History · Year 11 · The Weimar Republic 1918–1929 · Autumn Term

Execution of Mary, Queen of Scots

The trial and execution of Mary, Queen of Scots, and its consequences.

• National Curriculum Attainment Targets
• GCSE: History - Early Elizabethan England

About This Topic

The Earl of Essex Rebellion (1601) marks the troubled final years of Elizabeth's reign. This topic explores the decline of the Queen's authority, the breakdown of the 'patronage' system, and the personal rivalry between the charismatic Earl of Essex and the cautious Robert Cecil. Students analyze why Essex, once a favorite of the Queen, felt he had no choice but to attempt a coup.

In the GCSE curriculum, this is a study in the 'politics of the court'. It shows that as Elizabeth aged without an heir, the competition for power among her advisors became increasingly desperate. This topic is best taught through 'role plays' of the court factions and 'source analysis' of the letters between Elizabeth and Essex, which reveal the mixture of personal affection and political frustration that led to his execution.

Key Questions

1. Explain the legal process that led to Mary, Queen of Scots' execution.
2. Analyze the political and international consequences of Mary's death.
3. Assess the long-term impact of Mary's execution on Elizabeth's reign and succession.

Learning Objectives

• Explain the legal basis and procedures involved in the trial of Mary, Queen of Scots.
• Analyze the immediate political repercussions of Mary's execution for both England and Scotland.
• Evaluate the impact of Mary's execution on the stability of Elizabeth I's reign and the question of succession.
• Compare the perspectives of key figures like Elizabeth I, Mary, and her supporters regarding the trial and execution.

Before You Start

The English Reformation and Religious Tensions

Why: Students need to understand the religious divisions in England and the Catholic threat to Elizabeth's rule to grasp the context of Mary's claim to the throne.

Elizabeth I's Early Reign and Challenges

Why: Understanding the initial difficulties Elizabeth faced in securing her throne provides context for the perceived threat posed by Mary, Queen of Scots.

Key Vocabulary

Treason	The crime of betraying one's country, especially by attempting to kill the sovereign or overthrow the government. Mary was accused of treason against Elizabeth I.
Babington Plot	A conspiracy in 1586 by English Catholics to assassinate Queen Elizabeth I and replace her with Mary, Queen of Scots. This plot directly led to Mary's trial.
Act of Association	Legislation passed in 1584 that stated anyone attempting to assassinate Elizabeth I would be executed, and their accomplices barred from the succession. This provided a legal framework for Mary's potential punishment.
Regicide	The act of killing a monarch. The execution of Mary, Queen of Scots, was a controversial act of regicide, as she was an anointed queen.

Watch Out for These Misconceptions

Common Misconception

The Essex Rebellion was a popular uprising of the people.

What to Teach Instead

It was a 'court' rebellion with very little support from the public or the London authorities. Essex expected thousands to join him, but only about 200 did. A 'failure analysis' activity helps students see why the rebellion collapsed so quickly.

Common Misconception

Elizabeth was a weak leader in her final years.

What to Teach Instead

While her popularity declined, she remained in control and successfully crushed the Essex rebellion. A 'strength vs. weakness' T-chart helps students evaluate her final decade more accurately.

Active Learning Ideas

Role Play: The Patronage Game

Students act as courtiers competing for 'monopolies' (the right to be the only seller of a product like sweet wine). They must 'flatter' the Queen (the teacher) and sabotage their rivals, experiencing how the system of patronage kept the nobility loyal but also created deep resentment.

35 min·Whole Class

Inquiry Circle: The Essex 'Downfall' Timeline

In small groups, students are given a list of events (the failure in Ireland, the 'slap' from the Queen, the loss of his sweet wine monopoly). They must identify the 'point of no return' where Essex decided that rebellion was his only option.

25 min·Small Groups

Think-Pair-Share: The Problem of the Succession

Students discuss in pairs why Elizabeth's refusal to name an heir made the court so unstable in the 1590s. They then share their thoughts on whether she was being 'wise' (by keeping everyone guessing) or 'reckless' (by risking civil war).

20 min·Pairs

Real-World Connections

• Historians specializing in Tudor England, such as those at the National Archives, analyze primary source documents like letters and trial transcripts to reconstruct events and understand motivations behind political decisions.
• International relations experts study historical precedents like the execution of Mary, Queen of Scots, to understand how the actions of one state can provoke diplomatic crises and affect alliances with other nations.

Assessment Ideas

Exit Ticket

Provide students with a prompt: 'Imagine you are an advisor to Elizabeth I in 1587. Write a short paragraph (3-4 sentences) explaining one reason for or against executing Mary, Queen of Scots, referencing a specific consequence.'

Discussion Prompt

Pose the question: 'Was Mary, Queen of Scots, a victim of circumstance or a threat to Elizabeth I's throne?' Facilitate a class debate where students must use evidence from the trial and political context to support their arguments.

Quick Check

Ask students to create a timeline of the key events leading to Mary's execution, including the Babington Plot and the Act of Association. Have them label each event with its significance in the legal process.

Frequently Asked Questions

Why did the Earl of Essex rebel against Elizabeth?

Essex had lost his influence at court to Robert Cecil, failed to crush the rebellion in Ireland, and was banned from court. Most importantly, Elizabeth took away his 'monopoly on sweet wines,' which was his main source of income. He felt he had to remove Cecil and 'rescue' the Queen from her 'evil advisors' to restore his own power.

What was the 'system of patronage'?

This was the way Elizabeth controlled the nobility. She gave them jobs, land, and 'monopolies' (exclusive rights to trade in certain goods). In return, they were expected to be loyal and serve the government. When the system broke down in the 1590s because there weren't enough rewards to go around, it led to factional fighting.

How did the Essex Rebellion end?

Essex marched into London with about 200 followers, expecting the people to rise up in his support. Instead, the city remained loyal to the Queen, and Essex was labeled a traitor. He surrendered, was tried for treason, and executed in February 1601.

How can active learning help students understand the Essex Rebellion?

Active learning, such as a 'patronage simulation,' helps students understand the 'zero-sum' nature of court politics. When they see that one student's gain is another's loss, they grasp why the rivalry between Essex and Cecil was so intense. This peer-based exploration makes the 'personal' nature of Elizabethan government much more understandable than a simple list of political events.