Written by students who passed Immediately available after payment Read online or as PDF Wrong document? Swap it for free 4.6 TrustPilot
logo-home
Document preview thumbnail
Preview 1 out of 2 pages
Summary

Summary Gaining Cooperation of the Localities Revision Notes - A-Level History - TUDORS

Document preview thumbnail
Preview 1 out of 2 pages

Notes on Gaining the cooperation of the localities. Edexcel A-Level History - Rebellion & Disorder under the Tudors . See my page for a document with ALL notes needed for this unit.

Content preview

GAINING CO-OPERATION OF THE LOCALITIES

1485 - 1603


EVENT THINGS IT DID HOW DID IT HELP CONTROL THE LOCALITIES?
 1535 - Cromwell split Wales into 12 regions like  ended traditional power of marcher lords
England was split into counties, English system of gov  control of the marcher regions most susceptible to
introduced (JPs, Sheriffs in each county), each county invasion (wales was where Henry VII had landed to usurp
The Law in Wales Richard III)
could elect 2 MPs to sit in English parliament
Act/Act of the Union  1542- English law introduced, English spoken in  The president and vice president of the council of Wales
1535 & 1542 courts, council of the marches reorganised to be the were chosen by the monarch
Council of Wales  Wales went from a lawless society to one of improved
law and order
 By Elizabeth’s time, Wales had Lord Lieutenants
= Wales caused very little trouble after once being
promlematic

 Extended the authority of the council - governed not  Limited the traditional power of Northern nobles
only Yorkshire but now Northumberland, (Cliffords etc)
Re-establishment of
Cumberland and Westmoreland  Elizabeth tried to get more southerners into the council =
the Council of the  Got a permanent HQ in York resentment and 1969 rebellion = shows council not
North 1537  President was a bishop or noble who went South completely in control
regularly (e.g Bishop of Llandaff)  However, 1572 remodelling made it stable again

 Instead of each county sending to MPs to the House  People sought to be elected for career development,
of Commons, each borough could send 2 (191 wanted to advance so would look to work in monarch’s
bouroughs sending 2 each by 1603) best interests
Increased borough  expansion of the H.o.C, retraction of H.of Lords  Made people feel like they had a voice, involvement in
representation (1547 - Lords = 84, Commons = 342) system = less likely to go against it. However elections
 Allowed townsmen to get voices heard (Under were often fixed so trusted men got chosen (e.g. Sir
Edward, York ensured laws were passed to save local Christopher Hatton)
woodland)  More opinions = harder to control parliament - radical
thinkers like Peter Wentworth and Anthony Cope
emerged under Elizabeth

 When the monarchy rewarded people for their  Stopped nobles rebelling
loyalty with good political positions, perhaps money  Got favoured candidates elected to parliament
or land.  Nobility’s power once based on land ownership, now
 Many MPs elected were controlled by a noble who in based on links/loyalty to the monarchy
turn was controlled by the monarch through  Relied on a strong monarch however - under young
Use of Patronage patronage (e.g Duke of Norfolk ensured his clients Edward, Seymour was powerful because of Henry VIII’s
were elected in Great Yarmouth and Castle Rising) giving of past patronage to him
 Created factions - not enough money to reward
everyone & people felt jealous of others/left out (e.g.
William Cecil vs Earl of Essex under Elizabeth)
 Elizabeth’s use caused resentment - plot of Northern
Earls against Cecil

 Humanism advocated ‘education for all’  Before they had increased literacy & education, yeomen
 Growth of grammar schools & ‘English schools’ that usually led rebellions (e.g Cornish Rising 1497) However
taught reading & writing yeomen could now be included in local gov, meaning
 Growth in uni numbers - still only 2 unis though - they were less likely to attack it & more likely to use it to
Literacy Rates Oxford & Cambridge (Oxford 1150 students in 1550 solve disputes rather than use violence and cause unrest
and 2000 students in 1603) like earlier years
 ½ of students were yeomen  There weren’t many risings in later years, and when they
did happen they weren’t led by yeomen

 Qualification to be a JP = ownership of land worth  Being a JP was a good was to advance = JPs were
£20 a year committed to job
 Average size of county bench grew by 15-25  JPs = Reps of monarchy - growth in JP numbers = greater
Use of Justices of the members between Wolsey and Elizabeth representation
Peace (JPs)  Role increased due to reformation
 JPs enforced the 2nd prayer book in 1552
 Raised military for war with Spain
 Pre-subsidy = tax or extraordinary income based on  Reduced resentment from the poor - they paid less and

Connected book
 image
Publisher: Unknown ISBN: 9781510423206 Edition: Unknown

Document information

Study Level
Summarized whole book?
Unknown
Uploaded on
October 14, 2020
Number of pages
2
Written in
2017/2018
Type
Summary
£4.99
Purchased by 12 students

Wrong document? Swap it for free Within 14 days of purchase and before downloading, you can choose a different document. You can simply spend the amount again.
Written by students who passed
Immediately available after payment
Read online or as PDF

Seller avatar
Reputation scores are based on the amount of documents a seller has sold for a fee and the reviews they have received for those documents. There are three levels: Bronze, Silver and Gold. The better the reputation, the more your can rely on the quality of the sellers work.
lauren2323
4.3
(33)
Sold
101
Followers
67
Items
25
Last sold
5 months ago

Reviews from verified buyers




Why students choose Stuvia

Created by fellow students, verified by reviews

Quality you can trust: written by students who passed their exams and reviewed by others who've used these revision notes.

Didn't get what you expected? Choose another document

No problem! You can straightaway pick a different document that better suits what you're after.

Pay as you like, start learning straight away

No subscription, no commitments. Pay the way you're used to via credit card and download your PDF document instantly.

Student with book image

“Bought, downloaded, and smashed it. It really can be that simple.”

Alisha Student

Working on your references?

Create accurate citations in APA, MLA and Harvard with our free citation generator.

Working on your references?

Frequently asked questions