THE WAR OF THE WORLDS
LITERARY STUDY GUIDE
Prepa Ibero English Department
TABLE OF CONTENTS
Introduction
PAGE
H. G. Wells Biography……………………………………………………………2
Pre-Reading Student Questionnaire…………………………………………....3
Literary Road Maps
Chapters 1-10 (Book 1)…………………………………………………………..4-5
Chapters 11-14……………………………………………………………………6-7
Chapters 15-17……………………………………………………………………8-9
Chapters 1-5 (Book 2)……………………………………………………….......10-11
Chapters 6-10………………………………………………………………….....12-13
Literary Elements
Foreshadowing…….………………...……………………………………………14
Element of Style……...…………………………………………………………...15-16
Characterization…………………………………………...................................17
Point of View……………………………………………………………………….18-19
Literary Analysis & Research Essay
Essay Directions & Topics...……………………………………………………..20
Outline Example (MLA Format)…………....…………………………………….21-22
Group Presentation Projects
Topic Options……………………………………………………………………..23-24
Rubric……………………………………………………………………………...25
READING SCEDULE
You will read roughly 30-40 pages a week (about 6 pages a day.) Students will be asked
to write a reader response journal alongside their journey into The War of the Worlds
that will help them articulate what they think about the novel. The schedule is as follows:
Week 1: Read Chapters - 1-2
Week 2: Read Chapters - 3-10
Week 3: Read Chapters - 11-14
Week 4: Read Chapters - 15-17
Week 5: Read Chapters - 1-5
Week 6: Read Chapters – 6-10
p. 3-25
p. 26-103
p. 104-177
p. 178-243
p. 246- 313
p. 314-395
1
(12 total pages)
(39 total pages)
(37 total pages)
(33 total pages)
(34 total pages)
(40 total pages)
THE WAR OF THE WORLDS
H. G. WELLS BIOGRAPHY
Herbert George Wells was born on September 21,
1866, in Bromley, Kent, in England. His father was a
shopkeeper and a professional cricket player with the
Bromley team; his mother was a part-time
housekeeper. When Wells was seven, he was injured
while playing with a friend of his father. He broke a
bone in his leg and was forced to spend two months
in bed. He looked back on this as a lucky turn of
events, as it was then that he developed the habit of
reading.
Because his family did not have much money, Wells became an apprentice to
a draper at age thirteen, working twelve-hour days. He was determined to
become educated, and earned a scholarship to Midhurst Grammar School by
agreeing to function as a student teacher. He entered the Normal School of
Science at South Kensington when he was eighteen and studied under famed
biologist T. H. Huxley. After college, he took a position teaching, but a bout
with tuberculosis forced him to become bedridden again. It was then, while
reading constantly, that he decided that he did not want to be not a teacher
but a writer.
In 1891, while making money by grading lessons for the University
Correspondence College at Cambridge, Wells published several short stories
in Science Schools Journal. These stories were later collected to make his first
novel, The Time Machine (1895). Next followed a series of science fiction
classics that are read to this day and often adapted to films, including The
Island of Dr. Moreau (1896), The Invisible Man (1897), and The War of the
Worlds (1898). The widespread popularity of these books, all published when
the author was barely thirty, gave him an income that would make him
financially comfortable for the rest of his life.
2
As he aged, Wells’ books concentrated more and more on scientific and
philosophical matters. He became a leading voice in the Fabian society, which
was a socialist movement. His first marriage ended in divorce, and his second,
to one of his students, was an “open” marriage: his wife knew about his many
affairs, including at least one that resulted in a child, and raised no objection,
though his lifestyle hurt his public image. After World War I (1914–1918) he
wrote books about social order, such as The Outline of History (1920) (one of
his most famous works) and The Common Sense of World Peace (1929). He
lived to the age of seventy-nine, having spent much of his life as one of the
world’s most famous authors. Wells died on August 13, 1946 after a
prolonged illness.
(eNotes contributors). “War of the Worlds Author Biography.” eNotes.com. N.p. N.d. (Web). September 30,
2011. http://www.enotes.com/war-worlds/author-biography.
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THE WAR OF THE WORLDS
PRE-READING ACTIVITY: Developing an appreciation for the author’s imagination
TECHNOLOGICAL CONTEXT ACTIVITY
Science fiction, of which The War of the Worlds is a very early example, is writing which projects
imaginary developments of present day technology into the future in a plausible fashion. When
the work was published in 1898, the level of technology was still relatively unsophisticated. To
develop an appreciation for the author’s imaginative construction of what a first contact with an
alien race might be like, it might be helpful to research some of the facets of today’s technology
that were unknown to H. G. Wells or not in general use at the time the book was written.
DIRECTIONS:
Using the chart that follows, make a list of the technological advancements
that are a part of daily life today and research their inventors and the years in
which they were invented or introduced. Indicate the impact that they have had
on today’s society. An example is given for you. When you have completed
your research, write a an intelligently constructed paragraph on how the
relatively unsophisticated technology of the day would impact on an imaginative
work of science fiction, such as The War of the Worlds.
INVENTIONS THAT IMPACT COMTEMPORARY LIFE
INVENTION
Electric Lighting
DATE INVENTED
INVENTOR
1879
Thomas Edison
4
Impact on Contemporary Life
Made 24 hour a day activities
possible; Helped improve safety
THE WAR OF THE WORLDS: LITERARY ROAD MAP
Book 1: Chapters 1-10
LITERARY DEFINITIONS
First-Person Narration is where a story is narrated by one character at a time, speaking for and
about themselves. It may be singular, plural or multiple as well as being an authoritative, reliable
or deceptive "voice" and represents point of view in the writing. The narrators explicitly refer to
themselves using words and phrases involving "I" and/or "we", allowing the reader/audience to
see the point of view only of the narrator, and no other characters.
Third-Person Narration is where the narrator is not a character within the events related, but
stands ‘outside’ those events. All characters within the story are therefore referred to as ‘he’,
‘she’, or ‘they’; but this does not, of course, prevent the narrator from using the first person ‘I’ or
‘we’ in commentary on the events and their meaning. Third‐ person narrators are often
omniscient (‘all‐ knowing’) about the events of the story, but they may sometimes appear to be
restricted in their knowledge of these events.
Foreshadowing hints about things to come in later plot developments
Style is the writer's voice reflected in their choice of words, sentence structure and tone of ideas
in order to "show" the reader what the writer is intending
Diction is the way one pronounces words - clear diction is when someone speaks very clearly and
is easy to understand, a writers diction may be reflected in the way they write a characters voice
GETTING THINGS STRAIGHT: While-Reading Questions
Chapter 1
1. What is the “great disillusionment” referred to in the first paragraph of this story?
2. Define “nebular hypothesis.” What evidence is there that life exists on Mars and is most likely “older” than life on
Earth?
3. What is the “last stage of exhaustion” described in this chapter? How has this “last stage of exhaustion”
strengthened the inhabitants of Mars?
4. Who are the Tasmanians? Many critics believe Wells is writing this story as a means of awakening the
conscience of Britain to how it treats those civilizations that are under its control. Cite incidents from this chapter
to support or refute this idea.
5. What evidence of the Martian’s preparations for invasion is visible from Earth?
6. Who is Ogilvy? How does he feel about the idea of intelligent life on Mars?
7. What is the narrator’s occupation at the time of the bursts of fire from Mars?
Chapter 2
1. What evidence is there that the falling star is not a meteor? What is Ogilvy’s first
impulse once he concludes the cylinder contains life? Why is he unafraid?
2. Why do Ogilvy and Henderson decide that what is in the cylinder must be dead? How
do they spread the word to the rest of the country?
3. Some critics refer to Wells’ style of writing in this books as semi-documentary. He presents most of the story in first-person
narration, reporting events like a newspaper reporter, but occasionally, he switches from first-person to third-person. Find
an example of third-person narration in this chapter. Why do you think he switches when telling this story?
Chapter 3
1. One of the reasons Wells is called the “father of science fiction” is because the events in his
stories seem to be real. How does the setting of this story contribute to the reader’s
acceptance of the Martians landing as a real news event?
2. Why is the narrator included in the group of “privileged spectators within the contemplated enclosure”?
Chapter 4
1. A second reason Wells is considered the “father of science fiction” is his description of
intelligent extraterrestrial life forms, which do not imitate the way humans look. Briefly
describe the physical appearance of the Martian.
2. Support or refute the following statement by citing incidents from the chapter: the
narrator does not behave like a hero in the face of this danger.
Chapter 5
5
1. Critical essays on this novel discuss Wells’ pessimistic portrayal of human nature. Cite an
incident in this chapter to support or refute this idea.
2. What is the Deputation?
3. List the sights and sounds coming from the pit before the Deputation are destroyed by the heat-ray.
4. What do you think the narrator is feeling in the following passage from the story? Are his
feelings reasonable under the circumstances?
I remember I felt an extraordinary persuasion that I was being played with, that presently,
when I was upon the very verge of safety, this mysterious death–as swift as the passage of
light–would leap after me from the pit about the cylinder and strike me down.
Chapter 6
1. Wells is famous for his prophetic descriptions of scientific devices. Describe how the
heat-ray operates. What might the heat-ray be similar to?
2. One of the requirements of science fiction is that the technology is plausible. In what
ways is the presentation of the heat-ray technology believable to the reader?
3. Critics attribute the first descriptions of panic in a story to the crowd scenes in this
novel. Briefly describe the behavior of the crowd after the Martians begin to fire their heat-ray.
Chapter 7
1. In what ways does the trauma of the events on Horsell Common affect the narrator’s
ability to think and function?
2. Why does the narrator reassure his wife that the Martians will not come to their home?
List the two reasons his reassurance is premature.
3. Define “erethism” as it is used in the following sentence from the story: The intense
excitement of the events had no doubt left my perceptive powers in a state of erethism.
Use the following passage to answer the next three questions:
So some respectable dodo in the Mauritius might have lorded it in his nest, and
discussed the arrival of that shipfull of pitiless sailors in want of animal food. ‘We will
peck them to death to-morrow, my dear?
4. In what ways does this passage demonstrate man’s arrogance?
5. How can this passage be considered an example of foreshadowing? Find another
example of foreshadowing in this chapter.
6. In what sense is this passage a metaphor for the Martian invasion?
Chapter 8
1. Define “canard” as it is used in this story. Why did the London papers decide not to print
a special edition about the Martian invasion?
2. What does the following sentence tell the reader about the reactions of the public to the
Martian invasion on Friday night? “Beyond was a fringe of excitement, and farther than
that fringe the inflammation had not crept as yet.”
3. Who takes the existence of the Martians seriously? What are the Martians doing in the pit?
Chapter 9
1. What happens to prompt the narrator to move his wife to Leatherneck?
2. What two things does the narrator do that might be considered selfi sh?
3. Why is the soldier going from house to house warning people to leave? What evidence
is there that the narrator does not fully understand the extent of the Martians’ power?
Chapter 10
1. Why is the narrator eager to return to Maybury?
2. What causes the narrator’s horse to bolt?
3. Briefly describe the “Thing” the narrator observes coming across the landscape. Be sure
to include how it looks, moves, and sounds.
4. How do you think the landlord was killed?
THE WAR OF THE WORLDS: LITERARY ROAD MAP
Book1: Chapters 11-14
6
VOCABULARY PART 1: Using Prior Knowledge and Context Clues
DIRECTIONS:
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean in the space provided.
1
Every now and then a haze of smoke from some nearer conflagration drove across the window and hid
the Martian shapes.
2.
I still did not know…though I was beginning to guess, the relation between these mechanical
colossi [giants] and the sluggish lumps I had seen disgorged from the cylinder.
3.
I heard a slight scraping at the fence, and rousing myself from the lethargy that had fallen
upon me, I looked down and saw him dimly…
4.
The idea people seemed to have here was that the Martians were simply formidable
human beings, who might attack and sack the town…
5.
Then, advancing obliquely towards us, came a fifth. Their armored bodies glittered in the
sun as they swept swiftly forward…
6.
… and as the Heat-Ray went to and fro over Weybridge its impact was marked by flashes
of incandescent white, that once gave place at once to a smoky dance of lurid flames.
7.
…as sudden, dreadful, and destructive their advent would have been as the earthquake
that destroyed Lisbon a century ago.
8.
“Be a man!” said I. “You are scared out of your wits! What good is religion if it collapses under calamity?”
9.
The morning papers on Saturday contained, in addition to lengthy special articles on the planet Mars,
on life in the planets, and so forth, a brief and vaguely worded telegram, all the more striking for its brevity.
10.
Certainly this news excited people intensely, whatever their previous apathy.
11.
…and was awakened from lurid dreams in the small hours of Monday…
12.
…hard at work killing sleep with a vehement disorderly tocsin [alarm/warning].
VOCABULARY PART 2: Determining the Meaning
DIRECTIONS:
Match the vocabulary words to their dictionary definitions.
_____1. Lurid (adj.)
A. Lack of feeling, emotion, or interest
_____2. Conflagration (n.)
B. A state of deep distress or misery caused by major misfortune/loss
_____3. Vehement (adj.)
C. Shortness of duration
_____4. Disgorged (v.)
D. Not straightforward: indirect
_____5. Apathy (n.)
E. Giving off or reflecting much light
_____6. Lethargy (n.)
F. Fire; especially: a large disastrous fire
_____7. Brevity (n.)
G. Causing fear, dread, or apprehension
_____8. Formidable (adj/adv.)
H. Marked by forceful energy (physical, emotional, or intellectual)
_____9. Calamity (n.)
K. Causing horror or revulsion; gruesome
_____10. Obliquely (adv.)
L. Arrival; appearance
_____11. Advent (n.)
M. The quality or state of being lazy, sluggish, or indifferent
_____12. Incandescent (adj.)
N. To discharge violently; spew
LITERARY DEFINITIONS
Imagery
language that appeals to the five senses; it is a tool to add realism to a text
Style
is the writer's voice reflected in their choice of words, sentence structure and tone
of ideas in order to "show" the reader what the writer is intending
Point of View a way the events of a story are conveyed to the reader, it is the “vantage point” from
which the narrative is passed from author to the reader
7
GETTING THINGS STRAIGHT: While-Reading Questions
CHAPTER 11
1.
What does the following passage suggest about the author’s opinion of mankind’s behavior
toward less intelligent life on Earth?
I began to compare the things to human machines, to ask myself for the first time in
my life how an iron clad or a steam engine would seem to an intelligent lower animal.
2.
3.
How did the artilleryman survive the Martian attack? What information about the invasion
does the artilleryman provide for the reader at this point in the story?
Wells often includes social commentaries in his novels. Find a passage in this chapter that
expresses his opinion on the impact new and more advanced technologies might have on
the way wars are fought in the future.
CHAPTER 12
1.
What two pieces of advice does the artilleryman give the narrator before they leave his home?
2.
What does the artilleryman mean when he says, “It’s bows and arrows against the
lightning, anyhow”?
3.
Briefly describe the difficulties of trying to evacuate the people from the surrounding areas.
4.
Cite incidents from the chapter to support or refute the following statement: The death of one of
the Martians is a good sign, giving the humans hope that they may eventually win the war.
5.
Wells’ description of the death of the Martian uses several of the five senses, helping to
add realism to the action. Find an example of how he uses sight, sound, and touch to help
the reader experience the battle.
6.
What evidence is there that the Martians have emotions and care about each other?
CHAPTER 13
1.
What evidence is there that the Martians learned something from the death of their
comrade? Why do you think they have retreated to the pit?
2.
Sodom and Gomorrah are both cities mentioned in the Bible. They were destroyed by
God because the people were living immoral lives. Knowing this, what do you think the
curate is saying about the Martian attack in the following passage?
“Why are these things permitted? What sins have we done? The morning service
was over, I was walking through the roads to clear my brain for the afternoon, and
then—fire, earthquake, death! As if it were Sodom and Gomorrah! All our work
undone, all the work—What are these Martians?”
3.
Support or refute the following statement by citing incidents from the chapter: Wells does
not believe that natural disasters occur because humanity has somehow offended God.
CHAPTER 14
1.
What do you think is the author’s opinion of Londoners as described in the following passage?
“The majority of people in London do not read Sunday papers.” The habit of personal
security, moreover, is so deeply fixed in the Londoner’s mind, and startling intelligence so
much a matter of course in the papers, that they could read without any personal tremors.
2.
Why do you think Wells reviews the particulars of the invasion in this chapter from his brother’s
point of view? Why did Wells switch from fi rst-person to third-person narration for this chapter?
3.
What happens to finally throw all of London into a panic?
8
THE WAR OF THE WORLDS: LITERARY ROAD MAP
Book 1: Chapters 15-17
VOCABULARY PART 1: Using Prior Knowledge and Context Clues
DIRECTIONS:
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean in the space provided.
1
So far as one can ascertain from the conflicting accounts that have been put forth, the majority of them
remained busy with preparations…
2.
..while the Martian, without using his Heat-Ray, walked serenely over their guns, stepped
gingerly among them…
3.
It was a few minutes past nine that night when these three sentinels were joined by four
other Martians, each carrying a think black tube.
4.
I was so excited by the heavy minute-guns following one another that I so far forgot my
personal safety and my scaled hands as to clamber up into the hedge and stare towards Sunbury.
5.
…a dozen stalwart men fought to keep the crowd from crushing the driver against his furnace
6.
There was no time for pugilistic chivalry and my brother laid him quiet with a kick…
7.
The tumultuous noise resolved itself now into the disorderly mingling of many voices..the
creaking of wagons..the staccato of hoofs.
8.
My brother woke up from his torpor of astonishment and lifted her up, speaking gently to her…
9.
If one could have hung in a balloon…every…road running out of the tangled maze of streets would have
seemed stippled black with the streaming fugitives.
10.
Directly below him the balloonist would have already seen the network of streets…already derelict…
11.
…she receded with terrifying slowness from this ominous advance.
12.
Glancing northwestward, my brother saw the large crescent of shipping already writhing
with the approaching terror…
VOCABULARY PART 2: Determining the Meaning
DIRECTIONS:
Match the vocabulary words to their dictionary definitions.
_____1. Ascertain (adj.)
_____2. Gingerly (adj./adv.)
_____3. Sentinel (adj/n.)
_____4. Clamber (v.)
_____5. Stalwart (adj.)
_____6. Chivalry (n.)
_____7. Tumultuous (adj.)
_____8. Torpor (n.)
_____9. Stippled (adj.)
_____10. Derelict (adv.)
_____11. Recede (v.)
_____12. Writhe (v.)
A. Scramble; scurry; wriggle
B. Valor; courtesy; gallantry
C. Indomitable; brave; hefty
D. Dilapidated; neglected
E. Dotted; speckled
F. Lethargy; funk
G. Delicately; discreetly
H. To draw back; retreat
K. Distort; thrash; wriggle
L. Lookout; guardian
M. Clamorous; agitated
N. To determine with certainty
LITERARY DEFINITIONS
Imagery
language that appeals to the five senses; it is a tool to add realism to a text
9
Style
Point of View
Personification
is the writer's voice reflected in their choice of words, sentence structure
and tone of ideas in order to "show" the reader what the writer is intending
a way the events of a story are conveyed to the reader, it is the “vantage point”
from which the narrative is passed from author to the reader
giving human qualities to inanimate objects
GETTING THINGS STRAIGHT: While-Reading Questions
CHAPTER 15
1.
How do the Martians communicate with each other?
2.
What is the question uppermost in the narrator’s mind as he watches the Martians advance?
3.
Wells is renowned for his predicting weapons of the future. What kind of warfare does he
predict in this chapter that became a reality in World War I?
4.
The Martians are using the black smoke instead of the heat-ray. Why does the narrator
believe they are restricting their use of the ray?
5.
What kind of offensive actions do the humans try against the Martians after they realize
their guns are useless against the black smoke?
6.
Find an example of personification in this chapter.
CHAPTER 16
1.
Briefly describe the behavior of the people fleeing London. What negative attributes of
human behavior surface in the ensuing panic?
2.
What human attribute is illustrated by the “bearded, eagle-faced man”? Why do you think
Wells includes the plight of Lord Garrick?
3.
What can the reader infer about the danger from the Martians in the following passage
from this chapter?
And in the evening many people came hurrying along the road near by their
stopping-place, fleeing from unknown dangers before them, and going in the direction
from which my brother had come.
CHAPTER 17
1.
What does the narrator think the Martians are trying to accomplish with their attack on London?
2.
How many of the ten cylinders have fallen by Tuesday night? What is the Thunder Child?
3.
Why does the Captain of the ferry delay his departure? How does the Thunder Child
rescue
the ferry? Why is she successful?
Use the following passage from the chapter to answer the next two questions.
“Something rushed up into the sky out of the greyness—rushed slantlingly upward
and very swiftly into the luminous clearness above the clouds in the western sky;
something flat and broad, and very large, that swept round in a vast curve, grew
smaller, sank slowly, and vanished again into the grey mystery of the night. And as it
flew it rained down darkness upon the land.”
4.
Wells is famous for predicting weapons for war that were later used in WW I and WW II.
What weapon is he describing in this paragraph?
5.
What does the last line in the paragraph imply about the purpose of the fl at, broad thing
flying overhead?
10
THE WAR OF THE WORLDS: LITERARY ROAD MAP
Book 2: Chapters 1-5
VOCABULARY PART 1: Using Prior Knowledge and Context Clues
DIRECTIONS:
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean in the space provided.
1
After some ineffectual remonstrance I kept away from him, staying in a room – evidently a children’s
schoolroom…
2.
The Martian cam across the fields…smashed all the windows it touched, and scalded the curate’s hand
3.
We stood aghast at our danger, …we would have immediately have perished.
4.
Then I turned to see how much of our rampart remained. The detachment of plaster had
left a vertical slit open…
5.
…the two processes occur side by side, but finally the sexual method superseded its competitor altogether
6.
I recall a caricature of it in a pre-Martian periodical Punch. He pointed out – writing in a
foolish, facetious tone – that the perfection of appliances must supersede limbs…
7.
The last salient point in which the systems of these creatures differed from ours was in
what one might have thought trivial.
8.
The Martians wore no clothing. Their conceptions of ornament and decorum were necessarily different from
ours.
9.
His endless muttering monologue vitiated every effort I made to think out a line of action.
10.
I believe..this spoiled child..thought his weak tears in some way efficacious.
11.
…something struggling violently – was lifted high agaist the sky, a black, vague enigma…
12.
But neither force nor kindness availed; he was indeed beyond reason.
VOCABULARY PART 2: Determining the Meaning
DIRECTIONS:
Match the vocabulary words to their dictionary definitions.
_____1. Remonstrance (n.)
_____2. Scald (v.)
_____3. Aghast (adj.)
_____4. Rampart (n.)
_____5. Supersede (v.)
_____6. Facetious (adj.)
_____7. Salient (adj.)
_____8. Decorum (n.)
_____9. Vitiate (v.)
_____10. Efficacious (adj.)
_____11. Enigma (n.)
_____12. Avail (adj.)
A. Embankment; barricade
B. Kidding; playful
C. Appropriateness in manners and conduct
D. To make irrelevant; corrupt
E. Burn
F. Capable; efficient
G. An expression, possibly formal, of protest
H. Riddle; mystery
K. Benefit; suffice
L. Dumfounded; appalled
M. Usurp; overrule
N. Significant; pronounced
LITERARY DEFINITIONS
Suspense
The quality in a literary work that makes the reader or audience uncertain or
tense about the outcome of events. Suspense makes the reader ask, "What will
11
happen next?" Suspense is greatest when it focuses attention on a sympathetic
character. Thus, the most familiar kind of suspense involves a character hanging
form the lee of a tall building, or tied to a railroad tracks as a train approaches.
GETTING THINGS STRAIGHT: While-Reading Questions
CHAPTER 1
1.
Why does the narrator move to a room at the top of the house and lock himself inside?
2.
What does the narrator see when he looks at the river?
3.
In the following passage, what is implied about the reason the Martians are capturing humans?
“…in a moment it was evident this Martian pursued them. …He used no Heat-Ray
to destroy them, but picked them up one by one. Apparently he tossed them into the
great metallic carrier which projected behind him…”
4.
In what ways do you think the arrival of the fifth cylinder, so close to the narrator, might be a
stoke of good luck, even though the narrator and the curate are terrified to be close to the Martians?
CHAPTER 2
1.
Briefly describe the “handling-machine.” Which attribute of the machine impresses the
narrator? The handling-machine is the forerunner for which modern technological advancement?
2.
What refinements does the narrator add to his earlier descriptions of the Martians? How do
they eat and Reproduce?
3.
How do these physical differences contribute to the cold-blooded behavior of the Martians on Earth?
4.
List two other differences between life on Mars and life on Earth.
5.
How do the Martians communicate? What form of communication does the narrator
observe in the Martians that contradict some of his earlier writings?
6.
What do the Martians wear instead of clothing? What ancient scientific development of
man is totally absent in the science of the technologically superior Martians?
CHAPTER 3
1.
How does the forced confinement magnify the differences between the curate and the narrator?
2.
What do the handling-machines make out of the clay in the pit?
3.
Why does the narrator stop spying on the Martians through the hole in the wall?
4.
What efforts does the narrator make to escape the house? Why does he quit trying?
CHAPTER 4
1.
Why does the narrator hit the curate over the head with an ax?
2.
The suspense and drama in this chapter reads like a scene in a horror movie. List three
ways Wells maintains the reader’s suspense throughout the chapter.
CHAPTER 5
1.
Why does the narrator believe it is safe to move the red weeds away from the hole so he
can look into the pit?
2.
What does the countryside look like after the narrator leaves the safety of the house?
12
THE WAR OF THE WORLDS: LITERARY ROAD MAP
Book 2: Chapters 6-10
VOCABULARY PART 1: Using Prior Knowledge and Context Clues
DIRECTIONS:
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean in the space provided.
1
These fragments of nourishment served only to whet my hunger.
2.
Directly this extraordinary growth encountered water it straightaway became gigantic and of
unparalleled fecundity.
3.
The fronds became bleached and then shriveled and brittle.
4.
…the waters that had stimulated their early growth carried their last vestiges out to sea.
5.
I also raided a couple of silent houses, but they had already been broken into and ransacked.
6.
I felt no condemnation; yet the memory, static, unprogressive, haunted me.
7.
My movements were languid, my plans of the vaguest…
8.
Able-bodied, clean-minded women we want also – mothers and teachers. No lackadaisical ladies -
9.
They ought to be willing to die. It’s a sort of disloyalty, after all, to live and taint the race.
10.
I think it’s time reconnoitered from the roof of the house.
11.
The red creeper swarmed up the trees about the old palace, and their branches stretched
gaunt and dead, and set with shriveled leaves…
12.
He had swept it out of existence, as it seemed, without any provocation, as a boy might
crush an anthill, in the mere wantonness of power.
VOCABULARY PART 2: Determining the Meaning
DIRECTIONS:
Match the vocabulary words to their synonyms.
_____1. Whet (v.)
_____2. Fecundity (n.)
_____3. Brittle (adj.)
_____4. Ransack (v.)
_____5. Vestige (n.)
_____6. Static (n.)
_____7. Languid (adj.)
_____8. Lackadaisical (adj.)
_____9. Taint (v.)
_____10. Reconnoiter (v.)
_____11. Gaunt (n.)
_____12. Wantonness (n.)
A. Frail; delicate
B. Changeless; fixed
C. Listless; inert
D. Appraise; survey
E. Impulsiveness; unrestraint
F. Productivity; virility
G. Emaciated; cadaverous
H. Infect; contaminate
K. Plunder; raid
L. Lifelessness; lack of energy
M. Awaken; stir
N. Token; trace; residue
LITERARY DEFINITIONS
IRONY refers to how a person, situation, statement, or circumstance is not as it would actually
13
seem. Many times it is the exact opposite of what it appears to be. There are many types of irony,
the three most common being verbal irony and dramatic irony. Verbal irony occurs when either
the speaker means something totally different than what he is saying or the audience realizes,
because of their knowledge of the particular situation to which the speaker is referring, that the
opposite of what a character is saying is true. Verbal irony also occurs when a character says
something in jest that, in actuality, is true. Dramatic irony occurs when facts are not known to the
characters in a work of literature but are known by the audience.
GETTING THINGS STRAIGHT: While-Reading Questions
CHAPTER 6
1.
Why does the narrator experience a feeling of “dethronement?”
2.
How does the red weed die? In what way is the death of the red weed a sign of hope for humanity?
CHAPTER 7
1.
Briefly describe the narrator’s feelings about the death of the curate, the location of the
Martians, and the fate of his wife.
2.
What is the one thing the narrator hopes mankind learns from this war?
3.
What is potentially dangerous about the artilleryman’s statements that men will go on living “for
the sake of the breed” and that the new group does not need anyone who is “weak or silly”?
4.
For what reasons does the narrator decide to leave the artilleryman and try to get to London?
CHAPTER 8
1.
Define temerity. How does the narrator feel walking through the deserted city? Why does
he miss the sound of “Ulla, ulla, ulla”? What do you think is making that noise?
2.
How does the narrator try to commit suicide?
3.
What finally kills the Martians? What is ironic about their death?
4.
Why does the narrator believe humans have earned the right to continue living on the Earth?
5.
How do you feel about the deaths of the Martians? Explain.
CHAPTER 9
1.
What was the narrator writing about before the Martians came? How is the topic of his
paper an example of irony?
CHAPTER 10
1.
Why does the narrator believe another attack from Mars is possible? What does he
suggest the people of Earth do if the Martians send more cylinders to Earth?
2.
In what ways does the narrator think mankind can benefit from the experience of the
Martian invasion?
3.
Support or refute the following statement by citing incidents from the story: Despite the
numerous examples of poor behavior by the humans while under attack by the Martians,
this story ends with hope for the future.
14
THE WAR OF THE WORLDS: LITERARY ELEMENTS
Book 1: Chapters 1-3
FORESHADOWING: Indentify passages in the text that foreshadow later action
DIRECTIONS:
Find passages from the story that foreshadow events or actions later in the novel. Note the
impression foreshadowing has on you as a reader. What questions does it raise in your
mind that might pique your interest or build suspense? Finally, as you continue to read,
complete the chart by indicating when, where, or how the author subsequently fulfills the
foreshadowing. The first one is done for you as an example. Find at least one additional
example of foreshadowing in each of Chapters 1-3.
FORESHADOWING LOG
Passage from the story
(including page number)
“No one would have believed
in the last years of the
nineteenth century that this
world was being watched
keenly and closely by
intelligences greater than
man’s…” (p. 3)
Questions in your mind
Interest/Suspense
Are we being watched by
other creatures? If so, to what
end?
15
Fulfillment in the Story
Martians land on earth and
begin to explore the terrain.
THE WAR OF THE WORLDS: LITERARY ELEMENTS
Book 1: Chapters 5
STYLE: Understanding the concept of style and recognizing elements that characterize it
DIRECTIONS:
In small groups, complete a style chart on Chapter V of the book. Use the
following outline to analyze the voice and the style of The War of the
Worlds—the style or way the author presents the story. Give specific examples
from the text to illustrate each aspect of Wells’ style.
Elements of Style
I. DICTION
A. Type of language
1. Standard English (formal)
2. Standard English (informal)
3. Dialect
B. Vocabulary
1. Concrete words—words that have specific meanings; these refer to things
that are usually familiar and easily recognized. The more concrete the
writing is, the easier it is to comprehend.
2. Abstract words—the use of words to evoke sensory impressions; these
refer to concepts, rather than concrete elements. A large number of
abstract words usually results in a higher level of difficulty and unfamiliarity.
C. Imagery
1. Use of connotations
2. Use of descriptive nouns and verbs
3. Figurative language
a. Metaphors
b. Similes
c. Personification
D. Tone—the writer’s attitude toward subjects or readers
II. SENTENCES
A. Length (Number of words in sentences)
B. Types of sentences
1. Simple
2. Compound
3. Complex
4. Compound-complex
C. Form
1. Dialogue
2. Narrative
D. Rhetorical Devices—use of literary techniques. More literary forms, like simile
or metaphor, usually make the writing more poetic.
NAME:_____________________________
DATE:_________________
16
STYLE CHART
STYLE ELEMENT
SYTLE TYPE USE
DICTION
VOCABULARY
SENTENCES
FIGUARATIVE LANGUAGE
17
EXAMPLE
THE WAR OF THE WORLDS: LITERARY ELEMENTS
Book1: Chapters 9
CHARACTERIZATION: Inferring character traits based on the action of the book
DIRECTIONS:
Identify the traits that you think the narrator possesses by placing a check
mark in any blanks that apply. Then pick one trait for him and write a short
paragraph explaining how that trait is portrayed in the book.
1. _____ youthful
11. _____ clever
21. _____ smart
2. _____ expert
12. _____ honest
22. _____ moody
3. _____ guilty
13. _____ religious
23. _____ practical
4. _____ innocent
14. _____ insecure
24. _____ attractive
5. _____ wise
15. _____ inquisitive
25. _____ irrational
6. _____ excitable
16. _____ frightened
26. _____ gullible
7. _____ dignified
17. _____ scientific minded
27. _____ confident
8. _____ greedy
18. _____ authoritative
28. _____ weak
9. _____ hard working
19. _____ respectful
29. _____ rational
10. _____ devious
20. _____ stubborn
30. _____ educated
18
THE WAR OF THE WORLDS: LITERARY ELEMENTS
Book1: Chapters 14
POINT OF VIEW: Recognizing point of view and narrative tone
The point of view from which a story is told makes a big difference in how it is told. In a firstperson narrative, we are only receiving the impressions of one of the characters, and that
character’s impressions will be colored by his or her age, gender, beliefs, and so on. In a thirdperson narrative, the point of view may be limited or omniscient. First-person narratives are
always limited.
DIRECTIONS:
Read the passages below and fill in the chart that follows, providing both the
point of view (first person, third person) and the tone (formal, informal) of each
passage. If the narrative is in the third person, make sure to mention whether it
is limited or omniscient.
1. Selection from The Adventures of Huckleberry Finn by Mark Twain
You don’t know about me, without you have read a book by the name of “The Adventures
of Tom Sawyer,” but that ain’t no matter. that book was made by Mr. Mark Twain, and he
told the truth, mainly. There was things which he stretched, but mainly he old the truth. that
is nothing. I never seen anybody but lied, one time or another, without it was Aunt Polly, or
the widow, or may Mary. Aunt Polly—Tom’s Aunt Polly, she is—and Mary, and the Widow
Douglas, is all told about in that book—which is mostly a true book; with some stretchers,
as I said before.
2. Selection from Harry Potter and the Sorcerer’s Stone by J. K. Rowling
Nearly ten years had passed since the Dursleys had woken up to find their nephew on the
front step, but Privet Drive had hardly charged at all. The sun rose on the same tidy front
garden and lit up the brass number four on the Durselys’ front door; it crept into their living
room, which was almost exactly the same as it had been on the night when Mr. Dursley
had seen that fateful news report about the owls. Only the photographs on the mantelpiece really show how much time had passed.
3. Selection from Chapter 13 of The War of the Worlds
The hot water from the Martian’s overthrow drifted downstream with me, so that for the best
part of a mile I could see little of either bank. Once, however, I made out a string of black
figures hurrying across the meadows from the direction of Weybridge. Halliford, it seemed,
was deserted, and several of the houses facing the river were on fire. It was strange to see
the place quite tranquil, quite desolate under the hot blue sky, with the smoke and little
threads of flame going straight up into the heat of the afternoon.
4. Selection from Chapter 14 of The War of the Worlds
Of course all the students in the crammer’s biology class, to which my brother went that
day, were intensely interested, but there were no signs of any unusual excitement in the
streets. The afternoon papers published scraps of news under big headlines. They had
nothing to tell beyond the movements of troops about the common, and the burning of the
pine woods between Woking and Weybridge, until eight. Then the St. James’s Gazette in
an extra-special edition, announced the bare fact of the interruption of telegraphic
communication. This was thought to be due to the falling of burning pine trees across the
line. Nothing more of the fighting was known that night, the night of my drive to
Leatherhead and back.
NAME:_____________________________
DATE:_________________
19
POINT OF VIEW & TONE CHART
TITLE
ACTIVITY 2
DIRECTIONS:
POINT OF VIEW
TONE: FORMAL or
INFORMAL
Write a paragraph contrasting the use of first person, the narrator describing
his experience, and third person, the narrator describing his brother’s experiences.
Indicate which usage you think is more effective in narrating the story.
20
THE WAR OF THE WORLDS
DELVING-IN: Literary Analysis & Research Topics
DIRECTIONS: Thoughtfully write a five-paragraph essay (500 words) about one of the
topics below in MLA format. Be sure to have a properly placed and PROFOUND thesis
statement. Incorporate 4-6 quotations from 3 outside sources (not counting the novel) to
support your position and response.
DUE DATES:
OUTLINE & FIRST DRAFT (for Peer Evaluation CW): Thursday, October 20th
2nd DRAFT DUE (for Peer Evaluation CW): Thursday, October 27th
FINAL DRAFT DUE: Thursday, November 3rd
(Due at the start of class! Anything later will be deducted accordingly.)
HEROISM
Support or refute the following statement: the Narrator of the story is not a traditional hero. Can
the narrator or any other of Wells’ characters be considered heroes in any way? Analyze three
examples from the story in which humans behave either badly or heroically under pressure. Be
sure to conclude with your final opinion regarding the Narrator as hero or coward.
THE EXISTENCE OF ALIENS
The possibility of life on Mars was part of the folklore in Britain at the end of the 19th century. But
“scientific” knowledge of Mars and the potential of alien life (impressive as it was) initially
presented in The War of the Worlds has in the years since the book’s publication grown
tremendously in popularity and speculation. Examine the information that has been printed by
people who suspect that aliens have already come to Earth, especially the theories around
Roswell, New Mexico and the government facility at Area 51 in Nevada. After researching this
information, explain why you do or do not believe that the government is keeping the presence of
aliens a secret.
FEAR OF INVASION
The War of the Worlds was written in the late 19th century, a pivotal time in world politics just prior
to World War I. The political scene in which Wells wrote about the Martian invasion was a stable
one; however, it was one that was expected to soon explode. How did The War of the Worlds
foreshadow the military melee that would happen less than two decades later? How can The War
of the Worlds still be compared to / used to explain / comment upon contemporary world politics
and military events including September 11, 2001?
DARWINISM
Define the Darwin’s theory of evolution and explain how it influences Well’s vision of the aliens in
this book. Are the aliens more highly evolved than the humans? Explain your position citing
examples from the text. Why might Wells have been so strongly influenced by the idea of
Darwinism? Do you think the ending of the story leaves the human race with any room for hope?
REALITY BITES
Wells weaves a variety of elements of realism into The War of the Worlds. These include his
switch from first to third person narration (e.g. recalling the narrator’s brother’s experiences),
repeated references to familiar places, writing in a semi-documentary style, and use of imagery.
How does his use of realism contribute to the overall message and success of the novel? (Be
sure to define “the message” and what the “success” is.)
21
Last Name i
(Your Name)
Teacher’s Name
Course Name
Date
(Essay Title)
Thesis: (Your thoughtfully crafted thesis statement goes here. In the outline format it
represents the Introduction paragraph. This part is double-spaced.)
I. Subtopic #1
A. Evidence IA
1. Detail
a. More Detail
(1). Even More Detail
(2). Even More Detail
2. Detail
3. Detail
B. Evidence IB
1. Detail
2. Detail
3. Detail
C. Evidence IC
1. Detail
2. Detail
II. Subtopic #2
A. Evidence IIA
1. Detail
a. More Detail
(1). Even More Detail
(2). Even More Detail
2. Detail
3. Detail
B. Evidence IIB
1. Detail
2. Detail
3. Detail
C. Evidence IIC
1. Detail
2. Detail
22
III. Subtopic #3
A. Evidence IIIA
1. Detail
a. More Detail
(1). Even More Detail
(2). Even More Detail
2. Detail
3. Detail
B. Evidence IIIB
1. Detail
2. Detail
3. Detail
C. Evidence IIIC
1. Detail
2. Detail
IV. Conclusion (Restatement of Thesis)
A. Interpretation of information
B. Overall importance of information presented
C. Trends in the future?
D. Historical impact?
NOTE:
The outline you turn in does not have to have so much detail, but I do
expect to find evidence that you have begun thinking about,
organizing, and researching your topic.
23
THE WAR OF THE WORLDS
GROUP PRESENTATION PROJECT
DIRECTIONS: In groups of 3, you and your teammates will create a visual and oral presentation
on one of the below topics (1 group per topic). Each week two groups will present the following
topics in chronological order. Researching your topic (as well as listening to your peers’ topics),
will help you to develop a deeper understanding about the author’s point of view and central
characters of The War of the Worlds. Simultaneously these projects will serve to enhance your
knowledge base for your Final Essay. Please refer to rubric for presentation expectations.
Additionally, create a handout for the class of your project. This should cover the main points
of your presentation and serve as a study guide for them. Please have a copy the day of your
presentation for each student in the class.
*Please be sure to quote/cite all research resources. A copy of all visual aids will be
turned in to teacher for review.
Topic One - Historical Information / Contextual background
You are responsible for finding all the information you can about life in 1898. Here are
some things you might want to think about: what was happening in terms of geopolitics
in 1898? Who was the reigning empire of the world and why? What jobs were common
professions? What inventions and modes of communication were considered innovative
and cutting edge? What was happening in terms of economy in the U.S., Britain, and the
rest of Europe? What were the thoughts on Mars? You can include recordings of popular
songs, pictures, links, anything you want, as long as it’s connected to life at the turn of
the 20th century.
Topic Two - History of the Novel
H. G. Wells’s science fiction masterpiece The War of the Worlds (WOTW) was originally
published in Pierson’s magazine in 1897 and was issued as a novel the following year. A
century later, it has never been out of print. The story has become an integral part of U.S.
culture, frequently retold in graphic novels and films. Why did this book have such an
impact on Americans of the 20th century and today? Here are some suggestions: Look
for information on book reviews when it was published, highlight interviews with current
writers that were influenced by WOTW and literary movements, such as science fiction,
that can be attributed in part to WOTW and add them to your presentation. How did the
public react to the book when it was first published? Keep in mind much of the technology
mentioned in the book was, at that time, not yet invented (flying aircraft, rockets, lasers
and others). Why has this book remained relevant despite it being written over a hundred
years ago?
Topic Three - Various Media Adaptations
Research and report on the various adaptations of WOTW that came AFTER Orson
Welles’ original radio play with the Mercury Theatre. Make a visual aid or some sort of
tool to illustrate the progression of the various versions over the years. Listen to / watch
at least 2 recordings / movie adaptations and read one print adaptation. How did each of
these adaptations give important social commentary to happenings of their time? Was
one medium more effective than others in conveying Wells’ themes? Why was this so?
How did each medium help shape the next interpretation that followed it? Which
adaptation retained the true spirit of the original? Which media adaptation did you enjoy
the most / the least and why?
Topic Four - Character Analysis
24
Create a presentation describing most of the characters in the novel. Your presentation
should include information about the Narrator, the Narrator’s Wife, the Narrator’s brother,
Ogilvy, the Curate, Henderson, Lord Garrick and any other characters (major OR minor)
that are important to the story. Write your own details about each character, add pictures
if you think they capture a character's physical appearance (hair, height, weight), link
descriptions that others have written about any of these characters and include links that
you think describe them. For example, create a link from Ogilvy to a website that has
information about current prominent astronomers working with cutting edge space
technology. Or perhaps compare/contrast different movie and theatre actors
interpretations of the particular character. Be specific, and relate back to book.
Topic Five - Literary Elements
Research all that you can about the literary elements used in the novel and give
examples of the following: foreshadowing, imagery, Wells’ use of metaphor, symbolism,
setting, irony, tone, point of view, conflict, theme, and social commentary of the time,
which help support Well’s major emerging themes. Which literary elements does Wells
seem to rely upon most heavily? Which does he use most effectively? How is Well’s
narrating style different from other authors (what made him innovative)? You can use
what we've discussed in class, cite quotations from the novel, and create links from other
sources to support your position.
Topic Six – A foreshadowing of Mass Media Manipulation?
Research, listen and report on the recording of the Mercury Theatre’s 1938 broadcast of
their adaptation of The War of the Worlds. Did the radio play hold your attention? Which
techniques were effective in giving the play a sense of realism? What other factors
contributed to the panic that broadcast caused? Search through printed sources
(newspapers, magazines) that were published after Welles's broadcast (which was on
Halloween 1938) and that tell the effect the program had on listeners who tuned in late. In
your opinion, was this part of Orson Welles’ intention? Until the night of that broadcast,
few people realized the power of broadcast media to make whole populations feel
powerless when faced with breaking events. Keeping in mind the confusion caused by
the radio broadcast, critique how consumers respond to all the media around them today.
Was the (unintended?) duping of the American public by Welles's Halloween broadcast
something that could have happened only in the 1930s? Have Americans become more
sophisticated in their consumption of media? How does the internet change how
information about major events are shared and perceived?
Topic Seven – Graphic Novel/Comic Book
This option allows the artistic students to use their skills to recreate the story in a graphic
novel (i.e. comic book) format. Choose the most important scenes - in your view - and tell
the story of The War of the Worlds. The quality of your project will be determined by the
following: (1) the extent to which your graphic novel includes the entire story of the novel,
(2) the quality/effort put into of the artwork, and (3) the inclusion of an introduction in
which you explain what you tried to capture in your recreation of the novel (e.g., "We
wanted to emphasize the extent to which the public is influenced by fear of the unknown /
the unknown enemy. We did this because… and showed it by…").
25
THE WAR OF THE WORLDS
FINAL PRESENTATION RUBRIC
Beginning
(0-3 points)
Developing
(4-5 points)
Accomplished
(6-7 points)
Exemplary
(8-10 points)
Research
Information
Information presented
from research is
vague and
inadequate.
Information presented
from research is
appropriate but needs
significant revision.
Information presented
from research is
appropriate
and adequate.
Information presented
from research is
appropriate, specific,
and used in a creative
manner.
Wide Use of
Research
Materials
Completed research is
inadequate to properly
complete the task.
Completed research
shows a small sample
of the information
available on the topic.
Completed
research covers topic,
but not in a thorough
manner.
Completed research is
diverse, wide-ranging,
& covering multiple
aspects of topic.
Visual Aid:
Application &
Organization
of Research
Research presented in
an unprepared,
haphazard manner.
Research presented
fairly well, but does
not complete all
requirements for each
group role.
Research presented in
an organized fashion
and all requirements
for each group role are
completed.
Research presented in
an organized, creative,
interested manner. All
requirements are met
and visual aids suit the
material and audience.
Eye Contact
Makes no eye contact
and only reads from
notes.
Occasionally uses eye
contact, but still reads
mostly from notes.
Maintains eye contact
most of the time but
frequently returns to
notes.
Maintains eye contact
with audience, seldom
returning to notes.
Verbal
Techniques
Mumbles, incorrectly
pronounces terms,
and speaks too quietly
for audience in the
back of class to hear
Voice is low. Student
incorrectly pronounces
terms. Audience
members have
difficulty hearing
Voice is clear. Student
pronounces most
words correctly. Most
audience members
can hear presentation.
Uses a clear voice and
correct, precise
pronunciation of terms
so that all audience
members can hear
presentation.
Presentation has 4 or
more spelling and/or
grammatical errors.
Presentation has 3
misspellings and/or
grammatical errors.
Presentation has no
more than 2
misspellings and/or
grammatical errors.
Presentation has no
misspellings or
grammatical errors.
Audience cannot
understand
presentation due to no
sequence of info.
Audience has difficulty
following presentation
because student
jumps around.
Presents information
in logical sequence
which audience can
follow.
Presents information
in logical, interesting
sequence which
audience can follow.
Works with others, but
has difficulty sharing
decisions and
responsibilities.
Works well with
others. Takes part in
most decisions and
shares in the
responsibilities.
Works very well with
others. Assumes a
clear role in decisionmaking and
responsibilities.
Is uncomfortable with
information and is able
to answer only
rudimentary questions,
but fails to elaborate.
Is at ease and
answers most
questions with
explanations and
some elaboration.
Demonstrates full
knowledge (more than
required) by
answering all class
questions with
explanations and
elaboration.
Score
RESEARCH
DELIVERY
Grammar
Organization
GROUP INTERGRATION
Group Work
Cannot work with
others in most
situations. Cannot
share decisions or
responsibilities.
POST-QUESTION SESSION
Subject
Knowledge
Does not have grasp
of information; student
cannot answer
questions about
subject.
TOTAL SCORE: ________________
26