History Knowledge Overview 2020-2021 Autumn Spring Summer
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War of Roses: a House Divided
Stanford Model United Nations Conference 2014 War of Roses: A House Divided Chairs: Teo Lamiot, Gabrielle Rhoades Assistant Chair: Alyssa Liew Crisis Director: Sofia Filippa Table of Contents Letters from the Chairs………………………………………………………………… 2 Letter from the Crisis Director………………………………………………………… 4 Introduction to the Committee…………………………………………………………. 5 History and Context……………………………………………………………………. 5 Characters……………………………………………………………………………….. 7 Topics on General Conference Agenda…………………………………..……………. 9 Family Tree ………………………………………………………………..……………. 12 Special Committee Rules……………………………………………………………….. 13 Bibliography……………………………………………………………………………. 14 Letters from the Chairs Dear Delegates, My name is Gabrielle Rhoades, and it is my distinct pleasure to welcome you to the Stanford Model United Nations Conference (SMUNC) 2014 as members of the The Wars of the Roses: A House Divided Joint Crisis Committee! As your Wars of the Roses chairs, Teo Lamiot and I have been working hard with our crisis director, Sofia Filippa, and SMUNC Secretariat members to make this conference the best yet. If you have attended SMUNC before, I promise that this year will be even more full of surprise and intrigue than your last conference; if you are a newcomer, let me warn you of how intensely fun and challenging this conference will assuredly be. Regardless of how you arrive, you will all leave better delegates and hopefully with a reinvigorated love for Model UN. My own love for Model United Nations began when I co-chaired a committee for SMUNC (The Arab Spring), which was one of my very first experiences as a member of the Society for International Affairs at Stanford (the umbrella organization for the MUN team), and I thoroughly enjoyed it. Later that year, I joined the intercollegiate Model United Nations team. -
LORD BOLINGBROKE's THEORY of PARTY and OPPOSITION1 By
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by St Andrews Research Repository Max Skjönsberg, HJ, Oct 2015 LORD BOLINGBROKE’S THEORY OF PARTY AND OPPOSITION1 By MAX SKJÖNSBERG, London School of Economics and Political Science Abstract: Bolingbroke has been overlooked by intellectual historians in the last few decades, at least in comparison with ‘canonical’ thinkers. This article examines one of the most important but disputable aspects of his political thought: his views on political parties and his theory of opposition. It aims to demonstrate that Bolingbroke’s views on party have been misunderstood and that it is possible to think of him as an advocate of political parties rather than the ‘anti-party’ writer he is commonly known as. It has been suggested that Bolingbroke prescribed a state without political parties. By contrast, this article seeks to show that Bolingbroke was in fact the promoter of a very specific party, a systematic parliamentary opposition party in resistance to what he perceived as the Court Whig faction in power. It will 1 I have benefited from comments by Adrian Blau, Tim Hochstrasser, Paul Keenan, Robin Mills, and Paul Stock, as well as conversations with J. C. D. Clark, Richard Bourke, and Quentin Skinner at various stages of this project. As usual, however, the buck stops with the writer. I presented an earlier and shorter version of this article at the inaugural Early-Modern Intellectual History Postgraduate Conference at Newcastle University in June 2015. Eighteenth-century spelling has been kept in quotations throughout as have inconsistencies in spelling. -
History- Year 8 – the War of the Roses Time to Complete: 50 Minutes
HOME LEARNING Subject: History- Year 8 – The War of the Roses Time to complete: 50 minutes Learning Objective: To find information about the War of the Roses using a timeline. Investigate the lives of kings Henry VI and Edward IV. TASK 1: Read the information on War of the Roses. Task 2: Match each date to the King who was ruling at that time (Use the information in the timeline to help you). TASK 3: Read the information about Henry VI and Edward IV and the Battle of Towton and fill in the correct details about each king. Task 4: Watch the video clip of “Horrible Histories” showing the War of the Roses. Save your work: If you are using a computer, open a blank document to do your work (you can use Word or Publisher). Don’t forget to SAVE it with your name, the lesson you are doing and the date. For example: T.Smith Maths 8 April If you would like us to see or mark your work please email it or send a photo of your completed work to the member of staff. [email protected] TASK 1 – Read the following information about the War of the Roses THE WAR OF THE ROSES The War of the Roses was a difficult time for England. During this time 2 rich and powerful families both wanted to rule England. They had many battles against each other to try to take the crown (become King). The families were the House of Lancaster and the House of York. -
The Wars of the Roses: a Timeline of Key Events Edward III Reigns From
The Wars of the Roses: A Timeline of Key Events . Edward III reigns from 1327 – 1377. Edward has many sons the heirs of which become the key players in the Wars of the Roses (see family tree). o Edward’s first son Edward (The Black Prince) dies in 1376. His son, Richard becomes Richard II following Edward III’s death and reigns from 1377 until 1399. o Edward’s third son Lionel also predeceases him. Lionel’s daughter, however, is integral to the claim made by The House of York to the throne at the time of the Wars of the Roses. Her granddaughter marries Richard, Duke of York who is the son of Edward III’s fifth son, Edmund, Duke of York. Their child Richard, 3rd Duke of York will eventually make a claim for the throne during the Wars of the Roses. o Edward’s fourth son John of Gaunt, Duke of Lancaster, founds The House of Lancaster. His son, Henry (Bolingbroke), overthrows Richard II to become Henry IV. The descendants of Henry IV are King Henry V and King Henry VI. The House of Lancaster therefore has an uninterrupted reign of 62 years. o Edward’s fifth son Edmund of Langley, Duke of York founds The House of York. His son Richard, 2nd Duke of York marries the great- granddaughter of Edward’s third son. 1377: Edward III dies, and Richard II, his grandson, becomes king. Richard II is overthrown by his cousin Henry Bolingbroke who becomes King Henry IV. 1413: Henry IV dies, and Henry V becomes king. -
MA Dissertatio
Durham E-Theses Northumberland at War BROAD, WILLIAM,ERNEST How to cite: BROAD, WILLIAM,ERNEST (2016) Northumberland at War, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/11494/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk ABSTRACT W.E.L. Broad: ‘Northumberland at War’. At the Battle of Towton in 1461 the Lancastrian forces of Henry VI were defeated by the Yorkist forces of Edward IV. However Henry VI, with his wife, son and a few knights, fled north and found sanctuary in Scotland, where, in exchange for the town of Berwick, the Scots granted them finance, housing and troops. Henry was therefore able to maintain a presence in Northumberland and his supporters were able to claim that he was in fact as well as in theory sovereign resident in Northumberland. -
Richard III and the Wars of the Roses: a Teaching Unit
East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 5-2021 Constructing History: Richard III and the Wars of the Roses: A Teaching Unit Lawson Hammock Follow this and additional works at: https://dc.etsu.edu/honors Part of the Arts and Humanities Commons, and the Curriculum and Instruction Commons Recommended Citation Hammock, Lawson, "Constructing History: Richard III and the Wars of the Roses: A Teaching Unit" (2021). Undergraduate Honors Theses. Paper 621. https://dc.etsu.edu/honors/621 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Constructing History Lawson Garrett Hammock Richard III and the Wars of the Roses: A Teaching Unit The historical life and times of Richard III of England (1452-1485) presents an especially vivid demonstration of the idea that history is constructed. Both villainized and venerated by his contemporaries, Richard has also run the gamut through modern historians’ portrayals, which brings some query as to their historiological methods. This teaching unit is designed to introduce high school history students to some key concepts of artifact/document analysis. Its four activities allow students to discover for themselves the historical disjunctions that can occur between competing histories. Another reason Richard makes for a wonderful subject is the excitement, the drama, the mystery, and the intrigue surrounding his persona. -
A Machiavellian Interpretation of Henry VII
North Alabama Historical Review Volume 4 North Alabama Historical Review, Volume 4, 2014 Article 3 2014 To Keep His Subjects Low: A Machiavellian Interpretation of Henry VII John Clinton Harris University of North Alabama Follow this and additional works at: https://ir.una.edu/nahr Part of the European History Commons, and the Public History Commons Recommended Citation Harris, J. C. (2014). To Keep His Subjects Low: A Machiavellian Interpretation of Henry VII. North Alabama Historical Review, 4 (1). Retrieved from https://ir.una.edu/nahr/vol4/iss1/3 This Article is brought to you for free and open access by UNA Scholarly Repository. It has been accepted for inclusion in North Alabama Historical Review by an authorized editor of UNA Scholarly Repository. For more information, please contact [email protected]. To Keep His Subjects Low: A Machiavellian Interpretation of Henry VII John Clinton Harris When Henry Tudor became Henry VII on August 22, 1485, following his victory at the Battle of Bosworth Field, many believed the anarchic course of English politics would continue unabated. The Wars of the Roses had gone on for thirty years, a period so long that intrigue, murder, and military force were now common political tools. Furthermore, there was no outward indication that Bosworth would be the last great political upheaval in the conflict; the new king was a twenty-eight year old former exile to the French court who had asserted his royal claim with nothing more than what his rival Richard III sneeringly called “a nomber of beggarly Britons and faynte harted Frenchmen.”1 The victory had only been achieved due to the fractured and distrustful state of English politics, and many, commoner and noble alike, probably wondered how long the young upstart would last before he was killed and replaced after sitting upon a bloody throne of his own. -
Who Was Edward IV?
New Unit: The Wars of the Roses Lesson One: What were the Wars of the Roses? What we will find out: • The key events of the Wars of the Roses • The key people of the Wars of the Roses The Wars of the Roses were a series of wars between two families who both wanted to rule England. The House of York had a white rose as their symbol, and the House of Lancaster had a red rose as their symbol. At the end of the wars, the symbol of the new king was a combination of a red and white rose. Task One: Can you predict what may have happened? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ Who’s Who? Task Two: Study the table on the next page. Who do you think deserves to be the king? Why do you think this? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ The House of York The House of Lancaster • Richard, Duke of York - Father of • Henry VI - The king at the start Edward IV and Richard III, he of the war, Henry VI was mentally began the war by defeating the ill. He was housed in the Tower of Lancastrians and putting Henry VI London for many years until he in jail. He served as Lord died. Protector. • Margaret of Anjou - Wife of • Richard Neville, Earl of Warwick - Henry VI, she took control of the See above. country and led the fight against • Edward IV - The first York to Henry's enemies. become king, Edward IV was king • Richard Neville, Earl of Warwick - for much of the war from 1461 to He began the war on the side of 1470 and 1471 to 1483. -
ALT Wars of the Roses: a Guide to the Women in Shakespeare's First Tetralogy (Especially Richard III) for Fans of Philippa Gregory's White Queen Series
Jacksonville State University JSU Digital Commons Presentations, Proceedings & Performances Faculty Scholarship & Creative Work 2021 ALT Wars of the Roses: A Guide to the Women in Shakespeare's First Tetralogy (Especially Richard III) for Fans of Philippa Gregory's White Queen Series Joanne E. Gates Jacksonville State University, [email protected] Follow this and additional works at: https://digitalcommons.jsu.edu/fac_pres Part of the Film and Media Studies Commons, Literature in English, British Isles Commons, Other History Commons, Renaissance Studies Commons, and the Theatre and Performance Studies Commons Recommended Citation Gates, Joanne E. "ALT Wars of the Roses: A Guide to the Women in Shakespeare's First Tetralogy (Especially Richard III) for Fans of Philippa Gregory's White Queen Series" (2021). Presented at SAMLA and at JSU English Department, November 2017. JSU Digital Commons Presentations, Proceedings & Performances. https://digitalcommons.jsu.edu/fac_pres/5/ This Conference Proceeding is brought to you for free and open access by the Faculty Scholarship & Creative Work at JSU Digital Commons. It has been accepted for inclusion in Presentations, Proceedings & Performances by an authorized administrator of JSU Digital Commons. For more information, please contact [email protected]. Joanne E. Gates: ALT Wars of the Roses: Philippa Gregory and Shakespeare, page 1 ALT Wars of the Roses: A Guide to the Women in Shakespeare's First Tetralogy (Especially Richard III) for Fans of Philippa Gregory's White Queen Series Joanne E. Gates, Jacksonville State University Since The Other Boleyn Girl made such a splash, especially with its 2008 film adaptation starring Natalie Portman and Scarlett Johansson, novelist Philippa Gregory has turned out book after book of first person female narratives, historical fiction of the era of the early Tudors and the Cousins' War. -
The Most Famous Battles in British History
Renata Jawniak THE MOST FAMOUS BATTLES IN BRITISH HISTORY 1. Uwagi ogólne Zestaw materiałów opatrzony wspólnym tytułem The most famous battles in Bri- tish history jest adresowany do studentów uzupełniających studiów magisterskich na kierunkach humanistycznych. Przedstawione ćwiczenia mogą być wykorzysta- ne do pracy z grupami studentów filologii, kulturoznawstwa, historii i innych po- krewnych kierunków. 2. Poziom zaawansowania: B2+/C1 3. Czas trwania opisanych ćwiczeń Ćwiczenia zaprezentowane w tym artykule są przeznaczone na jedną jednostkę lekcyjną lub dwa zajęcia 90 minut każde. Czas trwania został ustalony na podsta- wie doświadczenia wynikającego z pracy nad poniższymi ćwiczeniami w grupach na poziomie B2+. 4. Cele dydaktyczne W swoim założeniu zajęcia mają rozwijać podstawowe umiejętności językowe, takie jak czytanie, mówienie, słuchanie oraz pisanie. Przy układaniu poszczegól- nych ćwiczeń miałam również na uwadze poszerzenie zasobu słownictwa, dlatego przy tekstach zostały umieszczone krótkie słowniczki, ćwiczenia na odnajdywanie słów w tekście oraz słowotwórstwo. Kolejnym celem jest cel poznawczy, czyli po- szerzenie wiedzy studentów na temat historii Wielkiej Brytanii. 5. Uwagi i sugestie Materiały zawierają ćwiczenia na interakcję student–nauczyciel, student–stu- dent oraz na pracę indywidualną. Ćwiczenia w zależności od poziomu grupy, stopnia zaangażowania studentów w zajęcia i kierunku mogą być odpowiednio 222 IV. O HISTORII I KULTURZE zmodyfikowane. Teksty tu zamieszczone możemy czytać i omawiać na zajęciach lub część -
PART I PAPER 3 BRITISH POLITICAL HISTORY, 1050-C. 1500 2017-2018
PART I PAPER 3 BRITISH POLITICAL HISTORY, 1050-c. 1500 2017-2018 READING LIST FOR STUDENTS & SUPERVISORS Edward I. Memoranda roll, E368/69m (1297-98) Bibliography and Reference 1050 - 1509 ........................................................................... 5 Abbreviations used ................................................................................................................................ 5 A. The Conquest and the Normans: Anglo-Norman England 1050-1154 ................... 44 General and introductory .................................................................................................................. 44 Sources .................................................................................................................................................... 44 The Conquest of Anglo-•Saxon England ........................................................................................... 45 England and Normandy ...................................................................................................................... 45 Kings and kingship .............................................................................................................................. 46 Kingship: ideas and practices ........................................................................................................... 46 King William I ..................................................................................................................................... 46 King William Rufus ........................................................................................................................... -
In the Time of a Woman, Which Sex Was Not Capable of Mature Deliberation
Cornell University Law School Scholarship@Cornell Law: A Digital Repository Cornell Law Faculty Publications Faculty Scholarship 7-18-2013 'In the Time of a Woman, Which Sex Was Not Capable of Mature Deliberation': Late Tudor Parliamentary Relations and their Early Stuart Discontents Josh Chafetz Cornell Law School, [email protected] Follow this and additional works at: http://scholarship.law.cornell.edu/facpub Part of the European History Commons, Legal History, Theory and Process Commons, and the Political History Commons Recommended Citation Chafetz, Josh, "'In the Time of a Woman, Which Sex Was Not Capable of Mature Deliberation': Late Tudor Parliamentary Relations and their Early Stuart Discontents" (2013). Cornell Law Faculty Publications. Paper 587. http://scholarship.law.cornell.edu/facpub/587 This Article is brought to you for free and open access by the Faculty Scholarship at Scholarship@Cornell Law: A Digital Repository. It has been accepted for inclusion in Cornell Law Faculty Publications by an authorized administrator of Scholarship@Cornell Law: A Digital Repository. For more information, please contact [email protected]. 33760-ylh_25-2 Sheet No. 4 Side A 07/10/2013 12:28:45 CHAFETZ 7/5/2013 12:38 PM Articles “In the Time of a Woman, Which Sex Was Not Capable of Mature Deliberation”: Late Tudor Parliamentary Relations and Their Early Stuart Discontents Josh Chafetz* 33760-ylh_25-2 Sheet No. 4 Side A 07/10/2013 12:28:45 INTRODUCTION It is one of the most well-known incidents in English constitutional history. On December 1, 1641, the increasingly restive House of Commons presented Charles I with the so-called Grand Remonstrance, a list of 206 enumerated grievances, encompassing the entirety of his reign to date.1 The King was not amused.