment in 2021.

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Learning Objectives AO1 and AO3

Time taken Component- Specific Guidance Learning activities Differentiation and Resources specific skills extension 30 weeks for 1. Students are Students should be Students will need to understand: Students should be Students should have the Part 1 expected to develop made aware of the 6 the nature of causes and encouraged to study opportunity to consult an understanding of Key Questions which consequences, of change and the course content in academic books whenever (the remaining the process of identify the issues and continuity and of similarity and relation to the key possible. Class textbooks, 6 weeks of the change over time. perspectives that are difference over an extended period. questions and to read guided reading and school /college central to this period of and research further worksheets, access to year to be 2. Students will study. They should be able to make links around the issues and suitable internet sites, spent on NEA need to be able to between perspectives, such as developments studied, on-line journals, podcasts, Component 3) comprehend and Please refer to the political, economic and social as using, as appropriate, a stimulating lectures, evaluate arguments Specification for the well as appreciating developments variety of academic PowerPoint presentations in extracts from different types of A- relating to these perspectives history books. and other sources of academic history level questions. separately, over time. They should information will all be books on key issues also be aware of the role played by Students’ valuable. and developments individuals, groups, ideas and understanding of the relating to the ideology. process of change over Note that students will content of their time should be need to practise study. regularly assessed. exam-style questions throughout the course.

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Spain in the Age of Discovery, 1469–1598 Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities PART ONE: THE ESTABLISHMENT OF A ‘NEW MONARCHY’, 1469–1556; Section 1: The forging of a new state, 1469–1516 Week 1 The condition of The political, economic, Look at a map of 15th century Spain and identify Use key terms to Map Iberia in late 15th the Iberian social and religious key features, eg polyglot collection of states develop conceptual century showing Peninsula in 1469 condition of Iberian lacking economic, political and religious unity; understanding eg regions and wider Peninsula diverse culturally; defined by regionalism Aragon meaning of ‘New contextual European and Castile key states. Monarchy’. map for comparison.

Groupwork researching factors defining Make an action plan Family Tree. similarities and differences between states. for Ferdinand and Ferdinand and Isabella’s priorities in Isabella lineage Using map of 15th Spain assess extent of 1474; rank order their dynastic relationship. disunity and resulting problems for Ferdinand actions. Group and Isabella. discussion of reasons Guided worksheets for judgments. and reference Analysis of Ferdinand and Isabella 1569 material for reading. marriage relationship clauses of contract Create a chart to potential difficulties. illustrate forces of change and of Consider the importance of geography in continuity for religious, shaping states; the extent of religious and social and economic political unity/disunity and impact on government issues. and society.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 2 List possible opponents of Ferdinand and PowerPoint display on Group post-it Isabella, opposition to Ferdinand and Isabella: respective exercise. Collate categorise threat and reflect on outcomes and personalities of findings and import possible reasons. Ferdinand and via computer. Isabella. Draw up a list of outcomes of unification (political, economic, religious). Debate in class. Debate their relative significance and extent of change.

Week 3 The restoration of Royal government Research the structure of government: conciliar Evaluation of the A spread map of royal authority structure and system; Royal Council; Cortes peripatetic style of extent to which the visitations useful for functionality; unity and royal government. government was new identification of confederation or based on existing problems. Understanding the system of government and methods. relationship between Cortes, Councils of State, Diagrams/flow charts Justiciar, Military Orders, Hermandades and Respective role of of government monarchs. Ferdinand and structures as above. Isabella in defining Research relationship between Dual Monarchy government could be and respective states: nobility and Towns. done via a chart which group can contribute to.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 4 Relations with other Debate the need for alliances and response to European maps for European powers external threats: political/dynastic alliance with contextual England 1489; relations with France; conflict with understanding. expansionist Charles VIII; Navarre; Italian Wars; trade/commerce Mediterranean; relationship with HRE; Portugal.

Week 5 Social issues and The nobility Consider the role and nature of nobility. Interpreting a range of Interpretations from a policies Medieval nobility essentially arrogant/aggressive differing sources, range of differentiated little respect for monarchy, able to determine maps, texts texts including who sat on the throne historically. documents to assess extracts from Question the validity of Ferdinand and Isabella the extent of academic historians. being credited with ‘taming the Nobility’. opposition/ Examine the methods adopted: successful cooperation to royal /unsuccessful. Examine the key events in 1504 authority. and 1516 and review the extent of pacification of nobility and later in 1517.

Consider the role of the nobility in Reconquest, Italian Wars and New World. Debate: Draw up a balance sheet to determine extent of control of nobility and its implications for royal authority.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 6 Peasantry, urban Use maps to identify population of Spain Research numbers Map/s showing communities and the (essentially peasant based); spread and location of position of key urban Church geographically; often remote subsistence Muslims and Jews in centre, relationship according to regional differences; north most Spain: are there any geographically/ prosperous. points of interest? politically/ economically. Assess the role of the towns/cities/urban Appraise traditional oligarchies/military orders in the process of interpretation of the Importance of Seville pacification. Make links to the authority and Inquisition. after 1492 power of the nobility. Judgment on creation A map of Spain with Consider the political power of urban authorities of an orthodox state. key urban centres and loyalty to the crown. indicating correlation Towns/cities characterised by populations of Group presentation, with regionalisation Jews and Moors. Research evidence of greatest PowerPoint centres of power concentrations. presentation. Castile/Aragon. Examine the implications for Isabella’s policies for orthodoxy and ending of Convivencia and its Consideration of Guided reading. impact on royal authority. synoptic elements Examine how Isabella’s piety drove religious within religion. YouTube clips, eg policy; condition of the Spanish Church pre- Monty Python. reformation; role of Cisneros/Talavera, reforms; introduction of the Inquisition 1474. Academic interpretations. Consider the role of the Inquisition for royal authority Until 1492 Spain remained multi-faith until 1492.

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Research the nature of religion in Spain: inherently traditional in worship; served by an essentially hard working but badly educated clergy; was the Spanish Church by 1516 well-run organised and reformed? Consider this for royal authority.

Week 7 Muslims/Moriscos The Reconquista Look at the degree of Islamic influence within Class debate on the Various texts discuss Iberia; Isabella’s piety and the importance of her reasons for and the in detail the determination to continue the Reconquest into impact of Reconquest. Reconquest of last Islamic caliphate, Granada. Granada. Summarise Ferdinand Consider the impact of fall of Granada in 1492: and Isabella’s Video on Alhambra. ‘Los Reyos Catolicos’. motives; interpret and What was the significance of the title and why prioritise. Use of a range of was it given? Consider this for royal authority. differentiated textual Supported judgments sources. Consider the reasons for and implications of the from a range of expulsion of Moors/Mudejars in 1502. sources.

Reconquest created a sense of ‘Unity of Purpose’. Consider the implications of this for creation of royal authority.

Week 8 Jews/Conversos; anti- Research the expulsion of the Jews 1492 and Key words exercise. Guided reading. Semitism the impact on Castilian and Aragonese states. Research nature of Academic western European interpretations. anti-Semitism.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 9 Economic Trade Examine the key features of the nature of Students research Quotations from and stagnation and Iberian economy: regionalised, agricultural, into social-economic about key theorists change subsistence, prosperous regions, coastal/north, factors which and groups little manufacturing; fundamentally backward limited/supported with some exceptions. Spain as a centre of commerce. Most of Spain unable to grow crops consistently, Groups could present sheep/wool/Mesta. in the form of a class presentation. Aragon Traditional maritime state trading in Med, Castile sheep. Consider: was the Spanish Draw a schematic economy better or worse than rest of European showing key economies? influences on the Spanish economy. Identify that the economy influenced by regional variations, monopolies, population impact on Did the economy government policy. support royal authority especially after 1492 Factors influencing change: Consider the and the discovery of importance of agriculture and industry and the the New world? development of new resources and markets.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 10 Trade and exploration Research traditional trading partners: Presentations as PowerPoint in Europe and North  treaty of Medina del Campo with England opportunity for presentations/ Africa.  the Netherlands and cloth markets questioning. handouts from  Atlantic exploration; Canaries; Balearics; students. North Africa  conflict over Aragonese/Castilian Maps showing monopolies and traditional developing trade routes/alliances. routes, emergence after 1492 of Spain as How effectively does this period of exploration a burgeoning global define royal authority? power.

Week 11 Discovery and first Analysis of the immediate impact of the Research Guided reading – settlements in the New discovery of the New World. Significance of pre-Columbian academic historians. World Columbus for Spain. How much had been civilisations, nature of achieved by 1504/1516? PowerPoint indigenous peoples. Useful sources to help presentation to demonstrate assessment. understanding of first Consider the extent to contact. Explain conflict with Portugal. which first contact affected indigenous Map work to identify Examine role of Church, conquistadores, populations. Debate. settlements and entrepreneurs and colonists. commodities discovered. How far had discovery affected royal authority and what was the immediate benefit for Spain. Woodcuts showing Spanish rule.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 12 Degree of unity by Political Understand what is meant by dual monarchy; A spider diagram will Review of extracts 1516 Catholic kings; unity defined by enhanced royal help to show from academic authority; notion of ‘Spain’ established. relationships which be historians. further explored Examine law and order through Letrados/ through extended Corregidor’s; Royal Councils and peripatetic written work. nature of rule; ‘taming of nobility’ and after 1504/1506, Ferdinand’s royal monopoly.

Discuss the idea that unity remained elusive, too many inherent differences.

Week 13 Social and economic Examine finance, economy, regionalism, Castile Understanding link Guided reading. change and emerging New World trade. between agriculture and industry. Academic Study other regions defined by geography, interpretations of climate and political decisions. economic issues for discussion.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 14 Social and economic Spain as an orthodox state – social impact. Consider economic Sources, statistics and change and social change guided reading. Examine the role of the Cisneros’ reforms; from the start of the relations with Rome; Patronato and Los Reyos period. Catolicos.

Discuss whether royal authority was enhanced through the use of the Inquisition both as a religious and political tool.

Week 15 Condition of Spain by Was Spain a stronger state in 1516 than it had Review condition of PowerPoints and 1516 been in 1469? Use diagrams to show political, Spain in 1469 with specific class notes economic and social position of Spain. 1516. supported by This can be done extension reading through themes. from a range of Groups in class can differentiated texts. adopt a theme and share.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities PART ONE: THE ESTABLISHMENT OF A ‘NEW MONARCHY’, 1469–1556; Section 2: The drive to ‘Great Power’ status, 1516–1556 Week 16 Charles’ Opposition and Research Charles’ physical appearance, Consideration of the Images of Charles. inheritance consolidation attitudes and Burgundian influences. difficulties of a 16th century ruler, Source extracts Consider Charles’ inheritance as king of Spain highlighting his showing nature of and contemporary attitudes to his succession. specific problems. Charles and contemporary Make a judgment on interpretations. Charles and predict possible outcomes.

Week 17 Revolts of the Why did the rebellions happen? Produce a Pictorial Range of sources on Comuneros and worksheet to explain motivations of the rebels. representation of the the nature of rebellion, Germania rebellions as a wall succession crisis and Look at the political, religious and chart. the reasons for socio-economic position reflecting the fragility of defeat. Why did royal authority in 1516 and the resurfacing power Extended written work Charles emerge with of the nobility. explaining links and greater respect after defeat of rebellion. 1522? Why were the rebellions overcome successfully? Examine the impact of Charles’ reputation. Interpretations from academic historians on significance of the rebellions for Charles’ consolidation of authority.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 18 The workings of Ideas and image Examine the 1519 HRE election. Make a list of Charles’ Guided reading. Empire priorities in 1522 in Research into Charles as King of Spain. Spain. Categorise Contemporary them explaining your extracts. decisions.

Week 19 Conciliar government Create chart to illustrate the structure of the Does Charles’ Academic reformed conciliar system and government reformed government interpretations on structures defined by Charles. reflect continuity Charles’ government. rather than How does the conciliar government function in innovation? relationship with Royal council, Cortes and the appointed Royal Secretaries?

Consider the importance of reformed conciliar government with Charles as an increasingly absentee monarch.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 20 Role of individuals Undertake research into the Burgundian Profile of each of the Guided notes, source Chievres de Croy, Gattinarra and Los Cobos; key individuals within extracts and brief regents, briefly Adrian, Isabella and from 1543 the period. academic his son Philip. A PowerPoint interpretations of key presentation. individuals. Consider the effect of Charles’ increased absence. Write an analysis of the relationship Class could consider: what did Los Cobos or Charles had with his any of the individuals achieve? regents. If Los Cobos was Charles’ greatest finance expert why did the finances and the economy continue to suffer throughout the period?

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 21 Domestic policy Consider the period of ‘No History’. Did the Draw a chart which Academic sources as years 1522–1556 represent a period of shows the areas of specified tranquillity after the period 1516–1522? domestic policy and Class notes and rate them on a scale previous discussion Why was Charles so respected in Aragon? of 1–10. Provide a material. written explanation to support your judgments.

As a contextual exercise, what events were happening in England and France within the same chronological period which would help to illustrate this point that Spain was relatively stable?

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 22 Foreign relations Campaign against the Groups should undertake research into the Explain Charles’ Maps showing within Europe Turks campaigns. determination to stop Ottoman expansion in spread of the first half of the Consider effect of conflict with France and the Islam/Ottoman Turks 16th century. Lutheran Princes. as HRE, Defender of the Faith and King of Range of relevant Spain. texts and academic sources. Draw up a timeline which correlates Charles’ absences from Spain with wider foreign relations within Europe.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 23 Religious policies The Church within Consider the importance of: Inquisition; the Research the work of Range of academic Spain growth of Protestantism; continuing problems the Inquisition during texts and source with Conversos/Moriscos/Erasmians and this period and the based extracts. Alumbrados. reason why its role was limited up to the Consider the threat posed by religious groups 1530s. other than Catholics and the response of the government. Profile the minor religious Consider the nature of the Spanish Church as groups/leadership an agent of education and the promotion of identifying similarity learning. and difference. Reference to case studies: Juan de Vergera, Juan de Avila, Teressa de jesus and Ignatious Loyola.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 24 The expansion of New World: Investigate the conquistadores and the Consider the effects Range of additional Empire Conquistadores ‘Conquerers’; Pizzaro Cortes. of first contact and the texts and imact of source/extracts. Research the opening up of central America and Conquistadores. Mexico and the extent to which (by the early They did not operate 1520s) the New World was becoming a major on behalf of the centre of migration. Crown and their exploration was for personal gain. Write a profile of a Conquistador such as Pizzaro or Cortes.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 25 Economic impact of Investigate trade and its effects: positives, Make a list of the Drawing together New World on Spain negatives and limits of benefits. commodities from earlier material and which Spain supplementing with Were the benefits of this new wealth evenly benefitted and their further guided distributed? relative financial research. advantage. Did a lack of inward investment in agriculture Extracts from the and manufacturing, transport and Find evidence which correspondence of communications damage the economy? reveals the effects of Gattinara/Los Cobos poverty within Spain /Philip and Charles on Why did Spain become the richest state and a and link this to the the impact of the New global power? New World or to other World on Spain and issues. condition of the economy. What had been achieved by Spain in Review previous the New World by notes on economy 1556? and finances.

Make a list of reasons to consider migration to the New World.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 26 Social impact of New Investigate the social effects of exploration in the Make a wall chart Using earlier materials World on Spain New World. which reflects the and reference books. social problems the Consider: not all regions were impoverished and New World generated. Consideration of some benefited. You could live in a Historians’ region which interpretations for benefited. extension task.

Can it be argued that Source extracts from perhaps Charles’ contemporary greatest failure was correspondence. not to address the impact of the New Academic World on Spanish interpretations on the society? problem.

Week 27 Condition of Spain Political condition of Make a diagram to summarise the political Charles’ Assessment of by 1556 Spain by 1556 condition of Spain. successes/failures. Charles. Write an assessment Consider: how far had Spain changed of Charles as a politically? political ruler of Spain.

Charles saw himself as a failure consider writing a letter convincing him he was not.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 28 Economic and social Draw a spider diagrams to illustrate, social and Consider whether this Notes and materials condition of Spain by economic change and continuity over the period. correctly seen as the from Part One of this 1556 weakness in Charles’ course, as above. rule. Reference books. Review previous notes and revision on this section.

Week 29 Religious condition of Consider religious change and continuity. Group discussion on Sources and Spain by 1556 the condition of the information sheets. Produce a PowerPoint to summarise. Spanish Church in 1556. Guided reading.

Place the Spanish PowerPoint revision Church in a wider presentations. context of HRE in 1556 make Academic texts. comparisons.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 30 Overview /Revision Look back at material in Part One and, selecting Opportunities for Practice exam-style from earlier work put together overview timelines differentiation in questions consistently of the key political developments/ opposition students’ research using mark schemes. movements / economic and social developments and selection. / key dates and turning points. Limit number of entries to 30 to ensure careful Written and aural selection. This could be undertaken in groups feedback and class and results compared to create class-timelines. discussion.

Select the ‘top’ 10 individuals that had an Some could find key influence in this period. (Could hold balloon passages from debate to determine the most influential) academic history Identify the key ideas and ideologies and the books to illustrate key points at which these were most influential. themes and areas of debate. Students might produce paragraph summary responses to each of the six key questions.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities PART TWO: PHILIP II’S SPAIN, 1556–1598; Section 1: The ‘Golden Age’, 1556–1598 (A-level only) Week 1 Philip II as ruler Character and Examine and discuss Philip’s inheritance from Consider the attributes Cinematic inheritance Ferdinand and Isabella and Charles. of Philip as an representations of effective ruler: Warrior Philip. Research Philip’s character. king? Experienced in government? Map of Philip’s Write a character profile of Philip for a Religiously devout? inheritance to help PowerPoint display and attach a gallery of Ruthless persecutor of understand global contemporary images to support presentation. heresy? nature of Spanish power in the period Philip’s pragmatism from 1556. often led to discarding of loyal advisers. Guided reading.

Consider: ‘Machievell or Monster’, within context of the period.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 2 Change and continuity Make a chart of the ten regions indicate on a ‘Philip alone knew Group post-it exercise. in Government map. everything’ answer Collate findings and this question in import via computer. Draw a diagram of the ‘pyramid of government’. response to the structure of European/global maps Consider the role of the secretaries who directly government in an for contextual corresponded with Philip. essay format. understanding.

Consider the extent of Guided reading. the known world and navigation/travel in 16th century. How was Philip able to effectively communicate across a global empire?

Week 3 Administration and Look at the structure of administration and Write a critique of the Guided reading. policy effectiveness. effectiveness of Was Philip an Absolute Monarch? Philip’s administration. Extracts from academic historians. Research the extent to which Philip reformed the Consider a practice structure of administration especially Juntas and essay. the role of individuals such as Vazquez.

How efficient was government?

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 4 Opposition Individuals and groups Examine the organisation of the system of Make a list and briefly Guided reading. government and administration. assess the contribution of key Chart on government Consider the role of the Secretaries. ministers within structure. Philip’s government and administration.

Week 5 Faction and curbing Look at factional disputes, eg Alba and Eboli, To what extent did Interpretations from a internal rebellions Alba and Perez, Zuniga and Chinchon and factionalism reflect range of differentiated Moura. Philip’s lack of direct texts including extracts control of affairs? from academic Write a brief report on the ‘Perez Affair’ in 1579. historians. Report on the Control of the nobility. rebellion in the style of a modern news Aragon Revolt 1590–9. Consider: Did this reporter. represent Philip’s limited authority and power within Spain? Despite Philip’s attention to detail Practice exam Castile and Aragon remained separate questions. kingdoms by 1598.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 6 Religion and The Jesuits and Research the Jesuit society. Write a brief Range of academic society Reform of the Catholic description of the sources and extracts Church How effectively did Philip use the Jesuits to Jesuits, their purpose, to support learning improve and reform the Church both successes and /research. domestically and internationally? attitudes towards them from both a Guided reading. Reform of the Spanish Church: make a list of the Protestant and key reforms of the church and analyse their Catholic point of view. effectiveness either individually or in small groups. This can be linked to the wider impact of the Council of Trent Evaluate the success of the Council in reforming the Church.

Research key individual Spanish reformers. Make a PowerPoint presentation illustrate where possible.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 7 Inquisition and relations Examine the revival of the catholic faith in Spain. Debate on the Academic/textbook with the Papacy interpretations/ research, to obtain Consider: ‘The Inquisition proved to be much historiography on range of more enlightened than many other religious and Inquisition. interpretations. secular authorities in Europe’. Develop a case study Explore Philip’s relationship with the papacy; for the harsher side of domestic tensions. the Inquisition: work Research reasons for the tension between the of Valdes in 1559 or two. the animosity between Dominicans Links to foreign policy: consider England and and Augustinians. Papal attitudes towards Elizabeth; position of Mary Stuart; the Spanish Netherlands. Prior Make a list of the learning for foreign policy. relevant Popes during this period, explaining What were the most important religious changes their actions against during Philip’s reign? Philip and reasons why.

Draw a spider diagram or mind map in which the inter-relationships between Philip and papal tension can be plotted and demonstrated.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 8 Economic Finances and policies Explain where crown income came from, Make a glossary of A range of academic developments categorise the sources of income and respective key words: Subsidio, sources and amounts. Cruzada, Exusado, textbooks. Alcabala, Millones, Define royal expenditure: finances inherited in Excusado, 1556; bankers; Genoese/Fugger’s debt; cost of Encabezamiento. Netherlands revolt. Contextualize expenditure in relation to income. Did Philip mishandle Spain’s finances? Produce a chart which helps to explain Spain’s ‘Il Prudente’? financial problems Class debate: on the Consider economic development: problems extent to which Philip inherited from years of mismanagement by was culpable for Ferdinand and Isabella and Charles. financial disasters.

Look at key issues: inflation; interest rates; Answer the contention relative weakness; agricultural problems; that the Spanish continued impact of the New World. economy was unable to take advantage of Draw a flowchart which demonstrates the empire and found the inter-relationships between the respective burden of great power component parts of the Spanish economy. status too great to bear.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 9 Impact of overseas Make a list of the advantages and What were the major Map of overseas Empire disadvantages of the impact of an overseas changes affecting Empire and colonial empire and colonial expansion. Spanish overseas expansion. It is important to make relevant links and empire? consider the extent to which Spain came into Statistics on trade – conflict with other states: Portugal, England, Was Philip successful Spanish and other Netherlands and France. Consider the view that in managing his vast states. all the trade is in the hands of Flemings, English overseas empire? and French.

Week 10 Social and cultural Impact of new ideas Consider: A Golden Age for whom? Kamen speaks of a Lope de Vega’s plays developments of and intellectual ‘paradoxical duality’. extracts. the ‘Golden Age’ movements ‘Winners and Losers’: make a list of those who In assessing the benefited from the Golden Age and conversely extent to which Spain Range of academic those who did not. Explain why. embraced a golden texts offering a range age. Politically, of opinions. Undertake research into the visual arts: painting, intellectually and sculpture, architecture literature, music, Philip II morally. Guided reading. and the El Escorial. What does this Consider key personalities: El Greco, Tasso, mean? Is it a realistic Cervantes, de Vitoria, Valdes, St Teresa of assessment? Avila, St John of the Cross and Lope de Vaga. Consider: In the Group research should lead to a class period 1492–1598, presentation. Spain did, or more precisely Castile did, experience a truly Golden Age.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 11 Condition of Spain Political condition Balance sheet exercise for: the First Ministry, Guided reading. by 1598 1556–1579 and Second Ministry 1579–1598. Link to current Revisit earlier ideas on kingship and discuss academic whether Philip was an absolute monarch. interpretation. What restrictions were placed upon Philip? Was Spain politically secure by 1598: nobility, government, administration, religion?

Week 12 Economic strengths Look at the development of the New World Practice exam style Websites for further and weaknesses economy. question. research. Consider the position of viceroys and Class notes/ government departments; plantations; influx of worksheets and silver from Peru; emeralds and other PowerPoint commodities for Spain. presentations.

Make a table of positive and negative outcomes.

Week 13 Social strengths and Did different groups within society fare better Review of collated weaknesses than others? notes, range of texts used and academic What was the impact on Spain of the Moriscos sources. expulsions after 1570? Internet web Balance sheet exercise: select a social group addresses to help and explain your opinions: ‘What has Spain ever advance presentation done for me’? to class. Link to class presentation next week.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 14 Social strengths and Work in groups to pool research into social Differentiation by PowerPoint statistics weaknesses groups. presentation of task. on change.

Create a PowerPoint to summarise the social and economic changes by 1598.

Week 15 Spain from 1556 to Overview of 1556–1598 Review of previous material to assess change Class discussion on PowerPoints and 1598 and continuity in Spain. most significant specific class notes developments. supported by Students might produce paragraph summary extension reading responses to each of the six key questions. from a range of differentiated texts.

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Consider: did Philip ever deviate from his ambitions?

Week 17 The Spanish army and Why were Spain’s armed forces pre-eminent in Comparison between Texts. navy the first half of the sixteenth century? Spanish armed forces and key opponents: Internet research How effective was the navy? France, United opportunity. Provinces, England. Research developments in the army and navy. How do they measure Statistics on naval up? strength. What was Philip’s II’s reputation abroad and why? Assess/discuss the Guided reading. findings of your research.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 18 Eclipsing French Italy and war Draw a map of Italy and show the extent of Class discussion on Academic texts. power Spanish territory. the vital role of Italy. Maps of Empire and Consider the wider strategic importance of Italy Use maps from Italy. to Spain. research.

Week 19 Interference in France Revise the on-going conflict with France. Why Consider the question Academic and war did Philip continue to interfere in French affairs? that France was interpretations on Extended written exercise. This could also be a Spain’s greatest Philip’s governments. class discussion. enemy? Draw a map to illustrate the extent of conflict Timeline of conflict with France. ‘Before 1572 Spain with France. was the ally and After 1572 France and England became France the enemy but increasingly friendly. How would this have after 1572 France affected Spain in northern Europe? increasingly became the ally and Spain the enemy.’ Is this a realistic summation of Spanish relations?

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 20 Control of the Challenging the Turks Consider Spain’s traditional rivalry with Islam. Consider: did the Guided reading and Mediterranean ottoman threat exist in worksheets. reality?

Was the Ottoman threat removed with the death of Suleiman in 1566?

What was the significance of the battle of Lepanto?

Week 21 Conquest of and What were the advantages to Spain of the Class presentations Academic sources. relationship with acquisitions of Portugal? on the results of the Portugal conquest of Portugal. Class notes and Consider a class discussion in which the previous discussion advantages/disadvantages are evaluated. material.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 22 Revolt in the Relations with England Review existing relations with England. Consider a range of Guided reading. Netherlands and wider conflict in Consider: contemporary and Europe  Why did the English send troops to the historical viewpoints. Netherlands in 1585?  What did the defeat of the Armada reveal Review the about Spanish power? historiography of the  What strategic threats did the Spanish revolt. face in 1588–9? Was Spanish defeat  Why did Ireland become a focus of based on the failure of Spanish interest? leadership? Examine:  Is the revolt of the Netherlands  Alva symptomatic of a nation over stretched?  Requesens  Don John Consider whether England’s survival was more  Parma. a result of Spanish failure than an English victory. Debate and reach a supported Or the intervention of judgment. Philip?

Or the role of foreign intervention?

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 23 Conflict in the Review Anglo-Spanish rivalry in the Caribbean. Consider: Was the Range of academic Caribbean decision to launch the texts and source Draw a map to show the extent of Spanish Armada and based extracts. territory in the Caribbean. subsequent failed attempts a Maps of the consequence of Caribbean. English intervention in the Caribbean?

The Netherlands and the New World were Spain’s key assets which the English interfered in. Write a brief from Philip explaining the threat posed by English interference.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 24 Spain in the New Expansion Examine the cost of empire. ‘What did Spanish Guided reading. influence in the New World How effectively was the New World World do for me?’ administered from Madrid? Extracts and sources Discuss with from academic Statistical data: produce a chart to show rise in reference to diffierent historians. revenues from the New World. groups and/or Look at the role of the Church and Jesuits as individuals. part of Spanish influence in the New World. How much of the New World was controlled by Spain by 1598?

Week 25 Settlement and trade How much of the New World had been Consider the positives Map of Spanish colonised by 1598? and negatives for the acquisition and New World and for settlements. Examine the extent of trade and settlements and Spain. their effects.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 26 The impact of Empire Make a chart which shows how the empire Class presentation of Earlier materials and affected Spain: charts and discussion reference books.  politically of judgement(s) in the  economically relevant importance. Consideration of  socially Historians’  internationally. interpretations for extension task. Which was the most important?

Source extracts from contemporary correspondence.

Academic interpretations on the issues.

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Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 27 Spain’s Extent of Spain’s Consider the checklist of Spanish achievement Debate around the Guided reading and international power: illusion or by 1598 use headings such as: key question. internet searches. position by 1598 reality?  New World  Europe Split the class into  Influence of Spain culturally those supporting  Status of Philip II. ‘reality’ and ‘illusion’.

Was the Golden Age a reality or an illusion?

Week 28 Extent of Spain’s power Range of activities can be used here: debates, Discussion of results. Previous research by 1598 group discussions, hot seating, role play, Which judgement is and notes. extended writing and wall displays. stronger? Why?

A pair of balances cut from card into which the weights of reality versus illusion can be placed by class.

Week 29 Overview/Revision Spain from 1469–1598 Review material studied. Students exchange Discuss main areas of Notes from Parts One notes/ideas; round robin group sharing activities. change and and Two. Create revision notes around the six key continuity. questions. Exam questions practice with mark schemes.

Week 30 Overview/Revision Spain by 1598 Look back at material in Part One and put Opportunities for Practice exam-style together overview timelines of the key political differentiation in questions consistently developments/opposition movements/economic students’ research using mark schemes. and social and religious developments/key dates and selection. and turning points. Limit number of entries to 30 to ensure careful selection.

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© AQA 2020 This could be undertaken in groups and results Written and aural compared to create class-timelines feedback and class Identify key ideas and individuals and the points discussion. at which these were most influential. Some could find key Debate all key questions and produce one passages from paragraph summary responses to each. academic history books to illustrate key Students might produce paragraph summary themes and areas of responses to each of the six key questions. debate.

First published 5 May 2015

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