DOCSLIB.ORG

St. David's Summer Reading Progra

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
St. David's Summer Reading Progra St. David’s Upper School Summer Reading 2018 Dear St. David’s Students and Families: St. David’s Summer Reading Program is an important component of our academic curriculum. The required summer readings are carefully selected by the instructors of the upper school courses to set the groundwork for the themes and content of the coming year’s studies. Students should note the required readings in the English, AP, and language courses for which they are registered. The titles on the upper school suggested reading lists are chosen to enhance the year’s curriculum and to expose our students to important and interesting works. These include literature classics that introduce students to the concepts, characters, themes, and literary allusions that have become part of our cultural conversation. Also included are more contemporary fiction and nonfiction. We look forward to discussing the readings when we return to school in August. Enjoy your summer! Mrs. Peggy Swearingen, Director of Libraries Miss Sarah Jane Keegan, English Department Chair Upper School Faculty May 2018 St. David’s School Upper School Summer Reading 2018 AP English Literature Students in AP English Literature are required to read the following two books over the summer and are expected to come to class ready to discuss the reading. Group activities, oral presentations, or written assessments about the literature will be part of the first week of class. Required: AP English Literature The Abolition of Man by C. S. Lewis Nonfiction ISBN: 978-0060652944 (Please use this edition.) This is perhaps Lewis’ most important nonfiction work. Lewis begins with the difficult question of how we approach literature in general. His inquiry leads him to conclude that the author and the reader share certain indisputable values, which are essential to human knowing. If through our critical analysis of literature, or indeed, our analysis of any reality whatsoever, we attempt to step outside of this truth, we find ourselves reduced to nothing more than the brute force of nature. The result of stepping outside these indisputable values is the abolition – the destruction – of man. The glory of this work of Lewis is his compelling argument that man is made for nothing other than the true, the good, and the beautiful. The Abolition of Man provides us with the true perspective of how to approach the greatest literature of human history. While the work is less than a hundred pages, the turns of the argument are sometimes difficult to follow, but you must master them: read and reread. Required: AP English Literature Chance or the Dance?: A Critique of Modern Secularism by Thomas Howard ISBN: 978-1621642299 (Please use this edition.) 1 St. David’s School Upper School Summer Reading 2018 AP English Literature In Chance or the Dance? Thomas Howard sets forth the essential difference between the world of the imagination before the rise of modern secularism, which he calls “the old myth,” and the state of the imagination since its subjection to modern secularism, which he calls “the new myth.” In the “old myth” we remember the world in which nature and poetry and music define what is human, and in the “new myth” we postulate an existence in which science and technology and commercialism preoccupy sensibility. In Howard’s words, “The myth sovereign in the old age was that everything means everything. The myth sovereign in the new age is that nothing means anything.” Which myth is true? Which will rule your imagination? Suggested Reading: AP English and English IV Alighieri, Dante …The Divine Comedy; The New Life Austen, Jane…Emma; Mansfield Park; Pride and Prejudice Bronte, Charlotte …Jane Eyre Cather, Willa…Death Comes for the Archbishop; O Pioneers Conrad, Joseph…The Heart of Darkness; Nostromo; The Secret Agent Defoe, Daniel…Moll Flanders Dickens, Charles…Bleak House; Tale of Two Cities Dostoevsky, Fyodor… Crime and Punishment; The Gambler Dreiser, Theodore…An American Tragedy; Sister Carrie Eliot, George…Middlemarch; The Mill on the Floss; Silas Marner Faulkner, William… As I Lay Dying; The Hamlet; The Sound and the Fury Fielding, Henry…Joseph Andrews; Tom Jones Fitzgerald, F. Scott…The Beautiful and Damned; The Last Tycoon; This Side of Paradise Forester, E.M….Howard’s End; A Passage to India; A Room with a View 2 St. David’s School Upper School Summer Reading 2018 AP English Literature Goethe, Johann von… Elective Affinities; The Sorrows of Young Werther Green, Graham… Brighton Rock; The End of the Affair; The Heart of the Matter Hardy, Thomas…Far from the Madding Crowd; Jude the Obscure; Tess of the D’Urbervilles Hawthorne, Nathaniel…The Blithedale Romance; The Marble Faun (or you may choose a short story collection) Hemingway, Ernest…The Sun Also Rises Hugo, Victor...The Hunchback of Notre Dame; Les Miserables Ibsen, Henrik…The Lady from the Sea; The Master Builder; Peer Gynt; When We Dead Awaken James, Henry…The Bostonians; The Portrait of a Lady; The Wings of the Dove Kafka, Franz…The Castle; The Trial Mann, Thomas…Death in Venice; The Magic Mountain Melville, Herman…Moby Dick; Typee Milton, John…Lycidas; Paradise Lost; Samson Agonistes O’Connor, Flannery…The Complete Stories; The Violent Bear It Away Proust, Marcel…Swann’s Way; Within a Budding Grove Shakespeare, William…As You Like It; Henry the IV, Part I; Macbeth; The Merchant of Venice; Othello; The Tempest Steinbeck, John… East of Eden; The Grapes of Wrath Tolstoy, Leo…Anna Karenina; War and Peace Twain, Mark…Joan of Arc; Life on the Mississippi; Roughing It Wharton, Edith…The Age of Innocence; Ethan Frome; The House of Mirth Williams, Tennessee…Night of the Iguana; The Rose Tattoo; Suddenly Last Summer; Summer and Smoke Wright, Richard…Black Boy; Native Son Suggested Reading: Classical Texts Ovid…Metamorphoses Plato…Republic Sophocles…Antigone 3 St. David’s School Upper School Summer Reading 2018 AP European History Required Reading: AP European History The Middle Ages by Morris Bishop Nonfiction ISBN: 978-0618057030 (Please use this edition.) The AP European History course begins its survey of European history at the very end of the Middle Ages and the beginnings of the Renaissance. However, students of Modern European history should have an understanding of the history of Europe between the fall of Rome and the beginnings of the Renaissance. Bishop Morris’ book, The Middle Ages, does a great job of presenting this long scope of history in a clear and accessible way. From the Dark Ages, to conflicts between Church and State, to invading Vikings and Crusaders, the book moves quickly through a dynamic period of history that all too often slips through the cracks of the history curriculum. Politics, economics, religion, philosophy, family and work life all receive the author’s attention as he gives us a 10,000-ft. view of the European Middle Ages. Enjoy the flight! St. David’s School Upper School Summer Reading 2018 AP Seminar AP Seminar does not have a summer reading requirement this year. St. David’s School Upper School Summer Reading 2018 AP United States History Required Reading: AP U.S. History The Killer Angels by Michael Shaara Historical fiction ISBN-13: 9780345348104 (Please use this edition. Both ISBNs represent the same edition.) ISBN-10: 0345348109 The Killer Angels is an historical novel which tells the story of the Battle of Gettysburg which occurred over four days in July 1863. The battle was pivotal to the outcome of the American Civil War. Shaara’s Pulitzer Prize winning novel invites the reader to consider what led to this moment, the meaning of this moment and the lingering consequences of this moment in American history. The battle unfolds at what might be described as the chronological and thematic “midpoint” of American history. In August, we will begin by considering what this means for us as students of the American past. St. David’s School Upper School Summer Reading 2018 Department of Classical Languages The Department of Classical Languages requires summer reading of its students taking Latin V: AP Latin, Caesar and Vergil. For 2018, the department has optional texts for its students in Latin II, III, IV; and in Greek I, II, III, IV. (Middle school students taking Latin II: Please see the summer reading list under Middle School: Department of Classical Languages.) Required Reading: AP Latin V: Vergil Aeneid by Vergil, translated by Stanley Lombardo ISBN: 9780872207318 (Please use this edition.) Students are to read the entire Aeneid in English from the edition referenced above in preparation for their work with this poem during the year. Optional Reading: Latin II, III, IV; and Greek I, II, III, IV Aeneid by Vergil, translated by Stanley Lombardo ISBN: 9780872207318 (Please use this edition.) 1 St. David’s School Upper School Summer Reading 2018 Department of Classical Languages Students may read the Aeneid in English from the edition referenced above in preparation for their work with this poem during the year. 2 St. David’s School Department of Modern Languages Required Summer Reading 2018 For rising Spanish IV Honors: Breaking the Spanish Barrier 3 Available at: http://www.tobreak.com/shop/spanish-level-3- advanced-book-student-edition/ ISBN 0990312267 Students will be assigned grammar review and practice from Breaking the Spanish Barrier 3 by the Spanish IV Honors instructor. This resource will also be used throughout the 2018-2019 school year. Also for rising Spanish IV Honors: Todo lo que brilla, Chris Mercer Available at: https://tprsbooks.com/shop/todo-lo-que-brilla/ ISBN 978-1603721431 “Jose was a happy young man From Ecuador. He worked hard on his small Farm with his best Friend, Ignacio. Jose believed that soon he would realize his dream oF marrying Emilia, the most beautiFul girl he had ever met.
Load more

Recommended publications
  • Reviews a Congenial Figure
    unconventional deist Mary Wollstonecraft, Reviews a congenial figure. A woman writer who did so little to forward the agenda of contemporary feminism was, apparently, best consigned to silence. But by ignoring Anne Stott, Hannah More: The First More, the scholars of this period Victorian. Oxford University Press, postponed the discovery that her 2003. Pp. 384. £25.00. reputation as a sanctimonious conservative ISBN 0199245320. is not fully deserved. More’s first biographer, William Though an important figure in her own Roberts, whose Memoirs of the Life and time, Hannah More (1745-1833) was Correspondence of Mrs. Hannah More ignored by the generation of feminist appeared in the year after her death, bears scholars who began, during the 1970s, to much responsibility for the distorted rediscover forgotten or depreciated picture of More, which, as Stott notes, was women writers. The degree to which these until very recently ‘firmly embedded in scholars overlooked More is revealed by the historiography’ concerning her (p. ix). the fact that no full-length biography Roberts felt free to alter More’s appeared between 1952, when M. G. correspondence to fit his view of the way Jones’s sensible but rather perfunctory that the founding mother of the Hannah More was published, and the Evangelical movement ought to have appearance of Anne Stott’s Hannah More: written. Since few of More’s letters were The First Victorian in 2003. Yet More in print in any other form, Roberts’s was not only the most widely-read British portrait of More became the standard woman writer of her era, the author of picture, but in the early twentieth century plays, conduct books, tracts for the poor, a that picture, which corresponded to its best-selling novel and a variety of creator’s ideal of pious femininity, devotional works, but also a historical appeared less flattering.
    [Show full text]
  • Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics Claire Grogan
    Document generated on 09/26/2021 4:58 p.m. Lumen Selected Proceedings from the Canadian Society for Eighteenth-Century Studies Travaux choisis de la Société canadienne d'étude du dix-huitième siècle Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics Claire Grogan Volume 13, 1994 URI: https://id.erudit.org/iderudit/1012525ar DOI: https://doi.org/10.7202/1012525ar See table of contents Publisher(s) Canadian Society for Eighteenth-Century Studies / Société canadienne d'étude du dix-huitième siècle ISSN 1209-3696 (print) 1927-8284 (digital) Explore this journal Cite this article Grogan, C. (1994). Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics. Lumen, 13, 99–108. https://doi.org/10.7202/1012525ar All Rights Reserved © Canadian Society for Eighteenth-Century Studies / Société This document is protected by copyright law. Use of the services of Érudit canadienne d'étude du dix-huitième siècle, 1994 (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ 8. Mary Wollstonecraft and Hannah More: Politics, Feminism and Modern Critics Miss Berry's diary entry for Tuesday 2 April 1799 reads: In the many hours I have spent alone this last week, I have been able... to go entirely through Hannah More, and Mrs Woolstonecroft [sic] immediately after her.
    [Show full text]
  • II. Hannah More: Concise Biography
    DISSERTATION Titel der Dissertation HANNAH MORE: MORALIZING THE BRITISH NATION Verfasserin Mag. phil. Helga-Maria Kopecky angestrebter akademischer Grad Doktorin der Philosophie (Dr. phil.) Wien, 2014 Studienkennzahl lt. Studienblatt: A 092 343 Dissertationsgebiet lt. Studienblatt: Anglistik und Amerikanistik Betreut von: o. Univ. Prof. Dr. Margarete Rubik 2 For Gerald ! 3 ACKNOWLEDGEMENTS I would like to express my great appreciation to those who assisted me in various ways in this project: to my first supervisor, o. Professor Dr. Margarete Rubik, for guiding me patiently and with never ending encouragement and friendliness through a difficult matter with her expertise; to my second supervisor, ao. Professor Dr. Franz Wöhrer, for his valuable feedback; to the English and American Studies Library as well as the Inter-loan Department of the Library of the University of Vienna; the National Library of Australia; and last, but certainly not least, to my family. It was their much appreciated willingness to accept an absent wife, mother and grandmother over a long period, which ultimately made this work at all possible. Thank you so much! 4 Of all the principles that can operate upon the human mind, the most powerful is – Religion. John Bowles 5 Table of Contents page I. Introduction General remarks ……………………………………………………. 9 Research materials ………………………………………………... 12 Aims of this thesis ………………………………………………… 19 Arrangement of individual chapters ...…………………………... 22 II. Hannah More: Concise Biography Early Years in Bristol ……………………………………………….. 24 The London Experience and the Bluestockings ………………... 26 Return to Bristol and New Humanitarian Interests ................... 32 The Abolitionist .......................................................................... 34 Reforming the Higher Ranks ..................................................... 36 The Tribute to Patriotism ........................................................... 40 Teaching the Poor: Schools for the Mendips ............................
    [Show full text]
  • Antislavery Poetry and the Shared Language of Transatlantic Abolition, 1770S-1830S
    Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 8-11-2015 "Bid Us Rise from Slavery and Live": Antislavery Poetry and the Shared Language of Transatlantic Abolition, 1770s-1830s Kathleen Campbell Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Recommended Citation Campbell, Kathleen, ""Bid Us Rise from Slavery and Live": Antislavery Poetry and the Shared Language of Transatlantic Abolition, 1770s-1830s." Thesis, Georgia State University, 2015. https://scholarworks.gsu.edu/history_theses/95 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. “BID US RISE FROM SLAVERY AND LIVE”: ANTISLAVERY POETRY AND THE SHARED LANGUAGE OF TRANSATLANTIC ABOLITION, 1770S-1830S by KATHLEEN CAMPBELL Under the Direction of Robert Baker, PhD ABSTRACT The following analysis of antislavery poetry evidences the shared language of abolition that incorporated the societal dynamics of law, gender, and race through shared themes of family, the assumed expectation of freedom, and legal references. This thesis focuses upon four women antislavery poets and analyzes their poems and their individual experiences with their sociohistorical contexts. The poems of Hannah More, Ann Yearsley, Phillis Wheatley,
    [Show full text]
  • Education and Abolition in Late Eighteenth-Century Britain
    Persons and Potential: Education and Abolition in Late Eighteenth-Century Britain By Charlotte Gill Thesis Submitted to the Faculty of the Department of History of Vanderbilt University In partial fulfillment of the requirements For Honors in History April 2016 On the basis of this thesis defended by the candidate on ______________________________ we, the undersigned, recommend that the candidate be awarded_______________________ in History. __________________________________ Director of Honors – Samira Sheikh ___________________________________ Faculty Adviser – James Epstein ___________________________________ Third Reader – Catherine Molineux Persons and Potential: Education and Abolition in Late Eighteenth-Century Britain By Charlotte Gill Table of Contents Introduction ...................................................................................................................................... 1 Education in the Antislavery Age ...................................................................................................... 12 Educating the Poor in the “Age of Benevolence” …………………………………………………………………………….. 13 Education and Morality among the Bastions of Abolition ………………………………………………………………… 15 Personhood and the Potential for Education …………………………………………………………………………………… 18 Teachings and Tales for the Home .................................................................................................... 32 Education and the Family ……………………………………………………………………………………………………………….. 37 Education and the Fictional Tale as Tool ………………………………………………………………………………………….
    [Show full text]
  • ABSTRACT Genius, Heredity, and Family Dynamics. Samuel Taylor Coleridge and His Children: a Literary Biography Yolanda J. Gonz
    ABSTRACT Genius, Heredity, and Family Dynamics. Samuel Taylor Coleridge and his Children: A Literary Biography Yolanda J. Gonzalez, Ph.D. Chairperson: Stephen Prickett, Ph.D. The children of Samuel Taylor Coleridge, Hartley, Derwent, and Sara, have received limited scholarly attention, though all were important nineteenth century figures. Lack of scholarly attention on them can be blamed on their father, who has so overshadowed his children that their value has been relegated to what they can reveal about him, the literary genius. Scholars who have studied the children for these purposes all assume familial ties justify their basic premise, that Coleridge can be understood by examining the children he raised. But in this case, the assumption is false; Coleridge had little interaction with his children overall, and the task of raising them was left to their mother, Sara, her sister Edith, and Edith’s husband, Robert Southey. While studies of S. T. C.’s children that seek to provide information about him are fruitless, more productive scholarly work can be done examining the lives and contributions of Hartley, Derwent, and Sara to their age. This dissertation is a starting point for reinvestigating Coleridge’s children and analyzes their life and work. Taken out from under the shadow of Samuel Taylor Coleridge, we find that Hartley was not doomed to be a “child of romanticism” as a result of his father’s experimental approach to his education; rather, he chose this persona for himself. Conversely, Derwent is the black sheep of the family and consciously chooses not to undertake the family profession, writing poetry.
    [Show full text]
  • Age of Revolution Top Trumps
    Revolutionary Activities ageofrevolution.org/education Age of Revolution Top Trumps These activities are suitable for students aged 9-16+ For use with our unique Age of Revolution Top Trumps. Order a FREE pack for your school here culture24.wufoo.com/forms/request-a-set-of-top-trumps/ Our unique set of Top Trumps features 30 radical and revolutionary figures from the Age of Revolution (1775 – 1848). Many have been selected to highlight people who have often been overlooked by history. The pack features: Maximilien Robespierre Joan Derk van der Capellen Mary Wollstonecraft Henry Hunt Simón Bolívar Jean-Jacques Dessaline Toussaint Louverture Arthur Wellesley Francisco de Miranda Theobald Wolfe Tone Mary Shelley Napoleon Bonaparte Germaine de Staël Karl Marx Túpac Amaru II Phillis Wheatley Benjamin Franklin Olympe de Gouges Tadeusz Kosciuszko Hannah More George Washington Thomas Paine Thomas Jefferson William Wilberforce Olaudah Equiano Jean-Paul Marat Alphonse de Lamartine William Cuffay Marquis de Lafayette Uthman dan Fodio Try these activities to help students familiarise themselves with some of the extraordinary people and events of the Age of Revolution. Top Trumps Students can enjoy playing a game of Top Trumps, in pairs, threes or fives, in the traditional way. • Shuffle and deal the whole pack of cards, dividing them equally between each player. • Hold your cards face up so you can see the top card only. The player to the dealer’s left starts. • Read out a stat from the top card (e.g. Legacy 84). The other players then read out the same stat from their top card. • If you have the best or highest value, you win that round.
    [Show full text]
  • For the Sentiment Emotions As Practice in the Development of Eighteenth- Century British Abolitionism
    For The Sentiment Emotions as Practice in the Development of Eighteenth- Century British Abolitionism Stefania Chiro School of Humanities Department of English and Creative Writing The University of Adelaide October 2017 Acknowledgments So many thanks need to go to my supervisor, Dr Heather Kerr, for her unfailing guidance throughout the researching, planning, and writing process, for calmly reassuring me during my moments of self-doubt, and for continuing to do so despite the tyranny of distance. Thanks also to my co-supervisor, Professor Amanda Nettelbeck, whose encouraging feedback was very much appreciated. I also need to thank the British Library and the Liverpool Record Office for giving me access to their incredible archives. It was a true privilege to be able to get my hands on such important and fragile documents. To my friends and family, thanks for not giving up on me over the past few years. Thanks to my father for being a sounding board for my ideas and, of course, to Jordan for keeping me grounded and allowing me to do what I have to do without question or complaint. Finally, to my mum, thank you for your unconditional love and support. You pulled me through this more than anyone with your encouragement and your unwavering belief in me. 3 Abstract At the end of the eighteenth century the British movement for the abolition of the slave trade emerged, arguing for reform based on notions of humanity and the fellow-feeling of mutual sympathy. With slavery still one of the biggest and most profitable crimes in the world today, how public sentiment was mobilised to create the first humanitarian movement to attempt to put an end to the slave trade remains a pertinent question.
    [Show full text]
  • Patronage and Professionalism in the Writings of Hannah More, Charlotte Smith and Ann Yearsley, 1770-1806
    Patronage and Professionalism in the writings of Hannah More, Charlotte Smith and Ann Yearsley, 1770-1806. Kerri Louise Andrews Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of English November 2006 The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. 1 Abstract This thesis examines the changes which were occurring in the literary marketplace at the end of the eighteenth century. The place of the traditional aristocratic patrons was gradually being taken by publishers and book sellers, who were increasingly dealing with writers direct. This move away from patronage towards a new form of professionalism took place during two decades of intense political upheaval and questioning of national identity, and at a point where women writers were being seen increasingly as a natural part of literary culture. The argument is focused on three case studies of women who came to prominence in the 1780s, and explores their different experiences of life as professional writers, patrons and protegees. Their work is placed within the context of two significant political and social events; the beginnings of the movement to abolish the slave trade in 1788, and the French Revolution. In particular, the thesis enagages with the Revolution's descent into the Terror in the 1790s, and the response of British writers to this most brutal phase.
    [Show full text]
  • Abolition Poetry, National Identity, and Religion: the Case of Peter Newby’S the Wrongs of Almoona
    Abolition Poetry, National Identity, and Religion: The Case of Peter Newby’s The Wrongs of Almoona Michael Tomko Villanova University British antislavery poetry spoke with two voices: one seeking to liberate enslaved Africans, and one struggling to maintain a national movement that cultural historian David Turley has described as an uneasy allegiance divided like English society as a whole. So even though eighteenth-century abolition- ism appealed to cosmopolitan benevolence for the enslaved, Linda Colley has argued that it also helped forge a “Britishness” complicit with national and imperial domination.1 Critics such as Moira Ferguson, Tim Burke, and Alan Richardson have investigated how this dual agenda in abolitionist literature shaped cultural models and popular understandings of race, class, gender, and national identity. Ferguson has shown that “in order to successfully prop- agandize and gain support, white British women writers felt they had to fash- ion verse in keeping with campaign demands”; these nationalist demands often entailed not only the subordinating representation of Africans as “unproblematized, unvoiced, unthinking, and unnamed” victims but also the promotion of conformist positions on gender and imperialism.2 Likewise, Burke and Richardson have critiqued an incipient racialism that distorted abo- litionist literature by working-class and women writers from Liverpool and Bristol, respectively.3 These reconsiderations have complicated our under- standing of abolitionist literature by showing the ideological ambivalence of marginalized writers negotiating the pressures of nation and empire as well as the interrelated formal complexity of their often neglected works. This essay expands this revision of abolitionist culture to discuss religious identity, a particularly important but also potentially fractious element of an abolition movement that brought together mainstream Anglicans, noncon- formist dissenters, and evangelicals.
    [Show full text]
  • HIST 2413 Introduction to British History II
    HISTORY 2413 INTRODUCTION TO BRITISH HISTORY II: POLITICAL, SOCIAL AND CULTURAL HISTORY OF BRITAIN AND IRELAND, FROM THE RESTORATION (1660) TO THE PRESENT Instructor: Prof. Ian Gentles Office: Room 1111 Phone: 416-226-6620, ext. 6718 E-mail: [email protected] Office hours: Tues. 2:30-3:30; Thurs. 2:30-3:30 or by appointment I. COURSE DESCRIPTION II. REQUIRED TEXTS 1. Clayton Roberts, David Roberts, Douglas R. Bisson, A History of England: Volume II 1688 to the Present. Upper Saddle River, NJ: Pearson, Prentice Hall, 2009. 2. Course Pack: Documents and readings (available in the bookstore) III. COURSE EVALUATION Test – Thursday 18 th Feb. (in class) 10% Essay – 2200-2500 words, due Thursday 25 March 20% Class participation (including one written oral report) 30% Examination (during April exam period) 40% (total) 100% IV. COURSE OUTLINE (Winter term 2010, HIST 2413) Week one Introductory Week two The Restoration Era (1660-88) Document 29 Stanford E. Lehmberg, The Peoples of the British Isles, 3 rd edn (2009), pp. 244-52 2 Week three The Glorious Revolution and the Wars with France (1688-1713) Document 30 Clayton & David Roberts, Douglas R. Bisson, A History of England (5th edn., 2009), vol. ii, ch. 16 week four Eighteenth-Century Politics, Revolution and Constitution Documents 31-4 Roberts, A History of England, vol. ii, ch. 17, 20 Week five The Industrial Revolution Documents 36-41 Roberts, A History of England , vol. ii, ch. 18 ****Mid-Term test: Thursday 18th February at 4:05 p.m. **** Week six Reading week Week seven The British Empire and the end of the Victorian era Roberts, A History of England , vol.
    [Show full text]
  • Introduction: Leslie Hannah and Business History in His Time
    Introduction: Leslie Hannah and business history in his time Article Accepted Version Foreman-Peck, J., Raff, D. and Scott, P. (2019) Introduction: Leslie Hannah and business history in his time. Business History, 61 (7). pp. 1091-1107. ISSN 1743-7938 doi: https://doi.org/10.1080/00076791.2019.1642328 Available at http://centaur.reading.ac.uk/85223/ It is advisable to refer to the publisher’s version if you intend to cite from the work. See Guidance on citing . To link to this article DOI: http://dx.doi.org/10.1080/00076791.2019.1642328 Publisher: Taylor & Francis All outputs in CentAUR are protected by Intellectual Property Rights law, including copyright law. Copyright and IPR is retained by the creators or other copyright holders. Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading’s research outputs online Introduction: Leslie Hannah and Business History in his Time James Foreman-Peck, Daniel Raff, and Peter Scott Cardiff University; Wharton School and NBER; and Henley Business School at the University of Reading Acknowledgements We thank Trevor Boyns and Howard Gospel for comments on earlier drafts. Any errors or omissions are ours. 1 Leslie Hannah has played a pivotal role in the development of the business history discipline, in Britain and internationally, for almost five decades, not only as a leading researcher but also as an inspirational teacher, Director of the London School of Economics’ (LSE’s) Business History Unit, editor of Business History, Head of Department of the LSE’s Economic History Department, Pro-Director and Acting Director of the LSE, Dean of City University Business School, and Chief Executive of Ashridge Business School.
    [Show full text]