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Brycheiniog Vol 42:44036 Brycheiniog 2005 28/2/11 10:18 Page 1
68531_Brycheiniog_Vol_42:44036_Brycheiniog_2005 28/2/11 10:18 Page 1 BRYCHEINIOG Cyfnodolyn Cymdeithas Brycheiniog The Journal of the Brecknock Society CYFROL/VOLUME XLII 2011 Golygydd/Editor BRYNACH PARRI Cyhoeddwyr/Publishers CYMDEITHAS BRYCHEINIOG A CHYFEILLION YR AMGUEDDFA THE BRECKNOCK SOCIETY AND MUSEUM FRIENDS 68531_Brycheiniog_Vol_42:44036_Brycheiniog_2005 28/2/11 10:18 Page 2 CYMDEITHAS BRYCHEINIOG a CHYFEILLION YR AMGUEDDFA THE BRECKNOCK SOCIETY and MUSEUM FRIENDS SWYDDOGION/OFFICERS Llywydd/President Mr K. Jones Cadeirydd/Chairman Mr J. Gibbs Ysgrifennydd Anrhydeddus/Honorary Secretary Miss H. Gichard Aelodaeth/Membership Mrs S. Fawcett-Gandy Trysorydd/Treasurer Mr A. J. Bell Archwilydd/Auditor Mrs W. Camp Golygydd/Editor Mr Brynach Parri Golygydd Cynorthwyol/Assistant Editor Mr P. W. Jenkins Curadur Amgueddfa Brycheiniog/Curator of the Brecknock Museum Mr N. Blackamoor Pob Gohebiaeth: All Correspondence: Cymdeithas Brycheiniog, Brecknock Society, Amgueddfa Brycheiniog, Brecknock Museum, Rhodfa’r Capten, Captain’s Walk, Aberhonddu, Brecon, Powys LD3 7DS Powys LD3 7DS Ôl-rifynnau/Back numbers Mr Peter Jenkins Erthyglau a llyfrau am olygiaeth/Articles and books for review Mr Brynach Parri © Oni nodir fel arall, Cymdeithas Brycheiniog a Chyfeillion yr Amgueddfa piau hawlfraint yr erthyglau yn y rhifyn hwn © Except where otherwise noted, copyright of material published in this issue is vested in the Brecknock Society & Museum Friends 68531_Brycheiniog_Vol_42:44036_Brycheiniog_2005 28/2/11 10:18 Page 3 CYNNWYS/CONTENTS Swyddogion/Officers -
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. -
HISTORY MEDIUM TERM PLAN (MTP) YEAR 4 2020: Taught 1St Half of Each Term HISTORY MTP Y4 Autumn 1: 8 WEEKS Spring 1: 6 WEEKS Su
HISTORY MEDIUM TERM PLAN (MTP) YEAR 4 2020: Taught 1st half of each term HISTORY Autumn 1: 8 WEEKS Spring 1: 6 WEEKS Summer 1: 6 WEEKS MTP Y4 Topic Title: Anglo-Saxons / Scots Topic Title: Vikings Topic Title: UK Parliament Taken from the Year Key knowledge: Key knowledge: Key knowledge: group • Roman withdrawal from Britain in CE • Viking raids and the resistance of Alfred the Great and • Establishment of the parliament - division of the curriculum 410 and the fall of the western Roman Athelstan. Houses of Lords and Commons. map Empire. • Edward the Confessor and his death in 1066 - prelude to • Scots invasions from Ireland to north the Battle of Hastings. Key Skills: Britain (now Scotland). • Anglo-Saxons invasions, settlements and Key Skills: kingdoms; place names and village life • Choose reliable sources of information to find out culture and Christianity (eg. Canterbury, about the past. Iona, and Lindisfarne) • Choose reliable sources of information to find out about • Give own reasons why changes may have occurred, the past. backed up by evidence. • Give own reasons why changes may have occurred, • Describe similarities and differences between people, Key Skills: backed up by evidence. events and artefacts. • Describe similarities and differences between people, • Describe how historical events affect/influence life • Choose reliable sources of information events and artefacts. today. to find out about the past. • Describe how historical events affect/influence life today. Chronological understanding • Give own reasons why changes may Chronological understanding • Understand that a timeline can be divided into BCE have occurred, backed up by evidence. • Understand that a timeline can be divided into BCE and and CE. -
Paper 2: Power: Monarchy and Democracy in Britain C1000-2014
Paper 2: Power: Monarchy and democracy in Britain c1000-2014. 1. Describe the Anglo-Saxon system of government. [4] • Witan –The relatives of the King, the important nobles (Earls) and churchmen (Bishops) made up the Kings council which was known as the WITAN. These men led the armies and ruled the shires on behalf of the king. In return, they received wealth, status and land. • At local level the lesser nobles (THEGNS) carried out the roles of bailiffs and estate management. Each shire was divided into HUNDREDS. These districts had their own law courts and army. • The Church handled many administrative roles for the King because many churchmen could read and write. The Church taught the ordinary people about why they should support the king and influence his reputation. They also wrote down the history of the period. 2. Explain why the Church was important in Anglo-Saxon England. [8] • The church was flourishing in Aethelred’s time (c.1000). Kings and noblemen gave the church gifts of land and money. The great MINSTERS were in Rochester, York, London, Canterbury and Winchester. These Churches were built with donations by the King. • Nobles provided money for churches to be built on their land as a great show of status and power. This reminded the local population of who was in charge. It hosted community events as well as religious services, and new laws or taxes would be announced there. Building a church was the first step in building a community in the area. • As churchmen were literate some of the great works of learning, art and culture. -
What Kind of Ruler Was Oliver Cromwell? > Key People & Events
Civil War > What kind of ruler was Oliver Cromwell? > Key people & events What kind of ruler was Oliver Cromwell? Key people & events Key dates December 1653 Cromwell became Lord Protector. He ruled with the Council of State, advisers chosen by him. September 1654 Cromwell’s first Parliament met. MPs were forced to swear loyalty to him or resign. At the same time Cromwell made great efforts to achieve what he called ‘healing and settlement’. This meant fair and efficient government for all. November 1654 Cromwell introduced excise (a tax on all goods bought and sold). This was not approved by Parliament. January 1655 Cromwell dismissed his first Parliament and ruled without Parliament. August 1655 Cromwell put Britain under military rule. He appointed eleven Major Generals to rule the country. This approach was unsuccessful and unpopular. September 1656 The Second Protectorate Parliament met, but only after 100 MPs opposed to Cromwell were banned. January 1657 Cromwell agreed to end the system of Major Generals. March 1657 MPs came up with a new system for government in the ‘Humble Petition and Advice’. Many MPs, and Cromwell’s supporters, urged him to make himself king. Cromwell refused the crown, but was confirmed as Lord Protector. February 1658 Cromwell dismissed Parliament after more disputes with MPs. September 1658 Cromwell died. His son Richard became Lord Protector, but was forced to retire in May 1659. 1660 No acceptable person could be found to take over as Lord Protector. Parliament invited Charles II (son of Charles I) back to restore the monarchy. This is known as ‘The Restoration’. -
Why Did Britain Become a Republic? > New Government
Civil War > Why did Britain become a republic? > New government Why did Britain become a republic? Case study 2: New government Even today many people are not aware that Britain was ever a republic. After Charles I was put to death in 1649, a monarch no longer led the country. Instead people dreamed up ideas and made plans for a different form of government. Find out more from these documents about what happened next. Report on the An account of the Poem on the arrest of setting up of the new situation in Levellers, 1649 Commonwealth England, 1649 Portrait & symbols of Cromwell at the The setting up of Cromwell & the Battle of the Instrument Commonwealth Worcester, 1651 of Government http://www.nationalarchives.gov.uk/education/ Page 1 Civil War > Why did Britain become a republic? > New government Case study 2: New government - Source 1 A report on the arrest of some Levellers, 29 March 1649 (Catalogue ref: SP 25/62, pp.134-5) What is this source? This is a report from a committee of MPs to Parliament. It explains their actions against the leaders of the Levellers. One of the men they arrested was John Lilburne, a key figure in the Leveller movement. What’s the background to this source? Before the war of the 1640s it was difficult and dangerous to come up with new ideas and try to publish them. However, during the Civil War censorship was not strongly enforced. Many political groups emerged with new ideas at this time. One of the most radical (extreme) groups was the Levellers. -
Cromwelliana 2012
CROMWELLIANA 2012 Series III No 1 Editor: Dr Maxine Forshaw CONTENTS Editor’s Note 2 Cromwell Day 2011: Oliver Cromwell – A Scottish Perspective 3 By Dr Laura A M Stewart Farmer Oliver? The Cultivation of Cromwell’s Image During 18 the Protectorate By Dr Patrick Little Oliver Cromwell and the Underground Opposition to Bishop 32 Wren of Ely By Dr Andrew Barclay From Civilian to Soldier: Recalling Cromwell in Cambridge, 44 1642 By Dr Sue L Sadler ‘Dear Robin’: The Correspondence of Oliver Cromwell and 61 Robert Hammond By Dr Miranda Malins Mrs S C Lomas: Cromwellian Editor 79 By Dr David L Smith Cromwellian Britain XXIV : Frome, Somerset 95 By Jane A Mills Book Reviews 104 By Dr Patrick Little and Prof Ivan Roots Bibliography of Books 110 By Dr Patrick Little Bibliography of Journals 111 By Prof Peter Gaunt ISBN 0-905729-24-2 EDITOR’S NOTE 2011 was the 360th anniversary of the Battle of Worcester and was marked by Laura Stewart’s address to the Association on Cromwell Day with her paper on ‘Oliver Cromwell: a Scottish Perspective’. ‘Risen from Obscurity – Cromwell’s Early Life’ was the subject of the study day in Huntingdon in October 2011 and three papers connected with the day are included here. Reflecting this subject, the cover illustration is the picture ‘Cromwell on his Farm’ by Ford Madox Brown (1821–1893), painted in 1874, and reproduced here courtesy of National Museums Liverpool. The painting can be found in the Lady Lever Art Gallery in Port Sunlight Village, Wirral, Cheshire. In this edition of Cromwelliana, it should be noted that the bibliography of journal articles covers the period spring 2009 to spring 2012, addressing gaps in the past couple of years. -
Remembering King Charles I: History, Art and Polemics from the Restoration to the Reform Act T
REMEMBERING KING CHARLES I: HISTORY, ART AND POLEMICS FROM THE RESTORATION TO THE REFORM ACT T. J. Allen Abstract: The term Restoration can be used simply to refer to the restored monarchy under Charles II, following the Commonwealth period. But it can also be applied to a broader programme of restoring the crown’s traditional prerogatives and rehabilitating the reign of the king’s father, Charles I. Examples of this can be seen in the placement of an equestrian statue of Charles I at Charing Cross and a related poem by Edmund Waller. But these works form elements in a process that continued for 200 years in which the memory of Charles I fused with contemporary constitutional debates. The equestrian statue of Charles I at Charing Cross, produced by the French sculptor Hubert Le Sueur c1633 and erected in 1675. Photograph: T. J. Allen At the southern end of Trafalgar Square, looking towards Whitehall, stands an equestrian statue of Charles I. This is set on a pedestal whose design has been attributed to Sir Christopher Wren and was carved by Joshua Marshall, Master Mason to Charles II. The bronze figure was originally commissioned by Richard Weston (First Earl of Portland, the king’s Lord High Treasurer) and was produced by the French sculptor Hubert Le Sueur in the early 1630s. It originally stood in 46 VIDES 2014 the grounds of Weston’s house in Surrey, but as a consequence of the Civil War was later confiscated and then hidden. The statue’s existence again came to official attention following the Restoration, when it was acquired by the crown, and in 1675 placed in its current location. -
Chapter 4 English History Anglo Saxon: 450 – 1066 A.D. – Mixed With
Chapter 4 English History Anglo Saxon: 450 – 1066 A.D. – mixed with the natives of the island Native Brits + Germans = rule the Island of England 1066 A.D. – Norman Conquest: William of Normandy France conquers the Island of England (the Anglo Saxons) 1st Norman King – King William I Kings are technically Warlords - to become King you need to kill = own all the land Feudalism King = protection Kings Army (Dukes – Knights) = in charge of making money, make sure the serfs are doing their job Money = Scutage = Tax Serf = work the land Everyone under the King = King’s subjects 1189 – 1199 A.D. – King Richard (Lionheart) died in battle in France Lionheart was part of the 3rd Crusade 1199 – 1216 A.D. King John (Lackland) Tyrant King – abused his power Taxed his nobles relentlessly - 1215 A.D. Baronial Revolt – Nobles rebelled against the King and make him sign a document. They created the Magna Carta (Great Charter) – Gives rights to the Nobles. This lessens the kings power. At this time a middle class is being created, but HOW? This middle class becomes the downfall of feudalism. The middle class is called the Yeoman. (Human bowmen). Went and fought in the war, but got paid. They were smarter and had some money. 1216 – 1272 A.D. King Henry III He was 9 years old when he became King. 1258 – Henry’s cousin, a noble, Simon de Montforte, assembled many of the other Nobles, Knights, and Clergy to create what is now called the House of Lords. The House of Lords represents the nobles/wealthy people. -
OLIVER CROMWELL: CHANGE and CONTINUITY a Master's Thesis Presented to the School of Graduate Studies Department Ofhistory Indian
OLIVER CROMWELL: CHANGE AND CONTINUITY A Master's Thesis Presented to The School of Graduate Studies Department ofHistory Indiana State University Terre Haute, Indiana In Partial Fulfillment of the Requirements for the Master of Arts Degree by Kari L. Ellis May2002 INDIANA STATE UM!VERSITY UBRARY ll APPROVAL SHEET The thesis ofKari L. Ellis, Contribution to the School of Graduate Studies, Indiana State University, Series I, Number 2166, under the title Oliver Cromwell: Change and Continuity is approved as partial fulfillment of the Master of Arts Degree in the amount of six semester hours of graduate credit. Committee Chairperson r 111 ABSTRACT This study looks at the life of Oliver Cromwell, Lord Protector ofEngland, in an effort to clarify the diverse and conflicting interpretations resulting from a lack of agreement between those who are biased for and against the Lord Protector. The purpose of the study of this conflicting information is not to settle whether Cromwell was a good figure or bad, but to define more clearly his time. Cromwell, clarified, creates a broader understanding of the seventeenth century Englishman. An introduction develops a brief summarization of Pre-Reformation Europe, the forces which brought changes, Reformation Europe and the Post-Reformation era in which Cromwell lived. The non-Cromwellian periods were included to develop a broader picture for the reader of the atmosphere into which Cromwell emerged. The study concentrates on six key points of conflict within the lifetime of Cromwell and discussion ofthose conflicts through use of periods or roles within his life. Cromwell's changeable nature does not lend itselfto a static, one-dimensional interpretation, but rather to one that attempts to incorporate the normal fluctuations of human nature and the continuity of change. -
Abbreviations, 188 Accounts of the Society, 162-3 Aethelred II, Coins Of
INDEX Abbreviations, 188 COWELL, M.R. and E.M. BESLY, The metrology of the Accounts of the Society, 162-3 English Civil War coinages of Charles I, 57-75 Aethelred II, coins of, 124, 153 CUDDEFORD, M.J., Contributions to the Coin Register, 143, Alnage seals, 31-6 145, 149-50, 155 Aquitaine, coins of, 151-2, 155 Cunobelin, coins of, 144-6 ARCHIBALD, MARION M., Contributions to the Coin Regis- ter, 150-2, 154 DAVIES, J.A., Contributions to the Coin Register, 151-5 — Dating Stephen's first type, 9-22 DICKINSON, M., Contributions to paper by Greenall, 94-120 ATTWOOD, P., Robert Johnson and a railway centenary Dublin mint of Edward I, 23-30 medal, 139-40 DUNGER, G.T., Contributions to the Coin Register, 152,155 Austria, coins of, 88, 136 Eadwald of E. Anglia, coin of, 152 Edinburgh, mint, 126-9 Baldred, coin of, 153 Edward the Elder, coin of, 153 Bar, coin of, 155 Edward the Martyr, coin of, 153 BARBER, P., Review of Woolf's The medallic record of the Edward VI, coins of, 79, 86 Jacobite movement, 156-7 EGAN, G., Alnage seals and the national coinage - some BARCLAY, C.P., A Civil War hoard from Grewelthorpe, parallels in design, 31-6 North Yorkshire, 76-81 Elizabeth I, coins of, 79, 86, 134 — Review of Attwood's British Museum Occasional Paper Eppillus, coins of, 146 76, Acquisitions of Badges (1983-1987), 158 BATESON, J.D., The 1991 Kelso Treasure Trove, 82-9 EEARON, D., Review of Attwood's British Museum Occa- — A late seventeenth century hoard from Fauldhouse, West sional Paper 78, Acquisitions of Medals (1983-1987), Lothian, 133-6 157-8 Bellovaci, coin of, 143 Finds (for single finds, see the geographical index to the Beonna of E. -
In England, Scotland, and Wales: Texts, Purpose, Context, 1138-1530
Victoria Shirley The Galfridian Tradition(s) in England, Scotland, and Wales: Texts, Purpose, Context, 1138-1530 A Thesis Submitted for the Degree of Doctor of Philosophy in English Literature Cardiff University 2017 i Abstract This thesis examines the responses to and rewritings of the Historia regum Britanniae in England, Scotland, and Wales between 1138 and 1530, and argues that the continued production of the text was directly related to the erasure of its author, Geoffrey of Monmouth. In contrast to earlier studies, which focus on single national or linguistic traditions, this thesis analyses different translations and adaptations of the Historia in a comparative methodology that demonstrates the connections, contrasts and continuities between the various national traditions. Chapter One assesses Geoffrey’s reputation and the critical reception of the Historia between the twelfth and sixteenth centuries, arguing that the text came to be regarded as an authoritative account of British history at the same time as its author’s credibility was challenged. Chapter Two analyses how Geoffrey’s genealogical model of British history came to be rewritten as it was resituated within different narratives of English, Scottish, and Welsh history. Chapter Three demonstrates how the Historia’s description of the island Britain was adapted by later writers to construct geographical landscapes that emphasised the disunity of the island and subverted Geoffrey’s vision of insular unity. Chapter Four identifies how the letters between Britain and Rome in the Historia use argumentative rhetoric, myths of descent, and the discourse of freedom to establish the importance of political, national, or geographical independence. Chapter Five analyses how the relationships between the Arthur and his immediate kin group were used to challenge Geoffrey’s narrative of British history and emphasise problems of legitimacy, inheritance, and succession.