Henry VIII: a Reflection of Time
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Transitioning to a Level a Level History
Transitioning to A Level A Level History The History Department want you to fall in love with studying the past. We want you to engage fully with the topics we study and to critically analyse these fascinating periods of history. However, that does not mean we want you to ‘burn out’ before you get to your studies in September. If you want to do some reading, we have given you some recommendations. However, we also enjoy the amazing films and documentaries focused on the periods we study. We have also recommended some of these in this booklet. Contents What will I study?........................................................ Slide 4 Results…………………………………………………………………….. Slide 5 The Tudors 1485-1603…………………………………………….. Slide 7 Democracy and Nazism 1918-1945…………………………. Slide 9 Extracurricular……………………………………………………...... Slide 15 What will I study? Your A Level History studies has three components: • The Tudors 1485-1603 = 40% • Democracy and Nazism 1918-1945 = 40% • The Stuarts 1603-1702 (coursework) = 20% You will sit one exam for the Tudor course and one exam for the Germany course. The Stuarts coursework consists of a 4,500 essay. Our exam board is AQA You will be given these textbooks We are one of the leading History departments in the country… We have achieved outstanding results every year since the reformed A Levels were introduced A*-A 2017 = 38% (national average = 18%) 2018 = 53% (national average = 21%) 2019 = 41% (national average = 20%) A*-B 2017 = 76% (national average = 47%) 2018 = 80% (national average = 46%) 2019 = 79% (national average = 46%) Why might I thrive at A Level? 1. You only need to master two exam style questions, not the ten you tackled at GCSE. -
6. the Tudors and Jacobethan England
6. The Tudors and Jacobethan England History Literature Click here for a Tudor timeline. The royal website includes a history of the Tudor Monarchs [and those prior and post this period]. Art This site will guide you to short articles on the Kings and Queens of the Tudor Music Dynasty. Another general guide to Tudor times can be found here. Architecture Click here for a fuller account of Elizabeth. One of the principle events of the reign of Elizabeth was the defeat of the Spanish Armada (here's the BBC Armada site). Elizabeth's famous (and short) speech before the battle can be found here. England's power grew mightily in this period, which is reflected in the lives and achievements of contemporary 'heroes' such as Sir Francis Drake, fearless fighter against the Spanish who circumnavigated the globe, and Sir Walter Raleigh (nowadays pronounced Rawley), one of those who established the first British colonies across the Atlantic (and who spelt his name in over 40 different ways...). Raleigh is generally 'credited' with the commercial introduction of tobacco into England .about 1778, and possibly of the potato. On a lighter note, information on Elizabethan costume is available here (including such items as farthingales and bumrolls). Literature Drama and the theatre The Elizabethan age is the golden age of English drama, for which the establishment of permanent theatres is not least responsible. As performances left the inn-yards and noble houses for permanent sites in London, the demand for drama increased enormously. While some of the smaller theatres were indoors, it is the purpose-built round/square/polygonal buildings such as The Theatre (the first, built in 1576), the Curtain (late 1570s?), the Rose (1587), the Swan (1595), the Fortune (1600) and of course the Globe (1599) that are most characteristic of the period. -
Michael Joseph Autumn 2018
A S Mosawi • Aeham Ahmad • Alice Roberts • Amelia Freer • Angie Hobbs • Ber Carroll • C. J. Tudor • C.F. Iggulden • Catherine Alliott • Chloe Esposito • Chris Larsson • Chris Mooney • Chrissy Teigen • Claire Douglas Clive Cussler and Boyd Morrison • Clive Cussler and Robin Burcell Daisy Styles • Dorothy Dunnett • Dr Helen Scales • Dr Richard Shepherd Elizabeth David • Elizabeth Noble • Elli H. Radinger • Gareth Rubin Geraint Jones • Gillian McAllister • Giovanna Fletcher • Gloria Stewart Gregg Hurwitz • Gyles Brandreth • Helen Callaghan • Helen Cullen • Helen Czerski • Hendrik Groen • Hilary Boyd • Isabelle Broom • James Brabazon James Holland • Jane Shemilt • Janina Ramirez • Jason Matthews Joann Fletcher • John Birmingham • John Craven • Jojo Moyes • Julia Heaberlin • Karen Perry • Kate Eastham • Kate Riordan • Kate Thompson MICHAEL Lesley Pearse • Liane Moriarty • Lilly Singh • JOSEPH Lisa Jewell • Lisa Riley M J Arlidge • Marc CameronM • Martin Vargic • Matthew Frank • Monica McInerney • Myles McNutt • Natasha Bell • Nicci French • Nicolás Obregón • P. J. Tracy • Pittacus Lore • Rachel Khoo • Ragnar Jónasson Rose Gray,Ruth Rogers • Sam WillisJ • Sarah Lotz • Scott Reintgen Stephen Fry • Sue Perkins • Susi Fox • Suzannah Lipscomb • Walter Lucius A S Mosawi • Aeham Ahmad • Alice Roberts • Amelia Freer • Angie Hobbs • Ber Carroll • C. J. Tudor • C.F. Iggulden • Catherine Alliott • Chloe Esposito • Chris Larsson • Chris Mooney • Chrissy Teigen • Claire Douglas Clive Cussler and Boyd Morrison • Clive Cussler and Robin Burcell Daisy Styles -
Y8 Super-Curriculum History
History Term 1.1 Sept – Oct Half Term Civil War Places to visit: Helmsley Castle, Marston Moor, Skipton Castle, Royal Armouries Leeds, Lichfield Cathedral Documentaries to watch: The English Civil War (BBC), Cromwell: God’s Executioner, (Youtube), To Kill a King. David Starkey’s ‘Monarchy’ episode on the Stuart Succession. A History of Britain’ by Simon Schama episode on ‘The British Wars. o BBC Teach: (Youtube) What was life like during the British Civil Wars? | Hunting for History | BBC Teach o Crash Course: (Youtube) English Civil War: Crash Course European History Books to read: Rebels and Traitors, Children of the New Forest, The English Civil War at First Hand, Tristan Hunt. A Time Traveller’s Guide to Restoration England by Ian Mortimer. A very short introduction: The Industrial Revolution by Robert Allen, A very short introduction: Stuart Britain by John Morrill Websites to visit: http://stuarts-online.com/. http://bcw-project.org/. Things to listen to: Trial of Charles I ‘In Our Time’ Podcast http://www.bbc.co.uk/programmes/b00kpzd6 Great Fire of London http://www.bbc.co.uk/programmes/b00ft63q Restoration of the Monarchy http://www.bbc.co.uk/programmes/p00547bx History Extra (Spotify Podcast) Female Spies of the Civil War Era Tasks to complete: Research the painting below ‘When did you last see your father?’ Write a short historical story about the characters in the painting. Term 1.2 Oct to Christmas Slavery/ Empire Places to visit: Slavery Museum in Liverpool, Harewood House, Wilberforce Museum Hull, Documentaries to watch: Black and British: A Forgotten History (Youtube), Twelve Years a Slave, Mandela: Long Walk to Freedom. -
Dr Suzannah Lipscomb Ma, M.St., D.Phil
DR SUZANNAH LIPSCOMB MA, M.ST., D.PHIL. (OXON), FRHISTS EMPLOYMENT OCT. 2011‐ Senior Lecturer and Convenor for History, New College of the Humanities PRESENT • Responsible for leading and recruiting the new history faculty, and teaching early modern history • Member of the Academic Board • Admissions Tutor for History: interviews, school visits and open days • Teach BA modules: ‘The Rich Tapestry of Life: A Social and Cultural History of Europe, c.1500‐1780’, ‘History and Meanings’ and ‘British History, 1485‐1649’ SEPT. 2010‐ Lecturer in Early Modern British History, University of East Anglia JULY 2013 • Taught BA modules: ‘Introduction to Early Modern Studies’, ‘Witchcraft, Magic and Belief in Early Modern Europe’ and ‘Early Modern England’ • Taught MA module: ‘Society and Culture in Early Modern England’ • Member of the Admissions team and Teaching Working Group • Secured £28k Wellcome Trust People Award (public engagement grant) for ‘All the King’s Fools: rethinking mental health with learning disabled actors at Hampton Court Palace’, 2011, which won a Museums + Heritage Award for Excellence in Education 2012 FEB. 2007‐ Research Curator, Historic Royal Palaces (Hampton Court Palace) AUG. 2010 (Feb. 2007‐Feb. 2010: as 3 year Knowledge Transfer Partnership at Kingston University part‐funded by AHRC) • Won Arts and Humanities Research Council‐sponsored Knowledge Transfer Partnership award, ‘Humanities for the Creative Economy’ 2011 • Lead curator on new visitor experience at Hampton Court Palace to mark the 500th anniversary of Henry -
Background Notes William Shakespeare’S the English Renaissance
BACKGROUND NOTES WILLIAM SHAKESPEARE’S THE ENGLISH RENAISSANCE A. General Background 1. 1485-1660 2. Renaissance began in Italy 1. Shift away from medieval focus on religion and moved toward a focus on life here on earth 2. Growth of cities and towns; focus on international trade , not manor farms and villages 3. Focus on art, literature, nature and human impulses GENERAL BACKGROUND CONTINUED 4. Looked back on “pagan,”Greek and Roman texts and philosophies to base their achievements on 5. Emphasis on the individual and full development of human potential GENERAL BACKGROUND CONTINUED 3. Renaissance in England 1. Began in 1485 , after the War of the Roses 2. Henry VIII and Tudor family took the English throne B. THE ELIZABETHAN ERA 1. Queen Elizabeth the daughter of Henry VIII and Anne Boleyn 2. During her reign the Renaissance came into full swing. England enjoyed unprecedented prosperity and prestige 3. Greatest accomplishment-defeated Spanish Armada II. WILLIAM SHAKESPEARE A. Very little is known about his life 1. Born around April 26, 1564 in Stratford-Upon-Avon; died 1616 2. Did not go to university. This causes some of the debate over authorship of his works. 3. Married Anne Hathaway and had three children B. LITERARY ACCOMPLISHMENTS 1. Member of the Lord Chamberlain’s Men (later The King’s Men) 2. Queen Elizabeth herself came to see his plays 3. Early masterpieces include Richard III, Comedy of Errors, The Taming of the Shrew, Romeo and Juliet 4. Success allowed him to become part owner of Globe Theatre III. BACKGROUND ON MACBETH • A. -
Twelfth Night (C
Twelfth Night (c. 1602) Contextual information Quotes from Twelfth Night The earliest reference to Twelfth Night is in the diary of a law student, John Manningham. He saw the play performed on 2 February 1602 in Middle Temple Hall, in the legal Inns of Court in London at the Christian feast of Candelmas. The candle- lit hall in winter might have highlighted the play’s themes of darkness and illumination. View a photograph of Middle Temple Hall, the location for the first recorded performance of Twelfth Night The play’s title refers to a Christian festival twelve days after Christmas on January 5– 6. Before Henry VIII’s reforms to the English church, ‘twelfth night’ was celebrated with a period of carnival. Social hierarchies were temporarily re-arranged to become ‘topsy-turvy’ and a ‘Lord of Misrule’ was appointed. This 1559 painting by Pieter Bruegel the Elder represents the opposing forces of View The Fight between Carnival and Lent Carnival and Lent – raucous excess and religious restraint – which some see reflected in Twelfth Night. John Manningham compared Twelfth Night to other plays involving confusion between twins, including Shakespeare’s Comedy of Errors and an Italian drama called Gl’ Ingannati (1531) or ‘The Deceived’. In both Twelfth Night and Gl’Ingannati the twins are boy/girl pairs. But on the Italian stage, women were played by female actors, while in Shakespeare’s England they were played by men. Shakespeare had twins, Hamnet and Judith, born in 1585. Hamnet died in 1596, five years before Twelfth Night was first performed. Explore Gl’Ingannati, an Italian play about twins and mistaken identity The British Library | www.bl.uk/shakespeare 1 In his Symposium, the ancient Greek philosopher Plato, includes a fable explaining the origins of love, gender and sexuality: Humans were originally two joined creatures, but we grew overconfident, and Zeus punished us by splitting us down the middle. -
Shakespeare's Cymbeline and the Mystical
International Journal of Transpersonal Studies Volume 32 | Issue 2 Article 13 7-1-2013 Shakespeare’s Cymbeline and the Mystical Particular: Redemption, Then and Now, for a Disassembled World Judy Schavrien Sofia University Follow this and additional works at: https://digitalcommons.ciis.edu/ijts-transpersonalstudies Part of the Philosophy Commons, Psychology Commons, Religion Commons, and the Sociology Commons Recommended Citation Schavrien, J. (2013). Schavrien, J. (2013). Shakespeare’s Cymbeline and the mystical particular: Redemption, then and now, for a disassembled world. International Journal of Transpersonal Studies, 32(2), 122–140.. International Journal of Transpersonal Studies, 32 (2). http://dx.doi.org/10.24972/ijts.2013.32.2.122 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Special Topic Article is brought to you for free and open access by the Journals and Newsletters at Digital Commons @ CIIS. It has been accepted for inclusion in International Journal of Transpersonal Studies by an authorized administrator of Digital Commons @ CIIS. For more information, please contact [email protected]. Shakespeare’s Cymbeline and the Mystical Particular: Redemption, Then and Now, for a Disassembled World Judy Schavrien Sophia University Palo Alto, CA, USA Cymbeline reflected Shakespeare’s late-in-life aspirations for a world redeemed. Those in baroque England, past the first burgeoning of Renaissance vision, were nevertheless making a literal New World abroad. Likewise, Shakespeare arrived at a vision both post-innocent and post-tragic. As they compared to tragic heroes, he down-sized the late play characters; still, he granted them a gentler end. -
CIS530 Homework 3: Vector Space Models
CIS530 Homework 3: Vector Space Models Maria Kustikova (mkust) and Devanshu Jain (devjain) Due Date: January 31, 2018 1 Testing In order to ensure that the implementation of functions (create term document matrix, create term context matrix, create PPMI matrix, compute tf idf matrix, compute cosine similarity, compute jaccard similarity, compute dice similarity, rank plays, rank words) is valid we have written unit tests for each of the required functions that follow examples from Chapter 15 of the textbook [4]. Please note that the unit tests are included in the submission under the name of tests.py. Figure 1 displays the outcome of running 17 unit tests. Figure 1: The result of running unit test for required functions 2 Rank Plays For ranking of plays, we used term-document and tf-idf matrices and experimented with three similarity measure. 2.1 Term-Document Matrix The 10 most similar plays to `Hamlet' using three similarity measures can be seen in Table 1. As can be seen from Table 1 dice and jaccard similarity measures give the same ranking (at least in the top 10). This may be justified due to almost similar formulae used to compute the similarity. The Cosine similarity measure, on the other hand, is quite different to dice and jaccard similarities. For instance, `Henry VII' is ranked 1 as number 1 based on the cosine similarity, but is ranked as 8 for dice and jacard similarities. Moreover, `Othello' is ranked as number 1 based on the dice and jacard similarities, but `Othello' is not even present in the too 10 of the Cosine similarity However, we can see all the three measures have 6 plays that are the same although the order is a little different. -
Othello and the Green-Eyed Monster of Jealousy
Othello and the Green-Eyed Monster of Jealousy by Richard M. Waugaman his article studies jealousy in Shakespeare’s Othello, showing that knowledge of the true author’s life experiences with the extremes of pathological jeal- Tousy will deepen our understanding and appreciation of this unsettling play. This essay builds on the previous Oxfordian study of Othello by A. Bronson Feld- man, the first psychoanalyst to take up Freud’s call that we re-examine Shakespeare’s works with a revised understanding of who wrote them. Freud cited Othello in his 1922 explanation that “projected jealousy” defends against guilt about one’s actual or fantasized infidelity by attributing unfaithfulness to one’s partner. In Hamlet, Shake- speare anticipates Freud’s formulation when Gertrude says, “So full of artless jealou- sy is guilt” (4.5.21). Freud wrote to Arnold Zweig in 1937 that he was “almost irritated” that Zweig still believed Shakspere of Stratford simply relied on his imagination to write the great plays. Freud explained, “I do not know what still attracts you to the man from Stratford. He seems to have nothing at all to justify his claim [to authorship of the canon], whereas Oxford has almost everything. It is quite inconceivable to me that Shakespeare should have got everything secondhand – Hamlet’s neurosis, Lear’s madness…Othello’s jealousy, etc.” (Freud, Zweig Letters, 140; see also Waugaman, 2017). When Shakespeare scholars acknowledge Freud’s Oxfordian opinions at all, they attack his motives, overlooking Freud’s expectation that Shakespeare’s life experiences would bear a significant relationship to his plays and poetry. -
Introduction: Why Attend to Earlier Tudor Drama? Erin E
Issues in Review Erin E. Kelly (Contributing Editor), Maura Giles-Watson, Jennifer Ailles, Laura Estill, and Brett D. Hirsch New Approaches to Earlier Tudor Drama Introduction: Why Attend to Earlier Tudor Drama? Erin E. Kelly Early Theatre 16.2 (2013), 165–170 DOI: http://dx.doi.org/10.12745/et.16.2.9 While the past two decades have seen the publication of excellent new scholarship about and resources for the study of earlier Tudor drama, much of this work con- tinues to stress the historical and performance contexts for plays from the first half of the sixteenth century. The four essays in this Issues in Review demonstrate and call for new approaches to such material by featuring repertory studies, ecocritical readings, manuscript studies, and digital humanities approaches. We have arguably reached the point where it is no longer possible to say that Tudor drama receives little critical attention. Recent publication of signifi- cant essay collections and reference works suggest growing scholarly interest in plays performed and printed while Henry VII, Henry VIII, Edward VI, and Mary I ruled as well as during the first decade of the reign of Elizabeth I. Essays in Thomas Betteridge and Greg Walker’s 2012 Oxford Handbook of Tudor Drama, chapters on drama in Mike Pincombe and Cathy Shrank’s 2009 Oxford Handbook of Tudor Literature, and Kent Cartwright’s 2010 Companion to Tudor Literature, as well as nearly half of the contents of Lloyd Edward Kermode, Jason Scott-Warren, and Martine Van Elk’s Tudor Drama before Shakespeare, 1485–1590, encourage readers to revisit a wide range of these earlier plays, including so-called medieval cycles, morality plays, court Erin E. -
Suzannah-Lipscomb-CV-Sep-2012
DR SUZANNAH LIPSCOMB www.suzannahlipscomb.com EDUCATION 2003‐2009 D.Phil. Modern History, Balliol College, University of Oxford • Thesis: Maids, Wives, Mistresses: Disciplined Women in Reformation Languedoc • Based on nine months’ archival research in the Languedoc and Paris, my thesis explored the lives of ordinary sixteenth‐century French Protestant women through vivid tales in church court manuscripts • Thesis supervisor: Robin Briggs, All Souls, Oxford. Examiners: Dr David Parrott and Dr Judith Pollmann. 2002‐2003 M.St. Historical Research, Lincoln College, University of Oxford • Distinction 1998‐2001 M.A. (Oxon) Modern History, Lincoln College, University of Oxford • Double First Class Honours AWARDS • 2012 ‐ Sixteenth Century Society & Conference Nancy Lyman Roelker Prize • 2012 ‐ Museums Association Museums + Heritage Award for Excellence in Education • 2011 ‐ Wellcome Trust People Award for £28,000 • 2011 ‐ AHRC‐sponsored KTP Award, ‘Humanities for the Creative Economy’ • 2004‐2006 ‐ Jowett Senior Scholar at Balliol College • 2004 ‐ Elected Senior Scholar at Lincoln College • 2003 ‐ Short‐listed for All Souls Prize Fellowship • 2003‐2007 Four‐year scholarship from the Arts and Humanities Research Council • 2000 ‐ Scholarship, Lincoln College (third year) • 1999 ‐ Exhibition, Lincoln College (second year) EMPLOYMENT OCT. 2011‐ Senior Lecturer and Convenor for History, New College of the Humanities PRESENT • Responsible for leading and recruiting the new history faculty, and teaching early modern history • Member of the Academic Executive Committee • Heavily involved in Admissions: interviews, school visits and open days • Teach BA modules: ‘The Rich Tapestry of Life: A Social and Cultural History of Europe, c.1500‐1780’, ‘History and Meanings’ and ‘From Nation State to Multiple Monarchy: British History, 1485‐1649’ SEPT.