Religious Unrest, Civil War and Milton

1. Religious Unrest, Civil War and Milton A Introduction

2. Standard English • Why do we need a “standard English”? • Does “standard English” mean “correct English”? • All of the following affected the establishment of standard English… • Law clerks—court proceedings • Book of Common Prayer • Authorized version of the Bible • What influences affect the way we talk and write today?

3. Proto Indo European Indo-Iranian Greek Albanian Latin Balto-Slavic Celtic Germanic Baltic Slavic Welsh Bretan Gælic Sanskrit Iranian Romanian French Spanish Portuguese Italian Russian Ukrainian Czech Slovak Serb-Croatian Latvian Lithuanian Hindi Bengali Persian Kurdish

4. Germanic North Germanic East Germanic West Germanic Old Norse Low High Gothic West Norse East Norse Old High German Swedish Danish Old English Old Frisian Old Low German Icelandic Norwegian Old Low Franconian Old Saxon West Saxon Anglian Kentish MiddleEnglish Modern English

5. Old English West Saxon Anglian Kentish Middle English 1485 Shakespeare Shakespeare Early Modern English Late Modern English

6. The English Language • Modern English period dates from 1485-present. • Characterized by shifting vowels and lagging spelling • Bite “EYE” vs. “EE”; Feet “EE” vs. “A”—long vowels emerged • Spelling ≠ Pronunciation

7. Influences to English • Printing press (1475; books are first printed in English) • Foreign influences (spreading abroad) • Colonies in North America, Central America, India and Africa • Classical influences • Latin and Greek—largely due to Renaissance influenced by the culture of Rome and Athens.

8. Law Clerks Bible and Common Law Prayer Shakespeare Shakespeare Early Modern English Late Modern English

9. Royal Inheritance

10. Religious Influences • Authorized Version of the Bible: King _______ Version. • Disliked interpretive comments. • Commissioned the Bible to be checked against authoritative Hebrew and Greek texts • 54 clergy-men appointed • 7 years of research • Committee of bishops review • Printed in 1611 James

11. Review • Fill in the CLOZE on page 1 of your packet to review what we have discussed thus far.

12. King James Bible Excerpt 1 • Structure • Written in verse not in prose…what does that mean?

13. King James Bible Excerpt 1 • Language—Similar to Shakespeare • “And the evening and the morning were the first day.”

14. King James Bible Excerpt 1 • What is the first excerpt describing? • What do the capital letters suggest? • “Firmament” is “Sky”; what is the purpose of the firmament? Is this poetic? • What kind of world did God create?

15. In Genesis 1-2 God… • Creates • Dry land • Animals of the sea • Animals of the land • Creates man • From dust; adamah: Adam “of the soil” • Creates woman • From Adam’s rib; “taken from man”

16. “Paradise” • Endless food • Endless water • No hard work • No shame • No pain • No school 

17. 2nd Genesis Excerpt • Structure • Still in verse!

18. 2nd Genesis Excerpt • What did Adam and Eve gain by eating the apple? • What did they lose? • Is knowledge worth pain? Explain (page 1)

19. Religious Unrest After the Death of King James “Turbulent Time”—1625-1798

20. List everything you know and remember about the American Civil war in QUADRANT 1, using these questions to guide you. Who was fighting? What were the fighting for? What was the outcome? How could it have ended differently? What were the effects both long and short term? What did it do to the country? To the government? To families? To individuals?

21. Civil WarWhat it is

22. Civil WarWhat it is not

23. What does a Civil War affect? Civil: of or relating to citizens War: A period of such armed conflict

24. Royal Inheritance

25. A New Government • Parliament established and limited the power of the monarchy • King Charles wants $ for wars • Parliament says no • Charles extorts money and forces the poor to serve in the army • Power struggle • Charles tries to force the church to conform practices • Culminated in civil war

26. Condemned as a TYRANT • Parliament condemns Charles in 1642 • Oliver Cromwell leads insurrection • Royalists defeated in 1645; imprisons Charles • Charles put to death in 1649 • NO MORE MONARCHY

27. Macbeth and CharlesQuadrant 2 • Is Charles a TYRANT of the same caliber as Macbeth? Explain.

28. Better? • Cromwell—”Lord Protector” or “dictator” • Rule led to economic hardship, greater taxation, overbearing control and unrest • outlawed gambling, horse racing, newspapers, fancy clothes, public dancing, and the theater.

29. Danger Will Robinson! • Why is it dangerous to outlaw newspapers? • How is outlawing the theater a GIANT step backward from the Renaissance? • Who was worse, Charles I or Oliver Cromwell?

30. Macbeth and OliverQuadrant 3 • Is Cromwell a TYRANT of the same caliber as Macbeth? Explain.

31. Quadrant 4 • Of the three which is worse: • 1. A ruler who takes lives • 2. A ruler who controls beliefs • 3. A ruler who suppresses freedoms

32. Royal InheritanceReestablished 1660

33. New Government • Constitutional Monarchy rules under • Parliament made up of • Political parties: (conservative) Tories & (liberal) Whigs who established a • Cabinet of ministers and a • Prime Minister • Unifying the nation

34. CHANGE!! AHHHHHH!!!! • Agricultural Revolution • Increased food • Increased population • Increased industrialization • Enlightenment • Made the industrial age possible • Encouraged • Free thinking • Discussion

35. 1750 • Enlightenment crushed • Industrialization reigned • “Progress” = Misery

36. A Roller Coaster of Change

37. John Milton Story telling

38. Quadrant 5Why do people tell stories? • Make a bulleted list of all the reasons why people tell stories. Think about all the motivational, both internal and external, reasons.

39. Paradise Lost • Milton’s greatest work • Retelling of the fall of Eden (see the connection? ) • Mostly religious topics • “God’s Poet”

40. Sonnets • Focus on variety of subjects • Not simple love themes • REVIEW:::

41. Sonnet Basics (Petrarchan) • 14 Lines Long • Divided into Octave (8 lines) w/ abbaabba rhyme scheme, and a sestet (6 lines) w/ cdecde, or cdcdcd rhyme scheme • Octave develops thought or theme • Sestet expands or contradicts the thought or theme • Volta (turn) occurs between octave and sestet • Iambic Pentameter

42. Sonnet VII Sonnet XIX Quadrant 6 & 7

43. Sonnet VII • Do you usually judge people by how much they have accomplished by a certain age? Why or why not?

44. Sonnet VII • What is the rhyme scheme? • Where is the volta? Does it confirm or contradict the theme?

45. Sonnet VII • Recall: To what season does Milton compare his time of life? • Infer: Why does he say that this season “no bud or blossom showeth”? • Interpret: What is his feeling about this situation?

46. Sonnet VII • What is the connection between the “bud or blossom” of line 4 and the “semblance” of line 5? • How does the contrast between outward appearance and inward state in lines 5–8 apply to Milton’s career as a poet?

47. Sonnet VII • Infer: To what does Milton trust himself and his life in lines 9–14? • Evaluate: Do you think this “answer” is a valid and effective response to concern about one’s progress in life? Explain.

48. Sonnet XIX • What is your most valuable sense? Explain. (in other words, which sense would you miss the most if you were to lose it?) • Seeing • Smelling • Tasting • Touching • Hearing

49. Sonnet XIX • What is the rhyme scheme? • Where is the volta? Does it confirm or contradict the theme?

50. Sonnet XIX • Recall: According to the poem, at what point in his life did the speaker’s eyesight fail? • Recall: What has happened to the speaker’s “one talent”? • Infer: Why does blindness have this effect on his talent?