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Medieval revolt and royal authority

Practise 35 exam-style questions on Medieval revolt and royal authority for AQA GCSE History (Power and the people). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 35 questions
  • 1–20 marks each
  • Instant marking
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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

1 mark

Name the priest who preached to the rebels at Blackheath in 1381 on the words 'When Adam delved and Eve span, who was then the gentleman?'

Model answer

John Ball.

Explanation

John Ball, a priest who had been imprisoned several times for his preaching, was freed from the Archbishop's prison at Maidstone by the Kent rebels. His sermon argued that God had created all people equal and that serfdom was unjust; he was executed at St Albans in July 1381.

Mark scheme
  1. 1 mark

    John Ball

    Accept Ball. Do not accept Wat Tyler, Jack Straw or John Wycliffe.

Question 2

8 marks

Source A: from the Historia Anglicana (History of England) by Thomas Walsingham, a monk at St Albans Abbey, written in the 1380s. He reports what Richard II said in late June 1381 to rebels from Essex who came to him at Waltham to ask him to confirm the freedoms he had granted at Mile End. This is a modern translation.

'Serfs you were and serfs you are; you shall remain in bondage, not as before, but in a far harsher bondage.'

How useful is Source A to an historian studying the government's response to the Peasants' Revolt?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is useful for studying the government's response because it captures the harsh mood of the king and his advisers in the weeks after Smithfield. Walsingham reports that Richard told the Essex rebels that they would remain serfs, 'in a far harsher bondage'. This matches what the government actually did. On 2 July 1381 Richard revoked the charters of freedom he had granted at Mile End, saying that they had been granted hastily. Royal troops defeated the Essex rebels at Billericay at the end of June, and Richard toured Essex and Kent with an army. Rebels were tried by judges such as Chief Justice Robert Tresilian, and leaders were executed, including John Ball, who was put to death at St Albans on 15 July.

However, the provenance means we cannot be sure that Richard used these words. Walsingham was a contemporary writing in the 1380s, but he was probably not at Waltham, and chroniclers often wrote speeches that suited their message. As a monk of St Albans, where the townspeople had risen against the abbey, he approved of firm punishment of the rebels, and he may have made the king sound sterner than he was. The words are, however, consistent with the government's actions that summer, which makes the general message believable.

The source is also limited because it shows only the immediate response. In the longer term the government was more cautious. A general pardon was granted to most rebels in December 1381, no further poll tax was imposed, and lords found it difficult to enforce serfdom, which declined over the following century. Overall, Source A is useful for showing the government's determination to restore order and the old ways in 1381, but its exact words are uncertain and it does not show the more conciliatory measures that followed.

Explanation

Walsingham's report of Richard's threat fits the revocation of the charters, Billericay and the executions, but he probably did not hear it and was hostile to the rebels; later the government pardoned most rebels and abandoned the poll tax. Level 4 needs a judgement based on content and provenance.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A that analyses both its content and its provenance (a hostile monastic chronicler reporting the king's words, which he probably did not hear) and uses contextual knowledge to reach a sustained judgement, e.g. useful because the harsh message matches the revocation of the charters, the trials and executions, but limited because the words may be invented or exaggerated and because the government later combined punishment with a pardon and abandoned the poll tax.
    Level 3 (5-6 marks): Developed evaluation of the content and/or provenance, supported by contextual knowledge, e.g. explains that Richard revoked the Mile End charters on 2 July 1381 and that rebels were tried and executed, or that Walsingham was hostile to the rebels and may have invented the speech.
    Level 2 (3-4 marks): Simple evaluation of the content and/or provenance, e.g. useful because it shows the king broke his promises, or less useful because the monk might have made it up.
    Level 1 (1-2 marks): Basic analysis of the source, e.g. paraphrases what Richard said.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: Richard's refusal to keep the promises made at Mile End and his threat of harsher serfdom. Context supporting it: on 2 July 1381 Richard revoked the charters of freedom, saying they had been granted hastily; royal troops defeated the Essex rebels at Billericay (28 June); Richard toured Essex and Kent with an army; trials were led by Chief Justice Robert Tresilian; leaders were executed, including John Ball (15 July 1381) and Jack Straw; Geoffrey Litster's Norfolk rising was crushed by the Bishop of Norwich. Context qualifying it: a general pardon was issued in December 1381 (except for named leaders); Parliament refused to restore serfdom by force and levied no more poll taxes; lords became more cautious about demanding labour services; serfdom declined over the next century; labour laws continued (the Statute of Cambridge, 1388). Provenance: Walsingham was a contemporary, writing in the 1380s, but probably not present at Waltham; chroniclers often wrote speeches to suit their message; as a monk of St Albans, whose townspeople rose against the abbey, he approved of firm punishment and may have presented the king as stern and decisive; the words fit the actions of the government in the summer of 1381. Judgement: e.g. useful for the government's immediate determination to restore the old order, which other evidence confirms, but the exact words are uncertain and the source does not show the more conciliatory measures that followed.

Question 3

8 marks

Explain the significance of the Peasants' Revolt for the relationship between ordinary people and the government.

Model answer

The Peasants' Revolt was significant for the relationship between ordinary people and the government because, for the first time, ordinary people challenged the government directly and on a huge scale. Tens of thousands of peasants and townspeople from Essex and Kent marched on London, and there were risings in Hertfordshire, Suffolk, Norfolk and elsewhere. They took control of the capital, forced the king to meet them face to face at Mile End and Smithfield, and executed the Chancellor, Archbishop Sudbury, and the Treasurer, Sir Robert Hales. Although they claimed loyalty to King Richard, they showed that ordinary people could hold the king's government to account for unfair taxes and laws.

In the short term, however, the government reasserted its authority. After Wat Tyler was killed, Richard revoked the charters of freedom on 2 July 1381, royal troops defeated the Essex rebels at Billericay, and leaders such as John Ball were tried and executed. The rebels gained no political rights, and Parliament, which represented landowners and merchants, continued to pass laws to control labourers, such as the Statute of Cambridge of 1388.

In the longer term, though, the revolt changed the way the government treated ordinary people. A general pardon was issued in December 1381, and Parliament did not impose another poll tax on ordinary people for centuries. Lords became more cautious about enforcing labour services, and serfdom declined over the next century. The revolt also became a symbol: later radicals saw Wat Tyler and John Ball as heroes of popular resistance to unjust authority. Overall, the revolt failed in its immediate aims, but it was significant because it showed the power of ordinary people and made rulers more careful about how they treated them.

Explanation

The revolt showed that ordinary people could challenge the government directly, but it was crushed and won no political rights; its lasting significance was greater caution over taxation and labour services, and its use as a symbol. Level 4 explains more than one aspect of significance, short and long term.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of more than one aspect of significance, e.g. that the revolt showed ordinary people could challenge the government and force it to listen, that in the short term it was crushed and the government reasserted its authority, and that in the long term it made governments more cautious about taxation and became a symbol for later movements; supported by accurate, specific knowledge.
    Level 3 (5-6 marks): Developed explanation of aspects of significance, e.g. explains that no further poll tax was imposed, or that the rebels forced the king to meet them, even though the revolt was defeated.
    Level 2 (3-4 marks): Simple explanation of one aspect, e.g. it showed that peasants could stand up to the king.
    Level 1 (1-2 marks): Basic explanation, e.g. states that the peasants rebelled against the government.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): At the time: the first great popular rising in English history; tens of thousands of ordinary people from Essex and Kent (and risings in Hertfordshire, Suffolk, Norfolk, Cambridge, York and elsewhere) took control of London, forced the king to meet them face to face at Mile End and Smithfield, and executed the Chancellor and the Treasurer (Sudbury and Hales) - showing that ordinary people could challenge the government directly. The rebels claimed loyalty to the king ('King Richard and the true commons') and blamed his advisers. Government response: the charters revoked (2 July 1381); defeat at Billericay; trials and executions (John Ball); the authority of the Crown restored; but a general pardon was issued in December 1381. Long term: Parliament did not impose another poll tax on ordinary people for centuries (the community charge of 1990 also caused protest and was abandoned); governments became wary of provoking the common people; lords were more cautious about labour services; serfdom declined. Limits: ordinary people gained no political rights; Parliament represented landowners and merchants; the labour laws continued (the Statute of Cambridge, 1388). Symbol: later radicals saw Tyler and Ball as heroes of popular resistance, e.g. William Morris's A Dream of John Ball (1888). Judgement: e.g. the revolt failed in its immediate aims, but it was significant because it showed the power of ordinary people and made rulers more careful about how they treated them.

Question 4

20 marks

Have ideas of equality been the main factor in encouraging ordinary people to challenge authority in Britain?

Explain your answer with reference to ideas of equality and other factors. Use a range of examples from across your study of Power and the people: c1170 to the present day.

[16 marks] [SPaG 4 marks]

Model answer

Ideas of equality have inspired many of the most important challenges to authority by ordinary people in Britain. However, most popular challenges were triggered by economic hardship or by unjust actions by the government, and ideas of equality usually gave shape to grievances that already existed.

Ideas of equality were important as early as 1381. John Ball's sermon at Blackheath, based on the saying 'When Adam delved and Eve span, who was then the gentleman?', argued that God had created all people equal and that serfdom was unjust. This helps explain why the rebels demanded an end to serfdom at Mile End and why Wat Tyler demanded at Smithfield that there should be no lordship except the king's. During the Civil War, ideas of equality became even more radical. The Levellers argued that the poorest men had as much right as the rich to choose their government, and at the Putney Debates in 1647 Thomas Rainsborough declared that 'the poorest he that is in England hath a life to live, as the greatest he'. In the 1790s Thomas Paine's Rights of Man inspired radical societies, and in the nineteenth century the Chartists' six points, including votes for all men, were based on the belief that working men deserved equal political rights. Later, ideas of equality inspired the campaign for women's suffrage and the struggle against racial discrimination, such as the Bristol Bus Boycott of 1963.

However, economic hardship was often the main reason why ordinary people challenged authority. The Peasants' Revolt grew out of thirty years of anger at the Statute of Labourers after the Black Death, and it was triggered by the poll tax of 1380 and the commissioners sent to collect it. The crowd at Peterloo in 1819 was suffering from unemployment and high bread prices caused by the Corn Laws, and many Chartists were driven by poverty, so that one Chartist described the movement as 'a knife and fork question'. The match girls' strike of 1888, the dock strike of 1889 and the General Strike of 1926 were about wages and conditions.

The actions of government were also important. In 1381 the rebels attacked the officials who enforced the labour laws and the poll tax, and in 1981 the Brixton riots followed anger at police stop and search under the 'sus' law. Religion inspired some challenges more than equality did: the Pilgrimage of Grace in 1536 was a defence of the monasteries and traditional religion, not a demand for equality, and its leaders accepted the social order. War also created conditions for challenge, as when the Civil War radicalised the soldiers of the New Model Army.

The role of individuals and communication mattered too. Leaders such as John Ball, John Lilburne and Feargus O'Connor spread ideas of equality, and printing, newspapers such as the Northern Star and mass petitions allowed these ideas to reach large numbers of people.

In conclusion, ideas of equality were very important because they gave many challenges their aims and their justification, from John Ball in 1381 to the Chartists and the suffragists. However, ordinary people usually challenged authority when economic hardship or unjust government made their lives unbearable, and some challenges, such as the Pilgrimage of Grace, were driven by other beliefs. Ideas of equality shaped what protesters demanded, but economic hardship was more often the main reason they protested.

Explanation

Ideas of equality (Ball, the Levellers, Paine, the Chartists, the suffragists, campaigners against racial discrimination) gave challenges their aims, but economic hardship and unjust government usually triggered them, and some (1536) had other motives. Level 4 needs a sustained judgement with examples from across the whole period.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of ideas of equality and of other factors (e.g. the economy, government actions, war, religion, individuals, communication) in encouraging ordinary people to challenge authority, leading to a sustained judgement about whether ideas of equality were the main factor, supported by a range of accurate, specific examples from across the period.
    Level 3 (9-12 marks): Developed explanation of ideas of equality and at least one other factor, supported by relevant examples from more than one period; any judgement may not be fully supported.
    Level 2 (5-8 marks): Simple explanation of ideas of equality or of other factors, e.g. explains that John Ball told the peasants all people were equal, with limited examples.
    Level 1 (1-4 marks): Basic explanation, e.g. general statements about people wanting to be equal, with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Ideas of equality: John Ball's 'When Adam delved and Eve span, who was then the gentleman?' (1381) and the demand to end serfdom; the Levellers - the Agreement of the People, the Putney Debates (1647), Rainsborough's 'the poorest he that is in England hath a life to live, as the greatest he'; the Diggers (1649); Thomas Paine's Rights of Man (1791-92) and the radical societies of the 1790s; Henry Hunt and the demand for universal suffrage (Peterloo, 1819); the Chartists' six points (1838); the abolitionists' 'Am I not a man and a brother?'; the women's suffrage campaign (the NUWSS 1897, the WSPU 1903); equal pay (the Ford Dagenham strike, 1968, and the Equal Pay Act 1970); racial equality (the Bristol Bus Boycott, 1963; the Race Relations Acts). Other factors: the economy - the Black Death, the Statute of Labourers and the poll taxes (1381); enclosure and taxation (1536); post-war distress and the Corn Laws (1819); industrial hardship ('a knife and fork question') behind Chartism; wages and conditions (the match girls, the dockers, the General Strike); unemployment (Brixton, 1981); government actions - unjust laws and their enforcement (the labour laws, poll tax commissioners, the 'sus' law), repression (the Six Acts, Tolpuddle); religion - the Pilgrimage of Grace (1536); Methodism and Tolpuddle; war - the Hundred Years' War taxes, the Civil War radicalising the New Model Army, the First World War; individuals - Ball, Lilburne, Paine, Hunt, O'Connor, the Pankhursts; communication - pamphlets, newspapers, petitions. Judgement: e.g. ideas of equality gave many challenges their aims and justification, especially from the 1640s, but most popular challenges were triggered by economic hardship or unjust government, and some (1536) had different aims.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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