Teaching Objectives: Core Subjects Threads: History Teacher s Notes, p. # Lower Grammar Upper Grammar Learn about the Golden Age of England: the Elizabethan Era. Review Unit 2 (or the entire past semester) as desired, and prepare students for any Unit Evaluations you are planning. Threads Dialectic Learn the English kings and queens from the dynastic houses of Tudor and Stuart this week. Consider the connections between Elizabeth I and Mary I, Queen of Scots. Learn about John Knox and his role in the Scottish Reformation. Review in preparation for a Unit Evaluation, making connections between all we have learned this year using time lines and class notes. Rhetoric Discuss the strengths and weaknesses of Elizabeth s character and reign, which marked the high point of the northern Renaissance and the Golden Age of England. Look at the Scottish Reformation and the problems that Mary, Queen of Scots, experiences for herself and then caused for Elizabeth. (Mary was the mother of James I who succeeded Elizabeth I on the English throne and ruled Scotland, too.) Review in preparation for a Unit Evaluation, making connections between all we have learned this year using time lines and class notes. Threads: Writing Writing Assignment Charts, p. # All Levels Student assignments are found in the Writing Assignment Charts contained in this week-plan. Make sure your child writes every week! Teachers should consult Writing Aids or their choice of writing handbook each week for additional help in teaching the week s assignment. Threads: Literature Teacher s Notes, p. # All Levels Teachers will find background information, discussion scripts, and answers to student worksheets or questions in the Teacher s Notes. Students should consult the Literature row of the Reading Assignment Charts for this week s recommended assignments. Optional worksheets for dialectic, upper-grammar, and lower-grammar students are found in the Student Activity Pages.
Teaching Objectives: Electives Threads: Geography Teacher s Notes, p. # Threads All Levels Acquaint students with the political entities housed within the British Isles today. Look also at the eight main land regions of the British Isles. Optionally, label key landforms and cities on an outline map of the United Kingdom and Ireland. Threads: Fine Arts and Activities Teacher s Notes, p. # All Levels Finish all projects for display at your Unit Celebration. Continue to study art techniques and Renaissance inventions. Threads: Church History Teacher s Notes, p. # Upper Grammar Read about John Knox and his efforts toward reforming the church in Scotland. Dialectic Rhetoric Read about the life of John Knox. Learn how Presbyterianism became the established religion of Scotland. Threads: Government Teacher s Notes, p. # Rhetoric Government students may wish to learn the names and dates of major English monarchs. They make great reference points in a relative mental time line. Threads: Philosophy Teacher s Notes, p. # Rhetoric This week, Simplicio meets Francis Bacon, an English thinker who helped bring about the scientific method. 2
Threads Elizabeth I
Primary Resources Reading Assignments History: In-Depth History: Core William Shakespeare and the Globe, by Aliki Elizabeth I, by Stephanie Turnbull Suggested Read-Aloud The Awakening of Europe, by M.B. Synge, chapters 15-26 Mr. Pipes and Psalms and Hymns of the Reformation, by Douglas Bond, chapters 8 and 10 (Week 4 of 4) This Country of Ours, by H.E. Marshall, chapters XI-XII Our Island Story, by H.E. Marshall, p. 414-443 Courage and Conviction, by Mindy and Brandon Withrow, p. 133-153 The Children s Shakespeare, by E. Nesbit, The Tempest and A Midsummer Night s Dream Famous Men of the Renaissance & Reformation, by Rob Shearer, p. 171-175 The Age of Religious Wars, by Richard S. Dunn, p. 45-57 Government Elective Arts and Activities Literature The Midsummer Night s Dream, retold by Bruce Coville Learn and Do Color! by Kym Wright, sections on complementary, triadic, achromatic, polychromatic, and patriotic color schemes. Use the CD this week. Bard of Avon: The Story of William Shakespeare, by Diane Stanley and Peter Vennema (BIOGRA- PHY) Art for Kids: Drawing, by Kathryn Temple (J 741) p. 102-109 Tragedy of Hamlet, edited by Christina Lacie, p. 32-69 (Week 2 of 2) Amazing Leonardo da Vinci Inventions You Can Build Yourself, by Maxine Anderson, p. 108-115 The Gift of Music, by Jane Smith, chapter 43 Beginning The Tempest (Folger Shakespeare Library edition) by William Shakespeare, p. 7-177 (the play itself, plus the longer notes) The Tempest: A Modern Perspective (Folger Shakespeare Library edition) by Barbara A. Mowat, p. 185-8 Continuing Levels All Beginning assignments To the Memory of my Beloved, the Author, Mr. William Shakespeare, and What He Hath Left Us, by Ben Jonson (Norton Anthology of English Literature, p. 1444-1446) Music: An Appreciation, by Roger Kamien, p. 86-90 Worldview Church History Church History Trial and Triumph, by Richard Hannula, chapter 24 Church History The Church in History, by B.K. Kuiper, chapter 27 Church History Elective Church History in Plain Language, by Bruce Shelley, p. 262-263 ( John Knox s Scotland ) Philosophy Elective Pageant of Philosophy supplement: Sir Francis Bacon The Story of Philosophy, by Bryan Magee (180) p. 74-77 Lower Grammar Upper Grammar Dialectic Rhetoric
Textbooks History: Supplement Kings and Queens of England, by John Green, p. Alternate or Extra Resources The Story of the World, Volume 2, by Susan Wise Bauer, chapters 38 and 39 Shakespeare s Theatre: The Inside Story, by Jacqueline Morley Good Queen Bess, by Diane Stanley and Peter Vennema The Kings & Queens of England & Scotland, by Plantagenet Somerset Fry (941) p. 106-109 Streams of Civilization, Volume 1, by Hyma, Stanton, and McHugh, p. 380 (start at Reformation in Scotland)-381 (stop at The Counter-Reformation ) Elizabeth I: Red Rose of the House of Tudor, by Kathryn Lasky Elizabeth: The Outcast who Became England s Queen, by Simon Adams The World of Capt. John Smith, by Genevieve Foster (J 909), p. viii-11, 21-31 The Usborne Internet- Linked World of Shakespeare, by Anna Claybourne, et. al. Rats, Bulls, and Flying Machines, by Deborah Mazzotta Prum, chapter 12 Western Civilization (Combined Edition) by Jackson J. Spielvogel, p. 373-377 The Story of Liberty, by Charles Coffin, chapters XXI and XXVI In the Days of Queen Elizabeth, by Eva March Tappan Johannes Kepler, by John Hudson Tiner Reading Assignments Literature The Queen s Progress, by Celeste Davidson Mannis Hamlet, edited by Christina Lacie Shakespeare for Everyone: The Tempest, by Jennifer Mulherin and Abigail Frost Tales From Shakespeare, by Charles and Mary Lamb (Week 1 of 2) Arts and Activities Artistic Pursuits, Book Two, by Brenda Ellis, p. 77-81 Queen Elizabeth I: Paper Dolls to Color, by Ellen Knill A Shakespeare Coloring Book, by Bellerophon Books Leonardo da Vinci for Kids, by Janis Herbert (J 759), p. 72-79 Shakespeare for Kids, by Colleen Aagesen and Margie Blumberg, acts 4 and 5 (Week 4 of 4) Celebrate the Reformation: A Practical Guide for a Group Celebration, by Kerry Carr (Week 4 of 4) Worldview For Those Who Dare, by John Hudson Tiner, p. 34-39, 47-49 Characters of the Reformation, by Hilaire Belloc, chapters 11, 13, and 15 Enrichment VIDEO: Twelfth Night (starring Helena Bonham-Carter and Ben Kingsley) Lower Grammar Upper Grammar Dialectic Rhetoric 5
Weekly Overview Student Threads People Vocabulary/Time Line Dates Meet Queen Elizabeth I and learn about life in England during her reign. Learn about William Shakespeare, who wrote plays during the Elizabeth s time. With your teacher, review everything you have learned in this unit and this Year-Plan to date. Elizabeth I Mary Stuart William Shakespeare Anne Hathaway Christopher Marlowe Francis Drake Recognize or spell (optional) these words: comedy tragedy nobility theater playwright patron courtier litter Meet Queen Elizabeth and learn about life in England during her reign. Learn about William Shakespeare, who wrote plays during Elizabeth s time. Read about Drake s voyages around the world. Read more about the Reformers. With your teacher, review everything you have learned in this unit and this Year-Plan to date. Elizabeth I William Shakespeare Francis Drake John Hawkins Humphrey Gilbert Edmund Spenser John Knox All lower-grammar words, plus these: skipper abdicate succession flagship armada galley exile Read about Queen Elizabeth and the Golden Age of England that occurred under her rule, representing the high point of the northern Renaissance. Discuss Elizabeth s role in the Reformation in England. Note the Reformation in Scotland and the rise of Presbyterianism. Review in preparation for a Unit Evaluation. Elizabeth I Mary Stuart Philip II William Shakespeare Francis Drake Humphrey Gilbert Walter Raleigh John Knox Read about Queen Elizabeth and the Golden Age of England that occurred under her rule, representing the high point of the northern Renaissance. Discuss Elizabeth s role in the Reformation in England. Learn about the friction between England and Spain, and about the roles Sir Francis Drake and Sir Walter Raleigh played in this conflict. Learn more about the Scottish Reformation. Review in preparation for a Unit Evaluation. Elizabeth I Mary Stuart Philip II Francis Drake John Hawkins John Knox Add the following dates to your time line this week: c. 1514-1572 1558-1603 1560 1577-80 1585 1588 1590-1613 1603-25 Life of John Knox Elizabeth I is queen of England. Scots establish Presbyterianism, under John Knox. Drake circumnavigates the world in the Golden Hind. Mary, Queen of Scots, is beheaded. Her son James rules as James VI of Scotland. The Spanish Armada is defeated by the English. Shakespeare writes and performs his plays. James I rules England and Scotland (as James VI). Lower Grammar Upper Grammar Dialectic Rhetoric 6
Activities Make an Elizabethanstyle mask. Learn about various color schemes. Study colors that are used as symbols. Learn about color illusion. Take the Color Test in your resource. Make an Elizabethanstyle mask. Create your own drawing using techniques that you ve learned in this unit. Improve drawings that you ve made throughout this unit. Make an Elizabethan-style mask. Make a moving replica of Leonardo s tank. Weekly Overview Group Activity Finish all projects in preparation for your Unit Celebration. Complete your costume and accessories. Help prepare food for your Unit Celebration. Learn about various color schemes. Finish all projects in preparation for your Unit Celebration. Complete your costume and accessories. Help prepare food for your Unit Celebration. Act out a scene from one of Shakespeare s plays. Improve drawings that you ve made throughout this unit. Finish all projects in preparation for your Unit Celebration. Complete your costume and its accessories. Help prepare food for your Unit Celebration. Act out a scene from one of Shakespeare s plays. Take this week s geography time to acquaint students with the political entities housed in the British Isles today. Look also at the eight main land regions of the British Isles. Take this week s geography time to acquaint students with the political entities housed in the British Isles today. Look also at the eight main land regions of the British Isles. Optionally, label key landforms and cities on an outline map of the United Kingdom and Ireland. Geography Lower Grammar Upper Grammar Dialectic Rhetoric 7
Writing Assignments Level Genres Instructions and Topics 1 Word Bank: Punctuation Cards Sentences Finish studying sentence capitalization and punctuation this week. Use your Word Bank cards to try to stump your teacher. Continue written dictation exercises. Your teacher will dictate simple sentences (watch out for fragments) and you will write them down. Don t forget to capitalize and punctuate properly! 2 Display Board (Week 7 of 7) Finish your project for display at your Unit Celebration: Have your teacher proof your text, and make sure there are no mistakes in it. Is your board clean, neat, and well organized? Is your message easy to understand and informative? Do you need to make something to set on the table in front of your display board? Play Word Games if you have time this week. 3 Realistic Story (Week 5 of 5) Prepare your story for your Unit Celebration by creating a cover for it. Add illustrations and any other finishing touches that you think might enhance the story. File your story under Completed Work in your Grammar and Composition Notebook. Play Word Games if you have time this week. 4 Taking Cluster Notes Clustering is an alternative to formal outlining. The type of presentation being given can often help you determine which method makes more sense for note taking. In Writing Aids or your handbook, read about using clustering to take reading or lecture notes. Go back to one of the encyclopedia articles you outlined in Week 16. Take notes on it again, using clustering. Which method do you like better? Go back to a sermon you outlined in Week 17. Listen to it again and take notes using clustering. Which format serves you better? If you prefer clustering to outlining, you may want to invest in blank pages for your notebooks. Many people remember things better in picture format than in linear format, so clustering is more effective for them than outlining. For both of these methods, it is important to learn how to find the main idea, writing quickly and neatly, and developing your own personal system. Throughout this year, take every opportunity to practice your preferred system. Practicing this skill will serve you all your life. File any cluster notes under Completed Work in your Grammar and Composition Notebook. 8
Level Genres Instructions and Topics 5 Taking Cluster Notes Clustering is an alternative to formal outlining. The type of presentation being given can often help you determine which method makes more sense for note taking. In Writing Aids or your handbook, read about using clustering to take reading or lecture notes. Go back to one of the encyclopedia articles you outlined in Week 16. Take notes on it again, using clustering. Which method do you like better? Go back to a sermon you outlined in Week 17. Listen to it again and take notes using clustering. Which format serves you better? If you prefer clustering to outlining, you may want to invest in blank pages for your notebooks. Many people remember things better in picture format than in linear format, so clustering is more effective for them than outlining. For both of these methods, it is important to learn how to find the main idea, writing quickly and neatly, and developing your own personal system. Throughout this year, take every opportunity to practice your preferred system. Practicing this skill will serve you all your life. File any cluster notes under Completed Work in your Grammar and Composition Notebook. Writing Assignments 6 Research Report (Week 6 of 6) Finalize your draft, and have your teacher proofread it for punctuation and spelling errors. Make a cover. Add any illustrations or diagrams. (These should be in addition to text, not in place of it. Resist the temptation to pad skimpy research with abundant drawings or diagrams.) Add a title page and bibliography (and possibly endnotes) page. File your report under Completed Work in your Grammar and Composition Notebook. If you have time, take dictation once or twice this week. 7 Report Writing Read about report writing in Writing Aids or your handbook. Talk with your teacher about what you read. What is the hardest part for you in report writing? Come up with how to overcome your weaknesses. Write out a plan and file it under Goals in your Grammar and Composition Notebook. Write a one-page report about one of the leaders of the Reformation, following all of the steps in the writing process. File your report under Completed Work in your Grammar and Composition Notebook. 8 Essay Tests Continue memorizing the list of key terms found in essay test questions. Take another practice test this week. Here are some suggested topics: Elizabeth I was a wise, generous, and godly monarch. Assess the validity of this statement. Elizabeth I is associated with the Golden Age of England. In a carefully constructed essay, tell what aspects of culture, church life, or government flourished during her reign, and why. File your essay under Completed Work in your Grammar and Composition Notebook. 9
Writing Assignments Level Genres Instructions and Topics 9 Personal Profile Do another personal profile this week on one of the following: A living person whom you ve not yet written about A person from this unit s study File your profile under Completed Work in your Grammar and Composition Notebook. Prepare your work from this unit for display at your Unit Celebration. 10 Debate (Week 4 of 4) This is the big week! One great way to prepare for your debate is to take turns (with your teammate) playing opposing team members and attempting to stump your partner. Be sure to refine any arguments you find to be flawed. Hold your debate at your Unit Celebration. Be sure to collect, polish, and display your essays as well. 11 Debate (Week 4 of 4) This is the big week! One great way to prepare for your debate is to take turns (with your teammate) playing opposing team members and attempting to stump your partner. Be sure to refine any arguments you find to be flawed. Hold your debate at your Unit Celebration. Be sure to collect, polish, and display your essays as well. 12 Debate (Week 4 of 4) This is the big week! One great way to prepare for your debate is to take turns (with your teammate) playing opposing team members and attempting to stump your partner. Be sure to refine any arguments you find to be flawed. Hold your debate at your Unit Celebration. Be sure to collect, polish, and display your Classical Comparison paper as well. 10
General Information for All Grades This week, we will turn our eyes back to Great Britain and learn what happened after the death of Mary I of England. Uncertainty and changes in religious thinking did indeed result from Henry s lack of a healthy male heir, just as he had feared. However, God provided a capable, solid leader in Queen Elizabeth I, the daughter of Henry VIII and his second wife, Anne Boleyn. Elizabeth exhibited both strengths and weaknesses as a person, but as a ruler, she presided over (and came to symbolize) a golden age of English stability, peace, growth, and culture. Elizabeth was so successful that the years in which she ruled came to be known as the Elizabethan Age, and she is the focus for this week s study. Elizabeth was important to her own countrymen and also effected the destinies of other lands. Though Elizabeth was always prudent and conservative, she nonetheless helped the rebellious Dutch Republic to resist their Spanish overlords. Under her leadership, Sir Francis Drake harried Spanish ships mercilessly. She also presided over the first attempts at English colonization of the New World. And, of course, her leadership during the greatest crisis of her reign the menace of Spanish invasion via her mighty Armada is legendary. After its defeat, England was secure from foreign aggression, and her culture flourished. The famous Shakespeare may well represent the most beautiful flower of the northern Renaissance. Student Activities During this period, another British country also underwent significant changes. Scotland, which shares the isle of Great Britain with the kingdom of England, had its own leaders with their own struggles. We have mentioned Scotland off and on in previous weeks, but mostly as a satellite of England. Before Elizabeth came to the throne, her first cousin, Mary I of Scotland (commonly referred to as Mary, Queen of Scots), became queen as a six-day-old infant upon the death of her father, James V. As a Catholic monarch, Mary was sent at the age of fifteen to wed the crown prince of France, Francis II, who died just a year after he became king. Mary returned to Scotland and married her cousin, Henry Stuart, and they later had a son, James. Shortly after, Mary became involved in both political and personal scandals for which she was driven our of her country into exile in England. There she continued to be the center of much scandal as the nearest Catholic heir to the throne; in the end, she was executed for conspiring against the Protestant Elizabeth. Her Protestant son grew up to become king of Scotland and England, when Elizabeth died without an heir. You will meet him in the first week of our next unit as James I of England and James VI of Scotland. John Knox, a fiery Scottish preacher who had been greatly influenced by John Calvin, boldly preached to Mary, Queen of Scots, before she was forced to leave Scotland. Knox then went on to become the most powerful political and religious leader of Scotland, helping to establish the country as a Reformed Protestant nation. The Reformed church there was called Presbyterian. During the Elizabethan Era, the Protestant faith made significant inroads into England also. In England, Elizabeth spent her first years establishing a political and religious compromise that proved durable, though theologically insufficient in the eyes of some English reformers, whose desire to purify the church led them to be labeled Puritans. Elizabeth s compromise, which allowed for the least possible open persecution on religious grounds, gave the moderate Church of England a chance to develop popular support, and allowed for the Puritan movement to grow. We will learn more in Unit 3 about this group of dissatisfied Calvinist believers living and working for reform within Elizabeth s Anglican Church. In addition to learning about the Elizabethan Age, this week you will also spend time polishing up your work and getting ready for your Unit Celebration: Renaissance & Reformation Night. Your teacher will need your help with preparations, so be alert and ready to serve! You may also need to study for an exam on what you have learned so far this year, with special emphasis on this unit. Your teacher will help you prepare by sharing review strategies with you. 11
Lower Grammar Level Student Activities Fine Arts and Activities. 2.. Complete preparations for your Unit Celebration. (Week 4 of 4) Finish all projects you began during this unit, and prepare them for display. Finish making your costume and any accessories. Help your teacher prepare food. Act out a scene from one of the Shakespeare plays with your siblings. You might consider performing it (or doing it as a bench reading, with scripts in hand) at your Unit Celebration. Many Elizabethans enjoyed masked balls where they wore elaborate masks as they danced. Make an Elizabethanstyle mask to wear to your Unit Celebration. Try these ideas from Learn and Do Color!. Read about various other color schemes: complementary, triadic, achromatic, polychromatic, and patriotic. Find pictures that include examples of each color scheme. 5. Study colors that are used as symbols, and find some pictures that illustrate these symbols. 6. Learn about color illusion. 7. If you have time, take the Color Test in your resource. Geography. 2. The British Isles are divided today into five political entities: four that form the United Kingdom, and also Ireland. Look at a resource map with your teacher to see where these modern nations are located. The United Kingdom contains eight main land regions. Seven of these regions occupy the island of Great Britain: the Scottish Highlands, the Central Lowlands, the Southern Uplands, the Pennines, Wales, the Southwest Peninsula, and the English Lowlands. Northern Ireland makes up the eighth region. As your teacher directs, and with her help, color a paper map of the British Isles indicating these regions. See the Year 2 Arts/Activities page of the Tapestry website for ideas. 12
Literature Worksheet for A Midsummer Night s Dream, retold by Bruce Coville Number the following events in the order that they occur in your book. Oberon and Titania argue over the fate of a mortal child. Upon waking, Titania falls madly in love with Bottom. Hermia declares that she would rather die than marry a man she does not love. Student Activities Puck, using his magic, gives Bottom the head of a donkey. Titania finally agrees to give the mortal boy to Oberon. Hermia s father declares that he will choose her husband. Hermia, Lysander, Helena, and Demetrius argue in the forest clearing about who loves whom. Demetrius is angry with Helena because she follows him like a dog does his master. The two couples awake and try to distinguish dreams from reality. After being anointed with the magical flower, Demetrius declares his love for Helena. Lysander hatches a plan to flee to his aunt s home in order to marry Hermia anyway. Lysander awakes and declares his unending love for Helena. Puck squeezes the magical flower into Lysander s eyes. Hermia is disturbed because she cannot find Lysander. Oberon tells Puck to give the antidote to Lysander. 13
Upper Grammar Level Student Activities Fine Arts and Activities. 2.. Complete preparations for your Unit Celebration. (Week 4 of 4) Finish all projects you began during this unit, and prepare them for display. Finish making your costume and any accessories. Help your teacher prepare food. Act out a scene from one of the Shakespeare plays with your siblings. You might consider performing it (or doing it as a bench reading, with scripts in hand) at your Unit Celebration. Many Elizabethans enjoyed masked balls where they wore elaborate masks as they danced. Make an Elizabethanstyle mask to wear to your Unit Celebration. From Art for Kids: Drawing:. Use all the drawing techniques that you ve learned to make your own drawing. 5. Look through the drawings that you ve made throughout this unit. Choose a couple of them to redo, and then observe how you have improved. If you d like, display a set of before and after pictures at your Unit Celebration. Geography. 2.. The British Isles are divided today into five political entities: four that form the United Kingdom, and also Ireland. Look at a resource map to find the modern boundaries of these nations, and then, if your teacher so directs, use different colors to outline them on a paper map. Be sure to include a map key. The United Kingdom contains eight main land regions. Seven of these regions occupy the island of Great Britain: the Scottish Highlands, the Central Lowlands, the Southern Uplands, the Pennines, Wales, the Southwest Peninsula, and the English Lowlands. Northern Ireland makes up the eighth region. As your teacher directs, color a paper map of the British Isles indicating these regions. If you have time this week, your teacher may have you label the following cities and landforms of the British Isles and the surrounding waters: 2 North Sea English Channel Atlantic Ocean Outer Hebrides Inner Hebrides Orkney Islands Shetland Islands Glasgow Edinburgh Manchester Liverpool Sheffield Nottingham Leicester Stratford-upon-Avon Oxford Cambridge London Dover Birmingham Plymouth Southampton Portsmouth Canterbury Thames River Bath Bristol Dublin Belfast Cork See the Year 2 Arts/Activities page of the Tapestry website for ideas. 2 You may need to use resource maps found on our MapAids 2 disc, or see websites linked to the Year 2 Geography page of the Tapestry website in order to complete this assignment. 14
Literature Worksheet for Bard of Avon, by Diane Stanley and Peter Vennema Circle the correct answer for each question below. 1. Who was William Shakespeare s wife? a. Anne b. Mary c. Judith 2. About how many men were in each acting company? a. 22 b. 12 c. 8 Student Activities 3. Who played the part of women in these plays? a. women of all ages b. young boys c. older men 4. Why were theaters closed for two years? a. plague b. whooping cough c. smallpox 5. What are Shakespeare s famous poems called? a. similes b. limericks c. sonnets 6. Besides tragedies and comedies, what other type of plays did Shakespeare write? a. parodies b. melodramas c. histories 7. Which of the following plays includes the role of a fool? a. Julius Caesar b. Henry IV c. King Lear 8. What was the name of Shakespeare s theater? a. Rose b. Globe c. Swan 9. What type of play is As You Like It? a. tragedy b. comedy c. history 10. In which play is a king forced to give up his throne? a. Richard II b. Julius Caesar c. Hamlet 11. Which play involves Scottish history? a. Othello b. Macbeth c. Antony and Cleopatra 12. What catastrophe happened to Shakespeare s theater in 1613? a. fire b. flood c. theft 15
Dialectic Level Student Activities History Accountability Questions. As part of your Unit 2 review and in anticipation of Unit 3, learn the order of the English kings and queens from the dynastic houses of Tudor and Stuart this week. Knowing the dates of these monarchs will help you relate European history to the facts you will learn later during your study of Colonial America. 2... 5. 6. 7. 8. House of Tudor Henry VII Henry VIII Edward VI Lady Jane Grey Mary I Elizabeth I 1485-1509 1509-1547 1547-1553 1553 1553-1558 1558-1603 House of Stuart (English Titles) James I 1603-1625 Charles I 1625-1649 Charles II 1660-1685 James II 1685-1688 Mary II and William III 1689-1694 (Mary), 1689-1702 (William) Anne 1702-1714 How did Elizabeth strike a workable compromise on matters of religion? How did Elizabeth use her singleness as a tool for governing and diplomacy? Why is Elizabeth s reign called the Golden Age of English history? Why was John Knox called the Trumpeter of God? Why did Elizabeth execute Mary I, Queen of Scots? What were the ways that the English navy played a major role in key events of Elizabeth s reign? Who followed Elizabeth to the throne of England? Thinking Questions. What are the connections (blood, religion, and politics) between Elizabeth I and Mary I, Queen of Scots? 2. Review this past unit before your discussion time. Pay close attention to the major threads we followed: the Renaissance, the Age of Exploration, and the Protestant Reformation. Use the Student Activity Page questions and the Student Thread listings (found on page 6 of each week-plan) as memory joggers! Ask your teacher early in the week what form your Unit Evaluation will take. Use your review time to make a list of questions about any points that are not clear to you so that you can ask about them during your discussion. Fine Arts and Activities. 2... Complete preparations for your Unit Celebration. (Week 4 of 4) Finish all projects you began during this unit, and prepare them for display. Finish making your costume and any accessories. Help your teacher prepare food. Act out a scene from one of the Shakespeare plays with your siblings. You might consider performing it (or doing it as a bench reading, with scripts in hand) at your Unit Celebration. Many Elizabethans enjoyed masked balls where they wore elaborate masks as they danced. Make an Elizabethanstyle mask to wear to your Unit Celebration. After reading from Amazing Leonardo da Vinci Inventions You Can Build Yourself, make a moving replica of Leonardo s tank. Note that this is a lengthy project, and one that requires adult supervision. See the Year 2 Arts/Activities page of the Tapestry website for ideas. 16
Geography. 2.. The British Isles are divided today into five political entities: four entities that lie within the United Kingdom, and Ireland. Note these political boundaries using a resource map, and then use different markers or colored pencils to outline them on a paper map. Draw a map key to label them. The United Kingdom contains eight main land regions. Seven of these regions occupy the island of Great Britain: the Scottish Highlands, the Central Lowlands, the Southern Uplands, the Pennines, Wales, the Southwest Peninsula, and the English Lowlands. Northern Ireland makes up the eighth region. As your teacher directs, color a paper map of the British Isles indicating these regions. Label your map with the following cities and landforms of the British Isles and the surrounding waters: North Sea English Channel Atlantic Ocean Outer Hebrides Inner Hebrides Orkney Islands Shetland Islands Glasgow Edinburgh Manchester Liverpool Sheffield Nottingham Leicester Stratford-upon-Avon Oxford Cambridge London Dover Birmingham Plymouth Southampton Portsmouth Canterbury Thames River Bath Bristol Dublin Belfast Cork Student Activities Church History Your recommended resource, The Church in History, has questions for discussion listed in each chapter. After you finish reading chapter 27, look at the questions/ideas for in-depth reading on pages 2. Do the ones your teacher requires. When you have finished, check your answers. Then ask your teacher to look over your work, and discuss with her anything you didn t understand. You may need to use resource maps found on our MapAids 2 disc, or see websites linked to the Year 2 Geography page of the Tapestry website in order to complete this assignment. 17
Literature Student Activities Worksheet for The Tragedy of Hamlet, edited by Christina Lacie Summarize the plot of each of the five acts in Hamlet. After you summarize, match the events to their corresponding plot terms, listed below. Refer back to Week 3 or look the words up in a dictionary if you don t remember their meanings. [ [ ACT I [ [ [ exposition [ ACT II conflict climax [ ACT III [ denouement resolution [ ACT IV [ ACT V Finish memorizing Act 3, scene 1, lines 56-88 of Hamlet, and plan a time to recite it for family and friends! 18
Rhetoric Level History Accountability Questions. Add information about the Thirty-Nine Articles and John Knox to the English Reformation chart you began in Week 17, and bring it to your discussion time. Your teacher will help you fill in any information you could not find. (If your printed resources don t have enough information about Knox, there s plenty of help on the Year 2 Church History page of the Tapestry website.) 2. What were the Thirty-Nine Articles passed early in Elizabeth s reign? How did they help bring peace and stability to England?. What is meant by the Latin term via media? (Use the Internet to find out if your resources don t define this term.) How was the Anglican Church (the Church of England) a via media in the Protestant Reformation?. Outline the connections between Mary I, Queen of Scots; John Knox; Elizabeth I; and John Calvin. Student Activities Thinking Questions. Analyze Elizabeth s reign according to what you have read this week. List the strengths and weaknesses of Elizabeth as a person and as a leader. 2. Prepare to discuss the reasons for the friction between England and Spain. Include the roles of Sir Francis Drake and Sir Walter Raleigh in your analysis.. What acts of quiet sovereignty can you see in the story of the defeat of the Spanish Armada? How was this event a turning point in history?. Review this unit before your discussion time, paying close attention to major threads that we followed: the Renaissance, the Age of Exploration, and the Protestant Reformation. Use the Student Activity Page questions and the Student Thread listings (found on page 6 of each week-plan) as a memory jogger! Ask your teacher what form your Unit Evaluation will take. Use your review time to make a list of questions concerning points that are not clear to you. Geography. 2.. The British Isles are divided today into five political entities: four entities that lie within the United Kingdom, and Ireland. Note these political boundaries using a resource map, and then use different markers or colored pencils to outline them on a paper map. Draw a map key to label them. The United Kingdom contains eight main land regions. Seven of these regions occupy the island of Great Britain: the Scottish Highlands, the Central Lowlands, the Southern Uplands, the Pennines, Wales, the Southwest Peninsula, and the English Lowlands. Northern Ireland makes up the eighth region. As your teacher directs, color a paper map of the British Isles indicating these regions. Label your map with the following cities and landforms of the British Isles and the surrounding waters: North Sea English Channel Atlantic Ocean Outer Hebrides Inner Hebrides Orkney Islands Shetland Islands Glasgow Edinburgh Manchester Liverpool Sheffield Nottingham Leicester Stratford-upon-Avon Oxford Cambridge London Dover Birmingham Plymouth Southampton Portsmouth Canterbury Thames River Bath Bristol Dublin Belfast Cork
Literature Student Activities The subject for recitation or reading aloud this week is wide open to choice, since there are no outstandingly important monologues and there are many interesting scenes. Choose a passage in the Tempest that appeals to you (make sure to get your teacher s approval for your choice) and prepare to recite it for class. Beginning Level. Look up romance play, masque, and commedia dell arte in the Dramatic Genres Index (Appendix A) of Drama Analysis. In what ways would you say the Tempest is a romance play? Which elements of a masque or of commedia dell arte do you see in it? 2. Remember that drama differs from story and poetry in that its experiments in living are directly and concretely lived out before the audience s eyes. Since drama rests primarily on action and not words, we don t just imagine drama; we see it. This adds an extra dimension of both difficulty and exciting possibility to the experience, because a play has to be staged as well as spoken. How would you go about staging The Tempest? How would you costume and direct an Ariel or a Caliban so that these characters really seem to be a spirit and a monster? How would you convey the impression of a magical island, or of the shipwreck in Act 1, scene 1? Think about it and jot down some notes to share with your teacher in class.. Use the character section of your master outline from Drama Analysis to analyze Prospero, Miranda, Ferdinand, and Caliban. You may comment on other characters, if any of them strike you as especially interesting.. See the list of topics below. For each of these, try to figure out Shakespeare s theme or themes (there may be more than one). Remember, a topic is simply a category of human experience on which the author comments. A theme is the comment itself it is the piece of wisdom that the author wants to give us about a particular topic. Betrayal Revenge and Forgiveness (Redemption) Love and Marriage Magic Arts 5. The condition of servitude, though not a theme, operates as a touchstone in this play. It is similar to the touchstone of misinformation in Much Ado About Nothing. How does Shakespeare use the condition of servitude to test and reveal characters in the Tempest? 6. Use the diction section of your master outline from Drama Analysis to analyze diction in the Tempest. If you can, try to compare the language in this play with that of Shakespeare s other plays. How has he changed as a poet between Much Ado (one of his earlier plays) and The Tempest? Continuing Level 7. Are there any striking similarities (or differences) of form or content that you noticed between Shakespeare s various plays, or between the work of Shakespeare and Marlowe? 8. Look up and read about Ben Jonson in the Author Index. Then read Jonson s poem on Shakespeare. What genre is it? What is its meter? What is Jonson saying about Shakespeare in its various parts? (Hint: The poem can be divided into at least seven parts, each of which expresses a different thought about the sweet swan of Avon. ) Defining Terms You should continue your index of literary terms this week, with cards for whichever of these terms you do not already have. Be sure to write down exactly what you see here. Your teacher may give you a quiz on literary terms at any time during the rest of the year, so be sure to review them before classes. Romance Play: A sub-genre of drama that combines characteristics of comedy and tragedy, joy and sorrow. The romance play usually ends joyfully, but includes dark or potentially tragic elements. It focuses on redemption and reconciliation, and often includes supernatural elements. Aside: In drama, a line delivered either directly to the audience or to oneself in such a way that the audience overhears it. In either case, other characters usually do not hear the line. Masque: A court play of an allegorical or symbolic type, often including mythological elements, in which courtiers as well as actors participate. Masques tend to require elaborate, expensive scenery and sometimes complex machinery for staging. They were frequently given to commemorate public celebrations (royal births, marriages, coronations, etc.), but were also performed as ordinary court entertainment. 20
Commedia dell arte: Literally comedy of professional artists, a type of Italian comedy that combines stock characters and situations with improvised action and dialogue. It originated in Italy during the late southern Renaissance. Plays in this genre were performed by small wandering troupes of ten to twelve actors (both male and female), most of whom wore masks. Tableau: A motionless, usually temporary grouping of persons (or sometimes objects) in various attitudes. The persons in a tableau are normally in full costume and are meant to be symbolic. Student Activities Harlequin Il Dottore Pantalone Il Capitano Church History. 2.. Research and prepare to discuss the distinctive aspects of Presbyterian church government with your teacher. What are its strengths and weaknesses? Can you find biblical support for this governmental form? Interview your pastor. Ask what form of church government your church practices and why. Also discuss which Scriptures your church uses to derive authority for its governmental forms. For your own edification as a Christian, you may want to review all you have learned this year by flipping through the chapters we have read in Church History in Plain Language. If so, summarize in outline or cluster format what God has done in His church since our studies began this year. What common threads have we seen throughout? What new ideas have been introduced? Government There is no specific Government assignment for this week, though we recommend that Government students consider memorizing the names and dates of major English monarchs, as helpful points of reference to which they can relate other dates on a mental time line. Ask your teacher whether you will be required to take a unit or mid-term evaluation, and, if so, what form it will take. Prepare to take this test, or simply review what you have learned so far this year for your own edification. Philosophy Francis Bacon was a lawyer, judge, and philosopher who lived during and after the reign of Elizabeth I. He helped lay the foundations of modern science by spelling out a method of scientific problem-solving. Rehearse Sir Francis Bacon, which is this week s Pageant of Philosophy material. Did you include your father? If he is available, make an effort to have him rehearse with you at least one time. 21
Pageant of Philosophy The Pageant of Philosophy: Sir Francis Bacon (Simplicio stands on a bare stage, holding a Bible. Bacon enters with a scarf around his throat. He is holding a sign that says, Francis Bacon, 1561-1626. Bacon coughs now and then throughout the scene.) Simplicio: Hello! Bacon: Greetings, lad! How are you? Simplicio: Not well, I m afraid. Bacon: Really? (coughing) I have been struggling with a nasty cough myself for the last few days. What ails you? Simplicio: No not like that. I m looking for knowledge, but I don t seem to be able to find it anywhere. Bacon: Oh, I see what you mean. (eyes him thoughtfully) Perhaps you are just the person I have been looking for, then. I have a dream of setting up a place where men will gather to seek the truth. I even started to write a book about it called The New Atlantis. Simplicio: Really? That sounds wonderful, Mister, er Bacon: My apologies I have not even introduced myself! I am Sir Francis Bacon, my boy. Simplicio: My name s Simplicio, sir. What do you do that leads you to write books about such things? Bacon: Do? Well, I have done many things over the years. I have been a lawyer, member of Parliament, Queen s Councilor, knight of the realm, member of the Privy Council, Lord Keeper of the Great Seal, Baron, Viscount, and even Lord Chancellor but I would like most to say that I have ever been a humble seeker after knowledge. Simplicio: I m impressed! Bacon: (laughs) Well, they were the best I could do, for a while. I did not start life with a lot of money, and during the reign of our good Queen Elizabeth (may she rest in peace), my efforts to advance science were never well received. I had to make do with politics. But politics, I fear, is an unstable business. Simplicio: How so? Bacon: Well, for instance, I managed to become the Queen s Lord Chancellor, but then I was accused of taking bribes and lost my post. I turned to the Earl of Essex as a patron, but he was extremely unstable he lost his head. Simplicio: He couldn t keep his temper? Bacon: No, he rebelled against the Queen and went to the executioner s block! That left me in an interesting spot, as you may imagine. Simplicio: Oh my! What happened then? Bacon: Why time happened, my boy. The Queen died, and James VI of Scotland took the throne as James I of England. That was the beginning of better days for me. King James made me a knight, and then I married a rich young heiress, which took care of my money problems in a hurry. I dedicated a book on The Advancement of Learning to the new king, and from there I rose quite high in politics and then it all came crashing down in 1621 when I was accused of taking bribes and was impeached by Parliament! None of that was true, of course I was framed by my enemies, who brought me down to save the career of the Duke of Buckingham. Simplicio: How awful! Bacon: Indeed. But life always has its silver linings. That finally gave me the chance to sit down and do some serious writing on the subject I love the most: the quest for truth. Simplicio: Yes, tell me more about that. It s what I love more than anything in the world! Bacon: As do I! Oddly, though, I ought to start by saying that I have spent most of my life trying to unlearn the old ways of thinking. 22
Simplicio: How so? Bacon: Why, in this modern age, the year of our Lord 1626, our thinking is clogged with two thousand years of wrongheaded traditions. The schoolmen study Aristotle and the other thinkers, and their study only leads them further from the truth! Simplicio: Really? Bacon: Yes, indeed! To find the truth, you see, we first must learn how to avoid error. To do this we must recognize that four species of idols beset the human mind, to which (for distinction s sake) we have assigned names, calling the first idols of the tribe, the second idols of the den, the third idols of the market, the fourth idols of the theater. Simplicio: Idols? What do you mean by that? Bacon: I mean the vain imaginings of men, which I call idols, in contrast to the truth that God has established. There is no small difference between the idols of the human mind and the ideas of the Divine mind; that is to say, between certain idle dogmas and the real stamp and impression of created objects, as they are found in nature. 2 Pageant of Philosophy Simplicio: I see maybe. You say there are four different kinds of idols? What was the first kind? Bacon: The idols of the tribe. [These] are inherent in human nature and the very tribe or race of man; for man s sense is falsely asserted to be the standard of things. Simplicio: I m afraid I don t understand that. Are you saying we can t rely on our senses? Bacon: Something like that. I am saying that we see things in relation to our own selves, not to the universe as a whole. The human mind resembles those uneven mirrors which import their own properties to different objects. Simplicio: That makes sense, I suppose. Bacon: We must correct errors that are born into all of us, simply because we are human beings. We must also correct the errors that are unique to each individual. I call the latter the idols of the den. Simplicio: Why the den? Bacon: Because everybody (in addition to the errors common to the race of man) has his own individual den or cavern, which intercepts and corrupts the light of nature so that the spirit of man is confused, variable, and, as it were, actuated by chance. 5 Simplicio: You mean each person is affected by his own upbringing? Bacon: Exactly. A man may be influenced by things he has read, or people he has known, or just his personality. Each of those things influences him uniquely but each of those influences may lead him away from truth, rather than towards it. Simplicio: But you said there were other idols. What is the third the idol of the market? Bacon: These are the most troublesome of all! 6 They are the idols formed by the reciprocal intercourse and society of man with man 7 discussion, conversation, and debate, in other words. Simplicio: You call that an idol? I would have thought that discussion would lead men towards the truth, not away from it! Bacon: It might, if our words were reliable, but the words we use to share ideas cause as much harm as good. The words we use manifestly force the understanding; throw everything into confusion; and lead mankind into vain and innumerable controversies and fallacies. 8 Men imagine that their reason governs words, whilst, in fact, words re- Bacon, Novum Organum, Book I, para. 39. 2 Bacon, Novum Organum, Book I, para. 23. Bacon, Novum Organum, Book I, para. 41. Ibid. 5 Bacon, Novum Organum, Book I, para. 42. 6 Bacon, Novum Organum, Book I, para. 59. 7 Bacon, Novum Organum, Book I, para. 43. 8 Ibid. 23
Pageant of Philosophy act upon the understanding. Over and over, our disputes turn out to be controversies about words and names 2 instead of anything real. There are two different errors I keep seeing: men dream up names for things that do not exist, like the Prime Mover, or they apply one word to a whole collection of incompatible attributes. Simplicio: What do you mean by that? Bacon: Well, take one word that our natural philosophers use over and over: the word moist. According to common usage, moist means something that easily spreads out, or things that are easily divided, or things that are indeterminable, or things that make other things wet. Simplicio: That s a lot of different meanings! Bacon: Right! So, when you try to say what things are moist, you find that in one sense flame is moist, in another air is not moist, in another fine powder is moist, in another glass is moist! Simplicio: That s awful! I understand why you say words can be idols. And wasn t there a fourth idol? Bacon: Yes, the idols of the theater. By these, I mean those idols which have crept into men s minds from the various dogmas of peculiar systems of philosophy. Simplicio: Why call these idols of the theater? Bacon: It is a convenient image. We regard all the systems of philosophy hitherto conceived or imagined, as so many plays brought out and performed, creating fictitious and theatrical worlds. 5 These idols of the theater fall into three general groups: sophistic, the empirical, and the superstitious. 6 Simplicio: (groans) Sir, please! I don t even understand those words. Bacon: I beg pardon. Let me explain. The sophistic idols of the theater appear when someone tries to logically deduce the whole world from a few first principles. The empirical idols, by contrast, appear when someone observes a little bit of nature and tries to force everything to fit a couple of facts. We need to be bees rather than spiders. Simplicio: (blinks) I beg your pardon? Bacon: I said we must be bees, not spiders! (looks at him, then laughs) Another image, lad. You must learn to enjoy a good metaphor! Simplicio: (blushing) That s what I thought you said! Maybe you could explain? Bacon: Gladly. Too many of our thinkers spin out deductive logic like a spider spins its web: it all comes out of its own insides, and all their theories are fluff! A bee, by contrast, flies industriously from flower to flower to collect what nature so generously provides, and works it up into honey that can feed the entire hive. Simplicio: Okay, I think I see. Bacon: There are and can be only two ways of searching into and discovering truth. The one, that of the spiders, flies from the senses and particulars to the most general axioms, and from these principles, the truth of which it takes for settled and immovable, proceeds to judgment and to the discovery of middle axioms. And this way is now in fashion. The other the way of the bees derives axioms from the senses and particulars, rising by a gradual and unbroken ascent, so that it arrives at the most general axioms at last. 7 Another way to put it is that the spiders operate by deduction, spinning out whole systems of philosophy from their own first principles. I call what the bees do induction, which is the opposite approach. Simplicio: That s fascinating. But didn t you say there was a third group of idols of the theater? Bacon, Novum Organum, Book I, para. 59. 2 Ibid. Bacon, Novum Organum, Book I, para. 60. Bacon, Novum Organum, Book I, para. 44. 5 Ibid. 6 Bacon, Novum Organum, Book I, para. 62. 7 Bacon, Novum Organum, Book I, para.. 24