Map of the Cold War - 1980

WHAT IS YOUR GREATEST FEAR?

Go here

Here is another political map of the 80s

1984 BOOK II Study Questions

Book Two, Chapter 8—9

1. Contrast the living quarters and style of the Inner Party members with those of the Outer Party members and proles.
2. How does O’Brien test Julia and Winston?
3. What information does O’Brien give them about the Brotherhood?
4. How will O’Brien get The Book to Winston?


Book Two, Chapter 9

1. Why does Orwell include detailed passages from Goldstein’s Book in 1984?
2. What three classes of people have always existed?
3. In What ways have these three classes changed?
4. What is the purpose of war in the world of 1984?
5. What are the two aims of the Party?
6. What are the two problems with which the Party is concerned?
7. Why do all three superpowers forbid their citizens from associating with foreigners?
8. The governments of the three superpowers are alike in essence even though their forms of government have different names. Identify these similarities and explain why they exist?
9.. What is the real "war" fought in each of the three governments? Your answer will explain the party slogan, "War is Peace."
10. What are the aims of the three groups?
11. What changes in the pattern occurred in the nineteenth century?
12. How did socialism change in the twentieth century?
13. Why are the rulers in the twentieth century better at maintaining power than earlier tyrants?
14. What are the four ways an elite group falls from power?
15. How does the Inner Party make certain it will not fall from power?
16. How is a person’s class determined in the 1984 world?
17. What is doublethink and what is its purpose to the ruling class?
18. Why is the mutability of the past important to the ruling class?

1984 Book II chapter 3-4

Book Two, Chapter 3

How and where do Julia and Winston meet?
What is Julia’s job?
What is her background?
What is her attitude toward the Party?
Describe the quote “ With Julia, everything came back to her own sexuality. As soon as this was touched upon in any way she was capable of great acuteness”. What does Winston think about Julia?
Why does the Party think the sexual impulse as well as the familial love dangerous?

Book Two, Chapter 4

How does Winston react to the singing Prole woman?
What pleasures of the senses are mentioned in this chapter? What is Orwell’s point in mentioning them?
What is Winston’s reaction to rats? Julia’s reaction?
Winston is interested in the church bells that once played in the city even though he is not religious. What do church bells mean to him?
Winston sees the coral paperweight as a symbol of what?

Chapter 5

Who has vanished? How does Winston confirm this?
Describe the preparations for Hate Week. In what ways does the Inner Party excel in building spirit?
Julia and Winston have some differences. Explain them.
Connect chapters 2-3 in Book Two to two different themes.

Book II Study Questions

Book Two, Chapter 1

How does Winston react to the note from Julia before he reads it?
How does Winston react to the note after he reads it?
Where do they manage to talk for the first time?
Where do they plan to meet?
What do Winston and Julia do before they part?

Book Two, Chapter 2

Why is Winston ill at ease once he is alone with Julia?
What does Julia bring with her that she has obtained on the black market?
What are Julia’s ideas about the Party?
What familiar sign does Winston find?
What is the significance of the thrush music?
What does Winston mean when he says that he loves Julia all the more because she has had scores of sexual encounters?

MLA Format

Remember the order of importance in MLA


MLA

1) Name
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Essay Questions to begin on TRIP

1) Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man. Which interpretation do you agree with and why?
2) Pick one character who could, at some point, have changed the whole chain of events. Discuss.
3) Analyze the three appearances of the ghost seen in the play. Where did he appear; to whom did he appear? How does the third appearance differ from the first two? What is the significance of this?
4) Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father. What is your opinion regarding his procrastination?
5) Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6) What is Hamlet’s attitude towards life and people? How does it affect his actions?
7) Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good. Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.” -- THE PRINCE, Machiavelli
8) Examine the reoccurring pun on sun and son. How does this symbol work in the overall meaning of the play.
9) Was Ophelia pregnant with Hamlet’s child?
10) Did Hamlet slip into madness?
11) It is Hamlet who causes the downfall of Denmark.
12) What is the meaning of the pirates?
13) Is Hamlet Jesus Christ? How is Horatio either John the Baptist or an apostle.
14) Why or how is Denmark the Garden of Eden?
15) Gertrude knows about the murder?
16) The meaning of prostitution in Hamlet?
17) Hamlet compared to the real world.
18) others—as we read or when we finish

Study Questions ACT 3 SCENES 1 -2

Act 3
Scene 1:
1. What do Rosencrantz and Guildenstern report to Polonius?
2. How does Claudius react when Polonius says, "…with devotion's visage, And pious action we do sugar o'er/ The devil himself"?
3. What plan do Polonius, Claudius and Ophelia now put into action?
4. What is the nature of Hamlet's soliloquy, lines 57-91?
5. What is Hamlet's main argument against suicide?
6. Why does Hamlet treat Ophelia as cruelly as he does? What has changed him?
7. What thinly veiled threat to Claudius does Hamlet voice, after he becomes of his hidden presence? (lines 148-150)
8. At the end of this scene, what does the King decide to do with Hamlet?
Scene 2:
9. What qualities in Horatio cause Hamlet to enlist his assistance?
10. What does Hamlet ask Horatio to do?
11. Summarize what happens in the play-within-a-play.
12. Why, in line 233, does Hamlet refer to the play-within-a-play as "The Mouse-trap"?
13. What is the King's reaction to the play?
14. In lines 354-363, to what object does Hamlet compare himself? Why?
15. As Hamlet goes to his mother at the end of this scene, what does he admonish himself to do?

Hamlet Vocabulary # 2

1) Paradox
2) Sovereign
3) Commission
4) Resolution
5) Malefaction
6) Firmament
7) Tedious
8) Pestilent
9) Pious
10) Promontory

Hamlet

Hamlet ACT 1 Scene 1

HOMEWORK - Reread Act 1 Scene 1 and post the answers to the following questions:

1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1?

Hamlet

Shakespeare: Tragedy, Comedy and Metaphor

“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca


This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break down the structure of the play HAMLET and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. A study of Hamlet must involve an examination of his melancholy, his indecision, his fatalism, his cynicism, his general disillusionment with humanity, the question of his sanity or insanity, and the revenging of his father’s death. The play is full of questions: How should one behave? What should one believe? Who is there (what force outside of humanity abides in the realms of the universe)? What is beautiful and what is ugly in humanity? The play also deals with problems: parent’s treatment of their children, the question of suicide and mortality, corruption and evil, loyalty and fate. Ultimately, Hamlet is a play about the question, “How can one live in an inherently evil world?” A timely question even today as we reflect on the war with Iraq, a Middle East still in chaos and divided in fractions, a Korea on the verge of nuclear weapons, American and World companies that value money over people and people who value money and power over love. A warning: Hamlet can be disturbing. Shakespeare takes extreme liberties with the use of religious allusions, metaphors and symbols: Shakespeare’s views of religion might not fit your views. Shakespeare also was a master of poetic vulgarity, but there was a function and reason behind it.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (direct, implied, extended), symbol, simile, pun
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Define various vocabulary words from the play


Comprehension:

6) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
7) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
8) Give a brief description of all the characters and their roles in the play
9) Given a line of dialogue identify the speaker
10) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
11) Summarize each scene into a headline

Application

12) Demonstrate an understanding of a scene in a drawing
13) Demonstrate a relation of characters to contemporary times through a simulation
14) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
15) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Denmark, personal responses, and in-class presentations on characters.
16) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
17) Write a poem or a rap about Hamlet
18) Research a character: the different critical views and present findings to class

Analysis


19) Write a analysis paper on some element or question of Hamlet and present the paper to class as an oration


Synthesis

20) Write a sonnet

PROJECT: (if time persists)

A variety of activities could be included as a project, but some include staging a scene of the play (with costumes), making a puppet show, making an activity book, reading other Shakespeare plays and presenting them to class (with some acting), making a movie or video, recording your song/rap (with some polishing), writing a sonnet sequence, writing a paper.


STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:

1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)

ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) scavenger hunt
10) project


QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER


1) Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man. Which interpretation do you agree with and why?
2) Pick one character who could, at some point, have changed the whole chain of events. Discuss.
3) Analyze the three appearances of the ghost seen in the play. Where did he appear; to whom did he appear? How does the third appearance differ from the first two? What is the significance of this?
4) Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father. What is your opinion regarding his procrastination?
5) Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6) What is Hamlet’s attitude towards life and people? How does it affect his actions?
7) Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good. Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.” -- THE PRINCE, Machiavelli
8) Examine the reoccurring pun on sun and son. How does this symbol work in the overall meaning of the play.
9) Was Ophelia pregnant with Hamlet’s child?
10) Did Hamlet slip into madness?
11) It is Hamlet who causes the downfall of Denmark.
12) What is the meaning of the pirates?
13) Is Hamlet Jesus Christ? How is Horatio either John the Baptist or an apostle.
14) Why or how is Denmark the Garden of Eden?
15) Gertrude knows about the murder?
16) The meaning of prostitution in Hamlet?
17) Hamlet compared to the real world.
18) others—as we read or when we finish

Study Guide for FINAL

English 12: Study Guide for FINAL

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”
Hrolf Kraki
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, Revenge

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, Hrolf Kraki, Bodvar, Hott, Adils, Bera, Bjorn, Svipdag, Elk-Frodi, Helgi, Skuld, Elf Woman, Yrsa, Olof, and all the characters presented from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green, Yuletide happenings

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the three poems – Battle of Muldon, The Seafarer, The Wanderer—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

There will be an essay questions on this test.

Canterbury Characters

Jesse - Miller
Kaitlyn - Reeve
Kaylie - Nun's Priest
Bryce - Summoner
Monica - Wife of Bath
Sam - Pardoner's Tale
John - Doctor
JR - Clerk
Alexis - Squire
Devin - Friar

The Canterbury Tales

A framed collection of stories told by a group of pilgrims on their way to Canterbury. Let's look at an introduction

Themes:
Social Class and Convention
Corruption and Exploitation in the Church
Battle of the Sexes (or Old Men and Young Wives, or Who's in Charge?, or What makes a good spouse?)
Lies and Deceit
Courtly Love
What Makes a Good Story?

The are many "types" or "genres" of stories here:
Sermon
Romance Tale
Fabliau
Beast Tale
The Trickster Tricked Tale

Symbols:
Physiognomy
Clothes
Time of Year

The following are tales that you're need to know for the final:
Miller's Tale
Reeve's Tale
Nun's Priest's Tale
The Pardoner's Tale
The Wife of Bath's Tale
The Squire's Tale
The Summoner's Tale
The Clerk's Tale
The Merchant's Tale


Canterbury Tales

Objective: To Demonstrate a thorough understanding of a character and literary devices used in Chaucer by dressing up as one of the characters from The Canterbury Tales and presenting their story.

REQUIREMENTS:

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story.

Sir Gawain FIT 4

Fit 4

1) Sir Gawain and the Green Knight can be viewed as a journey from life to death and back to life. Discuss how this works.
2) Sir Gawain is reborn both physically and spiritually at the end of the book how?
3) Whose Point of View are we suppose to exact at the end of the book? Why?
4) Is Gawain ruined as a knight or will we see great deeds from him again?
5) In your opinion who is really in control?

Sir Gawain and the Green Knight

FIT 3

1) Compare each of the hunting scenes with the bedroom scenes in the castle. Explain how the hunting scenes symbolize what is going on in the bedroom and explore how the differ animals hunted relate to the different tactics used by the lady each day.

2) What is your impression of Gawain during this section? How do you think he behaves? Does he uphold his honor while not dishonoring the lady and the lord?

3) What is the climax of the book?

4) What does the girdle symbolize?

5) There are a few allusions to Christ, Mary and faith (or failure of faith) can you pick a couple out and discuss why they are there?

Sir Gawain and the Pentangle

Sir Gawain and the Green Knight: Chivalry
THE THIRTEEN RULES OF CHIVALRY KNOWN AS THE QUEST
1. A TRUE KNIGHT must be a gentleman, yet not fail in duty.
2. A TRUE KNIGHT must uphold the Dignity of Men and Women,
remembering that all are born free and equal in Dignity and Rights.
3. A TRUE KNIGHT’s manner of living is an example to the young.
4. A TRUE KNIGHT shall at no time act outrageously nor do murder or be
cruel in any way to man or beast.
5. A TRUE KNIGHT respects and defends the rights of all men and women to
hold and practice religious beliefs other than his own.
6. A TRUE KNIGHT takes no part in wrongful quarrel, but at all times
supports the lawful rights of all men and women.
7. A TRUE KNIGHT’s word is his bond.
8. A TRUE KNIGHT must be honorable in all things and know good from evil.
9. A TRUE KNIGHT must be of modest demeanor and shall not seek worship
of himself.
10. A TRUE KNIGHT must seek out such Quests as lead to the protection of
the oppressed and never fail in Charity, Fidelity, and the Truth.
11. A TRUE KNIGHT speaks evil of no man. A slanderous tongue brings shame
and disgrace to an Honorable Knight.
12. A TRUE KNIGHT never betrays a trust of confidence given to him by a
brother Knight.
13. A TRUE KNIGHT must so order his life that by his contribution, the people
of the world may hope to live together in greater peace and tolerance.

Compare the above to GAWAIN:


The poem describes Gawain's armor in detail. He carries a red shield that has a pentangle painted on its front. The pentangle is a token of truth. Each of the five points are linked and locked with the next, forming what is called the endless knot. The pentangle is a symbol that Gawain is faultless in his five senses, never found to fail in his five fingers, faithful to the five wounds that Christ received on the cross, strengthened by the five joys that the Virgin Mary had in Jesus (The Annunciation, Nativity, Resurrection, Ascension, and Assumption), and possesses brotherly love, pure mind and manners, and compassion most precious. The inside of the shield is adorned with an image of the Virgin Mary to make sure that Gawain never loses heart

The Pentangle
1. "Fiue wyttez" (five senses): may indicate that Gawain did not sin through sensual indulgence, but cf. "fyue wyttez" in 2193 (st. 88), where wyttez have most to do with intelligence, ability to understand a situation, etc.
2. "Fyue fyngres" (five fingers): no special significance is apparent here; may signify manual competence or physical strength. Some critics refer to the use in some devotional manuals of the image of the five-fingered hand.
3. "Fyue woundez" (Five Wounds of Christ): a typical subject of meditation; here Gawain's fealty (Borroff) or faith (Tolkien, Vantuono) is said to depend on them. The original afyaunce vpon folde 'trust upon earth/in the world' may be understood as "trustworthiness" if we see the outward-directed virtue as reflecting something inside Gawain.
4. "Fyue joyez" (Five Joys of Mary): a variable list, but usually Annunciation, Nativity, Resurrection, Ascension, Assumption; here Gawain's force (Borroff) or valour (Tolkien) or bravery (Vantuono) is said to derive from them (forsnes 'fortitude' in the original).
5. The "fyft fyue" are the social virtues (generosity, good fellowship, cleanness, courtesy, compassion).

Project Presentations for Renaissance Fair

Readers Theatre:

Beowulf - John, Kaylie, Jesse, J.R., Sam
Hrolf Kraki - Brandy, Kaitlyn, Alexis, Devin, Bryce

Requirements:

Length: 7-10 minutes
Script: Either a series of scenes or a reduced version
Characters: everyone should be at least one character. As a group you need to think about what characters are important for the story and who is playing who (you might want to play more than one character)
Keep most of the original language but you can add things in
Make it entertaining. Add Humor.
Personalities of characters: Think about personalities. How the characters and why?

Hrolf Kraki

Saga translates to "what is said". It is the recording of an oral story in prose. The saga usually starts with the ancestral background of the main character, usually starting with a grandfather or great-grandfather and briefly telling the relatives story and bringing the narrative quickly forward. For background info on Hrolf Kraki go here

1. Characters

Halfdane
Frodi
Helgi
Hroar
Signy
Regin
Vifil
Heid
Olaf
Yrsa
Hrok
Adils
Skuld
Berserkers
Svipdag
Svip (his advice to his son)
Bjalki
Bera:
Bjorn:
Bodvar Bjarki:
Drifa:
Elk-Frodi:
Haki:
Hakland:
Hardrefil:
Hjalti:
Hott:
Hjorvard:
Hring:
Hromund:
Hvit:
Skuld:
Storolf:
Vogg:
Vott:
Yrsa:

2. Explain how the following themes work and what characters can looked at as symbols of the theme:

Role of Kings:
Role of the warrior:
Role of women:
Concept of Magic:
Revenge:
Hospitality:
Loyalty:
Pride:
Man alone in a hostile world:

3. Discuss one event in the story that seems to represent what you believe the book to be about.
4. How do Hrolf and his Champions compare with King Arthur and the round table?
5. Make a list of at least ten moments of magic in the book.
6. Who is your favorite character and why?
7. How is the Cult of Odin important to this book?
8. Compare Hrolf Kraki to Beowulf.

The Seafarer or The Wanderer Essay:

Choose one of the two poems to write an analytical essay. The prompts for each follow.

Seafarer

Choose one of the following and write an essay. You may use your poems and scripts. You will be graded in the following ways:

Thesis statement – 5 points
Order of Development – 5 points
Proof from text – 10 points
Explanation of proof – 10 points

CHOICES

1) The seafarer’s journey is a metaphorical for the state of exile which humans have due to the sin of Adam or Eve; or it is metaphorical for the passage through life the soul takes before it reaches heaven
2) The “Seafarer” is two voices (a dialogue) – the 1st half is a young seafarer, the 2nd half is an older man.
3) Two speeches – one pagan and one Christian written by two different authors.
4) One speaker who has voluntarily exiled himself for the love of God.
5) A Celtic elegy where an exile laments his misfortunes (in this turn – the exile could be due to things that have happened)
6) Interpret the imagery of sea and birds and discuss what it means in relation to the journey.
7) A meditation on life.


THE WANDERER

The short and fleeting period of life, the transitory nature of the world, often appears as a major theme in many works. Looking at symbols, motifs, diction, tone, imagery, write a well-developed essay in which you explore this theme in the Anglo-Saxon poem, “The Wanderer”. You will be graded on the following: hook, thesis statement, order of development, proof from the text and analysis of text (the last part is worth 40 and the rest 10 pts each). Note that just plain summation will lose points from the analysis section of the scoring. You can compare “The Wanderer” to BEOWULF in your analysis.

Beowulf Final: Things to Know

Structures: Be able to explain the following structures (example how they work and what themes the reinforce).

2-part structure
3-part structure
Parallelism
Story about 3 Nations
Interlinking Loops

Digressions: Be able to explain the following digressions and how they reinforce one of themes

Hengest and Finn
Sigemund
Heremod
Modthryth
How Beowulf becomes King
Hygelac's Death
Why the Geats will be overrun

Explain the following motifs and themes with detailed examples from the text (three for each)

Exile
Kin Killing
Wergild and Wyrd
Role of Kings
Role of Women
Paganism vs. Christianity
Peace Pledges

Literary Terms

Kenning - define and give four examples
Litotes - define and give three examples
Flytes - define and give an example
Epic Boast - define and give an example
Apositive - define and give two examples
Alliteration - define and give two examples
Symbols - give four symbols and discuss their meaning
Censura - define

Characters/Names/Places know the following:
Shield
Herot
Halfdane
Hrothogar
Beow
Wealtheow
Hildeburth
Freawaru
Hrethric
Heorogar
Hygelac
Hygd
Hrethel
Ecgtheow
Handscio
Geatland
Unferth
Wulgar
Brecca
Aeschere
Modthryth
Hrunting
Hnaef
Sigemund
Haethyn
Onela
Wiglag
Eofor
Ongentheow