Contents OVERVIEW... 4 Elizabeth s Background... 4 Tudor Family Tree... 4 Becoming Queen... 5 Elizabeth s Court... 6 Key Individuals in the Court of

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2 Contents OVERVIEW... 4 Elizabeth s Background... 4 Tudor Family Tree... 4 Becoming Queen... 5 Elizabeth s Court... 6 Key Individuals in the Court of Elizabeth... 7 The Problem of Marriage... 9 The Problem of Succession The end of Elizabeth s reign and her power RELIGION Settlement Puritans Catholics MARY QUEEN OF SCOTS Background Mary Queen of Scots the Problem Northern Rebellion Ridolfi Plot Throckmorton Plot The Babington Plot Mary Queen of Scots the Solution EXPLORATION Reasons for Trade: Key Impacts: Trade with the East Discoveries and New Ideas China Trading Companies/Human Trade Key Explorers Sir Walter Raleigh Sir Francis Drake THE SPANISH ARMADA Background Events Outcome ELIZABETHAN ENGLAND Living standards Rise of the Gentry The Great Chain of Being Theatre Poverty Change: Pre-Elizabethan Poor Laws

3 Elizabethan Poor Laws HISTORIC ENVIRONMENT Hardwick Hall Resource L Layout of Hardwick Hall Resource A Resource D Inside Hardwick Hall Resource E Resource F Resource G Resource H Resource K Bess of Hardwick KEY WORDS MARKSCHEME PLC PRACTICE QUESTIONS Sample paper: Classroom Questions

4 OVERVIEW Briefly describe the problems Elizabeth faced at the beginning of her reign. Elizabeth faced the problem of religion as the country was divided between both Protestant and Catholic. Elizabeth had to deal with the prejudiced ideas of the role and limitations of women which undermined her authority. Economic difficulties included the decline of the cloth industry, inflation and unemployment, which in turn led to greater poverty and vagrancy. The country was poor and England was also at war with Catholic France which led to increased taxation. Elizabeth s Background Elizabeth was the second daughter of King Henry VIII. In order for Henry to marry Elizabeth s mother, Anne Boleyn, Henry had to divorce Catherine of Aragon and go against the Catholic Church, thus creating his own church: the Church of England. Before her father s death, Elizabeth had been both disinherited, and restored to her birth right. Before Elizabeth became Queen, she survived the beheading of her mother, the death of her father, King Henry VIII; her brother King Edward IV; her cousin Lady Jane Grey; and her elder sister Queen Mary I. England had changed religion and ruler a number of times in relatively quick succession, and her position as Queen was tenuous. Tudor Family Tree 4

5 Becoming Queen Elizabeth became queen at the age of 25, and had to consolidate her power as a female ruler. Elizabeth was confident and charismatic, this enabled her to win over her subjects and command support in parliament. Elizabeth was resilient. She had spent time in the Tower accused of treason and facing possible execution. She could cope with the pressures of being queen. Elizabeth was well educated. She spoke Latin, Greek, French and Italian, among other languages too. Elizabeth had an excellent grasp of politics. She understood the interests and ambitions of her subjects, and was able to use her powers of patronage effectively. Although Elizabeth was a Protestant, the number of Protestants in England was growing, making her position as queen more secure. She could claim divine right with growing conviction, 5

6 Problems There were 6 main areas of problems facing Elizabeth when she became Queen: 1. Succession 2. Religion 3. Mary Queen of Scots 4. Ireland Like her predecessors, Elizabeth considered herself to be the Queen of Ireland. Unfortunately, many of the Irish disagreed. A major problem was a revolt in northern Ireland in 1559, the first of several during her reign. She spent thousands of pounds and sent many of her best soldiers to try to limit Irish rebellion but nothing seemed to work in the long term. 5. Taxation The government needed money and one of the few ways to get it was through taxes. Unfortunately, at a time of great poverty, taxes would be very unpopular with the people of England, so raising taxes would be very dangerous for a new monarch. 6. Foreign Policy Elizabeth had to deal with powerful countries that wanted influence over England. France and Spain,, which were both Catholic and had the support of the Pope, saw Protestant England as a target. One major area of disagreement was the Netherlands. The mainly Protestant population was in conflict with the Catholic Spanish who ruled most of the area. Elizabeth would eventually need to decide how to deal with these concerns but initially her priority was keeping England secure. (1, 2 and 3 are looked at later in detail) Elizabeth s Court The court was made up of a number of key elements: Parliament Privy Council Lord Lieutenants Justices of the Peace (JP s) Significant individuals 6

7 Key Individuals in the Court of Elizabeth Parliament Parliament s role was to advise the monarch, pass laws and raise taxes, especially for war. MP S were prejudiced in their attitude to Elizabeth and saw her as weak and indecisive in dealing with Catholics and the question of her marriage. Elizabeth was rarely interested in the opinions of her Members of Parliament. One exception was in 1586, when Elizabeth summoned Parliament to ask its view of whether she should execute Mary, Queen of Scots. Its role became more important as a result of the Spanish Armada and the social legislation 7

8 needed to deal with poverty. Arguments about monopolies in 1601 resulted in Elizabeth s 'Golden Speech' promising reform. Loyalty Briefly describe how Elizabeth used portraits. Elizabeth used portraits, as a form of propaganda, to create a public image of herself as a powerful queen or to celebrate her achievements. Portraits were symbolic rather than true representations, such as the Rainbow Portrait. After 1563 only official government portraits were allowed and after 1596 any unseemly portraits were destroyed. Portraits were displayed by nobles, in their houses, to show loyalty. However, most people would only see the portrait on coins and medals. 8

9 Explain why Elizabeth went on progresses. Elizabeth went on progresses to visit and develop her relationship with nobles to ensure loyalty. It was also a way of saving money has the nobles had to pay the costs of her visit. However, staged routes were publicised so as many ordinary people could see her. This allowed Elizabeth to develop a relationship with them and create a positive popular image. However, she never travelled west of Bristol or north of Stafford were loyalty and control were uncertain. Elizabeth also held carefully planned parades in London on significant dates or festivals as demonstrations of loyalty. The Problem of Marriage As soon as Elizabeth came to the throne in 1558, people expected her to get married. Marriage was seen as essential for a wealthy and powerful woman, especially a Queen. Marriage would not be for romantic reasons, but reasons of power. Elizabeth was 25 when she became Queen - this was seen as old for a woman to be unmarried in Tudor times! 9

10 Arguments for and against marriage: For Marriage Create an alliance with a foreign country Continue the Tudor line Prevent a Catholic cousin from getting the throne Win the support of a powerful English Family Produce an heir Against Marriage Giving birth was risky England falls under the control of a foreign monarch Marrying an Englishman creates problems over who has authority (the crown or the man) Elizabeth keeps her independence Husband has the power over the wife Elizabeth s sister Mary s marriage to the King of Spain had been seen as a disaster (and didn t make an heir) There were 5 main suitors who could have worked for Elizabeth: 1. Eric of Sweden proposed early, negotiated with the Swedes for many years. 2. Philip of Spain proposed early, turned down Philip immediately due to being her sister Mary s widow (he was too keen to regain his title of King of England). He was a Catholic, and his family were traditionally allies against France. Philip had treated Mary badly during their short marriage, and when Mary had chosen a Spanish husband it had been unpopular with the English and caused rebellions. There had been no children produced, and had involved England in expensive foreign wars. He was insulted by the rejection. 10

11 3. Charles of Austria He was a Catholic, and don of the Holy Roman Emperor. Negotiations dragged on till 1567, and failed as Charles was unwilling to live in England. 4. Robert Dudley A childhood friend and favourite, who Elizabeth made the Earl of Leicester. It is often suggested that Elizabeth genuinely loved him, and that there was a strong belief in Elizabeth s court that she would marry him shortly after becoming Queen. Dudley wanted to marry Elizabeth, but was already married. His wife Amy took a tumble down the stairs, and Dudley was suspected of killing her, although her death was very convenient. This then meant marriage between the two would have been too scandalous! 5. Francis of Alencon A favourite for Elizabeth s hand in the 1570s. Francis was a younger brother of the King of France, 20 years younger than Elizabeth, physically deformed, and a Catholic! Despite all this Francis and Elizabeth seemed fond of each other, with Elizabeth nicknaming him her frog. The Privy Council were divided on the match. After the St Bartholomew s Day Massacre 1572, the French became unpopular in England and negotiations were called off. The Privy Council pressed Elizabeth to get married, becoming annoyed when she stalled. Her Parliaments, encouraged by the Council, also tried to pressure her to get married. She gave vague answers and famously lost her temper with her third Parliament in 1566 for daring to raise the issue They never did again! I will never be by violence constrained to do anything. It is monstrous that the feet should direct the head! They are too feeble minded to discuss the issue. 11

12 The Problem of Succession There were problems with each of these suggestions. Next to each picture, write down what those problems might be. In 1562, Elizabeth was ill with Smallpox, and it was unsure whether Elizabeth would survive. She did recover, but this had left the Privy Council very scared, as there was no clear heir to the English throne. Elizabeth was urged to marry or choose an heir. Elizabeth did netiher, claiming that she would only marry when the time was right, and that to nominate a second person would place her in danger. There were two main claims, the Stuart claim and the Suffolk claim. To further complicate matters, Henry VIII had stated that if his three children failed to have heirs, then the throne would go to the descendentes of his younger sister Mary, the Duchess of Suffolk. They had already tried this with Lady Jane Grey, her granddaughter in 1553 Both of her sisters (Catherine and Mary) were still potential heirs. The Stuart claim was stronger, with Mary Queen of Scots as a claimant, due to grandmother being Henry VIIIs older sister Margaret, and being of Royal blood. Mary Queen of Scots, however, was a Catholic, who had been raised in England s enemy: France. Mary Queen of Scots had also increased her claim by marrying her cousin, Lord Darnley, thus uniting two Stuart Claims for any children they might have. 12

13 Elizabeth liked the idea of Catherine Grey as her official heir by 1561, until she found out Catherine had secretly married the Earl of Hertford withouot her permission and fallen pregnant. Elizabeth then locked Catherine in the Tower of London for the rest of her life. Despite Catherine having two sons, both born in prison, they were declared illigitimate and barred from the succession. The other Grey lady, Mary, also married without permission, and was also arrested, but died childless. This limited Elizabeth s choices. The end of Elizabeth s reign and her power Throughout her reign, Elizabeth faced a lot of opposition from Catholics who saw her as illegitimate (Henry s marriage to Anne Boleyn was illegal as divorce hadn t really existed before he divorced his first wife Catherine of Aragon). These Catholics mainly looked towards Mary Queen of Scots, the next in line, who was a Catholic, with a strong claim to the throne of England. Elizabeth suffered a number of rebellions, including the Northern Rebellion, the Ridolfi Plot, the Throckmorton Plot, the Babington Plot and the Essex Rebellion (please see the section on MQS for detail on most of these plots). Essex s Rebellion Robert Devereux, the Earl of Essex was 30 years younger than Elizabeth, but quickly became a favourite at court. Elizabeth showered him with gifts, making him a Privy councillor in 1595, and giving him the monopoly of sweet wine in England, making him very wealthy. However, in 1598, Essex and the Queen quarrelled about Ireland in front of the Privy Council. Essex turned his back on the queen, so she hit him on the side of his head, and he almost drew his sword against her. Elizabeth put him under house arrest, but he refused to admit he was wrong. Elizabeth then made the mistake of taking no further action against him setting a precedent for people to disobey the queen? Essex was then sent, unwillingly, to Ireland to crush a rebellion. Not only did Essex make a truce, which he was not supposed to do, but he also knighted some of his army leaders in Ireland, and he had been forbidden to do this! Worse still, when he returned to England, he rushed into the queens chambers dirty and dishevelled, and caught her without her wig on! He fell from power, and his sweet wine monopoly was not renewed, leading to large debts. He had nothing left to lose, and so tried to remove the person he blamed for his failure, Robert Cecil, the Queens advisor. 13

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15 RELIGION Briefly describe the religious situation in England at the beginning of Elizabeth s reign. The religious situation at the beginning of Elizabeth s reign was very difficult. The country was divided between Catholics and Protestants. The Catholic Queen Mary I had been unpopular with many but the Catholic faith was still strong, especially in the North of England. Elizabeth also faced demands from Protestants who hoped she would establish their faith and from Puritans returning from Europe. Religion was central to life in England. Religious teaching and practices guided people s morals and behaviour as well as their understanding of the world. Birth, marriage and death were all marked by religious ceremonies. People believed that going to church, attending pilgrimages and confessing sins reduced time in purgatory where the soul was purged of sin using spiritual fire before reaching heaven. 15

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17 Settlement In 1559, the Act of Supremacy was passed. It stated the following: -Re-established the Break from Rome and an independent Church of England. -Elizabeth wouldn t take the title of Supreme Head of the Church, but instead Supreme Governor, which was less controversial. This meant that Catholics could still see the Pope as the Head. -Elizabeth made all members of the Church (the clergy) wear an oath of loyalty to her. -The Church would keep it s pre-reformation structure of two archbishops and various bishops below. This was a Catholic system. Also in 1559, the Act of Uniformity was passed, which stated the following: -Ends quarrels between Catholics and Protestants by specifying what the English Church believed in. -The Church that was created was Protestant, with and English prayer book. -The Traditional Catholic mass was abandoned, and the Bible was written in English. -The law declared that the altar should be replaced with a Communion table, which could have ornaments and decoration on. -Priests had to wear traditional Catholic style Vestments, not black Protestant robes. Explain why the Puritans were dissatisfied with Elizabeth s religious settlement of Puritans had returned from exile in Europe with radical ideas and a hatred of Catholicism. They were dissatisfied because they had wanted the Church to be reformed and to remove the Catholic ideas of Mary s reign. Elizabeth did not want a confrontation with Catholics and so her religious settlement was a compromise. There were still many Catholic remnants left such as bishops, vestments, decorations and music in churches. A further impact of the religious settlement was that 8,000 clergy out of about 10,000 accepted the religious settlement, and those that opposed it were replaced. 17

18 Most ordinary people accepted Elizabeth s religious settlement and attended the church services, even though many of them held on to Catholic beliefs. Puritans Elizabeth s government dealt successfully with the Puritans through strict policies and punishments. Edward Grindal, the Archbishop of Canterbury tried to protect Puritans but he was suspended and when he died he was replaced by John Whitgift who brought in stricter policies against the Puritans. Some were expelled from the church, some arrested and imprisoned. MPs such as Strickland and Cope who introduced bills to reform the church were arrested. Writers such as Stubbs received harsh punishments. Many Puritans, although they disagreed with Elizabeth s policies, they knew she was preferable to the Catholic Mary Queen of Scots. Some Puritans such as the separatists were determined not to accept Elizabeth s settlement but they were few in number. When they produced the Marprelate Tracts, which attacked the church, Elizabeth responded with a crackdown on Puritans with arrests and executions. After 1590 the Puritans were no longer a threat. Catholics The Catholic Queen Mary had been unpopular with many but the Catholic faith was still strong, especially in the North. Elizabeth initially had a policy of leniency and tolerance towards Catholics wanting to avoid confrontation. However, the Papal Bull of 1570 and rebellions and plots, such as the Northern Rebellion, 1569, The Ridolfi Plot, 1571, and the Throckmorton Plot, 1583 saw the Catholic threat increase. Elizabeth was seen as weak and indecisive in her response. Elizabeth s response changed from 1580 with the arrival of the Jesuits, such as Campion, who provided leadership for Catholic resistance. They also hoped to convert people back to Catholicism. Elizabeth now took a harsher response. Following the Babington Plot, of1586 and 18

19 the execution of Mary, Queen of Scots, Catholicism was now seen as a political threat. Jesuits were executed as traitors. Catholic recusants were heavily fined, had their land confiscated or were imprisoned. Greater use was made of spies and informers. Over time Catholic influences and ideas faded and many Catholics conformed, wanting to show loyalty. By the end of Elizabeth s reign the number of Catholics had declined significantly, with few new converts. The Catholic threat was often exaggerated but was greater than that of the Puritans. Using your class notes, create a short timeline of key Catholic and Protestant actions

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21 MARY QUEEN OF SCOTS Background Briefly describe the events leading up to Mary, Queen of Scots arriving in England in Mary was implicated, by the casket letters, in the death of her husband Darnley and caused a scandal by marrying Bothwell, the chief suspect. Following a loss of support from both Catholic and Protestant nobles in Scotland, and a rebellion against her, she was forced to abdicate the Scottish throne in favour of her young son James, in She was imprisoned but escaped and after a failed attempt to regain the throne she fled to England in Mary Queen of Scots the Problem Mary s arrival in England created a problem for Elizabeth. By remaining in England she could encourage rebellion, as many members of the Catholic nobility believed they could overthrow Elizabeth and place Mary on the throne. However, to take action against Mary, as an anointed monarch, would also reduce Elizabeth s own status, power and authority. 21

22 Mary, Queen of Scots was never a serious threat to Elizabeth s position as Queen of England, do you agree? Mary was seen by English Catholics as the rightful ruler with a legitimate claim to the throne. She had the support of English Catholic nobles and the Kings of France and later, Spain and the Pope. For the next 19 years Mary was placed under house arrest and moved around to prevent her becoming a figurehead for revolt. However, she became the focus for plots and conspiracies. There were demands by Parliament to have Mary executed. Although there was evidence linking Mary to the plot Elizabeth did not have her executed. Elizabeth was unwilling to execute a member of her family and believed it was against principle of Divine Right of Kings which said monarchs were answerable only to God and could set a precedent. She was also worried that the consequences of executing Mary could lead to a Catholic rebellion or a Spanish invasion. Northern Rebellion 1569 Key People: Duke of Norfolk; Robert Dudley; Earl of Westmorland; Earl of Northumberland Cause: MQS had arrived in England, court conspiracy, Norfolk resented Cecil s power Aim: To gain greater influence and remove Cecil. Norfolk was then to marry MQS and set her up as the heir to Elizabeth Actions: Norfolk ordered conspirators to stop if plot was uncovered, but rumours said it was still going to happen. Eliz summoned Westmorland and Northumberland to accuse of Treason, and pushed them into rebellion, with Spanish support. Eliz struggled to raise an army to counter them. Impact: Dudley confessed to Eliz. Norfolk fled, + captured, poorly planned, Spanish didn t want to support the pro-french MQS, vast majority of Catholics remained loyal to Eliz. Land 22

23 confiscated, 450 rebels executed, Westmorland escaped, Northumberland beheaded and Norfolk imprisoned. Ridolfi Plot 1571 Key People: Roberto di Ridolfi; MQS; the Pope; Philip of Spain; Duke of Norfolk; Duke of Alba Cause: MQS lost hope of Elizabeth helping her. Norfolk was recently released from prison and wanted to regain power after his disgrace. Aim: To restore Catholicism in England Assassinate and replace Elizabeth with MQS 6,000 troops to land in Essex then MQS to marry Norfolk Actions: Elizabeth was excommunicated in 1570, so Catholics were free to rebel against the queen Impact: Eliz discovered the plot. Ridolfi was abroad and escaped prosecution. Spanish Ambassador expelled from England. Norfolk arrested and found guilty of treason. New law = anyone making claim to the throne and knowing of assassination plans is removed from the succession. Norfolk was beheaded June MQS survived and Eliz refused to execute her. However, this allowed the problem to continue and Elizabeth was seen as weak and indecisive. Mary was a constant threat and while she was alive Elizabeth was never safe. The plots continued: Throckmorton Plot 1583 Key People: MQS; Francis Throckmorton, Spanish Ambassador: Bernardino de Mendoza Aim: French Catholic force, backed by Spanish and Papal money to invade England. MQS to be freed, Eliz to be captured and murdered, and MQS to be made Queen. Actions: None bar the plotting Impact: Walsingham discovered the plot, Throckmorton under surveillance for 6 months, then tortured and confessed. Bond of Association established (anyone involved in plot against Eliz was not allowed to benefit from her death). Throckmorton convicted of High Treason and executed July De Mendoza expelled from England, no more Spanish ambassadors in England for the rest of Eliz s reign. MQS innocent, but Walsingham determined to find future evidence of plotting from her. 23

24 The Babington Plot 1586 Key People: MQS, Anthony Babington Aim: To Kill Elizabeth, rescue Mary from Prison and place her on the throne Actions: Babington needed to check that Mary supported the plan so tried to contact her via coded letters in beer barrels. Mary replied saying she agreed, and passed the letter to Sir Francis Walsingham, Elizabeth s chief spy. Impact: A group representing Parliament called for Mary s arrest, and Elizabeth had no choice but to act as there was so much evidence, and she put Mary on trial for treason Mary Queen of Scots the Solution In October 1856 Mary was tried for treason, found guilty and executed on 8 th February Issues? She had not been allowed to look at the evidence against her She could not be guilty of treason as she was a foreign queen, not an Englishwoman Elizabeth was reluctant to have her cousin executed o Mary s son King James VI of Scotland or the Spanish might seek revenge o It sets a precedent that one monarch can kill another o She is a monarch and not a normal person o Mary is family! Elizabeth doesn t want to be seen like her father Henry VIII (murdering his 2 of his wives) o Created a Catholic Martyr 24

25 Who was more of a threat to Elizabeth, the Earl of Essex or Mary, Queen of Scots? Explain your answer. Robert Devereux, the Earl of Essex, was an English nobleman and a politically ambitious former favourite of Elizabeth I. He had been placed under house arrest following a poor campaign in Ireland in 1599 and then lost his income when Elizabeth removed loss his monopoly on sweet wines. He had been totally dependent on Elizabeth for jobs, money, favours. On the 8 th February 1601 with only 300 supporters he led an abortive coup d'état against the government which failed. He only had 300 supporters many who quickly surrendered. He did not have enough powerful supporters the people of London failed to support him. The rebellion easily defeated. He was executed for treason. 25

26 EXPLORATION Why did English sailors go on voyages of exploration? English sailors, such as Cabot, Hawkins and Drake, went on voyages of exploration because were competing for control of seas with Catholic Spain. They set up colonies in the New World as well as attacking the Spanish treasure fleet and colonies to gain a share of the wealth they provide. They were encouraged in this by Elizabeth. They also wanted to improve England's trade with the rest of the world. New trading companies, such as the East India Company, traded with India in silks and spices and helped make England a much wealthier country. Many Elizabethan explorers were also searching for personal adventure, wealth and glory, eg. Drake s circumnavigation of the world. New navigational instruments eg the compass and the development of faster ships made such exploration possible. Several European countries, importantly Spain, played a major role in discovery and exploration. The purpose of many voyages of discovery was to make money, but the real prize lay in trade. Before Elizabeth's reign, the majority of English trade was with other European countries, but people began to look further afield, in particular the Far East, where spices could be bought, initially this was through middle men. The English wanted to cut out the middle men by finding direct routes to India and the Far East to raise their own profits. 26

27 Reasons for Trade: Key Impacts: Trade with the East At the start of the C15th, much of the world had yet to be discovered by Europeans. People believed the world was flat, and that the Mediterranean was at the centre. 27

28 There was a great demand for luxury goods from the East, including spices, incense, silks, cottons and perfumes. These items were highly prized as they took so long to transport and cost so much (due to taxes through Muslim areas such as the Ottomon empire), sometimes as long as 2-3 years! The Europeans wanted to find a quicker, and cheaper route to these goods, and ships were the answer. Attempts to find a direct route to India led to the discovery of other areas including the Americas. The East India Company was set up in 1600 to oversee trade. Discoveries and New Ideas Spain and Portugal dominated the world of exploration at this point, and became rich and powerful as a result. Their overseas empires grew, and they discovered new resources such as tobacco, potatoes and tomatoes (the Spanish), and Sugar and Cotton (the Portuguese). As England s navy grew, not only did it allow them to keep pace with other European countries who were increasing the size of their empires with new overseas colonies, but it allowed them to stay safe as a small island state. The printing press now meant that maps and other geographical literature were more readily available than before. The astrolabe meant a ships position could be plotted accurately and the magnetic compass was developed to track ship movement. Developments in ship design meant that new, smaller ships such as caravels and carracks were used for exploration and the invention of the rudder gave the crew more control when steering the ship. Added to this, the triangular lateen sail (copied from Arab ships) meant that ships could now sail whichever way they wished, and were no longer dependent on the direction of the wind. China A key aim was for England to discover a North West Passage to China, involving sailing around the North of Canada. However, this was impractical due to the ice in those seas (this was not realised by the Elizabethans and many tried!). Trading Companies/Human Trade In 1564 Francis Drake and John Hawkins kidnapped several hundred West Africa s, who were then taken by ship to the South American coast and sold for slaves, and had done so with Elizabeth s permission. Throughout Elizabeth s reign, England s involvement in the slave trade grew and many slave traders made a fortune, as the demand for slaves in the Americas grew. 28

29 Key Explorers Sir Walter Raleigh Raleigh was a respected a famous explorer and adventurer. He was a Protestant who had fought for Elizabeth in Ireland against the Irish Rebels, and become a favourite of Elizabeth when he returned to court. In 1584 Elizabeth gave Sir Walter Raleigh permission to explore, colonise and rule any land not already ruled by a Christian. In return, he gave the queen 1/5 of all the gold and silver found there. AIM: to increase England s influence and gain more wealth for England. Sir Francis Drake Drake s Circumnavigation of the globe happened between December 1577 and September There were three main reasons why Drake circumnavigated the globe: 1. He was attacking Spain. Drake wasn t trying to sail around the world! He was trying to raid Spanish Colonies in the Pacific. 2. Revenge. The Spanish had attacked Drake s fleet at St Juan de Ulua and most of his men had been killed. 3. Profit. Loot, booty and trade meant there were huge profits to be made from Drake s proposed journey to the Americas and beyond, so people were willing to invest in the expedition, including Elizabeth I. 29

30 Focus question: was Drake a pirate or a hero? Hero (From the English point of view) He was a brilliant sailor and his circumnavigation of the world crossing the Pacific and Indian Oceans in in the Golden Hind (5) made him a national hero for which he was knighted. He brought back lots of wealth from his attacks on Spanish treasure ships and settlements which made him popular with Elizabeth. He carried out a successful attack against the Armada at Cadiz in 1587 and was Vice Admiral of the fleet that helped defeat the Armada in However, his later career less successful, he was not popular with many English nobles and he was also involved in the early slave trade. His execution of Thomas Doughty for mutiny was controversial. Pirate (From the Spanish point of view) His attacks Spanish treasure ships and Spanish settlements to steal gold and silver meant that for Philip of Spain he was seen as a pirate. You need to think of Drake the man, what aspects of his personality made him popular. Remember he cared for those who were dependent on him; he was: kind, funny and witty, generous, a good speaker and humane. Also the ordinary people adopted him as their hero because he was not from the middle or upper classes. He was a working man's son who by his own efforts achieved knighthood for sailing around the world. Therefore he became a gentleman and was the only Elizabethan to do so. He gave the English sailors the confidence to believe in the power and ability of the English navy to defeat our enemies. Drake gave the ordinary working Elizabethan a role model; if he could achieve a high level of success then many others could be social climbers. Drake never forgot his origins and responded to people, showing them that he was a people person. Moreover, he was ambitious and arrogant with the upper classes. The ordinary English people love a hero who is slightly wayward and, most importantly, he had made a fool of England's major enemy - Spain. Don t forget that not everybody liked Drake. A small minority of merchants felt that Drake's hostile acts would disrupt trade with Spain. Some members of the upper-classes, 30

31 especially the older members of the aristocracy, regarded him as a low-born, common, arrogant upstart. Why did the Spaniards regard Sir Francis Drake as a villain? You need to describe how Drake: robbed their ships sacked their towns, made a fool of Catholic Spain in the eyes of the Pope and the rest of Europe showed Europe that Spain was not the superpower it thought it was. Was Sir Francis Drake a villain, a hero or an explorer? Drake was a mixture of all three. Drake's captive Portuguese pilot during the world voyage wrote that Drake was a great navigator. Three-quarters of the world voyage was navigated without reliable charts. Drake steered the Golden Hind through the Strait of Magellan in a mere sixteen days. The Golden Hind held this record until the 20th century. This sea passage is one of the most dangerous stretches of water in the world. Drake discovered Cape Horn, Chile and Nova Albion in California. Drake discovered that the fabled Strait of Anian was impassable from the Pacific side of America. Drake was the first English captain to sail a ship across the Pacific Ocean and around the world. It was Drake's intimate navigational knowledge of the English Channel that helped the English navy to defeat the Spanish Armada. Why did some people in the past and also some people in the present have such different opinions about Sir Francis Drake? There are many different views expressed about him in the primary sources. Obviously King Philip II hated Drake but Queen Elizabeth admired him. Some Spanish commanders spoke well of him. The queen's courtiers, Walsingham, Hatton and Leicester genuinely liked him. The majority of the English people liked and admired Sir Francis Drake, along with his ships' officers and crews who furthermore truly respected him. He was loved by his West Country friends and the citizens of Plymouth. He seems to have been happily married twice. Even the Pope had a great deal of respect for Drake and wished that he were a Catholic. Some of the upper-classes, as we have seen, did not like Drake, and showed it. Drake had the confidence to respond to their distain and contempt with arrogance and self-glorification, to conceal his discomfort. Drake often made "tongue in cheek, off the cuff" remarks and people 31

32 formed a misguided view of him. Hence some of the ruling elite saw the worst facets of his character. He is condemned as a slave-trader, simply because he participated as a junior officer on three voyages. Drake's prime motive was to gain oceanic sailing experience. Once he had achieved this, he resorted to the more humane profession of privateering. He was the first white man to work on equal terms with black people and took every opportunity to free slaves from their Spanish masters. The escaped black slaves of 1573 in Panamá revered Drake. Drake is unjustifiably labelled as a pirate since this is the first common word that people can think of. Drake was a privateer which was a legal profession until

33 THE SPANISH ARMADA Background Why did Philip of Spain send the Armada? Spain sent the Armada against England because Philip wanted to make Protestant England into a Catholic country. He was angry at Elizabeth s refusal to marry him and the execution of the Catholic Mary Queen of Scots. Furthermore, the English were also helping the Protestant Dutch fight against Spain, while English sailors attacked Spanish settlements and treasure ships in the New World. The Armada would land a Spanish army in England, help the English Catholics rebel against Elizabeth leading to a Catholic take over. Letter from Philip II to Count Feria, the Spanish ambassador in England (12 February, 1559) Tell her (Elizabeth) from me that... I must warn her to consider deeply the evils which may result in England from a change in religion... if this change is made all idea of my marriage with her must be broken off. 33

34 Events What happened to the Spanish Armada? The Armada was delayed by Drake s attack on Cadiz in 1587 and damaged by storms May in When the Armada of 130 ships was spotted in the English channel, beacons were lit. It was attacked by the English fleet but little damage was done. The Armada anchored at Calais were it was attacked by fireships and then by the English fleet at the Battle of Gravelines. The Armada was blown into North Sea and had to return passing around Scotland and Ireland. Many ships were wrecked by storms and on rocks. Only 67 ships returned to Spain 34

35 Outcome Why was the English navy able to defeat the Armada? The English were able to defeat the Armada because their ships, cannons and tactics, such as the use of fire ships, were much better. Their ships had long-range guns, were faster and more manoeuvrable and could fire at the Spanish ships without getting close to them. The Spanish ships were larger but slower and they also had a lot of slower merchant ships to carry all their supplies. They also lacked a safe port in northern waters. The Duke of Medina Sidonia was a poor leader. However, the most important reason was the weather, especially the storms which led to the destruction of the Armada. An extract from a letter written by the Duke of Medina Sidonia to Phillip II I wish I possessed the talents and strength necessary to it. But Sir, I have not the health for the sea. I soon become seasick. It would not be right for a person like myself possessing no experience of seafaring or war, to take charge of it. 35

36 ELIZABETHAN ENGLAND Living standards Complete the feudal diagram below, showing the different levels within Elizabethan Society: Missing words: Nobles and Lords Queen Wealthy Merchants Craftspeople Labourers Yeomen The Gentry Servants Tenant Farmers The Poor God Rise of the Gentry The Gentry Landlords of the countryside They lived on the rents of their tenants and did NO manual labour themselves Income was between 10 and 200 per year ( 1700 and 34,000 today) Influence due to jobs such as Justice of the Peace and MP The country was more secure after Elizabeth took over, and people could settle and make money from trade = The Gentry grew! HOW?? The Gentry are below the titled Nobility (they are NOT titled), but above the normal people. Their status and power was based purely on their wealth, and they grew greatly in Elizabethan England due to three main factors: 1. Suspicion of OLD Nobility. The Tudors had sidelined the old families, refusing to give extra lands, titles and jobs within government to them (think about the Howard and 36

37 Boleyn families and how they tried to gain power). Instead the Tudors promoted from the Gentry Class. Examples being Cecil and Walsingham. 2. Dissolution of the monasteries by Henry VIII. The monasteries had owned ¼ of all land in England! With them being dissolved it meant there was extra land to buy or to gain through royal favour (and land means money in Tudor times) 3. Increasing wealth. Due to trade and exploration, there was more money around, generally with the Gentry class. There was also population growth and rising prices, allowing the Gentry class to gain more money, which allowed them in turn to establish estates, build grand houses and educate themselves further. The Great Chain of Being Elizabethan s believed strongly in the Great Chain of Being, which made it clear to all Elizabethans where they were positioned in society. In the views of the time, the wealthy were simply better than the peasants. However, just as God looked after his people and the Queen looked after her subjects, the wealthy were then expected to offer some help to those below them. This was usually in the form of a charitable donation, but nothing on a large scale to solve the problem of poverty. 37

38 Theatre The ordinary people went to a range of recreational events from cock fights to dances. The only real plays were religious, showing Bible stories. However, performances of plays by travelling acting troupes were becoming popular. Troupes were usually 4/5 people, and they performed in inns and pubs. The plays they performed would be funny and the audience was encouraged to take part too! The wealthy might have enjoyed a performance at a feast, but it was usually for the common/ordinary people. The Elizabethan era made plays more popular with the upper classes! 38

39 As theatre became more popular, inns were no longer large enough for performances. The Red Lion opened in London in 1567 as the first permanent theatre. It was a failure and closed within a year! Next was the Theatre in Shoreditch in 1576 by James Burbage a huge success! Followed by the Rose in 1587 and the Globe in Plague then stopped theatres being built in the city, so they were then built on the outskirts of the city. As the theatres became permanent, so did the theatre companies such as the Lord Chamberlain s men. Focus question: what did an Elizabethan theatre look like? Elizabethan theatres were different from theatres today. Features might include: Raised stage projects into the yard, No curtains or scenery, open to the sky, Galleries were covered seats where the rich sat, Poor, groundlings, stood in the yard or pit (They talked all through the performance and might even throw things at the actors) 39

40 Focus question: how did playwrights and actors solve the problems of putting on plays in Elizabethan theatres? They found this very difficult because they did not have all the advantages of a modern theatre. Methods include: Content of plays designed for all sections of audience, sub-plots used to appeal to particular groups, Female characters had to be played by men, Dramatic starts were used to get audience s attention as there were no curtains. The playwrights had to use words to tell the audience all kinds of things that would not be necessary today For example there was no artificial lighting so words were used to say what time it was and as there was no scenery, words had to be used to set the scene. Focus question: During Elizabeth s reign was the theatre was a popular and harmless source of entertainment? Elizabethan theatres were very popular with all levels of society, even Queen Elizabeth liked plays. They gave enjoyment to a lot of people, especially with cheap tickets to the poor, produced the works of Shakespeare and contributed to a golden age of culture in England. 40

41 However, Elizabethan theatre was certainly not harmless or popular with everyone. Plays were sometimes, like, The Isle of Dogs, used to convey dangerous political and religious messages. Censorship laws were introduced in Theatres, with so many people (3, % London pop), could help spread disease and were places where prostitutes and pickpockets operated causing problems for the authorities trying to keep law and order. Theatres could also be used as bear pits and for gambling. The theatres only managed to stay open because they were outside the power of the City of London authorities who would have closed them down. Puritans saw dangers in the theatre. Focus question: Was the theatre more important to Elizabethan England than the voyages of exploration? Examples include: agree gave enjoyment to a lot of people, produced the work of Shakespeare, contributed to a golden age of culture in England; disagree - establishment of colonies, improved the quality of the navy and sailors, helped defence, trade help make England richer. The voyages of exploration were far more important. Through the voyages of exploration England was able to increase its trade. It set up trading companies and imported silk and tea and timber. This all helped England become richer. Poverty The Tudor approach to poverty was to limit the threat of uprising among the nobles, by limiting their right to have their own private armies. This left many soldiers out of work. During the Reformation, Henry VIII also closed all the monasteries in England between 1536 and 1540, causing people who worked for the Church to be evicted. This had a big impact, as the church routinely looked after the poor and the sick. In the Elizabethan period, there was a great increase the number of people in poverty. Before Elizabeth, attitudes to the poor were largely unsympathetic. There were two main types of poor people, the Deserving, and the Undeserving poor. Deserving Poor: Some poor people could not help their situation because of injury or ill health, and so it was seen as correct that charities should help them. Undeserving Poor: Some people who were able-bodied, and had no reason other than their own actions (or inaction) to need help, should be undeserving of support or help from the wealthy. The causes of poverty in the Elizabethan period can be summarised as: 41

42 War Harvests Inflation Population Policies Exploration Disease War The War with Spain Wars cost money, as well as lives. When wars were declared, there would be an increase in taxes. When wars were over, England was left with large numbers of out-of-work soldiers and sailors. Wars with foreign countries affected trade. For example, England s closest trading partner was the Dutch city of Antwerp. The Netherlands was taken by the Spanish, so they refused trade from the 1560s onwards. Harvests Bad harvests between 1594 and 1598, which led to food shortages and some people died of starvation. This was alongside a new system of farming being developed, where, instead of renting out land to grow crops on, the landowners were keeping sheep on there! This was called Enclosure, and meant fewer workers were needed, leaving people both jobless and homeless. This led to people moving to towns and cities to find work, with not enough jobs to go around. Inflation Coins had been debased from 1542, in order to lower the actual cost of producing coins in order to save money, by mixing in lower value materials. This impacted Trade and jobs. Due to the increased rents (SEE POPULATION), and as a result of bad harvests, there was less food and price inflation. 42

43 Population with the population shifting from rural to urban, it also increased in total from 2.8 million to 4 million. This was due to an increased birth rate, and a decreased in death rates. Limited places to live gave power to the landlords who increased rents. Policies Trade monopolies were encouraged in the Elizabethan period. This led to a rise in prices, making the rich richer and the poor poorer. Rent-racking was when greedy landlords charged extortionate amounts. When Henry VIII changed the religion, he dissolved Monasteries ( ). Monasteries supported the poor Exploration - Exploration contributed to inflation as the discovery of new lands brought more silver and gold into circulation. Disease A terrible outbreak of flu in 1556 had killed around 200,000 people, including many workers who were involved in producing food (thus creating more INFLATION). A lack of food caused a rise in famine across England, which was due to poor harvests. The Plague hit England frequently, most notably in This would lower population, but not enough to relieve poverty. 43

44 Change: It became such an issue that Elizabeth had to implement new legislation, that identified a changing attitude towards the poor. People began to recognise there were many able-bodied paupers who could not find work. They wanted to help themselves, but were not able to. These were now increasingly also seen as Deserving Poor. The response to this change in attitude was that many wealthier people worked hard to provide more help and charity to those in need, e.g. Archbishop Whitgift established almshouses in Croydon for those in need. As attitudes towards Deserving Poor changed, so they did towards the Undeserving Poor. These people were often seen as untrustworthy beggars with no interest in honest work. Many wealthy people began to question the honesty of all beggars they encountered. Idle Poor: A new group of poor that became established during Elizabethan times. This group was based on the idea that beggars were criminals, and that the best way to deal with begging was to threaten severe punishment, as they were usually unable to change their ways easily. 44

45 Pre-Elizabethan Poor Laws Henry VIII and Edward Vi passed laws to try to deal with poverty, but they didn t work and things got worse! In 1495 beggars were being punished in the stocks and sent back to their home towns if they had moved areas. 1531, beggars were publicly whipped, if they didn t have a licence to beg. If they were caught a second time, they had a hole burned in their ear, and a third time would mean they were hanged. Elizabethan Poor Laws New Legislation was passed about the poor in 1563, 1572 and Act for setting the poor on work, placed the responsibility for finding work for the poor in the hands of the local authorities, while national policy still focused on punishment. Elizabeth feared rebellion, as years of War with Spain and food shortages alongside inflation caused a lot of starvation. A Poor Law was passed in 1597, amended in 1601, which was known as the Act for the Relief of the Poor. This new poor law said charity was still to be encouraged, but that everyone had to pay towards a local Poor Rate. People who refused to pay the tax would be fined or imprisoned. This tax would pay towards the setting up of workhouses, and the payment of relief to the deserving poor. Almshouses were also to be provided for the old and the ill to live in and they could receive handouts of money, food and clothing, and was called outdoor relief. The 1576 Law had stated that there was a third class of poor, those who were able bodied and genuinely unable to find work. The 1601 Poor Law continued to recognised this group of people, but were unable to fund them. A workhouse would be provide the able-bodied poor with employment, and their wages would be paid out of the poor rate until they were able to find alternative employment. However, the strong belief that many in poverty were lazy, meant that the legislation focussed on preventing laziness by punishing those who were able, but unwilling to work. Begging was strictly forbidden, with laws stating that beggars would be punished through whipping til his back be bloody, after which they would be sent home to the place of their birth. Alternatively, they could be imprisoned and put to work in a House of Correction, and some were sent away to work on Galley Warships. Briefly describe the activities of vagabonds. Many rogues and sturdy beggars wandered around the countryside in large groups terrorising, robbing and stealing from the villages that passed through. Others vagabonds worked individually or in small groups. These included: beggars such as Clapper dudgeons and Counterfeit Cranks who pretend-lame/ill soap/epileptic, while Anglers and Bawdy Baskets specialised in stealing food and clothing. Explain why the number of poor people increased during Elizabeth s reign. There was an increase in the poor people because landowners started to keep sheep instead of growing crops while many people lost their land because of enclosures. This led to an increase in unemployment. A rising population and economic factors such as the decline of the cloth trade, the debasement of the coinage and inflation. Poor harvests in the 1590 s led 45

46 to widespread famine. The dissolution of the monasteries had also removed the only support available to poor people which made the problem worse. Focus question: 'By the end of the reign the authorities were dealing successfully with the problem of poverty. There was a great deal of success in dealing with poverty. There was recognition that the deserving poor needed help and this led to a number of poor laws to provide for the poor in the parishes. In 1572 all people pay had to contribute to a local poor rate to help the deserving poor. In 1597 every parish had to elect an Overseer of the Poor to administer the system of doles for outdoor relief and indoor relief in almshouses and workhouses. The Poor Law of 1601 brought together all the measures to create a national system. It was a fair system run for and administered by local people and it lasted for hundreds of years. Despite widespread poverty there was no rebellion against Elizabeth. Many towns such as London, Liverpool, Norwich, Bristol set up set up their own corporations of the poor. However, poverty continued to rise, there were riots, the poor harvests in the 1590s caused famine people starving to death. The poor rates often raised less money than charity; still much to be done. Vagabonds were punished harshly, whipped and returned to their parish, branded with ear boring or for repeat offending, executed. Houses of Correction were introduced for the undeserving poor unwilling to work. 46

47 HISTORIC ENVIRONMENT Hardwick Hall Resource L An extract adapted from Robert Smythson and the Elizabethan country house by Mark Girouard (1983) Who designed Hardwick? Hardwick remains the supreme triumph of Elizabethan architecture. In November 1591 John Rodes, who had carried out much of the external work at Wollaton, was employed for the masonry at Hardwick. He was helped by his brother, Christopher, who had also been at Wollaton. Some of the exterior decoration was left to other masons. The marble chimney piece and doorway in the best bedroom was the work of Thomas Accres, a marble carver who had also been at Wollaton. He was probably responsible for much of the remaining marble work throughout the house. So three of Smithson s principal workmen at Wollaton reappeared at Hardwick. The detail at Hardwick owes much to Flemish pattern books. Other influences are from the Italian Renaissance and the influential architectural writing of Sebastiano Serlio. This is evident in the chimney pieces and fireplaces in the Lower Withdrawing Chamber. What is distinctive about Hardwick? The result is a house of great and romantic beauty which its setting adds to the general effect of the house. Externally the house is as rigorously symmetrical as Wollaton. Flemish ornament is seen in the crests on the towers and the use of Bess s initials on every tower. The loggias are a somewhat unusual feature, because although not new to England, Hardwick is the first example of a loggia in a house without an internal courtyard. The original plans show the loggia was intended to run right round the house at ground level in a rectangle. A certain amount of improvisation was needed to make the house fit the rigid symmetry of the exterior. Several of the great windows are false with a stone wall behind them, or provide light to 2 floors of low ceilinged rooms instead of one single lofty one. One of the advantages of putting the best state rooms upon the top floor was their approach could be made very long and magnificent. Another was the splendid views from the windows. And a third was that in quiet seasons they could easily be sealed off and forgotten. The disadvantage was of course their remoteness, the great number of steps that have to be climbed and the route from the kitchen to the high great chamber is an immensely long one. It provided a ceremonial route for what was an essential feature of any grand Elizabethan entertainment, the formal procession of waiters carrying up each course of a meal. 47

48 No discussion of Hardwick can ignore the influence of its builder as Bess was not the sort of person to leave the details of her house to others. Many of the idiosyncrasies are due to her, such as the increased height of the towers in the middle of the building. It is clear she had a passion for height, light, squareness, and symmetry but one only has to compare the old with the new Hardwick to see how Smythson transformed her somewhat crude ideas into a work of art. Why was Hardwick Hall built? Bess s marriage to the Earl of Shrewsbury soon ran into trouble when, early in 1569, he was given the job of guarding Mary Queen of Scots. He had to fund the imprisonment and guarding from his own resources (he didn't get paid for it!) Bess made things worse when she arranged the marriage of her daughter, Elizabeth, to Charles Stuart, the brother of Mary Queen of Scots ex-husband, Lord Darnley thus creating a claim to the English throne for any of their children. (Problem?=without her husbands/queens approval) His wealth was also being drained by the large amounts of money that Bess was spending on the remodelling of Chatsworth house. Bess and Shrewsbury had their first serious row in 1577 and by 1584 the marriage had broken down completely. As their relationship worsened, they argued over the ownership of Chatsworth which the Earl of Shrewsbury wanted to keep as his family home. So in 1583 Bess bought the house and property at Hardwick where she had grown up, from her brother, James. From 1585 to 1590 she enlarged and remodelled the old house, which is known as Hardwick Old Hall. Shrewsbury died in 1590 leaving Bess, in her early 60s, one of the richest people in England. Almost immediately Bess started to lay the foundations for a new larger, grander house a few yards away from Hardwick Old Hall. Bess decided that she would concentrate her efforts on the place where she had been born. She was content to leave Chatsworth to her eldest son Henry, whom she heartily disliked. Her new home at Hardwick which she spent the next 13 years building and furnishing would eventually go to her favourite son, William, after she died in Changes that can be seen at Hardwick Hall no longer had defensive features such as moats and drawbridges started to plant decorative gardens made of Stone or brick designed to amaze Buildings varied from area to area depending on the materials available. Rising food prices had led to increased profits for landowners and houses were the latest status symbol. 48

49 Layout of Hardwick Hall 49

50 Resource A A photograph of Hardwick Hall from the West 50

51 Resource D An aerial photograph of Hardwick Hall and grounds. 51

52 Inside Hardwick Hall Table of national significance at Hardwick the Sea Dog Table, a walnut table, supported by chimeras or sea dogs resting on tortoises, and partly gilded. The table was based on engraved designs of about 1560 by the French architect Du Cerceau. Resource E An artist s impression of the inside of Hardwick Hall. 52

53 Resource F The detail of a tapestry from Hardwick Hall. Resource G A photograph of the Long Gallery at Hardwick Hall. 53

54 Resource H A painting by William Henry Hunt in 1820 of the Mary Queen of Scots room at Hardwick Hall. Resource K An extract adapted from research into the furnishings and decorations of Hardwick Hall (2005) Bess was a strong-minded lady who gave money to artists to produce wonderful works of art. Her ideas changed Hardwick House. Some of her ideas were about making the house beautiful and other ideas were about making the house more practical or easy to live in. The layout of the House. Bess had people in her household and each person had their own place in the house. The people could be organised into three groups: 1. Bess and her immediate family 2. Upper servants 3. Lower servants 54

55 The house has a route that leads from the ground level to the rooms on the second floor to show them off to their best advantage and impress visitors. The Hall. Elizabethan houses changed from the medieval times where the hall was used as the main space. The hall at Hardwick however is still a large space calculated to impress the visitor by its size. Bess s rooms. Most Elizabethan houses had a withdrawing chamber (room), a bed chamber and inner chambers and this was also the same at Hardwick. Bess had these three rooms as her private accommodation. In the hall there is a screen which was meant to act as a division between where the public could go and where the private areas are. The Chapel. The lower part of the Chapel served most of the household whilst the upper part was reserved for Bess, and provided an area where she could worship in private, just as the Queen did at Hampton Court. Wall hangings. Bess possessed a large collection of wall-hangings. The very best tapestries had silk and metal threads. This is different to another Elizabethan house Chatsworth which had lots of wooden panels for decoration. Hardwick didn t have the wooden panels but had the tapestries instead. Bess had to go on a major tapestry-buying spree during her last visit to London in Carpets. Study of Bess's carpets shows that she had one of the larger collections of the period, although well behind the royal collection and Robert Dudley s. As with many of her contemporaries, the bulk of her collection consisted of Turkish carpets but she was unusual in the number of needlework and richly decorated fabric carpets which she owned. These also reveal a hierarchy with needlework carpets at the top, followed by the fabric examples. Carpets were also used by her to emphasise the status of certain pieces of furniture, especially the best bed, and certain chairs which she, or her most important guest, might occupy. Beds. Beds dominate the room especially when hung with textiles. As well as having a practical function, beds could be used for displays of wealth, social status, and taste. 55

56 The beds at Hardwick in 1601 show that the hangings were more important than the beds themselves, although it is apparent that gilded beds were chosen for the best bedrooms: an effect of magnificent display is created with rich fabrics, varied ornament and eclectic mixing of textures, colours and styles, although this does seem a little old-fashioned. 56

57 Furniture. Bess put a high value on her French furniture. For example amongst the wealth of inlaid stools are six French stools which form a set. Although Bess may have diminished the impact of this set by dividing it amongst three rooms, she may have gained a greater audience by sharing it out in this way. Bess s fondness for French furnishings was a taste she shared with Robert Dudley. The French furnishings show that for much of the most ostentatious furniture Bess was reliant on pieces remaining from Chatsworth House of twenty years earlier. For general, everyday furniture, however, the accounts reveal a great deal was made at Hardwick, as if Bess were acknowledging that the demonstration of status required quantity as well as quality. Bess's expenditure was not lavish and represents careful evaluation of costs against benefits. Bess used hierarchies of materials in the furnishings to reinforce the hierarchies established by the architecture, the public and private spaces and to send clear social messages. Pictures. Bess was not a connoisseur (expert on paintings), but she is revealed as an owner who was fully aware of the potential of pictures as part of a great house's furnishings. She did not believe 'as for most Elizabethans, pictures were primarily wall furniture'. What messages did the paintings, heraldry and wall hangings send to people? Bess varied the decorative themes according to the different audiences to be found in the different social spaces of her house. The Lowe Great Chamber gives an emphatic message about Bess's family. A portrait of Bess herself is joined by pictures of her husbands and children. The only intruders into the family circle are Queen Elizabeth, Lord Burghley and the Virgin Mary. These pictures give a very clear statement of family authority and continuity, with four generations of the family being represented. It is significant that family identity is asserted in a room which had a number of functions and was probably one of the busiest in the house. Thus the message would be received there by a great number of people, most of them Bess's social inferiors. Bess uses heraldry throughout the house to back up the statement about the identity of Bess, and her Hardwick family lineage. Bess celebrates Queen Elizabeth but at the same time, shows herself as a good subject of her Queen. Bess views Queen Elizabeth as a figure of authority and power, as shown clearly in the full-length portrait. Simple statements of ancestral and continuing authority, were suitable for the lowest status public areas. She wished to be identified with an educated, courtly world which would understand and delight in references and allusions to classical literature and mythology and to current fashions in imagery. So these more intellectually challenging themes are explored in the high status areas of the second floor, where they would be seen by the educated and courtly upper class visitor, able to understand their messages. 57

58 Conclusions The Style of Hardwick Hall. Bess was been shown to be aware of court tastes but was to have been detached from them by distance, age, gender and possibly education. Bess chose to fill her house with a very rich visual and intellectual decorative scheme, and it is therefore clear that she wished to imitate some aspects of the prevailing courtly taste for deeply allusive and metaphorical imagery with which to test and amuse her visitors whilst displaying her own sophistication. Hardwick was created towards the end of a very long life, and whilst it is often seen as representing the last years of the sixteenth century, it has been shown that many of the contents had been made earlier in the 1570s for Chatsworth. William Cavendish probably had a considerable influence on his younger wife s development of a sense of style, of what was suitable for people climbing the social ladder, and of what could be achieved with a lavish display of possessions. From 1568, Bess was only an occasional visitor to court and relied heavily on other people to inform her of changing tastes. The choice of Smythson as architect suggests a desire to be modern but to stay with the favoured architect of her own immediate circle. The furnishings display the same concern to be luxurious without being ostentatious or financially extravagant. Despite her great wealth, Bess did not spend a large amount on them, re-using old items where possible and spending prudently where new purchases were necessary. Hardwick was not created to be the house of a dynasty or of a queen, it was created to be the monument of one woman. However, whilst seeking this immortality, Bess remained cautious, she `would not have any superfluity or waste of anything, preferring 'that which is needful and necessary'. 58

59 Bess of Hardwick Complete the comic strip below: 59

60 KEY WORDS Word Definition Area of Elizabethan Studies Almshouse Amended Anointed Armada Catholic Clergy Circumnavigated Colonise Compromise Confiscated Conformed Confrontation Constable Contemporaries Converts Counterfeit Criminal Cult of Elizabeth Debased Coins Deserving Poor Divine Right Ecclesiastical Enclosure Execute Exile Expelled Gentry Great Chain of Being Heretic Idle Poor Image Imprisoned Informers Jesuits Judge Justice of the Peace Legislation Leniency Local Government 60

61 Lord Lieutenant Loyalty Martyr Middle Men Monarch National Government Noble and Lord Outdoor Relief Patronage Pauper Pilgrimage Pirate Playwright Plot Poor Rate Portraits Privateers Privy Council Progress Propaganda Protestant Puritan Quarter sessions Recusants Reformed Remnants Renaissance Settlement Status Stocks Symbolic Symbolism Tolerance Trade Traitors Troupe Undeserving Poor Upstart Vagabond Vagrant Vestments 61

62 Key People: Name Description Action Area linked to Archbishop Grindal Archbishop of Canterbury Bess of Hardwick Brownists Cabot Cecil Charles of Austria Christopher Marlowe Davis Drake Elizabeth I Eric of Sweden Essex Francis of Alencon Frobisher Gilbert Hatton Hawkins John Field Mary Queen of Scots Philip of Spain Raleigh Raleigh Robert Devereux, Earl of Essex Robet Dudley Seperatists The Knolly s Walsingham Whitgift William Shakespeare Willoughby and Chancellor 62

63 MARKSCHEME Q 13: How convincing is Interpretation about? Explain your answer using Interpretation and your contextual Knowledge. 8 marks Level Mark Description Complex evaluation of interpretation with sustained judgement based on contextual knowledge/understanding. Extends L Developed evaluation of interpretation based on contextual knowledge/understanding. Extends L2. Extended reasoning supported by factual knowledge and understanding of more than one aspect of the interpretation Simple evaluation of interpretation based on contextual knowledge/understanding Reasoning supported with factual knowledge and understanding based on one aspect of the interpretation Analysis of interpretation based on contextual knowledge/understanding. Shows understanding/support for the interpretation. The case is made by assertion/recognition of agreement. Q14: Explain what was important about the problem of in Elizabethan England. 8 marks Level Mark Description Complex explanation of consequences Answer demonstrates a range of accurate and detailed knowledge and understanding that is relevant to the question Extends Level 3 Extended analysis of the consequences of the stated development in the broader historical context supported by factual knowledge and understanding Developed explanation of consequences Demonstrates a range of accurate knowledge and understanding to the question Extends L2 Developed reasoning considering two or more of the identified consequences, supporting them by factual knowledge and understanding Candidates make additional developed points, Simple explanation of one consequence Answer demonstrates specific knowledge and understanding that is relevant to the question 63

64 Simple reasoning of one of the identified consequences, supported by factual knowledge and understanding Basic explanation of consequence(s) Answer demonstrates basic knowledge and understanding that is relevant to the question. Candidates identify consequences, which are relevant to the question. Explanation at this level is likely to be implicit or by assertion. Q15: Write an account of the ways in which the affected Elizabethan England. 8 Marks Level Mark Description Complex analysis of changes Answer is presented in a coherent narrative/account that demonstrates a range of accurate and detailed knowledge and understanding that is relevant to the question. Extends L3 Complex reasoning supported by a range of accurate and detailed factual knowledge and understanding. This might be related to an analysis of different impacts/consequences of change in the broader historical context Developed analysis of change (s) Answer is presented in a structured and well-ordered narrative/account that demonstrates a range of accurate knowledge and understanding that is relevant to the question Extends L2 Extended reasoning supported by a range of accurate factual knowledge and understanding which might be related to one consequence or impact of the identified changes Simple analysis of change(s) Answer is presented in a structured account that demonstrates specific knowledge and understanding that is relevant to the question Showing a simple understanding of consequences supported by factual knowledge and understanding Basic analysis of change(s) Answer is presented in a straightforward account that demonstrates basic knowledge and understanding that is relevant to the question Q16:.. How far does a study of Hardwick Hall support this statement. 16 marks Level Mark Description Complex explanation of changes leading to a sustained judgement Answer demonstrates a range of accurate and detailed knowledge and understanding that is relevant to the question Answer shows a complex, sustained line of reasoning which has a sharply focused coherence and logical structure that is fully 64

65 substantiated, with well-judged relevant Extends L3 Analyses the relationship between changes and supporting them with factual knowledge and understanding of the site Developed explanation of changes Demonstrates a range of accurate knowledge and understanding that is relevant to the question A developed, sustained line of reasoning which has coherence and logical structure, is well substantiated and with sustained, explicit relevance Extends L2 May suggest that one change has greater merit Developed explanation of changes by extended reasoning supported by factual knowledge and understanding of the site Simple explanation of change(s) Demonstrates specific knowledge and understanding that is relevant to the question Demonstrates a simple, sustained line of reasoning which is coherent, structured, substantiated and explicitly relevant Basic explanation of change(s) Demonstrates basic knowledge and understanding that is relevant to the question Basic line of reasoning, which is coherent, structured with some substantiation Relevance might by implicit Candidates recognise and provide a basic explanation of change(s) 65

66 PLC Elizabethan England : Date covered in lesson Exam Question completed & Mark Revision notes created & shown to teacher SMART Targets for success on this topic Tudor Family tree and background to the Tudors (incl brief on War of the Roses, Henry VIII, Edward IV and Mary I) Elizabeth's background and character (including the different roles she played i.e. daughter, princess, disowned and Queen) Elizabethan Politics - structure: Royal Court Progresses Patronage Justices of the Peace (JPs) Lord Lieutenants Privy Council Differences to Elizabeth s Privy Council Parliament Changes made by Elizabeth to court structure Key figures: Sir William Cecil, Lord Burghley Sir Francis Walsingham Robert Dudley, Earl of Leicester Sir Christopher Hatton Robert Devereux, Earl of Essex 66

67 Elizabethan England : Date covered in lesson Exam Question completed & Mark Revision notes created & shown to teacher SMART Targets for success on this topic Rebellion: Essex Rebellion 1601 (why he thought he could get away with it! And the outcome) Succession Crisis: Problems for female rulers Marriage: pros and cons of Foreign suitors : Eric of Sweden King Philip of Spain Duke of Alencon Charles of Austria Marriage: pros and cons of English suitors: Robert Dudley Role of Parliament in finding Elizabeth a suitor Heirs pros and cons of: Catherine Grey Mary Grey Jane Grey Mary Queen of Scots Lord Darnley Prince James of Scotland Culture Rise of the Gentry Fashion 67

68 Elizabethan England : Date covered in lesson Exam Question completed & Mark Revision notes created & shown to teacher SMART Targets for success on this topic Architecture Theatre: Threats by the theatre Design Audience Playwrights Patronage Themes Key people such as William Shakespeare and Christopher Marlowe Poor: Types of poor Causes of poverty including population changes Attitudes towards the poor Government policies towards the poor and their effects Great Chain of Being Exploration Trade with the East including new ideas and China European Empires and colonisation Privateers and Trading Companies 68

69 Elizabethan England : Date covered in lesson Exam Question completed & Mark Revision notes created & shown to teacher SMART Targets for success on this topic Key People: Sir Walter Raleigh Willoughby and Chancellor Hawkins Frobisher Gilbert Davis Cabot Sir Francis Drake: The person Circumnavigation Aims and outcomes Impact of exploration: Wealth Power Territory Religious issues Elizabeth's Settlement: Act of Supremacy 1559 Act of Uniformity 1559 Catholic Opposition: Catholic excommunication of Elizabeth 1570 Elizabeth's response Treason Act 1571 Jesuit Threat 1572 The College at Douai Campion's Mission 1581 laws for recusancy 69

70 Elizabethan England : Date covered in lesson Exam Question completed & Mark Revision notes created & shown to teacher SMART Targets for success on this topic Puritan opposition : Calvinists in 1570 Separatist Church 1580 Elizabeth's response Mary Queen of Scots Background and history of MQS Link to the throne and rival position (how was she a threat to Elizabeth) Plots: Northern Rebellion 1569 (including Key figures such as the Duke of Norfolk, Earl of Northumberland and the Earl of Westmorland, and events) Ridolfi Plot 1571 Throckmorton Plot 1583 Babington Plot 1586 Trial and final indictment Pros and cons of the execution of MQS Actual execution including: events, Elizabeth's reluctance, her signature and her response after the actual execution 70

71 Elizabethan England : Date covered in lesson Exam Question completed & Mark Revision notes created & shown to teacher SMART Targets for success on this topic Conflict with Spain Causes of Conflict with Spain Rebellion in the Netherlands (and Elizabeth's response i.e. troops) Privateers plots and persecution Religious differences Treaty of Joinville Treaty of Nonsuch Execution of MQS Comparison between Spanish and English: Leaders Plans Equipment/ships Gravelines and Tilbury (events and impact) Events of the Armada Reason for defeat of the Armada: Weather Spanish mistakes English Tactics Hardwick Hall Bess of Hardwick Her role in English History Her intentions with 71

72 Hardwick Hall Marriages Location and background of the Hall Internal features of Hardwick Hall Storeys Gallery Servants quarters Plaster work Fireplaces Bedrooms Hall Layout/floorplan External features Windows Gardens Old Hall Towers House badge Symmetry Purposes of the Hall To demonstrate wealth, fashion and prosperity To show the age and history of the family A place fit for future royalty Typicality compared to other halls. 72

73 PRACTICE QUESTIONS Sample paper: Interpretation C: An interpretation that questions the motives for Drake s round the world voyage. Ada[ted from an article by David Cressy, in History Today, Was the real and secret purpose of Drake s voyage to raid the wealth of spain as an authorised privateer, or was he sent to discover new lands and set up British colonies in the New World? Was it simply a trading voyage with the aim of finding a new and profitable route to the spices of the East and done in secret to protect any commercial gains? Probably there was a mixture of motives, with much left to chance. Q13: How convincing is Interpretation C about the motives for Drake s round the world voyage. Explain your answer using Interpretation C and your contextual knowledge. 8 marks Q14: Explain what was important about the rebellion of the Earl of Essex for Elizabethan England. 8 marks Q15: Write an account of the ways in which Queen Elizabeth dealt with the challenge of Puritanism. 8 marks Q16: The main reason for building a stately home in Elizabethan times was to demonstarate the successful career of its owner. How far does a study of Hardwick Hall support this statement? Explain your answer. You should refer to Hardwick Hall and your contextual knowledge. 16 marks 73

74 Classroom Questions Q13: How convincing in Interpretation C about the reasons for the defeat of the Spanish Armada? 8 marks. Q14: Explain what was important about the problem of the poor in Elizabethan England. 8 marks Q14: Explain what was important about the problem of Mary Queen of Scots in Elizabethan England. 8 marks. Sentence Starters: One thing that was important about Mary Queen of Scots was that This was important in Elizabethan England because This issue led to. At the time this had. Effect. Which meant that. Q14: Explain what was important about the execution of Mary, Queen of Scots for Elizabethan England. 8 marks. Sentence Starters: One thing that was important about the execution of Mary Queen of Scots was that This was important in Elizabethan England because This issue led to. At the time this had. Effect. Which meant that. 74