218 Pages
by Routledge

218 Pages
by Routledge

218 Pages
by Routledge

Tudor Rebellions , now in its seventh edition, gives a chronological account of the major rebellions against the Tudor monarchy in England from the reign of King Henry VII until the death of Queen Elizabeth I in 1603. The book throws light on some of the main themes of Tudor history, including the dynasty’s attempt to bring the north and west under the control of the capital, the progress of... Read more

List of illustrations

Preface to the seventh edition

Acknowledgements

Chronology

Who’s who

Part I The background

Chapter 1 The shape of Tudor society

Chapter 2 Ideas of submission, ideas of justice

Part II Descriptive analysis

Chapter 3 The first Tudors: from rebels to rulers

Chapter 4 Rebellions in the era of Thomas Cromwell

Chapter 5 The Western Rebellion

Chapter 6 Robert Kett and the ‘rebellions of Commonwealth’

Chapter 7 Wyatt’s Rebellion

Chapter 8 The Northern Rebellion

Chapter 9 Epilogue

Part III Assessment

Chapter 10 Rebellion and Tudor government

Part IV Documents

Document 1 The Duke of Norfolk to Wolsey, 1525

Document 2 The examination of Nicholas Leche, 1536

Document 3 The Lincoln Articles, 1536

Document 4 The Oath of the Honourable Men, 1536

Document 5 Robert Aske to the lords at Pontefract, 1536

Document 6 The Pilgrims’ Ballad, 1536

Document 7 The commons of Westmorland to Lord Darcy, 1536

Document 8 Advice to the Pilgrims at Pontefract, 1536

Document 9 The Pontefract Articles, 1536

Document 10 Richard Morison, A Remedy for Sedition, 1536

Document 11 The examination of Robert Aske, 1537

Document 12 Petition of Suffolk bondmen on the former Howard Manors of Kelsale, Framlingham, Peasenhall and Earl Soham to Protector Somerset, 1547–48

Document 13 The demands of the western rebels, 1549

Document 14 A Copy of a Letter, 1549

Document 15 Philip Nichols’s Answer to the Commoners of Devonshire and Cornwall, 1549

Document 16 The Council to the Justices of the Peace of Devon, 1549

Document 17 The Council to Lord Russell, 1549

Document 18 ‘Kett’s demands being in rebellion’, 1549

Document 19 Royal letter to those assembled in Norfolk, 1549

Document 20 Nicholas Sotherton, ‘The Commoyson in Norfolk’, 1549

Document 21 William Paget to Protector Somerset, 1549

Document 22 Sir Thomas Wyatt’s scheme for a local militia, 1549

Document 23 The Tower chronicle, 1554

Document 24 The proclamation of the earls, 1569

Document 25 Sir Ralph Sadler to Sir William Cecil, 1569

Document 26 The examination of the Earl of Northumberland, 1572

Guide to further reading

Index

Biography

Diarmaid MacCulloch was Professor of the History of the Church in the Faculty of Theology and Religion at the University of Oxford. His previous publications include Reformation: Europe’s House Divided, 1490–1700 (2003), A History of Christianity: The First Three Thousand Years (2009) and Thomas Cromwell: A Life (2018).

Anthony Fletcher was Professor of History, University of Essex.

Praise for previous edition

'Tudor Rebellions is one of the most successful undergraduate textbooks of the past half century. Elegantly written, meticulously arranged and crammed full of vivid detail, it has introduced thousands of students to some of the most fascinating and controversial episodes in English history. Now, in this splendid new edition, Diarmaid MacCulloch brings the story fully up-to-date, incorporating the findings of the very latest historical research and surveying the field with his customary gimlet eye.'

Mark Stoyle, University of Southampton, UK

'Tudor Rebellions has been required reading for my students for over thirty years. It provides superb and concise accounts of the rebellions and deftly sets them in their context.'

J. Sears McGee, University of California, Santa Barbara, USA

'Tudor Rebellions is an incomparable teaching tool. It contains lucid narratives of complicated events along with sophisticated synthetic and analytic essays that provide contexts for the meticulously chosen primary sources. In sum, the book has everything needed to give students a chance to "do" real historical work.'

Freddy C. Dominguez, University of Arkansas, Fayetteville, USA