Level:
Correct: 0
Incorrect: 0
Marks: 0/0
Exam Practice
Subject:
Topics:
AQA GCSE History (Restoration England) Smart practice A mixed round aimed at your weak spots
Unit 1
Part one: Crown, Parliament, plots and court life
Unit 2
Part two: Life in Restoration England
Life in Restoration England
Crisis
0%
Restoration culture
0%
Unit 3
Part three: Land, trade and war
Unit 4
Part four: The historic environment of Restoration England
Avg
score:
–
Topics
done:
0/10

Restoration culture

Practise 41 exam-style questions on Restoration culture for AQA GCSE History (Restoration England). 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.

  • 41 questions
  • 1–16 marks each
  • Instant marking
  • No sign-up needed
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

2 marks

Name two playwrights who wrote comedies for the London stage during the reign of Charles II (1660-1685).

Model answer

William Wycherley and Aphra Behn.

Explanation

Restoration comedy was written by playwrights such as Wycherley (The Country Wife, 1675), Etherege (The Man of Mode, 1676), Aphra Behn (The Rover, 1677) and Dryden (Marriage A-la-Mode). Their witty comedies of manners about fashionable London life were performed by the two licensed companies, the King's Company and the Duke's Company.

Mark scheme
  1. 1 mark

    Any one correct playwright, e.g. William Wycherley, George Etherege, Aphra Behn, John Dryden, Thomas Shadwell, Sir Charles Sedley, John Crowne, Sir William Davenant.

    Surname alone is enough (e.g. Wycherley, Etherege, Behn, Dryden, Shadwell). Do not accept Shakespeare or Ben Jonson (their plays were revived, but they were not Restoration playwrights) or William Congreve (his comedies date from the 1690s). Max 2.

  2. 1 mark

    A second, different correct playwright from the list above.

    Max 2.

Question 2

8 marks

Interpretation A: from a textbook on English social history written for university students in 1985. (Written for practice.)

'For most women the Restoration changed very little. The law still treated a wife's property as her husband's, women could not vote or go to university, and girls' education was mostly about needlework, music and running a household. A handful of exceptional women - a few actresses, writers and royal mistresses - became famous, but they were noticed precisely because they were so unusual. Ordinary women's lives were shaped by work in the home, the fields and the workshop, as they had been for centuries.'

How convincing is Interpretation A about the role and status of women in Restoration England? Explain your answer based on your contextual knowledge and what it says in Interpretation A.

Model answer

Interpretation A is largely convincing about most women, although it underplays some real changes for a minority.

It is right about the law and education. A married woman's property and earnings legally belonged to her husband, and women could not vote, sit in Parliament or go to university. Most girls received little schooling, and the boarding schools for gentry girls concentrated on needlework, music and dancing. In 1673 Bathsua Makin complained in her Essay to Revive the Antient Education of Gentlewomen that girls were taught only these 'accomplishments'. It is also right that most women's lives were shaped by work: as farm workers, servants, spinners or partners in family shops and trades, as they always had been.

It is also fair that the famous women were unusual. Nell Gwyn, the Duchess of Portsmouth and Aphra Behn were known precisely because they were so different from ordinary women.

However, the interpretation is less convincing when it says the Restoration 'changed very little'. Some new opportunities did open up. From 1660 women could work as actresses on the public stage. Aphra Behn earned her living by writing plays from 1670, and Mary Beale worked as a professional portrait painter. Margaret Cavendish published books on natural philosophy and attended a Royal Society meeting in 1667. Makin did not just complain: she ran a school and argued in print that women should learn languages and sciences. Among Quakers women preached, and Margaret Fell defended this in Women's Speaking Justified (1666).

Overall, the interpretation is convincing for the great majority of women, whose legal status and daily lives changed little, but it is too dismissive of the new roles that a small number of women, mostly in London and among the elite, began to take.

Explanation

Women's legal position, education and everyday work changed little, but a minority gained new roles as actresses, writers, painters, preachers and campaigners for education. Level 4 confirms and challenges the interpretation with precise examples (Makin, Behn, Cavendish, Fell) and reaches a sustained overall judgement.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Interpretation A with a sustained judgement about how convincing it is about the role and status of women, based on precise contextual knowledge: e.g. confirms the legal and educational limits and the importance of ordinary work, but weighs this against the new opportunities some women gained (actresses, writers, preachers, court influence, arguments for education), reaching a justified judgement.
    Level 3 (5-6 marks): Developed evaluation of Interpretation A, using relevant contextual knowledge to support and/or challenge its main claims.
    Level 2 (3-4 marks): Simple evaluation: uses some contextual knowledge to agree or disagree with one aspect, e.g. that women could not vote.
    Level 1 (1-2 marks): Basic analysis: identifies or paraphrases what the interpretation says, with general comments about whether it is convincing.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Convincing - under the law a married woman's property and earnings belonged to her husband; women could not vote, sit in Parliament or attend university; most girls received little education, and gentry girls' schools taught accomplishments such as needlework, music and dancing - Bathsua Makin's Essay to Revive the Antient Education of Gentlewomen (1673) complained about this; most women worked as wives, servants, farm workers, spinners or in family trades and shops, as before; famous women were exceptional - Nell Gwyn, Aphra Behn, the Duchess of Portsmouth. Less convincing - there were real new opportunities: actresses on the public stage from 1660; women earning by writing (Aphra Behn's plays from 1670; household guides by writers such as Hannah Woolley); Margaret Cavendish published on natural philosophy and attended the Royal Society in 1667; Mary Beale worked as a professional portrait painter; Makin ran a school and argued publicly for women's education; Quaker women preached and Margaret Fell wrote Women's Speaking Justified (1666); widows ran businesses (including coffee houses and printing shops); powerful women at court and in great houses, e.g. the Duchess of Lauderdale at Ham House, Louise de Keroualle. Judgement - largely convincing for the majority, but it underplays small but real changes, mainly among London and elite women.

Question 3

8 marks

Write an account of the ways in which Charles II supported science during his reign.

Model answer

Charles II had a genuine interest in science. He kept a laboratory at Whitehall where he carried out chemical experiments, and he was fascinated by clocks, navigation and shipbuilding. He also knew that Louis XIV gained prestige from supporting academies of learning, and that England's trade and navy needed better science.

Because of this, he supported the group of thinkers who met at Gresham College and founded a society for experimental learning on 28 November 1660. In 1662 he granted them a royal charter, and a second charter in 1663 named them 'the Royal Society of London for Improving Natural Knowledge', with Charles as founder and patron. He gave them a silver-gilt mace. This royal backing gave the new science respectability at a time when it was often mocked, and it helped attract wealthy and fashionable Fellows such as Samuel Pepys.

Charles's support became more practical in the 1670s. In 1673 he founded the Royal Mathematical School at Christ's Hospital to train boys in navigation for the navy and merchant ships. In 1675 he ordered the building of the Royal Observatory at Greenwich and appointed John Flamsteed as the first Astronomer Royal, to study the stars in order to solve the problem of finding longitude at sea. He also gave scientists important posts: Christopher Wren became Surveyor of the King's Works in 1669.

However, Charles's support had clear limits. He gave the Royal Society almost no money, so it depended on members' subscriptions, many of which went unpaid. The Observatory was built cheaply, for about 500 pounds, and Flamsteed had to find his own instruments. Pepys even recorded the king laughing at the Society for spending its time weighing air. As a result, Charles gave science prestige and direction more than funding.

Explanation

Charles's curiosity and concern for prestige, trade and the navy led him to charter the Royal Society (1662-63), found the Royal Mathematical School (1673) and the Royal Observatory (1675), and give posts to scientists, though he provided little money. Level 4 is a coherent narrative explaining why he acted and what his support achieved and failed to achieve.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): A coherent, well-organised account with complex analysis of causation and consequence, e.g. explains why Charles supported science (personal curiosity, prestige, practical needs of trade and the navy) and what his support led to (the Royal Society's status, the Observatory, navigation training), including its limits, with precise knowledge.
    Level 3 (5-6 marks): A developed account of several ways Charles supported science, analysing causation or consequence, with specific knowledge.
    Level 2 (3-4 marks): A simple account of one or two ways Charles supported science, with some analysis.
    Level 1 (1-2 marks): A basic, general account with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Reasons - Charles's personal curiosity (his laboratory at Whitehall, interest in chemistry, clocks, navigation and shipbuilding); prestige like Louis XIV's academies; practical needs of trade and the navy. Ways - approval of the new society founded at Gresham College on 28 November 1660; royal charters in 1662 and 1663 creating the Royal Society, with Charles as founder and patron, and the gift of a mace (1663); sending questions and objects to the Society for investigation; the Royal Mathematical School at Christ's Hospital (1673) to train boys in navigation; the Royal Observatory at Greenwich (warrant June 1675) and the appointment of John Flamsteed as first Astronomer Royal; employing scientists - Wren as Surveyor of the King's Works (1669); Prince Rupert, the king's cousin, a Fellow who experimented with gunpowder and metals. Consequences - prestige and protection for the new science; science linked to national needs. Limits - Charles gave little money (the Society relied on subscriptions, the Observatory cost about 500 pounds and Flamsteed found his own instruments); Pepys recorded the king laughing at the Society for 'weighing of air' (1664).

Question 4

16 marks

'The Restoration brought little change to the role and status of women.'

How far do you agree with this statement? Explain your answer.

Model answer

I largely agree that the Restoration brought little change to the role and status of most women, but it did open new, public opportunities for a small number, mostly in London and among the elite, which makes the statement too absolute.

The case for little change is strong when we look at the law and at most women's daily lives. A married woman's property and earnings legally belonged to her husband, and women could not vote, sit in Parliament, attend university or enter professions such as law. Most girls received little formal education; gentry girls who went to boarding schools were taught needlework, music and dancing, which is why Bathsua Makin complained in 1673 that girls' minds were being wasted. The great majority of women worked, as they always had, as farm workers, spinners, servants and partners in family shops and trades. The new centres of male sociability, the coffee houses, were largely closed to women as customers, and the Royal Society, symbol of the new science, admitted no women as Fellows.

Moral attitudes also stayed unequal. At Charles II's court men such as the Earl of Rochester were admired as witty rakes, while women who behaved similarly, including many actresses, were condemned as whores. This double standard shows that women's status had not improved.

However, there were changes, and some of them were directly caused by the Restoration. When Charles II reopened the theatres in 1660, women's parts were played by women for the first time on the public stage. Actresses such as Nell Gwyn, Mary Betterton and Elizabeth Barry earned wages and fame. The theatre also gave women writers an opening: Aphra Behn's plays, from The Forc'd Marriage (1670) to The Rover (1677), made her the first Englishwoman known to earn her living by writing. Other women found new public roles: Margaret Cavendish published books on natural philosophy and visited the Royal Society in 1667, Mary Beale worked as a professional portrait painter, and Bathsua Makin ran a school as well as writing about education.

At the top of society, women could have real influence. Royal mistresses such as Barbara Villiers and Louise de Keroualle, Duchess of Portsmouth, were believed to shape royal decisions, and the Duchess of Lauderdale rebuilt Ham House in the latest style and played a part in her husband's political career. Queen Catherine of Braganza set fashions such as tea drinking. In religion, Quaker women preached, and Margaret Fell defended their right to do so in Women's Speaking Justified (1666), although such roles had roots in the 1640s and 1650s rather than in the Restoration itself.

These changes were limited. They affected a few dozen actresses and a handful of writers and court ladies, mostly in London. Even the most successful women were criticised: actresses were seen as immoral and Behn was attacked for indecency in ways male writers were not. None of these changes altered the legal position of women.

Overall, I agree with the statement for the great majority of women, whose legal status, education and work hardly changed between 1660 and 1685. But the Restoration did bring something new: for the first time women appeared on the public stage and earned money by writing plays, and a few women gained visible roles in science, art and politics. These changes were small, but they were important precedents, so 'little change' is closer to the truth than 'no change'.

Explanation

Women's legal position, education and everyday work changed little, but the reopened theatres created actresses and women playwrights, and a few women gained roles in science, art, religion and court politics. Level 4 needs precise evidence on both sides and a sustained judgement that distinguishes between most women and a visible minority.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the continuities in women's role and status and of the changes after 1660, across different groups of women, with a sustained judgement about how far the Restoration brought change, supported by precise knowledge.
    Level 3 (9-12 marks): Developed explanation of continuity and of at least one area of change (or of change in more than one area), supported by specific knowledge.
    Level 2 (5-8 marks): Simple explanation of continuity or of change.
    Level 1 (1-4 marks): Basic explanation: general statements about women, with limited knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Little change - married women's property and earnings belonged to their husbands; no vote, no university, no professions such as law or medicine (midwives excepted); most girls' education limited, gentry girls taught accomplishments (Makin's complaint, 1673); most women worked as before in farming, spinning, service, shops and family trades; women largely excluded from coffee houses and from the Royal Society (not admitted as Fellows); actresses and women writers often despised; the double standard in sexual morality (the court's men praised as rakes, women condemned). Change - actresses on the public stage from 1660 (Nell Gwyn, Elizabeth Barry, Mary Betterton); women writing for money (Aphra Behn from 1670; household guides by Hannah Woolley); women in science and learning (Margaret Cavendish's books and Royal Society visit, 1667); women's education argued for and practised (Makin's school and Essay); professional painters (Mary Beale); women's religious voices among Dissenters (Quaker preachers, Margaret Fell's Women's Speaking Justified, 1666); political influence at court - royal mistresses (Barbara Villiers, Louise de Keroualle, Duchess of Portsmouth), Queen Catherine of Braganza's fashions; powerful aristocratic women such as the Duchess of Lauderdale at Ham House; women as consumers and businesswomen in growing London (widows running shops, printing businesses, coffee houses). Context - some changes had roots before 1660 (women preachers in the 1640s-50s; Cavendish wrote in exile), so not all were caused by the Restoration. Possible judgements - little change for most women but real change for a visible minority in London and at court; or the changes, though small, were significant because they were new and public.

Ready to try the rest? Every answer you write is marked against the mark scheme, so you can see exactly where the marks are.

AI Tutor Hints first, answers after you try

Hi! Stuck? Ask me for a hint and I’ll help you work it out. Once you’ve checked your answer I can explain exactly where the marks are.