The Gunpowder Plot, 1605: Case Study (Edexcel GCSE History)

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The Gunpowder Plot, 1605: Case Study - Timeline

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The Gunpowder Plot, 1605: Case Study - Summary

The late 16th and early 17th centuries were periods of intense religious and political instability. The last Tudor monarch, Elizabeth I, was a Protestant. The Pope called on loyal Catholics to depose her. Parliament responded by passing more anti-Catholic laws. Elizabeth I’s death in 1603 led to disputes over the royal succession.

Elizabeth’s cousin, James I, inherited the throne and became the first Stuart king. Catholics hoped that he would give them more freedom to practise their faith. However, because he was a Protestant king, he continued with the anti-Catholic laws. The Catholic Gunpowder Plotters conspired to commit treason. They wanted to assassinate James I and replace him with a Catholic monarch.

The Gunpowder Plot failed, and James I punished the plotters very harshly. He then continued to pass more strict measures against Catholics. He aimed to deter any future Catholic uprisings against the Protestant monarchy.

The Events of the Gunpowder Plot

  • In 1605, Robert Catesby led a group of Catholics in a plot to blow up the Houses of Parliament

  • The Catholic plotters had two main aims:

    • To kill the king and other leading Protestants

    • To replace the king with a Catholic monarch

      • They wanted to make James’s daughter, Elizabeth, queen

  • The diagram below illustrates the events and key figures of the Gunpowder Plot

IMAGE

A diagram illustrating the events and key figures of the Gunpowder Plot

Punishment: Hung, Drawn and Quartered

  • After Fawkes’s arrest, he was tortured until he

    • Signed a confession

    • Shared the names of the other plotters (who had managed to escape)

      • Government soldiers eventually tracked down the other plotters

      • They killed some in the fighting that followed, including Catesby

      • They arrested and tortured the surviving plotters until they confessed

  • In January 1605, Fawkes and the surviving plotters were tried

  • They were found guilty of treason and sentenced to death

  • Between 30th and 31st January, they were publicly hung, drawn and quartered

    • They were hanged, but cut down when they were almost dead

    • Their bodies were cut open and their intestines were pulled out

    • Their limbs and heads were cut off

Why was the Punishment for Treason so Harsh in Early Modern England?

  • In early modern England, the main aims of punishment were deterrence and retribution

  • The table below shows why these aims made the punishment for treason so harsh

Table of reasons why the punishment for treason was so harsh

Aim of punishment

How the punishment for treason was seen to fulfil this aim

Deterrence

Punishment for treason took place in public. The authorities thought that, if people could see the dire consequences of treason, they would be put off committing the crime themselves. Harsh punishment was a way to prevent crime in the absence of a police force

Retribution

Treason was the most serious and worst crime of all. Because of this, it received the most serious and worst kind of punishment

Worked Example

Give two reasons why the punishment for treason was so harsh in early modern England

4 marks

Answers:

  • Treason was seen as the most serious crime. (1) It therefore earned the most serious and worst kind of punishment, in the form of painful execution (1)

  • The Gunpowder Plotters were punished harshly for planning to blow up the king and Parliament. (1) They were hung, drawn and quartered to deter future Catholic rebellions (1)

Exam Tip

Many people mistakenly believe that Guy Fawkes and the other Gunpowder Plotters were burned at the stake for their treason. Remember that they were hung, drawn and quartered.

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Rosanna Killick

Author: Rosanna Killick

After graduating from Oxford University with a BA in History, Rosanna became a full-time, qualified tutor. She has since amassed thousands of hours of tutoring experience, and has also spent the last few years creating content in the EdTech space. She believes that a nuanced understanding of the past can help to contextualise the present. She is passionate about creating clear, accessible content that helps students to identify and select the most relevant facts and concepts for writing focused, persuasive exam answers.