The 16 Mark "How Far do you Agree" Question: Elizabethan England (Q4) (AQA GCSE History)

Summary of Question Four

• This 16-mark "How far do you agree" question four will be based on the historical environment site that you have studied 

• This question requires you to evaluate the statement outlined

• You need to evaluate the importance of the statement given in the question against other reasons

  • These other reasons will not be mentioned in the question 

• The question can be based on cause, consequence, change and/or continuity 

• You will need to include relevant knowledge including

  • The historical environment site you have studied 

  • The wider events/ developments of the period and how they relate to the historical environment site 

• An example of the type of question you may encounter can be seen below:

• The previous and future sites for the historical environment question are as follows: 

The Historical Environment Question

• The historical environment focuses on a particular site in its historical context 

• It aims to examine the relationship between the historical site and associated historic events and developments in that period 

• The historical site will change each year 

  • If you are uncertain what historical site you will be examined on you must

    •  Ask your teacher

    • Check the table above

    • Look on the AQA website 

• Your knowledge of the historical environment should cover the following aspects of the site: 

  • The location 

  • The function 

  • The structure 

  • The design 

  • People connected with the site 

  • How the site reflects the culture, values and fashions of the time

  • How the site links to important events and/or developments of that historical period 

  • How those aspects have

    • Changed from earlier periods

    • Changed or stayed the same during this period 

 What are Second-Order Concepts?

•  Second-order concepts are:

  • Cause and consequence

  • Change and continuity 

  • Similarities and differences 

  • Historical significance 

• These second-order concepts allow you to:

  • Understand history 

  • Have a complex explanation 

• This 16-mark "How far do you agree" question on the historical environment will include second-order concepts in the question 

• The second-order concept is usually shown in the question for example:

  • "The main change that the theatre demonstrated was the increase in wealth of the Nobility and the Gentry"

  • "The main consequence of voyages of discovery in the Elizabethan period was the increase of wealth in England"

• If the second-order concept is not mentioned in the question you will still be expected to demonstrate second-order concept skills in your answer 

Making Judgements in History

• The 16-mark question relies on your ability to weigh all the evidence and state your opinion. Students often find this part the hardest to do 

• There are some common mistakes students make when making a judgement, they include: 

  • Not giving a clear judgement. Students do this by: 

    • Explaining that all of the reasons are the most important 

    • Failing to decide which factor is the most important 

    • Using language in their answer which is not decisive e.g. “kind of” or “maybe” 

• Contradicting your judgements

  • Students sometimes haven’t planned their answers properly. They start to write their answer with one judgement and then change their opinion halfway through 

  • Doing this means that there is not a sustained judgement and you can not access Level 4 (10- 12 marks) 

Good judgements will:

• Explain which reason is the most important 

  • There is no "right" or "wrong" answer in history

  • If you are unsure of your opinion, pick the side of the argument that you have better or more evidence to support

• Consider other reasons

  • Even if you fully believe a reason is the most important, you still need to present evidence for other reasons

• Be sustained throughout your answer 

  • They should be used to structure your answer and help you explain 

  • This is why planning your answer is important

• Try to explore the relationships between causes/ consequences/ changes or continuity that you have presented in your argument 

  • This will help you to evaluate your argument 

    • For example, when evaluating the main change in England as demonstrated in The Globe Theatre, one could argue that the main consequence was the demonstration of the increase of wealth in the Nobility and Gentry. You could highlight the relationship between the changes shown in the increase of wealth of the Nobility and Gentry and that of the increase of education and culture in Elizabethan England

What Makes a Great Conclusion in GCSE History?

• Conclusions are usually where most of your judgement marks will be awarded

• Students often rush their conclusions so they are not as developed as they could be

• All great conclusions have these three elements:

  • Judgement – Start with your opinion. Try to include the words from the question. Consider second-order concepts like short- and long-term consequences, change and continuity and significance

  • Counter – Give an example from the other side of the argument to show your awareness of this

  • Support – Explain why, after considering all the evidence, you have reached your judgement. Use your best piece of evidence to show your opinion

How to Answer a “How far do you Agree” Question

• The "How far do you agree" question will present you with a statement which you have to create a substantiated judgement around 

• For example

  • “‘The main change that the theatre demonstrated was the increase in wealth of the Nobility and the Gentry’. How far does the study of The Globe Theatre support this statement? ” 

• To answer this question successfully you should

  • Read the answer carefully and multiple times (if you have the time)

  • Annotate the question to find the key demands of the question 

  • Plan your answer 

    • In your plan include what key knowledge you wish to use and an outline of your argument 

    • This will help you to create a sustained judgement 

• To achieve Levels 3 and 4 (9-16 marks) you must discuss the stated reason in the question 

  • If the question was on how the increased wealth of the Nobility and Gentry was demonstrated in the theatre, you must discuss the increase of wealth of the Nobility and Gentry in one of your paragraphs

“How Far do you Agree” Question Structure 

• Your answer should consist of: 

  • A logical structure 

  • Specific knowledge

  • Relevant evidence 

  • An explanation

  • Substantiated judgement 

  • Sustained judgement 

  • A conclusion 

• If you want to include an introduction you can, but it is not necessary 

• Your answers could be written in PEEL paragraphs: 

  • P - Make a point about the question

    • This should include your judgement 

  • E - Use evidence that supports the point that you have made

    • Evidence needs to be relevant and specific 

    • This should be focused on the historical environment and the wider period of study 

  • E - Explain why this evidence supports your point

    • Your explanation should be focused on the second-order concept in the question 

    • To achieve Level 4 (13- 16 marks) your answer should analyse the historical site chosen and how it demonstrates the changes and developments in the wider context of the period

  • L - Link your explanation back to the question by stating how it or is not the most important reason

    • Here you could demonstrate the relationship between your paragraphs. This will help you to achieve a Level 4 (13 - 16 marks) 

• To achieve Level 4 (13-16 marks) you should aim to write three paragraphs 

Worked Example of the “How far do you Agree” Question

‘The main change that the theatre demonstrated was the increase in wealth of the Nobility and the Gentry’

How far does the study of The Globe Theatre support this statement? 

[16 marks]

Answer:

The main change that the theatre showed was an increase in the wealth of the Nobility and the Gentry. The Globe demonstrates this through the tiered seating. The pricing of the seating at the Globe reflected a person's wealth and position in society. Those in "the pit" were peasants and common people in Elizabethan England. Whereas, the galleries and the "Lord's room" were for the higher classes such as the Gentry and Nobility. Furthermore, patrons of the theatres, such as Sir Francis Walsingham, were members of the Nobility and Gentry. They were able to demonstrate their wealth in the building of the Globe being a patron of a theatre as they would have to have the capital to build a theatre and to keep it running successfully. In addition, plays were written to attract a higher class audience, for example, the Merchant of Venice was created to attract the London merchant classes. Therefore, the main change that the theatre demonstrated was the increase of wealth in the nobility and Gentry. Theatres like the Globe demonstrated the growing status of the Gentry and Nobility in every aspect of the theatre. It provided so much to theatres that, without their contributions, theatres would not have been as common or accessible to the people of England. 

Theatres also demonstrated other changes such as cultural and educational developments.  At the Globe, the plays performed demonstrated the changing world as they often included themes showing exploration and scientific discoveries. This demonstrates how theatres changed Elizabethan Society. Theatres were educating Elizabethans about the changes and developments of the Renaissance period which most people before the Elizabethan period did not have. The Globe also demonstrated an increase in cultural developments as the Nobility, Gentry, merchants and peasantry were all under one roof showing that all social classes wanted entertainment. This demonstrates change as previously, the feudal order of English society would have prevented nobility and peasantry from interacting. However, this was not the main change because, without the wealth from the Gentry and the Nobility, theatres could not have helped to improve the culture and education of Elizabethan society. 

Another way that theatres demonstrated change was through the increase in control and government censorship in theatres. Elizabeth used the theatres to increase control and censorship in England by censoring plays. Elizabeth used the patrons and other members of government, such as the archbishops, to prevent plays or actors from delivering shows to the people of England that did not reflect Elizabeth’s government and religious policies. Elizabeth also used plays to reflect the "Great Chain of Being". Many of Shakespeare's plays performed at the Globe Theatre enforced the "Great Chain of Being" by having storylines which included the themes of hierarchy and good triumphing over evil. His plays also reinforced the positive legacy of the Tudors, such as the play Richard III. However, this is not the main change because, without the nobles and Gentry’s desire to gain patronage, status and wealth, Elizabeth would not have been able to use the theatre to control Elizabethan England. 

Overall, the main change that the theatre demonstrated was the increase in wealth of the Nobility and the Gentry. Theatres such as the Globe had become more prosperous and demonstrated a growing status of Gentry in the Elizabethan period. This growing status of the Gentry and Nobility is shown throughout every aspect of theatres from the structure to the plays. However, there were other changes such as the increase of cultural awareness and education. These changes could not have been possible without the increase in wealth of the Gentry and Nobility as theatres were able to increase cultural awareness and education because of the wealth of the Gentry and Nobility.