SENIOR ENGLISH: BRITISH LITERATURE THE ANGLO-SAXONS: THE EMERGENT PERIOD UNIT READING GUIDE (COLLEGE PREP)

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1 SENIOR ENGLISH: BRITISH LITERATURE THE ANGLO-SAXONS: THE EMERGENT PERIOD UNIT READING GUIDE (COLLEGE PREP) Mrs. B. Ridge Brown Notebook Section: Literature I. Historical Background GOALS: COMPENTENCY GOAL 1 The learner will express reflections to print and non-print text as well as to personal experience. The learner will express reflections to print and non-print text as well as to personal experience Respond to texts so that the audience will: 1.02C reflect on how cultural or historical perspectives may have influenced these responses. COMPETENCY GOAL 5 The learner will deepen understanding of British literature through exploration and extended engagement Explore British literature by: 5.01B relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities. 5.01D understanding how literary movements influence writers Extend engagement with selected works of British literature by: 5.02A Observing how the imaginative experience of literature broadens and enriches real life. 5.02B relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry). 5.02C applying literary, grammatical, and rhetorical terms of literature. 5.02D demonstrating in various print and non-print media the significance of works. 5.02E discerning the effect of interpreting literature from various critical perspectives. OBJECTIVES: To understand the historical events during the Anglo-Saxon period To understand the religious events during the Anglo-Saxon period To understand the literary events during the Anglo-Saxon period Introduction (Silver or Purple Book pages 2-3) 1. England is part of a small island that also includes and. 2. List three profound links to England that America retained. a) b) c) 3. Why must America not ignore England and its history? The Celts and Their Religion (Silver or Purple Book page 3) 1. When Greek travelers visited Great Britain in the fourth century B.C., they found an island settled by people closely related to who? 2. What group left their permanent stamp on the land they settled? 3. What was the name of the Celts religion? - 1 -

2 4. Describe this religion. 5. Who were the Druids? 6. What is the Stonehenge? 7. What was of great importance to the old Celtic religion? The Romans: The Great Administrators (Silver or Purple Book pages 3-4) 1. Beginning with a campaign led by in B.C. and culminating in one organized by the Emperor Claudius in the first century A.D., the Britons were conquered by the legions of. 2. What religion was adopted during the Roman rule? 3. When Roman legions withdrew, they left Britain with roads, walls, villas, and great public baths but with no. 4. Britain without Roman control was a country of who were now free to pursue their own interests without regard for the general welfare. The result was and a series of successful invasions by non-christian peoples. The Anglo-Saxons: From King Arthur to King Alfred (Silver or Purple Book pg. 4) 1. What two groups drove the old Britons from the greater part of Britain? a) b) 2. Which of these two groups language became dominant? 3. The Celts retreated into in the far West of the country. 4. One of the most heroic Celtic leaders was a man called, who developed in legend as the. 5. At first Anglo-Saxon England was not politically unified until which king fought against the Danes? 6. Wessex kings reigned until the Anglo Saxons were overwhelmed by the last conqueror of England:, of. The Reemergence of Christianity (Silver or Purple Book page 5) 1. The gradual reemergence of Christianity was due to the work of and, the most important of who was probably, who converted King Ethelbert of Kent in 597, founded the at, and became the first of, or leader of the in. 2. The most important archeological sites in England were the burial mounds of. (This discovery was made in the summer of The discovery consisted of the impression in the sands of a wooden ship ninety feet long that apparently had been the burial ship of Raedwald, King of East Anglia. In the center of the ship, close to where the king s body would have lain, were found a helmet, a richly ornate sword and shield, and other items that supposedly designated kingship.) Life in Anglo-Saxon England: Loyal Dependency (Silver or Purple Book page 6) 1. While the Anglo-Saxons were not barbarians, their life was also not luxurious and it was not dominated by scholarship and the arts. was the order of the day. 2. Law and order was the responsibility of whom? 3. and, even were achieved through to such a, especially during war and success was measured in from the leader

3 4. This pattern of loyal dependency that was basic to Anglo-Saxon life grew out of what need? 5. Describe the living arrangements of most Anglo-Saxons. The Anglo-Saxon Religion (Silver or Purple Book pages 6-7) 1. The religion of the early Anglo-Saxons had come with them from where? 2. Who was Thunor? 3. As the god of,, and, Odin could help humans communicate with. 4. What was another significant figure in Anglo-Saxon mythology? 5. On the whole, the religion of the Anglo-Saxons seems to have been more concerned with - with the manly virtues of,,, and - than with the mystical aspects of. Bards and Poets in Anglo-Saxon England (Silver or Purple Book pages 8-9) 1. List 3 purposes of the Anglo-Saxon communal hall. a) b) c) 2. Who provided entertainment in these communal halls? 3. What were the bards called? 4. To the Anglo-Saxons, creating poetry was as manly as,,, or. 5. The poets sang to the accompaniment of a what? 6. As sources for their improvisational poetry, the story tellers had a rich supply of traditional, that reflected the of a people constantly under the threat of annihilation by,, or. 7. Anglo-Saxon literature contains many words in this same, or mournful strain. 8. For the non-christian Anglo-Saxon, only and its reverberation in could provide an enduring against. Monasteries and Anglo-Saxon Literature (Silver or Purple Book page 9) 1. In the death-shadowed world of the Anglo-Saxon, the poets or bards provided what one element of hope? 2. Another element of hope was supplied by what? 3. What were the strongholds of Christianity in this period? 4. In all likelihood, who probably wrote down and reworked the great works of popular literature like Beowulf? 5. The works from the oral tradition were composed in vernacular which means what? 6. Principal works of learning in the monasteries were written in what language? 7. Who was the greatest of the Latin writers in Anglo-Saxon England? 8. remained the language of study until the time of, who was responsible for the -, a running history of England. 9. Partly because of his efforts began to gain respect as a of, and works such as the ones in this unit came to be recognized as the great works of literature that they are

4 Old English Poetics (Silver or Purple Book pages 10-11) 1. Anglo-Saxon or Old English poetry was or aloud. 2. What was the purpose of poetic recitation being accompanied by the harp? 3. What is the term for the repetition of consonant and vowel sounds at the beginning of words? 4. What is a pause or break within a line of poetry, usually dictated by the natural rhythm of language? 5. What are descriptive compound words that evoke vivid images? 6. List four ready-made formulas used to describe particular activities found in epics like Beowulf, the Iliad, or the Odyssey. a) b) c) d) II. Beowulf GOALS: COMPENTENCY GOAL 1 The learner will express reflections to print and non-print text as well as to personal experience Respond to texts so that the audience will: 1.02A emphasize with the voice of the text 1.02B make connections between the learner s life and the text. 1.02C reflect on how cultural or historical perspectives may have influenced these responses. 1.02D examine the learner s own response in light of peers responses. 1.02E recognize features of the author s use of language and how the learner Relates these features to his/her own writing. COMPETENCY GOAL 2 The learner will inform an audience by exploring general principles at work in life and literature Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to: 2.01 B discern significant differences and similarities among texts that propose different ideas related to similar concepts Analyze general principles at work in life and literature by: 2.02A discovering and defining principles at work in personal experience and in literature. COMPETENCY GOAL 4 The learner will analyze and critique texts from various perspectives and approaches Develop critiques that enable an audience to judge claims and arguments by: 4.01B substantiating assessments with reasons and evidence. COMPETENCY GOAL 5 The learner will deepen understanding of British literature through exploration and extended engagement Explore British literature by: 5.01A recognizing common themes that run through works, using evidence from the texts to substantiate ideas. 5.01B relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities

5 5.01C making associations between historical and current viewpoints. 5.01D understanding how literary movements influence writers Extend engagement with selected works of British literature by: 5.02A Observing how the imaginative experience of literature broadens and enriches real life. 5.02B relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry). 5.02C applying literary, grammatical, and rhetorical terms of literature. 5.02D demonstrating in various print and non-print media the significance of works. 5.02E discerning the effect of interpreting literature from various critical perspectives. COMPETENCY GOAL 6 The learner will apply conventions of grammar and language usage Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately by: 6.01A understanding how to use and apply grammatical, metaphorical, or rhetorical devices. 6.01D contrasting use of language conventions of authors in different time periods of British literature. OBJECTIVES: To read and analyze and epic poem from the Anglo-Saxon Period To recognize and discuss the following literary terms from the Anglo-Saxon Period: alliteration, allusion, antagonist, caesura, character, characterization, climax, conflict, epic, external conflict, foil, foreshadowing, hero, hyperbole, irony, kenning, motivation, oral tradition, personification, plot, protagonist, setting, simile Beowulf Introduction * English literature begins with Beowulf. It is considered the national epic of England. * It was composed in Old English between the years * The epic was originally handed down orally. The only manuscript from Beowulf dates back to the year It was burned and stained from Henry VIII s destruction of monasteries 200 years before. In addition to this, it survived the Great Fire of London in 1731, when the Cotton Library was in the path of the fire. It is now in the British Museum in London. * For an epic, this one is short. While Homer s Iliad and Odyssey are approximately 15,000 lines, Beowulf only has approximately 3,200 lines. Characteristics of Anglo-Saxon Poetry 1. The poems were recited by scops -wandering poets who chanted their poems in the mead-halls of kings and nobles. 2. The poems do not usually rhyme but they have very strong rhythms. The rhythm of a line depends on the number of beats. Each line has a strong pause, or caesura, after the second beat. 3. A great deal of alliteration - the repetition of consonant sounds in words that are close to each other - is used. 4. Kennings are also used. A kenning is a metaphorical phrase or compound word used instead of the name of a person or thing. For example, Grendel is called the shepherd of evil. Beowulf Terms 1. Epic - A long narrative poem that relates the great deeds of a larger-than-life hero who embodies the values of a particular society. How is Beowulf like an epic? a) It is written in an exalted, dignified style. b) It has a complex theme. c) It is a narrative which tells of a larger-than-life hero who is the epitome of a nation/culture. d) It links the deeds of the hero with the whole history and traditions of a people

6 2. Wyrd - This word was used by the Anglo-Saxons to represent one s lot or one s fate in life. Since the early Anglo-Saxons did not believe strongly in an afterlife, it was mostly through personal fame, attained through heroic action, that one lived on and thus resisted wyrd. Additional Terms 1. imagery - language that appeals to the senses 2. allusion - a reference to a statement, person, place, or thing that is known from literature, history, religion, mythology, politics, sports, science, or popular culture 3. archetype - a descriptive detail, plot pattern, character type, or theme that recurs in many different cultures 4. motif - in literature, a word, character, object, image, metaphor, or idea that recurs in a work or in several works 5. foil - one character who enhances another character through contrast 6. personification - when a non-human thing is given human characteristics 7. conflicts - a struggle between two or more opposing forces 8. elegy - a poem that mourns the death of a person or laments something lost 9. theme - the central idea or insight of a work of literature 10.hero - a character whose actions are inspiring or noble; often they struggle to overcome foes or to escape from difficulties Background *Prior to the epic, Hrothgar achieved glory and fame in war. It was his ambition to command a great mead-hall (a symbol or emblem of prowess in war and the obligation of a lord to his thanes). He achieved his goal. His mead-hall was the greatest. He pledged happiness and security to his subjects and the kingdom settled down to peace and the enjoyment of listening to the scops tales. This peace, as described in the story, is not permanent. *When reading Beowulf, it is very important to understand the following three concepts: 1) The Pagan Warrior System - In this system, the relationship between the lord and his men, known as the thanes, is very important. It was one of mutual trust and respect. A warrior vowed his loyalty to his lord and became his companion. This agreement of loyalty and protection that the thanes had with their lords was called comitatus. It was the responsibility of the thanes to defend their king and their land and also to fight his wars whenever possible. In turn, the king/lord was responsible for repaying these men for their favors and for providing for their households. This included shelter, helmets, gold rings, bracelets, swords, beer, mead, and a home. 2) Retribution - In the warrior society there were two forms of retribution. First there was a quiet vengeance. Second, there was a concept called the wergild or the man price. If one s kin was killed, it was the remaining relatives duty to make the killer pay for the death, either with his own life or the price of a man price. This means the killer - whether he did it on purpose or accidentally - if he wanted to avoid the other relatives vengeance - had to pay a sum of money or the sum of another human being. 3) Ideas of Fate and Courage - Warriors believed that fate controlled their lives and their beings. BEOWULF GUIDE Grendel Attacks the Danes 1. Hrothgar s men lived happily in his hall until what stirred? 2. What Bible character was Grendel s ancestor? 3. What is the name of Hrothgar s mead-hall? 4. The first night Grendel attacked, how many men did he kill? 5. Who were the only people to survive Grendel s attacks? 6. For how many years did Herot stand empty? - 6 -

7 7. What one thing did Grendel never dare touch? 8. What would Hrothgar s council discuss in secret sessions? The Coming of Beowulf 9. Who decided to have a boat built and to go help Hrothgar? 10. How many of his men did he take with him? 11. At the end of their voyage, once they are on shore, what do they do for their easy crossing? 12. According to the Danish watcher, patrolling the cliffs, what makes Beowulf and his men different from others who have landed on this shore? 13. According to this watcher, what makes Beowulf different from all men on earth that he has ever seen? 14. In answer to the watcher s questions, how does Beowulf answer the following? a) Who are you? b) From where are you? c) Why are you here? 15. After hearing Beowulf s answer, what is the watcher s response? 16. Which of Hrothgar s thanes did he send to greet Beowulf? 17. Beowulf and his men were allowed in to see Hrothgar but what did they have to leave outside? 18. According to Beowulf, why did his people say he was to go to the Danes? 19. List Beowulf s boasts. 20. What one favor does Beowulf want Hrothgar to grant him? 21. List two reasons he decides not to use weapons. 22. According to Beowulf, who must decide who will be given to death s cold grip? 23. According to Beowulf, if he dies, why will there be nothing to mourn over? 24. What two requests does he want done if he does die? 25. What relative of Beowulf s had sworn peace with Hrothgar years ago? 26. Why was Unferth angry with Beowulf? 27. Unferth brings up an old swimming match between Beowulf and who? 28. How long did this swimming match last? 29. Who won this contest? - 7 -

8 30. According to Unferth, Beowulf s battles have been won through what? 31. According to Beowulf, what separated him from Brecca after five long nights? 32. What attacked Beowulf? 33. How many monsters did Beowulf kill by the next morning? 34. In addition to Beowulf telling Unferth he had never heard any tales about him, what crime does Beowulf remind Unferth he had committed? 35. What does Beowulf say Unferth s punishment will be? 36. Who is Welthow? 37. According to Beowulf, what is his purpose? 38. What is Beowulf promised if he purges Herot of Grendel? The Battle with Grendel 39. Why did Beowulf watch Grendel kill one man? 40. Why wouldn t Beowulf s men s weapons harm Grendel? 41. What part of Grendel s body did Beowulf break off? 42. What did Beowulf do with the part of Grendel that he tore off of his body? 43. Where did Grendel go to die? 44. That night who attacks Herot? 45. Who does this monster carry off? 46. What else does the monster carry off with her? 47. What does Hrothgar beg Beowulf to do? 48. What will be Beowulf s reward if he succeeds? 49. What sword does Beowulf carry to the underwater lair? 50. Who gives him this sword? The Battle with Grendel s Mother 51. How long had Grendel s mother ruled the waters? 52. Not only did Grendel s mother attack him, but also what else attacked? 53. What did he discover when he swung his sword at Grendel s mother? 54. What was the only thing Beowulf longed for? 55. According to this epic, fame comes to what men? - 8 -

9 56. When Grendel s mother stabbed Beowulf, what thing protected him? 57. What was Beowulf able to kill Grendel s mother with? 58. During Beowulf s battle with Grendel s mother, the Danes and Geats stand by the lake watching. Once the sun goes down, which group leaves and why? 59. Which group stays, yet what do they believe? 60. What happened to the sword? 61. Although the monsters hall was full of rich treasures, what were the only things Beowulf took? 62. When Beowulf swims to the top, how is the lake now? 63. What do the Geats thank God for? 64. Grendel s skull is so heavy, how many men does it take to carry it? 65. What of Grendel s did Beowulf cut off? 66. Who does Beowulf give this part of Grendel s body to? 67. When Beowulf returns to the land of the Geats, he succeeds to the what? 68. How many years did he rule? 69. What is Beowulf s final task? 70. Why is the dragon angry? The Final Battle 71. Why must Beowulf use a sword to kill the dragon? 72. What begins to happen to Beowulf s shield as the dragon breathes fire on him? 73. What happened to his sword when he stabbed the dragon? 74. Once it looks like Beowulf is going to be defeated, what do his men do? 75. Who is the only man who remained with Beowulf? 76. According to Wiglaf, he would rather do what than see flames swirling around his lord? 77. What does Wiglaf swear? 78. Together what do Beowulf and Wiglaf do? 79. Thinking of his people, what does Beowulf ask to see? 80. What does Wiglaf find when he enters the dragon s cave? 81. Who does Beowulf thank for the treasure? - 9 -

10 82. What four requests does Beowulf ask of Wiglaf? 83. What four things does Beowulf give to Wiglaf? 84. Who does Wiglaf berate? 85. What do they do with Beowulf s ashes and the dragon s treasure and why? 86. As twelve of the bravest Geats rode their horses around the tower, what did they do? 87. This was their last what to Beowulf? Beowulf Reading Notes Grendel Attacks the Danes *In this part there is a Biblical allusion to the Creation story and the story of Cain and Abel. *Herot means hart or stag. A stag is an animal that was a symbol of kingship to the Anglo-Saxons. *Grendel is seen as a super-human monster. He kills 30 people at a time. *Grendel symbolizes evil. Herot and its occupants symbolize goodness. Therefore an immediate archetypal conflict of good vs. evil is established *In this epic a mixture of pagan and Christian practices are seen. Why fuse both of these in this poem? Because it is a reflection of the time in which it was written. As a good Christian, the poet had to treat this original pagan material in a manner acceptable to a Christian audience. The Coming of Beowulf *In this section Beowulf is seen as vigorous, somewhat vain, aggressive, noble, and good. These are typical characteristics of heroes. *Beowulf seems to be boasting but it is more than that. 1) Boasting was a custom. 2) Boasting was typical in epics. 3) To boast was to make a vow. *Hrothgar here is seen as older and weaker. *Why does Unferth challenge Beowulf? He is envious of anyone who claims to have greater fame and glory than his own. *Beowulf s challenge in this section is a regular motif of heroic poetry. It allows the hero to show not only his self-assertiveness, but also his restraint and courtesy. *Unferth s name means strife. *Theme is self vs. fate. *Unferth is a foil to Beowulf. *Night is personified. The Battle With Grendel *An example of kennings is shepherd of evil, guardian of crime. *There are images of good vs. evil. Grendel will go to hell. Beowulf is compared to Almighty God. The Battle with Grendel s Mother *There is a contrast between Herot and Grendel s place. Herot is filled with singing, feasting, and drinking. Grendel s lair is a cold, dark, lonely lake. *Why does Grendel hate Herot? It represents goodness, even godliness. He is evil so therefore he hates it. *The imagery in the description of Grendel s lair associates Grendel with death and darkness. *When Beowulf goes to Grendel s mother s place it symbolically represents his descent into Hell just like other literary figures (for example Aeneas in the Aeneid)

11 *This section, like most epics, shows how the hero is different from other men. He can do what they can t. *Light represents God s favor. The Final Battle *In this section, Beowulf accepts his wyrd. *In this section Beowulf s men do not perform their duty to him. Instead they desert him. *Here Beowulf makes his dying requests. *This is the final eulogy for Beowulf. *Why has Beowulf had to fight a dragon? Christians thought dragons were the symbol of sin. Often dragons were seen as crushed under the feet of saints and martyrs. This symbolizes the triumph of Christianity. Therefore this battle really was one of physical vs. spiritual. With Beowulf s victory, symbolically the spiritual has defeated the physical. *When Beowulf passes his necklace to Wiglaf, this symbolizes that Beowulf s life is ending and he wants to pass on his legacy to his followers. *Beowulf s death signals the end of the Geatish people and the glory they won during Beowulf s reign. Beowulf Follow Up Notes *This is a story of two kinds of humans in society. 1) One is symbolized by Herot which represents those who are filled with generosity, loyalty, and love. 2) A second is symbolized by the monsters. These represent those who prey on the ordered, light-filled world that man desires and clings to. *Themes 1) Loyalty and self-sacrifice are admirable traits. 2) Good triumphs over evil. 3) Different members of society have obligations toward one another. 4) Fame can be achieved through good deeds. *Beowulf is the hero. He is virtuous, loyal to his lord, honest with others, and faces dangers. *What causes Beowulf to fight against evil? It is his code of honor. *How is Wiglaf similar to Beowulf? He is courageous, strong, faithful to his master, and confronts things head on. *How is Grendel similar to Cain? Like Cain drinking Abel s blood, Grendel drinks that of his victims. Both are threats to the order of society. Both are outsiders. *How are Beowulf and Hrothgar alike? Eventually Beowulf becomes old like Hrothgar and needs the help of a young hero. However, he, unlike Hrothgar, is willing to jump in and help. Beowulf never avoids going into battle. He doesn t fear it. Hrothgar avoids it. III. The Wander and The Seafarer GOALS: COMPENTENCY GOAL 1 The learner will express reflections to print and non-print text as well as to personal experience Respond to texts so that the audience will: 1.02A emphasize with the voice of the text 1.02B make connections between the learner s life and the text. 1.02C reflect on how cultural or historical perspectives may have influenced these responses. 1.02D examine the learner s own response in light of peers responses. 1.02E recognize features of the author s use of language and how the learner relates these features to his/her own writing. COMPETENCY GOAL 2 The learner will inform an audience by exploring general principles at work in life and literature Analyze general principles at work in life and literature by: 2.02A discovering and defining principles at work in personal experience and in literature

12 COMPETENCY GOAL 5 The learner will deepen understanding of British literature through exploration and extended engagement Explore British literature by: 5.01A recognizing common themes that run through works, using evidence from the texts to substantiate ideas. 5.01B relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities. 5.01C making associations between historical and current viewpoints. 5.01D understanding how literary movements influence writers Extend engagement with selected works of British literature by: 5.02A Observing how the imaginative experience of literature broadens and enriches real life. 5.02B relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry). 5.02C applying literary, grammatical, and rhetorical terms of literature. 5.02D demonstrating in various print and non-print media the significance of works. 5.02E discerning the effect of interpreting literature from various critical perspectives. COMPETENCY GOAL 6 The learner will apply conventions of grammar and language usage Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately by: 6.01A understanding how to use and apply grammatical, metaphorical, or rhetorical devices. 6.01D contrasting use of language conventions of authors in different time periods of British literature. OBJECTIVES: To read and analyze an elegy about the perils of seafaring To identify rhythm in poetry To recognize and discuss the following literary terms from the Anglo-Saxon Period: alliteration, caesura, character, characterization, conflict, epic, external conflict, foreshadowing, setting, mood, metaphor, symbol, theme, and rhythm *Both of these are elegiac lyric poems which means they create a single, important impression about the narrator s view of death. The Wanderer Introduction 1. What is the dominant mood in Anglo-Saxon poetry? 2. This tone of and over the grimness and transience of is found in the heroic epic; it is also found in several Old English fragments and poems in which a bard the of and. 3. How many lines is The Wanderer? 4. The poem can be found in the so-called, a manuscript of miscellaneous - poems dating from around A. D. and now preserved at in. 5. Though the manuscript survived the and of the, the had not been well cared for

13 There are signs that its had been used as a ; its are marked by ; and some have been partly. 6. But today its - copied down by - are our chief source of The background of this and other Anglo-Saxon poems is a of against the. 8. The Anglo-Saxons were and the northern seas were then, as now, especially. 9. The aging in this poem, without the of his lacks a in. 10. A sorrowful, he wanders over the seas looking for a new and dreaming of. Questions 1. What two things often come from God to the exiled Wanderer? 2. What did he flee from? 3. What three things is the Wanderer mindful of? 4. Often at day break, how does the Wanderer feel? 5. What has he learned? 6. What do men eager for honor do? 7. What does he mean when he says, When the dark earth covered my dear lord s face? 8. As he sails with sorrowful heart over wintry seas, what is he seeking? 9. How did the Wanderer s life in the mead-hall contrast to his life now? 10. What does he dream? 11. According to the Wanderer, what happens to the loved ones and kinsmen and old comrades that he remembers? 12. According to the Wanderer, no man may know wisdom until what? 13. What characteristics does he attribute to a wise man? 14. He says a brave man must do what? 15. In lines 69-79, what is the Wanderer describing? 16. What will a wise man ponder? 17. According to the Wanderer, what now remains only for warriors memorial? 18. What fills the realm of the earth? 19. What transforms the world? 20. According to the Wanderer, what four things are fleeting?

14 21. What will happen to all the foundation of the earth? 22. A good man is he who does what? 23. What must the good man never do too quickly? 24. What should the good man strive for? 25. What does the happy man seek? Notes *This is a poem about a man who has learned about sorrow and misfortune. He has learned that human beings who desire honor should veil their sorrow, for misfortune is inevitable in this life. *The reason the Wanderer has left his home and is embarking on this sea voyage is because his liege-lord died. He is on this voyage trying to find another king who would be willing to serve as his protector. *In part of the poem he recalls memories of his youth when he was happy in the hall with his lord and his companions. In contrast, he spends part of the poem describing mournful events like the death of his lord, his own endless voyaging, the loss of his kin and friends, the decay of battlements and wine-halls, and the death of a proud host. *The mood of this poem is very bleak. The poet uses wintry images to reinforce this mood. The Wanderer is very melancholy and pessimistic. *The theme is that no man is truly wise until he has endured suffering. *Symbolically the poem explains that a Christian sometimes lives in exile as a means of penance. *The poet, near the end of the poem, explains that the world is coming to an end and warns the readers to be aware of the quickly changing nature of this life. The poem s end urges readers to seek God s mercy, security, and strength. The Seafarer Introduction 1. The Seafarer, like The Wanderer, dates from before 950 and is preserved in the Exeter Book. 2. Like The Wanderer, the poem is about an exile cut off from human companionship. In this case, however, the poet assumes the voice of an old sailor reflecting in the way of life he has chosen. 3. Some critics regard The Seafarer as a sequel to The Wanderer. Questions 1. As the poem begins, what does the narrator assert about his tale in line one? 2. In lines 5-26, how would you characterize the Seafarer s experience on the ocean? 3. What about the land does the speaker seem to dislike? 4. Why does the Seafarer return to the sea? 5. According to the Seafarer, there is not a man on earth who does not feel what as the sails unfurl? 6. According to the Seafarer, for those who love the sea, they love very little else (i.e. rewards, women, worldly pleasures). Instead, all these admonish that willing mind / leaping to journeys, always set / In thoughts traveling on a quickening tide. What seems to be the one thing these people desire? 7. What does this quote mean: Who could understand, / In ignorant ease, what we others suffer / As the paths of exile stretch endlessly on? 8. According to the Seafarer, what does his soul do? 9. What are Fate s three threats that can snatch the life from his soul?

15 10. According to the Seafarer, what is better - the past or the present? 11. According to the Seafarer, we all fear who? 12. What person has angels from Heaven to carry him courage and strength and belief? 13. What must a man conquer? 14. How should one treat the world? 15. What two things are stronger and mightier than any man s mind? 16. Our thoughts should turn where? 17. What does our home symbolize? 18. Mankind should strive for sure permission for us to rise to what? Notes *The speaker recounts the misery he suffered during his life as a sailor: he was often cold, hungry, and lonely. Sailing the seas in an open boat was a cruel, punishing experience, particularly in the cold, rainy climate of northern Europe. *One of the themes in this poem is a recurring one in Anglo-Saxon poetry. Isolation in these poems might come from many different reasons. *This poem, like many other Anglo-Saxon poems, contrasts the joy and security of the tribal banqueting hall, the center of tribal life, with the misery and danger faced by the land or sea rover. *Another characteristic of Anglo-Saxon poetry found in this poem is an overwhelming fatalism, accompanied by a deep gloom or pessimism. To the early Anglo-Saxons, life was brief and filled with peril. *Notice that after he discusses the hardships of life and the excitement of his past as a seafarer, he begins to meditate on God, fate, and the transient ever-changing nature of life. Scholars believe that the Anglo-Saxons were so quick to embrace Christianity because it offered comfort and relief from their bleak pagan outlook. *This poem demonstrates the fundamental Anglo-Saxon belief that human life is shaped by fate. *During the course of the poem, the narrator s attitude changes from despair to hope. *The speaker s message at the end of the poem seems to be that those who walk with God shall be rewarded. IV. The Venerable Bede GOALS: COMPENTENCY GOAL 1 The learner will express reflections to print and non-print text as well as to personal experience Respond to texts so that the audience will: 1.02C reflect on how cultural or historical perspectives may have influenced these responses. COMPETENCY GOAL 4 The learner will analyze and critique texts from various perspectives and approaches Develop critiques that enable an audience to judge claims and arguments by: 4.01B substantiating assessments with reasons and evidence

16 COMPETENCY GOAL 5 The learner will deepen understanding of British literature through exploration and extended engagement Explore British literature by: 5.01A recognizing common themes that run through works, using evidence from the texts to substantiate ideas. 5.01B relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities. 5.01C making associations between historical and current viewpoints. 5.01D understanding how literary movements influence writers Extend engagement with selected works of British literature by: 5.02A Observing how the imaginative experience of literature broadens and enriches real life. 5.02B relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry). 5.02C applying literary, grammatical, and rhetorical terms of literature. 5.02D demonstrating in various print and non-print media the significance of works. 5.02E discerning the effect of interpreting literature from various critical perspectives. COMPETENCY GOAL 6 The learner will apply conventions of grammar and language usage Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately by: 6.01A understanding how to use and apply grammatical, metaphorical, or rhetorical devices. 6.01D contrasting use of language conventions of authors in different time periods of British literature. OBJECTIVES: To read and analyze historical writing To identify purpose and elements of personal bias in historical account To recognize and discuss the following literary terms from the Anglo-Saxon Period: genre, history, imagery, setting, analogy, The Venerable Bede ( ) Background When he was seven years old, Bede s parents placed him in the care of the abbot of the great monastery of Jarrow in northeast England. As a center of learning, the monastery turned out to be the right place for this remarkable child. Bede was destined to become a monk whose scholarly brilliance would be famous throughout medieval Europe. He was later given the title venerable because of his reputation for wisdom and piety. Bede was the author of forty respected and widely read books. He is the first important writer of prose in England and is considered the father of English history. He composed verse, biographies of the saints, theological commentaries, and most importantly, The Ecclesiastical History of the English Church and People. Written in Latin, and later translated into Old English by King Alfred, this great work remains our major source of facts about life in Anglo-Saxon England. It tells of early invasions and conquests of Britain, of the work of the early missionaries, and of the founding of monasteries; it also recounts wonderful tales of miracles and of colorful figures in early English history. As a writer, Bede was a talented storyteller. His histories are far more than just chronicles of events. Instead they are carefully researched stories of conquests, saints, missionaries, and monasteries. He reveals in his histories how people actually lived, providing most of what we know about life in Britain between the years of 46 and 731. Bede was also a man of great scholarship who had far-ranging interests that included religion, poetry, grammar, music, art, mathematics, and science. In fact, his passion for calculating time and dates led him to use a method of dating still in use today. This method starts from the birth of Jesus in the year A.D

17 The Anglo-Saxons Embrace Christianity This selection takes place during the early 600 s. In it, Edwin, who has recently conquered his enemies to become king of Northumbria in northern England, is discussing Christianity with Paulinus, his wife s religious counselor. 1. Although King Edwin hesitated to accept the word of God which Paulinus preached, one day Paulinus came to him and placing his right hand on the king s head asked him if he recognized the sign. When the king heard his words he answered he was both willing and bound to accept the faith Paulinus taught. He said however that he would first confer with who? 2. Why did he decide to confer with them? 3. What is Coifi s opinion about the religion they have been following? 4. What comparison is made that persuades the king to convert? 5. Why does Coifi volunteer to be the first person to profane the shrine? 6. Why might the common people pay attention for Coifi s actions? Caedmon This selection takes place in the late 600 s in Whitby, England. It tells of the miraculous talent of Caedmon, the first poet to use the Old English language and verse forms to explore religious themes. Unable to read or write, Caedmon composed his poems orally and recited them to monastery scribes, who wrote them down to preserve them. 1. According to the beginning of this passage, there was a brother whom God s grace made what? 2. What types of songs did he compose? 3. He wrote these songs in what language? 4. What could he never compose? 5. What kind of occupation had he followed for years? 6. At feast, when it was his time to sing, what would Caedmon do? 7. What was he told one night in a dream? 8. What did the man in his dream tell him to sing about? 9. When Caedmon told his superior what had happened, he had to give an account of the dream to who? 10. What did they all agree about Caedmon s gift? 11. What did the abbess advise Caedmon to do? 12. What types of events did Caedmon sing about? 13. What kind of man was Caedmon? *This section is typical of the legends of saints and tales of local traditions that Bede included in his History. *Caedmon is the first person known by name to have composed poetry in the English language