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TEST BORRADO, QUIZÁS LE INTERESE: Topic 56. England and Ireland/ Sean O'Casey and JJoyce

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Título del Test: Topic 56. England and Ireland/ Sean O'Casey and JJoyce Descripción: Historical relations between England and Ireland Autor: JKuicast OTROS TESTS DEL AUTOR Fecha de Creación: 04/10/2024 Categoría: Oposiciones Número Preguntas: 25

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Introduction. Ireland and England have been connected politically since at least the 1? The Anglo-Irish relationship reached a height in 18? with the creation of the United Kingdom of GB and Ireland. About five-? of the island of Ireland seceded from the UK in 1921 as the Irish ? State. Historically, relations between the two states have been influenced heavily by issues arising from their sh? (and frequently tr?) history. As far as literature is concerned, we will deal with the period of the first half of the 20th century, since J? and O? were born in 1882 and 1884 respectively, and reached literary maturity in this period. At this time, Ireland underwent a series of crises because the Irish wanted i? from England. These crises will mark the work of the authors of this age. ? wrote about the struggle between soldiers and the violence of the conflict in the streets of D? . On the other hand, ? , despite his self-imposed exile, always wrote about D? and its p? Within this framework, at the end of the 19th century, a new movement appeared in the literary panorama of Britain: The ? Literary ?. Section 2. Early Days of English Rule. The ? invasion of Ireland in the late ? century marked the beginning of ? years of shared history between neighboring islands separated by ? miles. The English C? did not assert full control of I? until 15? when the Irish Parliament bestowed the title of King of Ireland on ? The arrival of thousands of P? settlers from England and Scotland displaced many of the existing C? landholders and sowed the seeds for centuries of on-off sectarian and m? conflict. Wars in the middle and end of the ?th Century cemented the P? ascendancy. The Irish Parliament was abolished in ?, with Ireland becoming part of the new United Kingdom under the Act of U? The Great P? F? of the 1840s, in which a million people are estimated to have died and led a further ? million to emigrate, is regarded by many as a turning point in relations between the countries. Section 2. The Birth of a Nation. The second half of the ?th century was marked by the rise of competing nationalist movements. The E? R? of 24 April 1916, which was brutally dealt with by the authorities after hopes of G? assistance did not materialize, remains to this day the most symbolic manifestation of this fight. The 1919-1921 Anglo-Irish ? which followed saw numerous atrocities on both sides, by a nascent Irish R? A? (IRA), whose leaders included Michael C?, and a B? government whose authority was waning. The agreement which eventually led to the 19? partition of Ireland and the creation of the I? F? State, remained a source of division for 70 years. Section 2. The Troubles. Violent sectarian conflict from about 1968 to 1998 in Northern Ireland between the overwhelmingly P? U? (loyalists), who desired the province to ? part of the United Kingdom, and the overwhelmingly Roman Catholic ? (republicans), who wanted Northern Ireland to become p? of the Republic of Ireland. Events such as B? Sunday, the hunger strikes, the b? of the Conservative P? conference at Brighton, and O? bombing are seared on the consciousness of a generation, whatever their political and sectarian loyalties. It is estimated that more than ? people were killed during the violence between 1969 and ?. Section 2. Political Reconciliation. ? Agreement, accord signed by British Prime Minister ? and Garret FitzGerald, the Irish taoiseach (prime minister), on November 15, 19?, at Hillsborough Castle in County Down, Northern Ireland, that gave the government of Ireland an official con? role in the affairs of N? Ireland. Considered one of the most significant developments in British-Irish relations since the establishment of the Irish Free State in 1922, the agreement provided for regular meetings between ministers in the Irish and British governments on matters affecting Northern Ireland. It outlined cooperation in four areas: p? matters; security and related issues; leg? matters, including the administration of j?; and the promotion of cross-border cooperation. Section 2. Political Reconciliation. The 19? G?F?Agreement which reaffirmed Northern Ireland's constitutional status in the ? while also repealing the law by which I? was partitioned, was approved by 94% of the Irish voters in a referendum. The ??? (BIC) was created under the Good Friday Agreements to promote positive and mutually beneficial relationships among the people of these islands and to provide a forum for consultation and cooperation. Section 2. The Crown and Ireland. Before her successful state visit in ?, Ireland was one of the few countries that the Q? had never visited in an official capacity. This was evidence of the legacy of historical recrimination and mutual suspicion which until recently existed between the two countries. Despite becoming a self-governing d? in 19? , the Irish Free State remained a member of the British Empire, with the B? sovereign remaining as head of state. . Section 2. Sporting and Cultural Bonds. The long sporting rivalry between Ireland and the UK's "home nations" has often transcended politics but it has, at times, also encapsulated historic shifts in attitudes. Patterns of e? have ebbed and flowed over the years but more than 400.000 Irish citizens call London home and there are large, vibrant Irish communities in most of England's largest cities. Pierce Brosnan and many others are among the I? D? who have become pillars of the theatrical and showbusiness establishment. Section 2. Trading Places. Financially, the UK and the Irish Republic are now intertwined as never before. The Irish Republic is the UKs f? largest t? partner, while nearly ? in five exports leaving Irish shores is destined for the UK. In total, bilateral trade between the two is close to ?bn pounds. Section 3. Literary Background. Until the ?th century, there was not much that was distinctively Irish. As the ?th century went on, Irish writing became steadily more patriotic, and a new movement appeared, the ? Literary R? . The novelist J? turned his back on it, taking refuge in Europe though he continued to write about I? all his life. Section 3. Literary Background. From the start, the A? Theater aroused interest and controversy at home. But it was the acclaim and financial success of the visits to E? that kept the company solvent. Plays were invariably by I? authors on I? subjects but the style of acting that took English audiences by storm. The essentials of this style were r? in scenery, dress and language, a refusal to allow any "star" acting to dominate the group, and a studied ab? of unnecessary ges? . ?'s association with the Abbey Theater did not begin until 1919 when Y? rejected a one-act play. J?, of course, is a case apart, his works transcend the Irish scene, and have a separate place in literature. Section 4. S? O? (1880-1964) was an Irish p? renowned for r? dramas of the Dublin slums in war and revolution, in which t? and c? are juxtaposed in a way new to the theatre of his time. . Section 4. The Abbey Theater. O'Casey's first play. ?, was performed at the Abbey Theater in 1923. . Section 4. The Abbey Theater. ? deals with the impact of revolutionary politics on Dublin's slums and their inhabitants and is understood to be set in Mountjoy Square, where he lived during the 1916 E? Rising. It was followed by J? (1924) and The ? and the Stars (1926). The former deals with the e?of the Irish Civil War on the working-class p?of the city, while the latter is set in Dublin in 1916 around the E? Rising. Both plays deal realistically with the rhetoric and dangers of Irish p?.;These plays are t? where violent deaths expose the exaggerated masculine b? of characters like Jack Boyle and Joxer Daly in Juno and the Paycock. In contrast, characters such as Juno in Juno and the Paycock and Bessie Burgess in The Plough and the Stars demonstrate strong, heroic re? in the face of tragedy. J? became a film directed by Hitchcock. The Plough and the Stars was not well received by the Abbey audience. There was a riot reported on the fourth night of the show. His depiction of s? and r? even offended some of the actors, who refused to speak their lines. Section 4. Themes. Local Experiences. O?'s imagination functioned best when it was dealing with a time and a place of which he had had f? experience. Some critics belittled him as nothing more than a photographic r? who merely shuffled together for the stage familiar details of life in the Dublin Slums during the time of the T?. Section 4. Themes. Autobiography. Many autobiographical elements in his works. In The S?, most of the characters derive from persons known by O'Casey at the time and the play realistically portrays such topical ,? as the restrictions of the cur?, the brut? of the Black and Tans to overcrowding in the Dublin Slums. Most of the main characters in Juno and the Paycock are also portraits of people O'Casey knew well. Section 4. Themes. Vanity and Violence. The vanities and the violence of the world constitute the t? that gives unity to J? . In The P? and the Stars O'Casey also concentrates attention on the vanity and f? of men. . Section 4. Style. Sean O'Casey used Irish material but, in his best plays, he used it with a sense of tragic i?, a v? sense of humour, and a r? and high-flavored language that gave his work real dramatic stature. After the plays, the most important of O'Casey's writings the autobiographical volumes that he published between 1939-1954. O'Casey's works succeeded most when they were directed by intuitions of Ireland's needs and better self. Section 5. James Joyce. ? (born February 2, 1882, Dublin, Ireland—died January 13, 1941, Zürich, Switzerland) was an Irish novelist noted for his ex? use of language and exploration of new literary m? in such large works of fiction as Ulysses (1922) and Finnegans Wake (1939). Joyce is regarded as one of the most influential w? of the 20th century. Educated by the J? for the priesthood, Joyce rebelled against the inhibiting forces of family, church, and native country. Despite the encouragement given him by Y?, he stood completely apart from the I?L?R? . The main fact about his life is also the main fact about his art; he was aloof from society. He lived at first in Paris and later in Trieste, Rome, and Zurich supporting himself as a bank clerk and as a teacher. He returned briefly to Ireland when his mother died in 1904. Joyce died in Switzerland in 1941. . Section 5. Major Works. D? is a collection of ? shorts stories by J?, first published in 1914. They form a nat? depiction of Irish middle-class life and are around D? in the early years of the ?th century. The stories were written when Irish nati? was at its peak and a search for a national identity and purpose was raging. at a crossroads of history and culture, I? was jolted by converging ideas and influences. The stories center on Joyce's idea of an ep?: a moment when a character experiences a life-changing self-understanding or illumination. Many of the characters in Dubliners later appear in minor roles in Joyce's novel U?. Section 5. Major Works. ? is a nearly complete rewrite of the abandoned novel Stephen H?. Joyce attempted to burn the original manuscript in a fit of rage during an argument with Nora, though to his subsequent relief, it was rescued by his sister. A Küntlesrroman (is a narrative about an artist's growth to maturity), Portrait is a heavily autobiographical coming-of-age novel depicting the childhood and adolescence of S? D?, and his gradual growth into artistic self-consciousness. Some hints of the techniques Joyce employed in later works, such as stream of c?, interior monologue, and references to a character's psy? reality rather than to his external surroundings are evident throughout this novel. Section 5. U?, a novel by Irish writer James Joyce, first published in book form in 1922. Stylistically dense and exhilarating, it is regarded as a masterpiece and has been the subject of numerous volumes of commentary and analysis. The novel is constructed as a modern parallel to Homer’s epic poem O?. All the action of Ulysses takes place in and immediately around D? on a single day (June 16, 1904). The three central characters—Stephen D? (the hero of Joyce’s earlier autobiographical novel, A Portrait of the Artist as a Young Man); Leopold B?, a Jewish advertising canvasser; and his wife, Molly Bloom, a professional singer—are intended to be modern counterparts of Telemachus, Ulysses (Odysseus), and Penelope, respectively, and the events of the novel loosely parallel the major events in ?’s journey home after the T? War. Section 5. F? Wake, ex? novel by James Joyce. Extracts of the work appeared as Work in Progress from 1928 to 1937, and it was published in its entirety as Finnegans Wake in 1939. It has a reputation as one of the most difficult works of fiction in the English language. Written in Paris over ? years and published in 1939, two years before the author's death; Finnegans Wake was Joyce's f? work. The entire book is written in a largely i? language, which blends standard English lexical items and n? multilingual puns and portmanteau words. Owing to the work's linguistic experiments, Finnegans Wake remains largely unread by the general public. . Topic Implications. At the classroom level, the content of this unit is a perfect excuse to introduce soci? values in the secondary classroom. It is also a great opportunity to practice r? skills and promote the habit of reading in general through the use of the great number of graded r? available to us from that time. We should be careful when selecting potential graded readers for our English classroom since some of them would be very complicated such as U? or some of O? works. According to L?, ?/2020, where the Spanish Education system is regulated and 235/2022, where the curricula for CSE & Bachillerato are established in M?, the content of this topic highlights mainly sociocultural aspects. It is stated that students have to be able to be familiar with the culture whose language they are learning, hence, the content of this topic would be of great help. In that sense, it would also be connected with minimum content block of "i?" found in Royal Decree 217/2022. The content of this topic also promotes cultural awareness and expression and it is connected with competence descriptors CAE1, CAE2, and CAE3, following Royal Decree 217/2022.

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