Howard Gardner Standardized Testing Controversy - Free Essay Example

Sample details Pages: 3 Words: 986 Downloads: 9 Date added: 2019/06/14 Category Management Essay Level High school Tags: Standardized Testing Essay Did you like this example? Finding a reliable method to measure intelligence and predict how successful a person may seem to be one of the most controversial issues on the table of most administrations and regulators. The standard technique for measuring intelligence was developed by a man named Alfred Binet, who believed that IQ scores were reliable indicators to determine a humans intelligence, according to Jacob Lee. Howard Gardner, a brilliant strategist, and educator, opposed the opinion of IQ testing, by providing examples of how in-effective IQ test are and providing a theory on multiple intelligences. Don’t waste time! Our writers will create an original "Howard Gardner: Standardized Testing Controversy" essay for you Create order Although standardized testing is the popular, traditional form of measuring and evaluating intelligence; multiple intelligence testing has emerged and schools are trying to implement these 8 platforms into the curriculum. Standardized testing is a popular form of testing, because in school curriculum, its based on a students intelligence. According to Jacob Lee, Howard Gardner believes IQ tests predict school performance with considerable accuracy which can be absolutely true. Standardized testing determines if a student will pass certain grade levels, not necessarily in life or in many other situations, and Gardner also talks about how the student with the lower IQ is vastly more successful in business then the student who scored higher. In a curriculum, teachers are required to give a certain amount of quizzes, test, and daily grades in a grading period. Throughout the period, the students grade reflects their intelligence, and how successful they can be; However, Howard Gardner disagrees with that due to the students who becomes more successful with average scores according to Jacob Lee. This leads to Gardner believing that there were multiple intelligence that students posed. Howard Gardner believed that there were multiple intelligences which existed and manifested itself in a persons mind through exposure. According to Lee Jacobs, Howard Gardner believed that, each intelligence is activated or triggered by certain kinds of internally or externally presented information. He also said there were supposedly eight intelligences; which are Musical, Bodily-Kinesthetic, Logical-Mathematical, Linguistic, Spatial, Inter-personal, Intra-personal, and Naturalistic intelligence. Musical intelligence is a type of intelligence where a student is exposed to music and are able to play and understand music better than other at a faster pace. These can often be called child prodigies, and people with this intelligence include Ray Charles, and Louis Armstrong. Bodily-Kinesthetic intelligence is when a student knows their body and is very active. These are the dancers, basketball players, football players, and so forth. Logical-Mathematical intelligence are students who ar e able to do problem solving quicker than many others. According to Jacob Lee, Howard Gardner believes this intelligence has, the archetype of raw intelligence or the problem solving faculty that purportedly cuts across domains. These people are usually mathematicians, scientist, or to be more precise, Albert Einstein, and Stephen Hawking. Linguistic intelligence are students who are good with language and grammar, and these are authors, bloggers, or poets. Spatial intelligence are students who can create mental pictures of objects or their surrounding environment. These tend to be your artist, captains (sea travel), and photographers. Inter-personal intelligences is how people are able to understand and communicate with people like, Mahatma Gandhi, and Martin Luther King Jr. Intra-personal intelligence is an intelligence where people can understand themselves and their feelings. This can include people like Helen Keller, or any other ordinary people. Lastly, Naturalistic intelligen ce are when people are sensitive to nature or their environment. People with this intelligence are geologist, meteorologist, etc These are all of Gardners known intelligences, but there are also advantages to multiple intelligences then having standardize testing. Schools are thinking about ways to implement the eight platforms into schools. In this situation, it can be seen as difficult, because the curriculum is shaped into a mostly logical-mathematical way. With having core classes like Math, English, Science, and History, students can find some classes un-necessary due to the likelihood of using the knowledge in future jobs or other opportunities. For example, Femin Leal conducted a survey to see if schools were preparing them for college. He said that many believe that their schools arent helping them develop the skills theyll need to succeed after graduation. In this case, if school curriculum didnt force students to take certain classes, then implementing the 8 platforms could possibly help students understand their skill sets and possible opportunities that await them. According to Jacob Lee, Greeks in the time of Plato and Aristotle seen to have understood much of what Gardner says. and that they included music and dance, for example, in the curriculum of their schools. He also goes on to state how they were able to develop linguistic and interpersonal skills which can be seen as a positive side for the students. If schools could somehow see though with Howard Gardners ideas, maybe the students will be more prepared for other forms of schooling due to the benefits of the eight platforms are implemented in school curriculum. Howard Gardner makes multiple, interesting points regarding the Multiple Intelligences. Binets IQ testing are seen as un-necessary by many, because it only predicts how successful students will do in schools, not in life. Multiple intelligence programs can be formed in the curriculum; which can enhance a students skill set and even discover new skills. I have personally seen this developed within my school, because Mansfield High has programs like band, and choir for Musical intelligent kids, and also basketball cheerleading, football, etc. for those with Bodily-Kinesthetic intelligences. There are more extra-curricular activities being held for different intelligences, but it hints out how much of Howard Gardners ideas may have been an influence on school curriculum. Lastly, if a student believes that their school isnt preparing them for college, or not enhancing their skills they poses, then create a petition that will challenge the school board to have multiple intelligence progra ms. It could possibly open the eyes to many students, and have a positive influence as it has for me.

Graduation Speech High School - 888 Words

Early teenagers look forward to one thing during their final year in middle school, high school. Some high school graduates may consider those four years the best years of their life because of the minimal stress and care free living. The purpose that high school serves in the twenty first century is to prepare students for college. A few minor reasons for high school are preparation for the workforce, community building, and socialization. With approximately only twenty five percent of freshmen classes graduating, the high school education is in danger. A high school diploma in the twenty first century is a necessity. According to Koenig, â€Å"high school dropouts make $200,000 less than a high school graduate in a life span† (76). As poverty increases, the high school drop out rate is increasing as well. Many high school dropouts do not fully understand the importance of a high school diploma. The outcome of not receiving a high school diploma should be made visual through a students time spent in school. The high school education is in jeopardy because of family background, students themselves, and academics. The first issue that puts the high school education in jeopardy is the background of the family in which the students comes from. For students that come from a background where not every family member received a high school diploma, graduating is not necessary for them. Divorce in the United States is common and this may lead the eldest child taking care of the youngerShow MoreRelatedGraduation Speech : High School934 Words   |  4 Pageslife would be graduation. For many people, graduating from high school is an objective. It takes a lot of time, effort, and determination to accomplish that goal. For others graduation is the end of high school, and the beginning of a new chapter in life. When graduated people feel as if adulthood has begun. In the long run, graduating opens a lot of opportunities for people to thrive. I can almost reminisce the day as if it was yesterday. I was sitting in bed like any other school day. It seemedRead MoreGraduation Speech : High School852 Words   |  4 PagesAccording to a report from Thomas Nelson Community College website, 15.7 percent is the graduation rate in 2010. 84 percent of students failed to receive their degree. That’s beyond sad. College can be difficulty especially with everyday life is getting harder to main family life work and financials. Because college is challenging, I know that I have issues that I must overcome. I told myself the more patient s I have the better success I will have. Although college will be difficult my goal isRead MoreGraduation Speech : High School Essay2254 Words   |  10 Pages The day I graduated from high school The High school graduation day is a life full of journeys for everyone, high school life is a memorable time for most people, for me as well. High school can be filled with lots of good memories for some people and it could be filled with bad memories, for me it was both I had good times and I had bad times. The High school Graduation day should definitely be the best day of your life because that means no more high school, no more having to wake up at 6Read MoreGraduation Speech : High School Graduation854 Words   |  4 Pagesfail High School graduation can be an exciting time in a student’s life. It is a time in their lives where they begin to experience the kind of freedom that comes along with growing up. This freedom allows students to choose the type of college or University they would like to attend. It is necessary that they understand how responsible they need to be with the freedom that is being offered to them. When choosing what college or university to attend it may be tempting to want to go to a school thatRead MoreGraduation Speech : High School Graduation1507 Words   |  7 PagesForest English 1010 9/9/2014 Graduation During our lives, most of us have hated getting up early. Whether we as humans enjoy mornings or not, we’re always looking forward to that unforgettable day. That special is high school graduation for me. Graduation is a ceremony that recognizes students that have excelled through school. Graduation was one of the best days of my life, perhaps even better than the day that I started college. There is no other day like graduation where there comes this feelingRead MoreGraduation Speech : High School Graduation933 Words   |  4 PagesHigh School Graduation With regards to high school graduation, Balfanz, Herzog, and Iver (2007) followed 12,972 Philadelphia students enrolled in traditional middle schools from six grade (1996-1997) until 1 year beyond their expected graduation from high school (2003-2004) in order to understand what indicators would affect their projected graduation date. Unlike many of the early K-8 schools, the population Balfanz et al followed consisted of 64% African American, 19% White, 12% Hispanic,Read MoreGraduation Speech On High School Graduation851 Words   |  4 PagesThere Is No Success Without The Opportunity to Fail High School graduation can be an exciting time in a student’s life. It is a time when they begin to experience the kind of freedom that comes along with growing up. This freedom allows students to choose the type of college or University they would like to attend. It is necessary that they understand how responsible they need to be with the freedom that is being offered to them. When choosing what college or university they would like toRead MoreGraduation Speech : High School997 Words   |  4 Pagesup, I loved going to school and dreamed of one day attending college. Attending school every day and receiving good grades had become my top priority from K-12. I excelled from K-8th grade, but entering into high school was completely different than primary school. The atmosphere and environment was new to me, I was free to roam the halls or walk back out the door without any repercussions. This began my downward spiral in high school. My freshman year was by far the best school year for me becauseRead MoreGraduation Speech : High School897 Words   |  4 PagesHigh school was one of the most challenging moments in my life. Not only did I have to deal with the academic pressures and social issues from my peers I had external factors that were heavily impacting me as well. During my junior year my mom separated from her husband and me and my three little brothe rs ended up staying house to house with close relatives. Shortly after that time at the beginning of my senior year, my mom was sent to prison. In the midst of dealing with all of the demands thatRead MoreGraduation Speech : High School Essay1434 Words   |  6 PagesWhen I was in high school I had one goal, I would graduate top of my class and go to the University of Florida for pre-medicine, then onto their medical school. I never considered that I would want anything else, so I went to a specialty high school that would allow me to specialize in Biomedical sciences(STEM) and never even thought about the possibility of a life other than the one I had so precisely planned out for myself. When my nephews were born my sophomore year all of my priorities changed

National Historic Preservation Act of 1966 Free Essays

The National Historic Preservation Act is a law that serves to create the â€Å"National Register of Historic Places, the list of â€Å"National Historic Landmarks and the posts of â€Å"State Historic Preservation Officers† of the United States which aims of preserving the entire national and archeological site in the said country (nps.gov, 2007). Enacted in 1966, it has already been to a lot of amendments since then, this law mandates government agencies to determine the effects of various government funded construction projects (fema. We will write a custom essay sample on National Historic Preservation Act of 1966 or any similar topic only for you Order Now gov, 2002). In other words, this act encourages the government agencies to safeguard their preservations programs alongside with the advisory council on Historic preservation. The reason of the existence of this act is due to the fact that year after year, historical sites and other national heritage places has been experiencing degrading concern and of less priority as a government sponsored public works projects. There have been a lot of national heritage sites and historical places that needs major attention, and only the government could help them to be preserved and maintained. Currently, National Historic Preservation Act serves as the basis of most of the government policies concerning on historical preservation in America. With the aid of this act, the role of the Federal preservations was expanded which gives way for the birth of the â€Å"National Antiquities Act† which gives the president the power to restrict the use of any public land owned by the government through executive order. With this, the government authorities would now have the authority and the means of further protecting and preserving the historical site in the United States. Moreover, the federal power could now also be distributed to various states and from the state going to the localities to ensure the effectiveness of the said act. In addition to this, the Historical preservations already widened its coverage by including even the places with no significant historical value. The Effects With the implementation of this act, the definition of a â€Å"Historical value† was broadened. Before the said law was enacted in 1966, only the historical places are being valued by the government or the only one who’s having attention to most of the government officials. But after the birth of the National Historic Preservation Act, it is already being included in the lists of National Register of Historic Places the sites, buildings, objects and all the structures that has of great significance and value to American history, architecture, archeology and culture may it be of a national, state or local significance. In addition to that, the word â€Å"district† is also already being included in the scope of this act. This only means that neighborhoods can already be now included in the preservation program of the government as mandated by law. With the inclusion of the word â€Å"district† in the scope of this law would rationalize any endowment that the secretary of the interior for rehabilitation and exterior restoration in historic districts gives to individuals from various sectors which have identified any neighborhood that is of great importance to them (Murtagh). Moreover, the confusion between the grants for house rehabilitation and the current programs of the secretary of the Department of Housing and Urban Development can now be clarified. The said law is also the one responsible for making the Department of Interior takes the responsibility of planning and rehabilitating historic districts which was being handled by the Department of Housing and Urban Development. With this, there would be more efficient implementation of the said law since it is not the forte of the Department of Housing and Urban Development the said responsibility. Furthermore, it is through the aid of this law that most of the citizens now understands that there are still other means of ensuring the quality of housing projects in the state and local levels aside from the destruction of urban renewal. Government officials could now get funds for the replacement of the existing housing stock not only from the secretary of the Department of Housing and Urban Development but also to the secretary of the Department of Interiors. This means that there are already more government agencies that could serve as a source of funds to finance the rehabilitation activities of various agencies and groups. The said act also give way for the establishment of the Advisory Council on Historic Preservation made by people from the cabinet of the president and a selected number of private citizens which would serve as the group of people responsible in determining the effects of the federal tax to the cultural properties of the country as well as on the proper treatment of the cultural properties existing in the United States. Case Study Back in the 1990’s, Texans had some hard time in convincing the Texas government to make the Washington-on-the Brazos, the site where the Texas Declaration of Independence had been signed, to be considered as a historical site. What the Texan government tried to consider was the Alamo and San Jacinto battlefield. There were three reasons why the government chose the said two places as a historical site and not the Washington-on-the-Brazos. First was that Washington-on-the-Brazos has little a number of ruined houses that are far from major roads and towns whereas Alamo was situated in downtown San Antonio and San Jacinto battlefield was near from Houston. Secondly, the signing of the declaration of independence was not a concrete physical place or even related not to mention that the document was not in Washington but already placed in the State Archives at Austin. The last but not he least would be that only the local people are the one who is considering the said town site a place valuable of preservation (Trujillo, 2000). This clearly gives us the idea that there is a big discrepancy between what is to be preserved and what is important to the community. Before, as stated above, only those places that are within reach and accessible are only being granted with preservation like Alamo and San Jacinto and not considering those places that has of significant value to the locals as well as the community as a whole. REFERENCES fema.gov. (2002). National Historic Preservation Act (NHPA), 1966 As Amended (2000) [Electronic Version], 1. Retrieved 10-06-07 from http://www.fema.gov/plan/ehp/ehplaws/nhpa.shtm. Murtagh, W. Keeping Times nps.gov. (2007). National Historic Preservation Act of 1966-as amended through 1992 [Electronic Version], 65. Retrieved 10-06-07 from http://www.nps.gov/history/local-law/FHPL_HistPrsrvt.pdf. Trujillo, M. à . L. (2000). Lights and Shadows in Texas Preservation: The Case of Washington-on-the-Brazos State National Park [Electronic Version], 20. Retrieved 10-06-07.       How to cite National Historic Preservation Act of 1966, Essay examples

13. Were The Elizabethans More Bloodthirsty Or Tolerant Of Essay Example For Students

13. Were The Elizabethans More Bloodthirsty Or Tolerant Of Essay violence on stage than we are? In addition to the visible bloodletting, there is endless discussion of past gory deeds. Offstageviolence is even brought into view in the form of a severed head. Itsalmost as though such over-exposure is designed to make it ordinary. At the same time, consider the basic topic of the play, the usurpationof the crown of England and its consequences. These are dramaticevents. They can support the highly charged atmosphere of bloodyactions on stage as well as off. By witnessing Clarences murder,which has been carefully set up, we develop a greater revulsion forits instigator. And even though we are spared the sight of the slayingof the young princes in the Tower, Richards involvement before andafter is carefully exploited. Every drop of blood referred to on stageor in the speeches helps build the effect Shakespeare wishes to achieve. The peace which comes after Richards death is both a relief and a reward. 14. The Elizabethan audience knew from the start t hat Richmond was to become Henry VII, the first Tudor king of England and thegrandfather of their own queen, Elizabeth I. As such, he had only to appear victorious at the plays conclusion. By the time he shows up, matters have progressed to a point where Richards downfall is inevitable. But what good would victory be if the opposition hadmerely caved in? Shakespeare had to build Richmonds importance notonly to satisfy history but to fulfill the dramatic development of theplot. By sprinkling his name into the preceding scenes, Shakespearemakes Richmonds arrival a matter of importance. Once Richmond appears on stage, he never makes a false step or says the wrong thing. Ifhis dialogue sounds slightly flat, it may be a deliberate contrastto that of the fiery, passionate Richard. Here is a man of reasonwho makes his mark with heroic action rather than words. In the duel scene, Richmond has an opportunity to achieve the stature denied him in speech.TEST 2 1. B2. A3. B4. A5. B6. B7. C8. A9 . C10. B11. From the start, Buckingham is only too willing to provide hissupport for Richards schemes. He immediately allies himself withRichard by scorning his exemption from Margarets curse. From then on,he willingly shares the risk for his share of the spoils. Remember,patronage is an important issue. During Edward IVs reign, QueenElizabeth saw to it that her relatives and supporters were takencare of. Buckingham saw Richard as his key to prosperity. Hisinsistence on his reward in the face of his hesitation to participate in the killing of the princes leads to his loss of Richards trust- and to his final destiny.12. The actor playing the role of Richard must have great strength to endure the demands of being on stage in so many differentsituations and for such a long time. But what of the character Richard? Could he have been the successful warrior he is credited withbeing in the past if he were seriously crippled? Could he have performed the physical demands required by the batt le in the finalscenes? If he is unhorsed, surely he is capable of riding. Andwhat about his rapid, sudden turns throughout the play? Review thephysical action that must accompany so much of his dialogue and see ifyou think his deformity was as much a handicap as a convenient excuse.The judgment of Hastings is one place where he certainly exploitsit, but see if you can find others.13. From the beginning, Richard develops an intimate associationwith the audience as he shares his innermost thoughts. Couched as asort of confessional, he confides that he is going to behave wickedly. As such, he virtually invites the audience to come alongwith him as he proceeds with his business. Periodically, he reviewsand recaptures that spirit. Margaret, on the other hand, treats theaudience as more of a witness than a partner. She speaks less insoliloquies than in choral recitations. Because so much ofMargarets presence is a symbolic as well as an actual reminder ofpast events, she is less involved i n the action. Her power restsmainly in her ability to witness the past and predict the future.Those on stage may choose to ignore her, but those out front cannot. 14. Stanley walks a narrow line throughout the play. Although aneasy answer might be that he never actually did anything to opposeRichard, wasnt his act of withholding support just as harmful? This is how Richard saw things when he ordered George Stanley to be beheaded. But can you accept Richards judgment? Stanley, more thanany other, represents the middle road, or at least a firm commitment to neutrality. Some may find his professed loyalty to Richard andsecret meeting with Richmond enough to condemn him as a traitor.Others may find him the victim of a conscience that allows him to makeno open choice. Remember the Stanley who dreamed of impendingdisaster? Contrast him with the hasty, naive Hastings.TERM PAPER IDEAS AND OTHER TOPICS FOR WRITING1. Richard III has been called Shakespeares first fullydeveloped character in t hat we see many sides of his personality. Do any other characters in this play show more than one side? If so, who?And how? 2. What part do children play in Richard III? Are they believable? 3. How important are clergymen, the archbishops, bishops, andpriests in Richard III? Are they different from other members of the court? Discuss. 4. Discuss the role of Buckingham. Is he better or worse, wiseror more foolish than Richards other victims? 5. Revenge and the quest for justice dominate the action in RichardIII. Discuss individual examples and their relevance to this majortheme.6. Discuss the attitude toward adultery in Richard III.7. How successful is the use of stychomythia, the short staccatodialogue used frequently by Richard and others? What effect does itcreate in the courtship scenes?8. Animal imagery is used repeatedly. What dramatic function does it fulfill?9. Discuss the importance of the scenes involving common peoplesuch as murderers, the scrivener, and the pursuivant?10. Richard is a brother, a husband, an uncle, and a son tovarious characters in the play. Analyze his behavior in each case.11. We often hear the lamentations of mothers in Richard III, butthere are fathers in the play too. Discuss their relationships totheir children. 12. One objective of Richard III is to conclude the events set inmotion by the first usurpation, the overthrow of Richard II. Do youfeel this play explains and wraps it all up successfully? 13. Compare your own knowledge of the historic Richard withShakespeares Richard. What obvious changes in history did Shakespearemake? Why did he do so?14. Corrupt governments can be found in all historical periods.Compare the corrupt administration of either Richard III or EdwardIV with a 20th-century example.15. Although political executions take place throughout Richard III,there is some concern for due process. Cite various examples anddiscuss their significance to the play as a whole. THE CRITICSON RICHARDS CHARACTERIf Richard is something like the Renaissance will incarnate, he is equally, in his total, eager submission to it, evil incarnate. Whatever his lusty attractiveness, we cannot deny that he treats all men, even himself finally, as mere objects. Too late he discovers,to his amazement and confusion, that he too has feelings, issubjective and subjected, in more than will and conscious self-control. Herein lies his repulsiveness. His is a Dionysianismso passionately self-serving, so deliberate if not cold-blooded, that,corrosive rather than life-giving like the Dionysian at its best, it turns all not only to destruction but to cheapness, ignominy,pointlessness. -Theodore Weiss, The Breath of Clowns and Kings, 1974 The great stories of murder are about men who could not have done itbut who did. They are not murderers, they are men. And their stories will be better still when they are excellent men; not merely brilliantand admirable, but also, in portions of themselves which we inferrather than see. Ri chard is never quite human enough. The spectacleover which he presides with his bent back and his forked tongue cantake us by storm, and it does. It cannot move our innermost minds withthe conviction that in such a heros death the world has lost whatonce had been or might have been the most precious part of itself.Richard is never precious as a man. He is only stunning in his craft, a serpent whose movements we follow for their own sake, because in themselves they have strength and beauty. -Mark Van Doren, Shakespeare, 1939 ON RICHMONDS FUNCTIONThe astonishing thing about this play is that until almost theend, there is no sign of a possible antagonist, no visible secularforce that can bring the tyrant down. Richmond is not even mentioned until Act IV, and appears in only the last three scenes. He is little more than a deus ex machina let down from above to provide aresolution both for the immediate action of this play and for thelong-continued drama of conflict between York and Lanc aster. -George J. Becker, Shakespeares Histories, 1977 RICHARD III AS TRAGEDYThus Shakespeare pictured the dominating sins in the play as perjuryand murder, sins against the moral order. He portrayed and analyzedthe passion of ambition that caused Richard to sin and the passionof fear that at the same time punished him for his sins and forced himto wade still further in blood. He inserted non-historical scenesdeveloping the Elizabethan philosophy of revenge. He used thesupernatural to enhance the horror of the play and to contribute tothe impression of a divine vengeance meting out punishment for sin. Heshowed Gods revenge exacted through the agency of the evil Richard, who was nevertheless to be held to account for his evil-doing. He madeuse of the pathos of the death of the royal children. These are thecommon methods of Shakespearean tragedy, and they justify those whohold Richard III to be a tragedy. -Lily B. Campbell, Shakespeares Histories: Mirrors of Elizabethan Policy, 1968. COMEDY IN RICHARD IIIRichards sense of humor, his function as clown, his comicirreverences and sarcastic or sardonic appropriations of things to (atany rate) his occasions: all those act as underminers of our assumed naive and proper Tudor principles; and we are on his side much rather because he makes us (as the Second Murderer put it) take the devil in mind, than for any historical-philosophical-Christian-retributional sort of motive.In this respect a good third of the play is a kind of grisly comedy; in which we meet the fools to be taken in on Richards terms, see themwith his mind, and rejoice with him in their stultification (in which execution is the ultimate and unanswerable practical joke, the absolutely final laugh this side of the Day of Judgment). -A. P. Rossiter, Angel With Horns: The Unity of Richard III, in Shakespeare, The Histories, ed. Eugene M. Waith, 1965 ADVISORY BOARDWe wish to thank the following educators who helped us focus ourBook Notes series to meet stu dent needs and critiqued our manuscripts to provide quality materials.Sandra Dunn, English TeacherHempstead High School, Hempstead, New York Lawrence J. Epstein, Associate Professor of EnglishSuffolk County Community College, Selden, New YorkLeonard Gardner, Lecturer, English DepartmentState University of New York at Stony Brook Beverly A. Haley, Member, Advisory CommitteeNational Council of Teachers of English Student Guide Series Fort Morgan, ColoradoElaine C. Johnson, English TeacherTamalpais Union High School District Mill Valley, CaliforniaMarvin J. LaHood, Professor of EnglishState University of New York College at BuffaloRobert Lecker, Associate Professor of EnglishMcGill University, Montreal, Quebec, Canada David E. Manly, Professor of Educational Studies State University of New York College at GeneseoBruce Miller, Associate Professor of EducationState University of New York at BuffaloFrank OHare, Professor of English and Director of WritingOhio State University, Columbus, O hio Faith Z. Schullstrom, Member, Executive Committee National Council of Teachers of EnglishDirector of Curriculum and InstructionGuilderland Central School District, New YorkMattie C. Williams, Director, Bureau of Language ArtsChicago Public Schools, Chicago, Illinois BIBLIOGRAPHY FURTHER READINGHISTORICAL BACKGROUND Fraser, Antonia, ed. The Lives of the Kings and Queens of England. London: Weidenfeld and Nicolson, 1980. Covers the reigns of HenryVI, Edward IV, and Richard III.Saccio, Peter. Shakespeares English Kings. New York: Oxford University Press, 1977.Seward, Desmond. Richard III, Englands Black Legend. New York:Franklin Watts, 1984. A strong argument for the traditional view ofRichard as the evil murderer and usurper. CRITICAL WORKSBecker, George J. Shakespeares Histories. New York: Unger, 1977.A review of the ten history plays and their common themes.Blankpied, John W. Time and the Artist in Shakespeares Early Histories. Newark: University of Delaware Press, 1983.Campbel l, Lily B. Shakespeares Histories: Mirrors of Elizabethan Policy. San Marino, California: The Huntington Library,1968. Detailed review of topical themes.Rossiter, A. P. Angel With Horns: The Unity of Richard III, inShakespeare, The Histories, ed. Eugene M. Waith. Englewood Cliffs, NewJersey: Prentice-Hall, 1965.Tillyard, E. M. W. Shakespeares History Plays. London: Chatto ;Windus, 1964. A study of the underlying principles found inShakespeares history plays with emphasis on their origins.Weiss, Theodore. The Breath of Clowns and Kings. New York: Atheneum,1974. The use of language in Shakespeares early comedies andhistory plays. Van Doren, Mark. Shakespeare. New York: Henry Holt, 1939. AUTHORS WORKSShakespeare wrote 37 plays (38 if you include The Two Noble Kinsmen)over a 20-year period, from about 1590 to 1610. Its difficult todetermine the exact dates when many were written, but scholars havemade the following intelligent guesses about his plays and poems:PLAYS1588-93The Comedy of Errors 1588-94Loves Labours Lost 1590-912 Henry VI1590-913 Henry VI1591-921 Henry VI1592-93Richard III1592-94Titus Andronicus1593-94The Taming of the Shrew1593-95The Two Gentlemen of Verona 1594-96Romeo and Juliet1595 Richard II1594-96A Midsummer Nights Dream1596-97King John 1596-97The Merchant of Venice1597 1 Henry IV1597-982 Henry IV1598-1600 Much Ado About Nothing1598-99Henry V1599 Julius Caesar1599-1600 As You Like It 1599-1600 Twelfth Night1600-01Hamlet1597-1601 The Merry Wives of Windsor 1601-02Troilus and Cressida 1602-04Alls Well That Ends Well1603-04Othello1604 Measure for Measure1605-06King Lear 1605-06Macbeth1606-07Antony and Cleopatra 1605-08Timon of Athens 1607-09Coriolanus1608-09Pericles 1609-10Cymbeline 1610-11The Winters Tale1611-12The Tempest1612-13Henry VIII Gun Control in the US Essay