A Brief History of the United Kingdom
Advanced English Language Studies
[1]
ADVANCED BOOK English Language Studies Published and Edited by Jacaranda Education Inc. S.C. Writen by Michael Andrew Beckwith Design by Andrea Vargas Fernández México 2011 This curriculum is the sole property of Jacaranda Education Inc. S.C. It cannot be reproduced without the prior writen consent from the author.
[2]
INDEX
chapter 1 . The Arts Chapter ONE 1599: A Year in the Life of Shakespeare ...............................................11 The Players and the Scenery
Julius Caesar. 6. Act 1: Politics and Religion. ..............42
1. The Players and Scenery:
Reading: Main Ideas and Details.
England 1599: Part 1 .................................13
Writing: Connecting Themes.
Grammar: Paraphrasing.
7. Julius Caesar: Part 1 ............................48
2. The Players and Scenery:
Speaking: Acting and Reciting.
England 1599: Part 2 ...............................22
8. Act 2: What Day is It?
Speaking: Presenting.
Changing the Calendar ...........................51
3. Theatre and the Arts in
Reading: Main Ideas, Referencing.
London in 1599 .........................................23
Speaking: Critical Thinking.
Grammar: Correlative Pronouns.
9. Julius Caesar: Part 2 ...........................55
4. The Globe Theatre: Part 1 ..................28
Speaking: Acting and Reciting.
Reading: TOEFL ibt Practice.
10. Act 3: Idols and Effigies ...................56
5. The Globe Theatre: Part 2 .................36
Reading: Opinion and Argument.
Grammar: Phrasal Verbs: Introduction.
Referencing. 11. Julius Caesar: Part 3 ..........................60 Speaking: Acting and Reciting.
[3]
Advanced - English Language Studies
chapter 1 . Shakespeare: The Man and His Home. 12. Shakespeare: The Family Man: Part 1 ...........................62 Grammar: Paraphrasing. Writing: Paraphrasing: Part 2, Synonyms and Antonyms / Inferring. 13. Shakespeare: The Family Man: Part 2 ..........................62 Grammar: Paraphrasing. Writing: Paraphrasing: Part 2, Synonyms and Antonyms / Inferring. 14. Shakespeare: The Business Man ....................................68 Grammar: Phrasal Verbs: Transitive / Inferring. Reading: Paraphrasing and Quoting. 15. Shakespeare: The Business Man ....................................68 Grammar: Phrasal Verbs: Transitive/ Inferring. Reading: Paraphrasing and Quoting.
[4]
INDEX
chapter 2 . Security Chapter TWO Spies Like Us ............................................77 The Life of Spies
The Cambridge Five
1. John Le Carre .......................................79
6. An Introduction to the
Reading and Listening: TOEFL ibt.
Cambridge Five .....................................100
Speaking: Exchanging Ideas, Creative Writing.
Reading: Comprehension.
2. John Le Carre ......................................79
Writing and speaking: Identifying and sharing
Reading and Listening: TOEFL ibt. Speaking: Exchanging Ideas, Creative Writing. 3. Codes ....................................................89 Grammar: Prepositions following Verbs, Adjectives, and Nouns. 4. Codes ....................................................89 Grammar: Prepositions following Verbs, Adjectives, and Nouns. 5. Gadgets ................................................94 Grammar: Transition Verbs (Intransitive). Writing: Phrasal Verbs.
a point of view. Speaking: Role Playing and oral presentation. 7. The Men They Became: Kim Philby ...............................................105 Grammar activities: Quoted speech 8. The Assassin Game: Role Play Activity ....................................110 Speaking and listening: Following instructions. 9. Leading Double Lives Reading / Listening: Identifying attitude, motivation, and point of view in speech. 10. The Men They Became: Antony Blunt ............................................117 Reading / Listening: Identifying attitude, motivation, and point of view in speech. 11. An Short Investigation into the Cambridge Five ......................................122 Preparing for an Oral Presentation.
[5]
Advanced - English Language Studies
chapter 2 . Will the real James Bond Please Stand-Up 12. Fact or Fiction: Will the Real James Bond Please Stand-Up .........................126 Listening: Main Ideas and Details. Voice: Persuasion and Attitude. 13. Vodka Martini, Shaken not Stirred .................................130 Grammar: Recorded and Quoted Speech. 14. Bond, Positive Role Model? ...........136 Speaking: Voice and Opinion. Listening: Voice and Opinion. 15. Bond vs. Fleming: Connecting the Dots .............................139 Critical Thinking. Comparative Writing. 16. Terrence Young: The Man Behind the Bond ....................143 Special Project: Assignment.
[6]
INDEX
chapter 3 . Music and Popular Culture in the Eighties and Nineties Chapter THREE Brit-Pop ....................................................147 Factory Records 1.Where It All Began (Perhaps): The Sex Pistols Gig ................................149 Listening: Comprehension. Critical Thinking. Writing: Connecting Themes. Reading: Lyrics to a Song. 2. The Story of Icarus: The Rise and Fall of Joy Division: Part 1 ............................153 Listening: Comprehension. Note-Taking.
4. Nothing Useless Can Be Beautiful: Fac 51: The Hacienda ............................159 Speaking: Defending an Opinion. Listening: Comprehension. Speaking: TOEFL ibt. Reading Comprehension, Connecting Themes. 5. American Lives Don’t Have Second Acts, But In Manchester They Do: New Order ...............................................166 Speaking: TOEFL ibt: Integrated and Independent Tasks.
Speaking: Sharing an Idea.
6. Yeats and Ryder:
Grammar: Adjective Clauses: Defining and
The Happy Mondays ..............................170
Non-Defining.
Speaking: Poem Recital, Sharing an Idea.
3. The Story of Icarus: The Rise and Fall
Listening: Comprehension.
of Joy Division: Part 2 ...........................157
Writing: Comparing and Contrasting.
Writing: Adjective Clauses. Grammar: Adjective Clauses: Defining and Non-Defining.
[7]
Advanced - English Language Studies
chapter 3 . Blur: No Distance Left to Run 7. From the Suburbs to the City: No Distance Left to Run: Part 1 .................175
12. Don’t Look Back in Anger ..............197
Listening: Comprehension.
Reading: Comprehension.
Writing: Comparing and Contrasting,
Writing: Comic Strips.
Cause and Effect.
Speaking: Building an Opinion.
Speaking: Sharing Ideas.
13. Where Are They Now? ....................201
8. From the Suburbs to the City: No
Grammar : Adjective Clauses and Relative
Distance Left to Run: Part 1 .................180
Pronouns.
Listening: Comprehension.
14. The Second Wave ............................207
Writing: Comparing and Contrasting, Cause
Reading and Writing: Comprehension,
and Effect, Connecting themes.
Identifying Opinion, Comparing and
Speaking: Sharing Ideas.
Contrasting Opinions.
9. Born in the US of K: No Distance Left
15. Making it Happen: The Late Great
to Run: Part 2 ..........................................185
Tony Wilson ..............................................211
Grammar Activities: Adjective Clauses.
Special Project: Multi-Disciplinary Assignment.
Listening: Comprehension. Note-Taking. Writing Paragraphs. 10. Park Life: No Distance Left to Run: Part 3 ........................................................190 Writing: Paraphrasing, Short Paragraphs. Listening: Comprehension. Note-Taking. Speaking: Sharing an Idea, Connecting themes Other: Synonyms. 11. Coming Full Circle: No Distance Left to Run: Final Part ...................................195 Listening: Comprehension. Note-Taking.
[8]
Behind the Scenes: The Past, the Present, the Future.
INDEX
chapter 4 . Sport Chapter FOUR The Olympic Games ............................213 Politics and Religion in the Games
Olympic Culture 6. Amateur vs. Professional: Part 1 ....234
1. Politics and Religion:
Listening: Comprehension
Chariots of Fire: Part 1 ..........................215
Writing: TOEFL ibt Independent Writing.
Poem Recital and Critical Thinking.
Reading: Comprehension.
Reading for Main Ideas.
7. Amateur vs. Professional: Part 1 .....239
2. Politics and Religion:
Listening: Comprehension
Chariots of Fire: Part 2 ..........................218
Writing: TOEFL ibt Integrated Writing.
Listening: Comprehension.
Reading: Comprehension.
Writing: Main Ideas and Supporting Sentences.
8. Doping Super Genes and the
3. Politics and Religion:
Tarahumara .............................................246
Chariots of Fire: Part 3 ..........................221
Critical Thinking.
Listening: Comprehension.
Reading for Main Ideas.
Writing: Main Ideas and Supporting Sentences.
Comparative Writing.
Speaking: Comparing and Contrasting.
Sharing Ideas and Opinions.
4. Politics and Religion:
9. Asterix and the Olympic Games ....252
Chariots of Fire: Part 4 .........................224
Grammar Activity: Conditional Sentences, If,
Writing: TOEFL ibt: Independent Writing.
As Though, Without If.
5. The Nazi Olympics:
10. Who Pays the Bill? ..........................256
Hitler and Jesse Owens ........................229
Speaking: Building and Argument, Predicting.
Speaking: Explaining an Idea.
Reading: Comprehension.
Writing: TOEFL ibt: Integrated Writing.
[9]
Advanced - English Language Studies
chapter 4 . London 2012 11. The Logo ............................................260 Reading: Comprehension. Critical Thinking. Speaking: Explaining and Defending an Opinion. 12. The Tickets ........................................263 Listening and Note-Taking. Summarizing Main Ideas. 13. The Bid ...............................................267 Grammar: Passive Voice: It and That. 14. The Opening Ceremony .................272 Listening: Comprehension. Note-Taking. Reading: Reading Between the Lines. Creative and Critical Thinking. 15. Stories of The World: Cultural Olympiad 2012 ........................275 Listening for Details and Main Ideas.
[10]
chapter ONE
The Arts
[11]
Chapter ONE
The Players and the Scenery. 1-5. One to Five. [Discipline] Reading: TOEFL ibt
Writing: Paraphrasing
Grammar: Phrasal Verbs
Listening: For main ideas and details.
[Objective] To build communicative language skills through an in-depth look at the major players and performers on the English political, social, and cultural stage in 1599. [12]
1599: A Year in the Life of Shakespeare
[1] The Players and Scenery: Part 1 Reading: Main Ideas/ Writing: Paraphrasing.
Vocabulary ALBEIT
TO HIDE SCENERY
NOBLE
TO RUMOR
TO SPECULATE
STEP-SON
TO BUTTER UP
CONCESSION
FOOLISH
FEISTY
TO DISLODGE
Introduction: Defining Our World. [Instructions] Read the short introduction. Then discuss and answer the question with your class.
In each of Shakespeare’s works he expressed and created the world around him albeit through the forms and lives of fictitious characters. For example, one at that time could not write or express openly ones thoughts about the queen, her lords, or the governing classes as this would inevitably cost one one’s head in the Tower, the Tower of London that is. Fully aware of this fact, Shakespeare instead created fictitious characters and poetic language to provide an outlet for expression and commentary on the world around him, a world that theatre going public would no doubt have been highly attuned to. If we look carefully, therefore, beyond the surface of the plays and their characters, we can find a hidden commentary on the social, political, and economical life in England at the end of the 16th century. In order to better understand this world and the plays that Shakespeare wrote to express that world we must first understand the players and the scenery. If you had to define the world where you live today, who or what do you think would be the five main players? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Share your answers. [13]
Chapter ONE Activity 1: Setting the Stage. [Instructions] First get into groups of five. In the spirit of the play we are going to perform an activity that will enable us to create our own understanding and learning and build our knowledge of the world in which we have entered, 1599: England. In your groups, you are each going to choose one of the five characters presented. Your first task is to learn the main characteristics which surround this person and the themes that are important to him or her.
Queen Elizabeth I
Earl of Essex
John Knox
Lord Mayor Soame
King Philip II
Queen Elizabeth. Elizabeth I is one of the most popular queens of all English history. She is unique in that she did not marry or have children. Moreover, she reigned in a day when men ruled supreme. Her life was far from simple or easy in certain senses. Yes, she became a queen and enjoyed great powers and wealth and comforts, but she lived during a time of great transformations and dangers. Elizabeth was the daughter of Anne Boleyn, the second wife of Henry VIII. She was third in line to the throne behind Edward VI, her half brother and Mary Tudor, her half sister. While Mary was Catholic and married to the King of Spain (a Catholic country) Elizabeth was a protestant. She became queen in 1559 after her half brother had died as an infant and Mary dislodged from power by protestant groups. (If we look back we will see that her father Henry VIII had created a new church in England to allow him to remarry and divorce at will. This church was protestant, not catholic which created a great transformation in England).
[14]
1599: A Year in the Life of Shakespeare So if we look at the key issues shaping Elizabeth’s reign we can summarize as follows: i. the country was divided between supporters of the Catholic and Protestant churches. England no longer enjoyed the support of the Pope in Rome and had been excommunicated. Spain and France and Scotland and most of Ireland were all Catholic countries. They were, therefore, at war with England in one form or another. Though England in recent years has been a powerful country, back then it was relatively weak and poor, suffering from internal divisions and it was her Catholic neighbour Spain who was the real threat to Europe. Several times, throughout Elizabeth’s reign the Spanish king sent an armada (a great fleet of ships) to invade England and to capture the throne. Each time, though they were defeated, adding to the popularity and strength of the female ruler. ii. The Court was obsessed with the successor to the throne. Elizabeth, throughout her term had to contend with a number of suitors all vying for her power and money. As a woman, she had to be strong and savvy and she kept a group of intelligent and level headed advisors around her to help make key decisions at all times.
Earl of Essex Robert Devereux was the 2nd Earl of Essex. He was born in 1565 and died in 1601. The Earl was a key player in the England of Queen Elizabeth I. Like much of the noble class in those days there were strong ties to the royal family. His grandmother was Mary Boleyn, sister to Anne Boleyn, mother of Queen Elizabeth I. This did not stop the royal court and the people from speculating and rumoring that the Queen and the Earl were lovers. It is not disputed that the Earl was clearly a favorite of the Queen. So who was he? Well we know he was an Earl and nobleman from good standing, grandson to Mary Boleyn, step-son to the Earl of Leicester. He had had a good education at Trinity College, Cambridge. However, what made him stand out from the crowd was his ability in battle. The Earl took part in many great campaigns as a young man and won fame as a brave and upstanding example of a leader of men. Like often happens throughout history, the royal family or emperors become detached from their public whereas the general sent to fight for the riches and the expansion of the nation become the heroes and popular leaders of the people. This is much the case with the Earl. At court, the Queen rewarded her favorite Earl with the monopoly on sweet wines. For example, let us take a minute to remember how the structure of the nobility worked. Noblemen were not automatically wealthy. Yes they had big estates, but this meant that they had a lot of expenses as the upkeep of such estates was not cheap. Noblemen made their money and power by buttering up to the queen to win monopolies [15]
Chapter ONE on trade goods, which they could collect taxes from. For example, it is like saying that the governor of Oaxaca is going to give the monopoly on the buying and selling of tortillas to his favorite minister. From this point forward that minister can charge 10% tax on all tortillas being sold in Oaxaca and keep all the money for himself. As you can see, quite easily, these concessions were very important. The royal court was a series of noblemen all fighting for these concessions and power and favor of the Queen. The Earl was well aware that he was the favorite of the Queen. Nonetheless, he was foolish enough to under estimate the Queen’s power. If you think about your own life, you have probably seen that when we know that someone likes us there is a tendency to take advantage of the situation for our own good. This is exactly what the Earl did, speaking out of turn, throwing fits, and disobeying the orders of his Queen. As is normal, one can get away with this type of behavior under these circumstances for a little while but eventually you will get caught out. The Earl of Essex’s downfall really began upon his appointment as Lord Lieutenant of Ireland. England was at war with Ireland from 1595 to 1603. England was intent on taking over Ireland for itself. However, when the Earl took charge the war had already lasted four years and the English had been unable to dislodge the rebels. The main problem was corruption. The English army was under paid, and under equipped. Moreover, the Irish were being supplied by both Spain and Scotland. Corruption was rife for one reason. The system employed by the English army was that the captains would be responsible for counting their troops and receiving and dispersing their pay and their supplies. What occurred was that a captain would report that he had 1,000 men when in actual fact he had 600, thereby keeping the difference in money he got from selling the supplies and pay. The campaign in Ireland was a disaster. Knowing that he was outnumbered the Earl decided to establish small garrisons rather than face the enemy head on. This did not go down well with the Queen and her council. Against the Queen’s orders he returned to England and pleaded a pardon from the Queen. Fearing his power the Queen put him under house arrest. The Earl was a warrior and an ambitious and feisty man and it did not take him long to become dissatisfied with his situation. One day he stormed off into the city for an audience with the Queen followed by several coconspirators. The Earl was caught out, and his support vanished leaving him exposed and on trial for treason. He was hung in 1601, the last man to be hung in the Tower of London.
[16]
1599: A Year in the Life of Shakespeare John Knox. One of the most important changes transpiring during the second half of the sixteenth century was the reformation of the church in England and Scotland. However, even though Henry VIII had created his own Church of England and named himself head of the church little in fact initially was different between the Catholic church of Rome and the new initiative. One might well argue, therefore, that Henry VIII simply created the opportunity for reformations within the church but did not actually create the reformations himself. A second important consideration is that there was no one single person or movement that spurned these reformations but instead a series of different movements all across Europe. Along with Martin Luther and John Calvin, John Knox was one of those people at the center of these changes. He was Scottish and educated at Edinburgh University. Like Elizabeth, he lived at times, a difficult life. A great deal of the reformations in Scotland at that time took place in St Andrews and it was there that Knox studied and carried out a lot of his work. However, in those days borders were not as well protected as they are today and one day a small French army landed and captured the town and castle. Knox was taken prisoner for over a year and a half on a French ship, where he was put to slavery. The English crown eventually came to his rescue and negotiated his release. So what did these reformers want? Well, they wanted three things: they wanted to remove the Catholic doctrines (create freedom of will), rituals (mass), and ecclesiastical structure of Rome (corruption in Rome). The map below, which resembles a metro map, highlights, however, the complexity of the reformation
Magisterial Reformation
Radical Reformation
movement and different groups that it spawned.
Anabaptists
Pentecostalism Adventists Baptists
Holiness movement
Reformed Churches Calvinism Presbyterians
Congregationalists Puritans / Separatists Methodists Pietism
Lutherans
Anglicanism (via media)
1500
1600
1700
1800
1900
2000
[17]
Chapter ONE Lord Mayor Soame and the City Merchants. On July 19, 1599, eight Dutch ships returned to Amsterdam from the East Indies laden with new treasures, pepper, cloves, nutmeg, cinnamon. Up until this point, Queen Elizabeth had been considered by many as a penny pincher, as she was not one to invest in wild adventures around the globe. The merchants of London (the ones who most often paid and loaned the Queen money for her wars) decided it was time to take charge and to move towards opening new markets in foreign lands to generate new wealth. On September 24, 1599 over a hundred city merchants and businessmen created the first joint stock company, the East India Company, and the roots of the British Empire were laid. The joint stock company meant that one single person did not have to take the risk of loosing everything, but that each invested and would gain or loose form their investment. 30,000 pounds was invested. The Queen still needed to sign off on the initiative, which she did, giving the new group a monopoly on trade east of the Cape of Good Hope for 15 years. She, of course, were take her tax from profits, but she could not really say no, because the merchant group had come to her rescue lending her money so many times in recent years. What was interesting about this new company was that it did not include a single nobleman. In this one can see a clear divide between the older nobility, still fighting in armour under chivalrous rules of engagement and knighthoods and the newly emerging business class or puritan merchants who were set on glory, power, and above all else, wealth for themselves and their country. They were the ones who looked beyond the shores to far away places and imaginary new markets for trade and industry. The East India Company was a huge success and was the crucial and pivotal engine inside the British Empire which came to rule half the world.
[18]
1599: A Year in the Life of Shakespeare King Phillip II King Phillip II of Spain was the most powerful monarch in Europe at the time. Reports make him out to have been a good king, well mannered, sensible, and of good nature. Phillip’s authority covered much more than Spain, included southern Italy, the Low Counties (Holland) and the New World. As with today, Spain is far less populated than England and France and, therefore, one of the main problems for Phillip was that he did not have as large a tax base as his rivals. This meant that he had to rely heavily on riches coming from the New World to pay for his military campaigns that maintained his empire. Phillip married Mary Tudor and for a short three year period during her reign in England was King of England. It was the power and the threat that Phillip posed as the champion of the Catholic cause that made him the chief enemy of England and the protestant reformers. In 1588 he sent an armada to England to try to invade the country, but failed in battle. What weakened the Spanish Empire, moreover, is that is was often run as a type of Republic with each sub kingdom enjoying almost autonomous rule over its dominion. This was no more evident than in the history of the New World colonies. Sure money flowed back in the form of gold and other precious commodities, but power was fragmented. What defined Phillip’s reign above all else was the religious conflicts between the Catholics and the reformists. The central battleground was the Low Countries. Though Phillip had some victories, he would ultimately loose his holdings in Northern Europe. As we see today, most of Northern Europe remains protestant while the southern countries are Catholic.
[19]
Chapter ONE Activity 2: Lecture. [Instructions] You are going to discuss with the teacher the main points and issues surrounding plagiarism. The main points are given below to help you.
Main Points: What is a paraphrase? •
When we paraphrase we re-write or restate an idea in our own words.
•
Whereas a summary can be more general a paraphrase is generally more detail orientated and
covers each of the main points put forward.
Main Points: Why do we need to paraphrase? •
Paraphrasing is a skill used widespread and daily in North American Universities and universities
around the world. •
As a student one is constantly asked to explain in written or spoken exercises and activities
information, ideas, and opinions that have been heard or read through courses of study. •
Most English speaking universities take plagiarism very seriously indeed. So seriously in fact that
failure to paraphrase correctly can result in expulsion from the institution.
Main Points: What skills do we need to paraphrase? •
Having as large a vocabulary as possible is key to being able to re-state or re-write ideas into one’s
own words. This is why synonym activities are very important skill builders. •
One also has to have an ability to restructure sentences or to change the tense of a particular
sentence without losing the overall meaning therein.
Example: Original Text: Of the more than 1, 000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age-children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. (53 words).
[20]
1599: A Year in the Life of Shakespeare Example: Paraphrased Text: The use of a helmet is the key to reducing bicycling fatalities, which are due to head injuries 75% of the time. By cushioning the head, a helmet can reduce accidental injury by as much as 85%, saving hundreds of lives annually, half of whom are school children. (48 words). This example is taken from: Source: http://owl.english.purdue.edu/handouts/research/r_paraphr.html
Activity 3: Putting it in your own words. [Instructions] Paraphrase the information that you have been given on your character and any other information that you may have found. Paraphrased Text: ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________
Share your results.
[21]
Chapter ONE
2. The Players and Scenery: Part 2 Speaking: Presenting. Vocabulary: albeit to hide
scenery
Introduction: Progress or Repetition. [Instructions] Discuss the opening question as a class. Do you think that history shows us similarities and or differences in the way we live today? Explain. Share your ideas.
Activity 1: Enter Stage Right. [Instructions] Get into your groups of five. The teacher is going to call upon different members of the group to come to the front of the class. For example, a Queen Elizabeth I from one group might be matched with a Lord Essex from another group. The group is going to give a presentation (in character) of who they are and what they represent and what is important to them. At the end of the presentation the rest of the class will have a chance to quiz and to question the presenters to follow up for more information.
Queen Elizabeth I
[22]
Earl of Essex
John Knox
Lord Mayor Soame
King Philip II
1599: A Year in the Life of Shakespeare
3. Theatre and the Arts in London 1599. Grammar: Correlative Conjunctions.
Vocabulary: scarcity to tour to crave bookstall
score
inn curtain
itinerant apprentice
Introduction: Theatre. [Instructions] Discuss and answer the question with your class. What would you consider the more dangerous and violent of entertainments, football or the theatre? Explain. Share your answers.
[23]
Chapter ONE Activity 1: Theatre, the football of the 1600’s. [Instructions] Read the short text and then discuss and answer the question.
“The scarcity of recently staged plays in London’s bookstalls was further evidence that 1597 and 1598 were relatively lean years. Yet Londoner’s craving for theatre had never been greater. In addition to the Chamberlain’s Men at the Curtain and the Admiral’s Men at the Rose there were a score of itinerant companies touring through the English countryside, some no doubt performing in London while passing through town, either at inns or at the Swan. By 1600, in response to popular demand, entrepreneurs had rushed to build permanent new theatres around the city, including the Globe, the Fortune, and the Boar’s Head Inn, while resident children’s companies began playing at St Paul’s and Blackfriars. In 1600, in an England of four million, London and its immediate environs held a population of roughly two hundred thousand. If, on any given day, the plays were staged in playhouses that held as many as two to three thousand spectators each, it’s likely that with theatres even half full, as many as three thousand or so Londoners were attending a play. Over the course of a week-conservatively assuming five days of performances each week- fifteen thousand Londoners paid to see a play. …But on the average, it’s likely that over a third of London’s adult population saw a play every month. “ - Shapiro, J. 2005. A year in the life of William shakepseare:1599. Harcourt: New York. pp8-9.
1. How does the text support or discredit the claim that theatre in London in the 1600’s was what football is today as a popular form of entertainment? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ Share your answers.
[24]