Influence of the Monarchy ENG 400: British Literature Unit II: Celebrating Humanity.
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Transcript of Influence of the Monarchy ENG 400: British Literature Unit II: Celebrating Humanity.
Influence of the Monarchy
ENG 400: British LiteratureUnit II: Celebrating Humanity
MONARCHS OF THE ENGLISH RENAISSANCEAfter the War of the Roses, the Tudor monarchs reunited the country and reestablished the power of the monarchy.
Celebrating Humanity – Influence of the Monarchy
The year 1485 saw◦ End of the “War of the Roses”◦ Founding of the Tudor dynasty
Impact of Tudor monarchs◦ Created stability in England by
Increasing the monarch’s power Limiting the strength of nobles
◦ Dramatically changed religious practices
◦ Transformed England from a small island nation to a world superpower
The Tudor Dynasty Henry VII
Henry VIII
Edward VI
Mary I Elizabeth
I
James I(James
VI)
Ended civil war (War of the Roses) and reconciled Houses of York and Lancaster
Established Tudor dynastyWhen crowned, England worn out
and exhausted by civil warAccomplishments
◦Rebuilt treasury◦Established law and order◦Restored prestige of monarchy
Practicing Catholic
Henry VII (1485 – 1509)
Began as practicing CatholicChanged religious landscape of
England◦Wanted to annul marriage to first wife
(Catherine of Aragon)◦When Pope refused, chose to remarry
anyway and break with Roman Catholic Church
◦Seized Catholic Church’s English property and dissolved powerful monasteries
◦Established Anglican Church (Church of England) and forced country to convert to Protestantism
Henry VIII (1509 – 1547)
Marriages of Henry VIII(from http://www.michellehenry.fr/tudors.htm)
Became king at age of nine Was a “fragile child” who died at age of fifteenEdward Seymour acted as regent and
“Protector”Continued England’s conversion to
Protestantism through series of Parliamentary acts◦ English replaced Latin as language used
in church rituals◦ Anglican prayer book (the Book of
Common prayer) required in public worship
Edward VI (1547 – 1553)
Daughter of Catherine of AragonWas a practicing Catholic and took
throne at age 37Aimed to convert England back to Roman
Catholicism◦ Restored Roman practices to Church of England◦ Restored authority of Pope over English Church◦ Ordered execution of over 300 Protestants
(nicknamed “Bloody Mary”)Strengthened anti-Catholic sentiment through
actionsDied (of ovarian cancer) after only 5 years on
throne; many suspected poisoned by her sister, Elizabeth
Mary I (1553 – 1558)
Daughter of Anne Boleyn ◦ Mother executed when Elizabeth was 2 years old◦ Raised in dangerous and unstable circumstances◦ Learned to be strong, clever, mature and self-
possessedTook throne at age of 25, a practicing
ProtestantUsed “Virgin Queen” persona to great effectConsidered England’s most able monarch
since William the Conqueror◦ Became a great patron of the arts◦ Instituted policy of religious compromise, ending
religious turmoil◦ Withstood threat of Spanish armada
Elizabeth I (1558 – 1603)
Mary Stuart (Catholic)◦ Queen of Scotland◦ Queen Elizabeth’s cousin and next in line for
English throneCatholics did not recognize King Henry
VIII’s marriage to Anne Boleyn, and therefore considered Elizabeth illegitimate.
In response to Mary’s schemes, Elizabeth imprisoned her for 18 years.
In 1587, Elizabeth gave in to Parliament and had Mary beheaded; Mary was regarded as a Catholic martyr.
Elizabeth I and Mary, Queen of Scots
Mary Stuart, Queen of Scotland
Elizabeth Tudor, Queen of England
Son of Mary Stuart; was also King James VI of Scotland
Named as heir to throne of England by Elizabeth I on her deathbed
Established the Stuart dynasty in England
Practicing Protestant; commissioned new translation of the Bible (“King James Version”)
Strong supporter of the artsStruggled with Parliament for power
◦ Treated legislators with contempt◦ Argued over taxes and foreign wars
James I (1603 – 1625)
James I expanded England’s position as a world power; sponsoring England’s first successful American colony (Jamestown, Virginia).
King James persecuted the Puritans, some of whom migrated to America and established Plymouth Colony in 1620.
James I and American History
SKILL WORKSHOP:ARGUMENT STRUCTURE
Celebrating Humanity – Influence of the Monarchy
What Is an Argument?An argument
◦ Presents one side of a controversial or debatable issue◦ Logically supports a particular belief, conclusion, or
point of view◦ Is supported with reasoning and evidence
Purposes for writing a formal argument◦ To change the reader’s mind about an issue◦ To convince the reader to accept what is written◦ To motivate the reader to take action, based on
what is written
Audience and Purpose
Hostile Audience• Existing opinion disagrees with major claim of
argument• Purpose: to change the reader’s mind
Neutral Audience• Has no pre-existing opinion on issue; may be
unaware, uninformed, or indifferent• Purpose: to inform, to interest, and to convince
Sympathetic Audience• Existing opinion in already in agreement with
argument• Purpose: to reaffirm opinion; to motivate and inspire
action
Elements of an Argument
Claim (assertion): a debatable statement;
what the writer is trying to prove
Warrants (justifications):
reasons to believe the claim; the link between claim and
grounds
Grounds (evidence): the support used to convince the reader
Evidence may be factual, anecdotal, and/or hypothetical
Stating warrants helps the reader
follow the course of an argument
Strong arguments include multiple types/pieces of
evidence
Evaluating Claims and ArgumentsWhen reading or listening to an
argument, critically asses the claims that are made.◦ Identify claims that are based on fact
or that can be proved true.◦ Evaluate the reasons and evidence
that support the claims. Are the reasons logical and clearly stated? Is the evidence factually accurate or believable? Do the warrants show how the evidence is
relevant to the claim? Does the argument address counterexamples?
Activity A: Argument Analysis
1. Choose a Room for Debate topic and request your materials◦ When free speech disappears from campus◦ Are we raising sexist sons?◦ Should drug addicts be forced into treatment?◦ Can crime be ethically predicted?◦ Rethinking the way we teach Thanksgiving
2. Read the summary of the issue on the first page and record your group’s opinion on the lines provided.
3. Select two arguments to read and analyze.
4. Complete the analysis process for each argument.
5. Be prepared to share out one analysis with the class.