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NJ Grade 12 Unit 1 Meeting the Standards
Care has been taken to verify the accuracy of information presented in this book. However, the
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978-0-82195-368-6
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Printed in the United States of America
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is to ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match a
standardized test. You will also find dozens of high-quality activities and quizzes
for all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
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British Tradition, Unit 1
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Contents
Introduction
ix
Correlation to Formative Survey Results
xi
Anglo-Saxon Period Study Guide for New Jersey (with Practice Test and
Master Vocabulary List)
1
The Conversion of King Edwin, from Ecclesiastical History of the English People /
The Story of Caedmon, from Ecclesiastical History of the English People, Saint Bede,
the Venerable
Build Vocabulary: Word Roots
19
Build Background: Medieval Monasteries 20
Analyze Literature: Alliteration
21
Selection Quiz 22
from Beowulf, Anonymous, Verse Translated by Burton Raffel, Prologue Translated by
Robin Lamb / from Grendel, John Champlin Gardner
Build Vocabulary: Meanings in Context
23
Connecting with Literature: Anglo-Saxon Culture
24
Analyze Literature: Metaphor
25
Analyze Literature: Point of View and Characterization
26
Selection Quiz 27
The Head of Humbaba, from Gilgamesh, Anonymous, Translated by Herbert Mason
Critical Thinking: Antiquities Today
28
Analyze Literature: Similes
30
Selection Quiz
31
The Seafarer, Anonymous, Translated by Burton Raffel / The Wife’s Lament,
Anonymous, Translated by Marcelle Thiébaux
Build Vocabulary: Old Norse Origins
32
Research Project: The Viking World
33
Analyze Literature: Point of View
34
Selection Quiz
35
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Anglo-Saxon Riddles, Anonymous, Translated by Burton Raffel
Extend the Lesson: The Anglo-Saxon World
36
Analyze Literature: Personification
37
Selection Quiz
38
Answer Key
Anglo-Saxon Period Study Guide for New Jersey
39
The Conversion of King Edwin, from Ecclesiastical History of the English People /
The Story of Caedmon, from Ecclesiastical History of the English People
41
from Beowulf / from Grendel 42
The Head of Humbaba, from Gilgamesh
43
The Seafarer / The Wife’s Lament
44
Anglo-Saxon Riddles
45
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the student textbook, these resources also supply vocabulary exercises
and other activities designed to connect students with the selections and the
elements of literature.
The lessons in the Meeting the Standards Unit Resource are divided into four
categories, as described in this introduction. The lessons are listed by category in
the Contents at the front of the book.
Unit Study Guide, with Practice Test and Master Vocabulary List
Each Unit Resource book begins with a Unit Study Guide that focuses on key
language arts standards. Following the chronological organization of the Mirrors
& Windows student text, this guide provides in-depth study and practice on
topics related to the historical, social, and political context of the literature of the
era. Specific topics include significant historical events and trends, representative
literary movements and themes, and the literary genre or form explored in the unit.
Also included in the study guide are instructions to help students prepare for
a standardized test and a practice test formatted to match that test. The last page of
the study guide provides a list of the words identified as Preview Vocabulary for the
selections within the unit.
Lessons for Standard Selections
The lessons for standard selections offer a range of activities that provide additional
background information, literary analysis, vocabulary development, and writing
about the selection. The activities are rated easy, medium, and difficult; these
ratings align with the levels of the Formative Survey questions in the Assessment
Guide.
These activities can be used to provide differentiated instruction at the
appropriate levels for your students. For example, for students who are able to
answer primarily easy questions, you may want to assign primarily easy activities.
The Correlation to Formative Survey Results, which follows this introduction, lists
the level for each activity.
To further differentiate instruction, consider adapting activities for your
students. For instance, you may want to add critical-thinking exercises to an easy
or medium activity to challenge advanced students, or you may want to offer
additional support for a difficult activity if students are having trouble completing
the activity.
A Selection Quiz is provided for each selection. This quiz is designed to assess
students’ comprehension of basic details and concepts.
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Lessons for Comparing Literature, Author Focus, and
Other Grouped Selections
The lessons for Comparing Literature and other grouped selections in the student
textbook emphasize text-to-text connections. Activities for Comparing Literature
selections ask students to compare and contrast literary elements such as purpose,
style, and theme in the work of two authors. Activities for Author Focus and other
groupings have students examine literary elements across several selections by the
same author, identifying patterns and trends in his or her work. Again, activities are
rated as easy, medium, or difficult.
A recall- and comprehension-based Selection Quiz is provided for each
selection or grouping of selections.
Lessons for Independent Readings
Lessons for Independent Readings build on the strategies and skills taught in the
unit and offer students more opportunities to practice those strategies and skills. As
with the other categories of selections, activities focus on vocabulary development,
literary analysis, background information, and writing instruction. Again, activities
are rated as easy, medium, or difficult.
A Selection Quiz is provided for each selection.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need to
select particular elements from a story, create lists or cards to distribute to students,
or make sure that art supplies or computer stations are available. Be sure to preview
each lesson to identify the tasks and materials needed for classroom instruction.
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Correlation to Formative Survey Results
The following chart indicates the difficulty level of each activity. You can use this
chart, in combination with the results of the Formative Survey from the Assessment
Guide, to identify activities that are appropriate for your students.
Selection Title
Activity
Level
The Conversion of
King Edwin, from
Ecclesiastical History
of the English People /
The Story of Caedmon
from Ecclesiastical
History of the English
People
Build Vocabulary: Word Roots, page 19
Easy
Build Background: Medieval Monasteries, page 20
Difficult
Analyze Literature: Alliteration, page 21
Medium
Selection Quiz, page 22
Easy
from Beowulf / from
Grendel
Build Vocabulary: Meanings in Context, page 23
Medium
Connecting with Literature: Anglo-Saxon Culture, page 24
Difficult
Analyze Literature: Metaphor, page 25
Medium
Analyze Literature: Point of View and Characterization,
page 26
Difficult
Selection Quiz, page 27
Easy
Critical Thinking: Antiquities Today, page 28
Medium
Analyze Literature: Similes, page 30
Medium
Selection Quiz, page 31
Easy
Build Vocabulary: Old Norse Origins, page 32
Easy
Research Project: The Viking World, page 33
Medium
Analyze Literature: Point of View, page 34
Medium
Selection Quiz, page 35
Easy
Extend the Lesson: The Anglo-Saxon World, page 36
Difficult
Analyze Literature: Personification, page 37
Medium
Selection Quiz, page 38
Easy
The Head of
Humbaba, from
Gilgamesh
The Seafarer/The
Wife’s Lament
Anglo-Saxon Riddles
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Name: ____________________________________________________ Date: __________________
Anglo-Saxon Period Study Guide for New Jersey
Completing this study guide will help you understand and remember the background information
presented in Unit 1and recognize how the selections in the unit reflect their historical context. It will
also provide an opportunity to understand and apply the literary forms of poetry and epic.
After you read each background feature in Unit 1 in your textbook, complete the corresponding
section in the study guide. The completed study guide section will provide an outline of important
information that you can use later for review.
After you read the selections for each part of Unit 1 in your textbook, complete the Applying
sections for that part in the study guide. Refer to the selections as you answer the questions.
After you complete the study guide sections, take the Practice Test. This test is similar to the
state language arts test. In both tests, you read passages and answer multiple-choice questions
about the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 1.
CHECKLIST
Literary Comprehension
You should understand and apply the
literature of the Anglo-Saxon period, its forms
and its elements:
❏ history
❏ miracle tale
❏ heroic epic
❏ elegy
❏ riddles
❏ allegory
❏ caesura
❏ alliteration
❏ motif
❏ mood
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read
❏ Your own experiences
❏ The world today
Vocabulary
In the Master Vocabulary List at the end of
this study guide, put a check mark next to any
new words that you learned while reading the
selections. How many did you learn?
❏ 10 or more ❏ 20 or more ❏ 30 or more
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Writing
❏ You should be able to write a narrative
poem about a hero facing a challenge. The
poem should use poetic conventions such as
stanza, meter, and rhyme. It should include
imagery, sound devices, and figurative
language.
Speaking and Listening
❏ You should be able to describe a place using
sensory details and vivid language.
Test Practice
❏ You should be able to answer questions
that test your reading, writing, revising, and
editing skills.
Additional Reading
❏ You should choose a work of fiction or
nonfiction to read on your own. See For
Your Reading List on page 78 of your
textbook.
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Historical Context
Examine the time line on pages 2–3 of your textbook. For what three general topics does the time
line provide dates?
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
The time line has four time frames. Identify the time span of each time frame.
4. _________________________________
6. _________________________________
5. _________________________________
7. _________________________________
What do the abbreviations BCE and CE mean?
8. BCE _________________________________________________________________________
9. CE __________________________________________________________________________
Find the following dates on the time line. Complete the chart by telling what happened in those years.
Then answer the questions on the next page.
Date
British Literature
British History
World History
312 CE
410
c. 600
731
c. 890
2
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10. Examine the first three listings on the chart. Which of the events listed under c. 600 might have
been different if the event of 410 had never occurred? Explain.
_____________________________________________________________________________
11. What can you infer about the era from the events of c. 600?
_____________________________________________________________________________
12. What do the events of 731 and c. 890 suggest about literacy in Britain?
_____________________________________________________________________________
The early history of Britain is characterized by waves of invasion and immigration. Given the
information on pages 4–6 of your textbook, identify which groups arrived in Britain on the dates
below. Then write sentences describing society under each of these conquerors or settlers.
Date
People
Society
13. 200–100 BCE
14. 43 CE
15. fifth century
16. ninth century
17. Explain why the year 1066 is a crucial date in English history.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Answer the following questions using the information given on pages 7–9 of the textbook.
18. What similarities might a modern reader observe between Old English and Modern English?
_____________________________________________________________________________
_____________________________________________________________________________
19. What is the Indo-European family of languages?
_____________________________________________________________________________
_____________________________________________________________________________
20. How are the following words related: pater, padre, vater?
_____________________________________________________________________________
_____________________________________________________________________________
21. What is etymology?
_____________________________________________________________________________
_____________________________________________________________________________
Did Old English borrow words from the languages listed below? Check the Yes or No column in the
chart. Explain your “yes” answers in the chart.
Language
Yes
No
Explanation
22. Celtic
23. Latin
24. Greek
25. Spanish
26. Danish
27. Why did two systems of writing exist in Anglo-Saxon Britain? Which one prevailed?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4
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Understanding Literary Forms: Poetry
Read Understanding Literary Forms: Poetry on pages 20–21 of your textbook. Then answer the
questions.
1. Think how poetry differs from prose. Then fill out the web below with qualities that typically
characterize poetry.
Qualities of
Poetry
2. What do epic poems and narrative poems have in common? How do they differ?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Define the following forms of poetry.
Lyric poems ___________________________________________________________________
_____________________________________________________________________________
Dramatic poems _______________________________________________________________
_____________________________________________________________________________
4. In which of the forms defined in question 3 would you most likely encounter monologue and
dialogue? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
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What would you look for in identifying the following elements of poetry?
Element
I would look for …
5. Stanza
6. Rhyme scheme
7. End rhyme
8. Slant rhyme
9. Internal rhyme
10. Caesura
11. Explain the relationship between meter, rhythm, and feet?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Define the following terms.
12. Figurative language
_____________________________________________________________________________
_____________________________________________________________________________
13. Sound devices
_____________________________________________________________________________
_____________________________________________________________________________
Name a type of figurative language and a sound device. Give an example for each.
14. figurative language
_____________________________________________________________________________
_____________________________________________________________________________
15. sound device
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Literary Forms: Poetry
1. Is dialogue or monologue more a feature of Beowulf? Explain your answer, citing at least one
example from the selection.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What gives “The Seafarer” and “The Wife’s Lament” their elegiac tone?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. In what way do Anglo-Saxon Riddles make effective use of personification?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Write each of the following literary elements on the line beside the passage that best illustrates it.
alliteration
personification
internal rhyme
simile
metaphor
slant rhyme
A. Alone in a world blown clear of love
_________________________________
B. I felt cold care in the dark before dawn
_________________________________
C. The stars against the midnight sky
Were sparkling like mica in a riverbed.
_________________________________
D. The iron sang its fierce song
_________________________________
E. That shepherd of evil, guardian of crime
_________________________________
F. …death was my errand and the fate
They had earned.
_________________________________
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Understanding Literary Forms: The Epic
Read Understanding Literary Forms: The Epic on page 22 of your textbook. Then answer the
questions.
1. What is an epic?
_____________________________________________________________________________
_____________________________________________________________________________
2. What characteristics of the epic do both Beowulf and Gilgamesh share?
_____________________________________________________________________________
_____________________________________________________________________________
3. How are the themes of Gilgamesh and Beowulf similar?
_____________________________________________________________________________
_____________________________________________________________________________
4. In what way are both Gilgamesh and Beowulf the products of more than one culture?
_____________________________________________________________________________
_____________________________________________________________________________
5. Define each of the following terms.
a. kenning: ___________________________________________________________________
b. alliteration: _________________________________________________________________
c. hyperbole: __________________________________________________________________
Match the terms you defined above with the phrases in the chart below.
Phrase
Term
6. “strangled sobs”
7. “[Humbaba’s] single stroke could cut a cedar down”
8. “hell-serf”
9. What two figures of speech help an author make comparisons?
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Literary Forms: The Epic
1. In the space where the circles overlap below, record ways in which Beowulf and Gilgamesh are
similar. Make notes of their differences in the outer circles.
Beowulf
Gilgamesh
Both
In each of these excerpts from Beowulf and Gilgamesh, find literary elements that are typical of the
epic. Write those elements on the line below the excerpt.
2. The brilliant light shone, suddenly,
As though burning in that hall, and as bright as Heaven’s
Own candle, lit the sky.
_____________________________________________________________________________
3. And then Enkidu slid
Along the ground like a ram making its final lunge
On wounded knees.
_____________________________________________________________________________
4. “Beloved Beowulf, remember how you boasted…”
_____________________________________________________________________________
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Find and copy a passage from Beowulf that illustrates each of these characteristics.
5. a hero with extraordinary courage
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. a vicious and demonic opponent
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. the importance of loyalty
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. a Christian element
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. superhuman deeds
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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New Jersey-Based Practice Test
During high school, students take tests to measure how well they meet the
New Jersey standards. These tests include English language arts tests in which
you are asked to read a passage and answer multiple-choice questions to test your
understanding of the passage.
The practice test on the following pages is similar to the New Jersey English
language arts test. It contains passages, each followed by multiple-choice questions.
You will fill in circles for your answers on a separate sheet of paper. Your answer
sheet for this practice test is below on this page.
Questions on this practice test focus on the historical background and literary
elements you studied in this unit. The questions also address learning standards
such as these New Jersey English language arts standards:
3.1 Reading
STANDARD 3.1 (Reading) All students will understand and apply the knowledge
of sounds, letters, and words in written English to become independent and
fluent readers, and will read a variety of materials and texts with fluency and
comprehension.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of
Grade 12, students will:
G. Comprehension Skills and Response to Text
1. Identify, describe, evaluate, and synthesize the central ideas in informational texts.
5. Analyze how works of a given period reflect historical and social events and
conditions.
8. Analyze and evaluate the appropriateness of diction and figurative language
(e.g., irony, paradox).
Practice Test Answer Sheet
Name: ____________________________________ Date: ____________________________________
Fill in the circle completely for the answer choice you think is best.
A 
A 2. 
A 3. 
A 4. 
1.
B 
B 
B 
B 
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C 
C 
C 
C 
D

5.
D

6.
D

7.
D

8.
Meeting the Standards
A 
A 
A 
A 
B 
B 
B 
B 
C 
C 
C 
C 
D

9.
D

10.
D

11.
D

12.
A 
A 
A 
A 
B 
B 
B 
B 
C 
C 
C 
C 
D

D

D

D

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This test has 12 questions. Read each passage/story and choose the best answer for each question.
Fill in the circle in the spaces provided for questions 1 through 12 on your answer sheet.
Read the passage. Then answer Questions 1 through 6.
The Ruin
translated by Chauncey B. Tinker
5
10
15
20
25
12
Wondrously wrought and fair its wall of
stone,
Shattered by Fate! The castles rend asunder,
The work of giants moldereth away!
Its roofs are breaking and falling; its towers
crumble
In ruin. Plundered those walls with grated
doors—
The mortar white with frost. Its battered
ramparts
Are shorn away and ruined, all undermined
By eating age. The mighty men that built it,
Departed hence, undone by death, are held
Fast in the earth’s embrace. Tight is
the clutch
Of the grave, while overhead for living men
A hundred generations pass away.
Long this red wall, now mossy gray,
withstood,
While kingdom followed kingdom in
the land,
Unshaken ’neath the storms of heaven—
yet now
Its towering gate hath fallen . . .
Radiant the mead-halls in that city bright,
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30
35
40
45
50
Yea, many were its baths. High rose
its wealth
On horned pinnacles, while loud within
Was heard the joyous revelry of men—
Till mighty Fate came with her sudden
change!
Wide-wasting was the battle where
they fell.
Plague-laden days upon the city came;
Death snatched away that mighty host of
men . . .
There in the olden time full many a thane,
Shining with gold, all gloriously adorned,
Haughty in heart, rejoiced when hot with
wine;
Upon him gleamed his armor, and he gazed
On gold and silver and all precious gems;
On riches and on wealth and treasured
jewels,
A radiant city in a kingdom wide.
There stood the courts of stone. Holy
within,
The stream flowed with its mighty surge.
The wall
Surrounded all with its bright bosom; there
The baths stood, hot within its heart . . .
Meeting the Standards
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1. What type of poem is “The Ruin”?
A. a narrative poem
B. a dramatic poem
C. a sonnet
D. an elegy
2. Who are “giants” (line 4) and “the mighty
men” (line 12) to which the Anglo-Saxon
poet is most likely referring?
A. the Romans
B. the Vikings
C. the Christian church
D. the Norman invaders of 1066
3. Read these lines from the poem.
“Tight is the clutch / Of the grave . . . ”
5. Which phrase best summarizes a theme of
this poem?
A. Sad as the present may be, the future
brings even more unhappiness.
B. The glories of human civilization, like life
itself, decline and fall.
C. Human pride inevitably results in tragedy.
D. A spiritual life is the only way for a person
to find fulfillment.
6. What attitude of the speaker typifies “The
Ruin” as an Anglo-Saxon work?
A. a gloomy fatalism
B. reverence for the past
C. contempt for other civilizations
D. anger at change
What figure of speech do these lines contain?
A. simile
B. understatement
C. personification
D. hyperbole
4. What literary device—missing from this
translation—would have been evident in each
line of the original Anglo-Saxon poem?
A. fixed meter
B. caesura
C. internal rhyme
D. assonance
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Read the passage. Then answer Questions 7 through 12.
1. Beowulf Sails to Denmark
translated by Florence Holbrook
When the harper had ceased, the hall
was still. All voices were hushed as all grieved
with the sorrow of the good Hrothgar. Then
the brave Beowulf cried out: “Give me leave,
O king! Let me go to Hrothgar and free his
land of this monster so wicked and fearsome.”
The other thanes applauded his words and
cried, “Take us with you!”
But Hygelac, the great king, said wisely:
“Brave men go to war with care and after deep
thought. Not easy is the way over the sea; not
easy is the contest with the evil Grendel. But to
fight for a good and to nobly win or nobly die is
the best a man can do. Proud is my heart when
I see so many brave men ready to overcome the
evil monster or to die fighting, but all may not
venture. Go, my cousin and my thane,” he said
to Beowulf, “and make thy name famous in all
places where honor is loved.”
Beowulf thanked his king and chose
fourteen of his bravest warriors to go with
him. They prepared the strong ship and
found a pilot who knew the road the swans
take, and who could safely guide the boat.
The warriors made their weapons bright and
carried them to the ship. The men shoved
the boat from the shore. The sails were
raised, and, driven by the wind, the boat flew
over the foamy waves.
On the second day the voyagers saw the
shining ocean-shore. The sea-sailor was at
the end of the watery way. Quickly the men
stepped out upon the plain. They tied the seawood, shook their shirts of mail, and thanked
God that to them the wave paths had been easy.
2. Beowulf Sails to Denmark
translated by H. W. Lumdsden
5
10
15
20
14
Of Grendel’s deeds the tidings reached a
valiant Gothic knight,
Highborn, a thane of Higelac; no mortal man
in might
In this life’s day was like to him. A goodly
ship he bade
Make ready the swan’s path to sail, that he
might carry aid
To that great lord, the warrior king, now in
his time of need.
And, though they loved him well, wise churls
but lightly blamed the deed,
They looked for happy end to come, and
whetted his bold mind.
Now had he chosen fighting men, the keenest
he could find
Of Gothic race; fifteen in all down to the ship
they went.
A seaman skilled the landmarks told; and
now the time was spent;
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30
35
Below the cliff the vessel lay afloat upon
the tide,
And while the waves broke on the sand
the heroes climbed her side.
Into her lap a gleaming freight of goodly
arms they bore,
And then they pushed with willing hearts
the close-ribbed bark from shore.
Now foamy-throated o’er the seas the ship
before the gale
Flew like a bird; and far and fast
the wreathed stem did sail
Till with morn’s first hour the land broke
on the sailors’ sight,
The headlands great and mountains steep
and sea-cliffs shining bright.
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7. What theme—typical of Anglo-Saxon
literature—is expressed in excerpt 1?
A. The ocean can be a friend but also a fierce
opponent.
B. No fate is worse than exile from one’s
homeland.
C. The battle of good against evil is central to
a warrior’s honor.
D. Loyalty to one’s king and kinsmen should
always be a priority.
8. Read this sentence from excerpt 1.
“When the harper had ceased, the hall
was still.”
What characteristic of Anglo-Saxon poetry is
the translator imitating here?
A. alliteration
B. hyperbole
C. metaphor
D. refrain
“They tied the sea-wood, shook their shirts
of mail, and thanked God that to them the
wave paths had been easy.”
Which words would best replace “sea-wood”
and “wave paths”?
A. an elegiac prose poem
B. a strict imitation of the original AngloSaxon verse
C. a poetic version of Beowulf written in
stanzas with a rhyme scheme of abab
D. a verse translation with a regular meter
and rhyme scheme
11. Which phrase from excerpt 2 represents a
kenning?
A. “the swan’s path” (line 7)
B. “the close-ribbed bark” (line 28)
C. “foamy-throated” (line 29)
D. “Flew like a bird” (line 31)
12. Read these lines from excerpt 2.
9. Read this sentence from excerpt 1.
10. What phrase best describes excerpt 2?
“ . . . no mortal man in might / In this life’s
day was like to him.”
What trait of the epic hero is the author
describing?
A. the desire to be different
B. superhuman origins
C. a fatal character flaw
D. unsurpassed strength
A. “tiller” and “ocean”
B. “ship” and “voyage”
C. “mast” and “route”
D. “driftwood” and “currents”
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Master Vocabulary List
The following vocabulary terms are defined on the indicated pages in your textbook.
admonish, 63
adversity, 12
agency, 14
asunder, 67
blithe, 67
bolt, 33
brood, 28
chaste, 65
cower, 34
diligently, 13
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dreary, 68
ecclesiastical, 11
efficacious, 13
fervent, 64
hoary, 43
hovel, 67
infamous, 33
lament, 49
literal, 15
precept, 12
Meeting the Standards
purge, 31
ravenous, 63
relish, 32
secular, 14
spoils, 27
temporal, 12
tribute, 26
whorled, 67
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Name: ____________________________________________________ Date: __________________
The Conversion of King Edwin, from Ecciesiastical History of the English People /
The Story of Caedmon, from Ecciesiastical History of the English People, page 10
Build Vocabulary: Word Roots
The word temporal is derived from the Latin root tempus, meaning “time.” In fact, the word
time is included in the principal definition of temporal: “lasting only for a time.” Other
English words, however, may include the same syllable but have unrelated origins and
meanings.
Use a dictionary to determine the roots of the words in the table below. If a word has
the same root as temporal, put a check in the Yes column; if it does not, mark it No. Then
write the definition of each word. Three of these words are related to temporal.
Word
Yes
No
Definition
1. temptation
2. temporize
3. tempo
4. temple
5. temporary
Use each word with the same root as temporal in a sentence.
6. _____________________________________________________________________________
_____________________________________________________________________________
7. _____________________________________________________________________________
_____________________________________________________________________________
8. _____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Conversion of King Edwin, from Ecciesiastical History of the English People /
The Story of Caedmon, from Ecciesiastical History of the English People, page 10
Build Background: Medieval Monasteries
Saint Bede the Venerable, author of Ecclesiastical History of the English People, was a
monk, who spent most of his life within the confines of a monastery in northern England.
Monasteries were primarily places of Christian worship and study, but they played other
important roles in medieval society. In a world that was often ravaged by war and disease,
monasteries might serve as hospitals, hostels, charitable institutions, schools, and even
innovative farms. Above all, they existed as islands of literacy—beacons of learning in an
era commonly known as the Dark Ages. Before the invention of the printing press and at
a time when most people were unable to read, monasteries served as the libraries that kept
learning alive.
Using library or Internet sources, research the role of monasteries in the medieval
world. Take notes on the many aspects of these important institutions. Then choose one
area for further research. You might consider one of the following topics:
• the religious role of monasteries
• monastic buildings and architecture
• daily life in a monastery
• monasteries as places of charity and healing
• the social hierarchy within a monastery
• monastic agriculture
• monasteries as centers of study, learning, and literacy
• monastic music and art
Create an illustrated poster that develops your chosen topic. Include a brief printed
summary and captions to identify the visual elements you have included. Introduce your
poster and related research in an oral presentation to the class.
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Name: ____________________________________________________ Date: __________________
The Conversion of King Edwin, from Ecciesiastical History of the English People /
The Story of Caedmon, from Ecciesiastical History of the English People, page 10
Analyze Literature: Alliteration
Alliteration is the repetition of initial consonant sounds in consecutive or slightly separated
words. The technique can create a musical effect and help emphasize the author’s
ideas. Anglo-Saxon poets, such as Caedmon, frequently used alliteration in their verse.
Translators of Anglo-Saxon poetry often try to simulate this technique in their modern
versions.
Part 1: Identify Examples of Alliteration
Record examples of alliteration used by Caedmon and his modern English translator in
the first four lines of “Caedmon’s Hymn.” Where there is no alliteration in a line, write
“none.”
1. a. Nu sculon herigean / heofonrices Weard __________________________________________
b. Now we must praise / heaven-kingdom’s Guardian, __________________________________
2. a. Meotodes meahte / and his modgepanc ____________________________________________
b. the Measurer’s might / and his mind-plans, ________________________________________
3. a. weorc Wuldor-Fæder / swa he wundra gehwæs _____________________________________
b. the work of the Glory-Father, / when he of all wonders, ________________________________
4. a. ece Drihten / or onstealde ______________________________________________________
b. eternal Lord, / the beginning established. ___________________________________________
Part 2: Write Alliterative Phrases
For each phrase below, write a two-word alliterative phrase that has the same meaning.
The initial letter of the alliteration is in parentheses.
5. ten cents for twelve (d)
_____________________________________________________
6. cherished win (s)
_____________________________________________________
7. monetary bovine (c)
_____________________________________________________
8. accomplish or perish (d)
_____________________________________________________
9. sharp-needled fruit (p)
_____________________________________________________
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BRITISH TRADITION, UNIT 1
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5/29/09 3:28:11 PM
Name: ____________________________________________________ Date: __________________
The Conversion of King Edwin, from Ecciesiastical History of the English People /
The Story of Caedmon, from Ecciesiastical History of the English People, page 10
Selection Quiz
Part 1: The Conversion of King Edwin
True or False
Write T if the statement is true or F is the statement is false.
_____ 1. Bede wrote his history in Old English.
_____ 2. Edwin received earthly rewards upon his conversion.
_____ 3. Edwin thought long and hard about whether he would remain a Christian.
_____ 4. Edwin’s counselors were divided in their opinion about Christianity.
_____ 5. One counselor compared the flight of a spear to the life of a human being.
Part 2: The Story of Caedmon
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. Before discovering his true calling, Caedmon was
A. a poor priest.
C. servant to the Abbess of the Monastery
of Whitby.
B. an illiterate cowherd.
D. a talented singer of secular songs.
_____ 7. Caedmon came to write his famous “Hymn” as a result of
A. a miraculous dream.
C. a poetry competition.
B. a commission from the Abbess.
D. a long period alone in the country.
_____ 8. “Caedmon’s Hymn” is about
A. conversion to Christianity.
B. Christ and Satan.
C. the creation of the world.
D. the coming of Christ.
_____ 9. Bede says it is impossible to translate poetry without losing
A. the correct meter.
C. some of the beauty and dignity.
B. the rhyme scheme.
D. the accurate meaning.
_____ 10. Once his gift was recognized, Caedmon was instructed to
A. take monastic vows.
C. sing at all the Abbess’s banquets.
B. learn to read.
D. turn every story in the Bible into poetry.
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Name: ____________________________________________________ Date: __________________
from Beowulf / from Grendel, page 25
Build Vocabulary: Meanings in Context
Read the numbered passages from Beowulf. Then fill in the blank with the word or words
from the list that the passage suggests.
brood (page 28)
lament (page 49)
cower (page 34)
purge (page 31)
hoary (page 43)
relish (page 32)
infamous (page 33)
spoils (page 27)
1. And so Beowulf’s followers
Rode, mourning their beloved leader,
Crying that no better king had ever
Lived, no prince so mild…
__________________________________
2. a man stumbled on
The entrance, went in, discovered the ancient
Treasure, the pagan jewels and gold
The dragon had been guarding…
__________________________________
3. The high hall rang, its roof boards swayed,
And Danes shook with terror.
__________________________________
4. God drove him off,
Outlawed him to the dry and barren desert,
And branded him with a murderer’s mark.
__________________________________
5. A gnarled old woman, hair wound
Tight and gray on her head…
__________________________________
6. The Almighty drove
Those demons out, and their exile was bitter,
Shut away from men; they split
In a thousand forms of evil—spirits
And fiends, goblins, monsters, giants…
__________________________________
7. I drove
Five great giants into chains, chased
All of that race from the earth.
__________________________________
8. and ran out with their bodies,
The blood dripping behind him, back
To his lair, delighted with his night’s slaughter.
__________________________________
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Name: ____________________________________________________ Date: __________________
from Beowulf / from Grendel, page 25
Connecting with Literature: Anglo-Saxon Culture
In the modern age, every aspect of a nation’s culture is readily accessible; ancient
civilizations left fewer clues as to how people lived and what they believed. Understanding
the social organization, attitudes, and values of the Anglo-Saxons, for example, requires
painstaking analysis. Burial sites, weaponry, artwork, and the remains of buildings help
archaeologists and historians recreate eighth-century civilization. Above all, the literature
surviving from that era provides valuable information about the Anglo-Saxon way of life.
One key piece of evidence to the culture of the period is Beowulf, the great epic poem of the
Anglo-Saxon people.
In the chart below, write examples from the text that represent values of the AngloSaxon culture you perceived in your reading of the excerpts from Beowulf.
Anglo-Saxon Values
Examples from the Text
1.
2.
3.
4.
Writing Prompt
On a separate piece of paper, write an analysis of Anglo-Saxon culture based on your
reading of the excerpts from Beowulf. Give examples from the text to support your thesis.
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Name: ____________________________________________________ Date: __________________
from Beowulf / from Grendel, page 25
Analyze Literature: Metaphor
A metaphor is a way of making comparisons—a figure of speech in which one thing is
spoken or written about as if it were another. When Shakespeare wrote “all the world’s a
stage,” for example, he was asking his audience to think of life as if it were as a theatrical
production. Authors—especially poets—find the metaphor an attractive figure of speech
because it emphasizes particular aspects of human experience and encourages readers to
view the world in an unconventional way.
Find at least one metaphor in each of the following passages from Beowulf. Describe
what the metaphor is comparing.
1. Twelve winters of grief for Hrothgar, king
Of the Danes, sorrow heaped at his door
By hell-forged hands.
_____________________________________________________________________________
2. That shepherd of evil, guardian of crime, [Grendel]
Knew at once that nowhere on earth
Had he met a man whose hands were harder…
_____________________________________________________________________________
3. The brilliant light shone, suddenly,
As though burning in that hall, and as bright as Heaven’s
Own candle, lit in the sky.
_____________________________________________________________________________
4.
Edgetho’s
Famous son [Beowulf] stared at death,
Unwilling to leave this world, to exchange it
For a dwelling in some distant place—a journey
Into darkness that all men must make…
_____________________________________________________________________________
5. The old man’s mouth was silent, spoke
No more, had said as much as it could;
He would sleep in the fire, soon.
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
from Beowulf / from Grendel, page 25
Analyze Literature: Point of View and Characterization
Beowulf and Grendel have characters and a narrative in common but little else. A principal
reason for their differences is the point of view from which each work is written. The
Anglo-Saxon epic poem is narrated in the traditional voice of a scop, or singer of tales. It
naturally assumes the point of view of people living in that era—people who believed in
the reality of evil creatures and who feared becoming their innocent victims. In Grendel,
the narration is first person, and the narrator is the monster himself. Not surprisingly, the
modern novel reveals a rather different kind of monster. Explore how point of view affects
characterization with the following exercises.
Identify three character traits of Grendel from each selection. Write each trait in the
chart and then confirm it with a direct example from the text. Then respond to the Writing
Prompt.
from Beowulf
1. Trait:
from Grendel
4. Trait:
Example:
Example:
5. Trait:
2. Trait:
Example:
3. Trait:
Example:
6. Trait:
Example:
Example:
Writing Prompt
Choose a scene from Beowulf and retell it in the first person from Grendel’s point of view,
in the style of John Gardner’s Grendel. Write your retelling on a separate sheet of paper.
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Name: ____________________________________________________ Date: __________________
from Beowulf / from Grendel, page 25
Selection Quiz
Part 1: from Beowulf
True or False
Write T if the statement is true or F is the statement is false.
_____ 1. Herot is the name of Beowulf’s ship.
_____ 2. After his battle with Beowulf, Grendel leaves an arm behind.
_____ 3. Beowulf’s first sword is named Hrunting.
_____ 4. Hrothgar is king of the Geats.
_____ 5. Beowulf’s body is put on a ship that is set adrift on the sea.
_____ 6. Grendel’s mother terrorizes the mead hall.
_____ 7. Wiglaf fights at the side of Beowulf.
Part 2: from Grendel
Multiple Choice
Write the letter of the correct answer on the line.
_____ 8. What story does the selection tell?
A. Beowulf’s battle with Grendel
B. Grendel’s nighttime attack on Herot
C. Beowulf’s arrival at Hrothgar’s hall
D. Beowulf’s final battle and funeral
_____ 9. Who is the narrator of Grendel?
A. Grendel
B. Grendel’s mother
C. Beowulf
D. an anonymous Anglo-Saxon poet
_____ 10. What infuriates Grendel about his mother?
A. her cowardly attitude towards
Hrothgar
B. the fact that she insists on his
living with her
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Meeting the Standards
C. her unwillingness to explain why they
live as they do
D. her ugliness and bad temper
BRITISH TRADITION, UNIT 1
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Name: ____________________________________________________ Date: __________________
The Head of Humbaba, from Gilgamesh, page 56
Critical Thinking: Antiquities Today
The epic of Gilgamesh was unknown to the modern world until the 1840s, when a young
Englishman named Austen Henry Layard explored the remains of Nineveh, the ancient
capital of Assyria (modern Iraq). In the ruins of the royal library, Layard discovered
thousands of stone tablets and shipped them back to London for study and display.
Fragments of Gilgamesh were among the remarkable shipment.
What seems curious about this story today is that few people challenged Layard’s right
to the ancient artifacts that had been in the ground for thousands of years. And Layard
was by no means alone. For well over a century, western archaeologists and museums
assumed an unquestioned right to the treasures of the ancient world. Egypt, China, Peru,
Greece, and many other lands where ancient civilizations once thrived became the source
of artifacts for European and American art collectors.
It is only in recent decades that a wave of protest has arisen from the countries that
once possessed these artifacts. Many simply want their cultural artifacts back. A satisfactory
solution has proven extremely elusive.
Write answers to the following questions. Then share your ideas with your classmates.
1. Why are the remains of ancient buildings and works of art so important?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What might make people want to take archaeological remains away from their countries of
origin in the first place?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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3. Why do so many countries think it urgent to regain possession of their ancient remains?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. When a museum has had ancient artifacts in its collections for many years, is it under any
obligation to return them?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. How would you resolve the problem of who owns the treasures of the ancient world?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Head of Humbaba, from Gilgamesh, page 56
Analyze Literature: Similes
The simile—a comparison of two seemingly unlike things using the word like or as—is one
of the most accessible figures of speech. Similes are easy to use and understand. “He sat
there like a little mouse,” we might say casually of a shy friend, never pausing to wonder if
our listeners would comprehend the use of figurative language. Perhaps for this reason, the
composers of epic poetry frequently resorted to similes in their verses, knowing that their
illiterate but attentive audience would have little trouble visualizing the comparisons they
were making. In fact, similes in epics are sometimes little epics in themselves, extending for
several lines. This device—known as the epic simile—allowed ancient bards to expand on
the amazing heroes, battles, natural wonders, and supernatural events they were attempting
to describe.
Part 1: Identify Similes
Find five similes from “The Head of Humbaba” and copy them below. (In one of the
similes, the word as is implied but not used.)
Line numbers
Simile
1. __________
______________________________________________________________
2. __________
______________________________________________________________
3. __________
______________________________________________________________
4. __________
______________________________________________________________
5. __________
______________________________________________________________
Part 2: Create Similes
Humbaba is terrifying enough to frighten even the great Gilgamesh. Imagine a terrifying
monster of your own. Write two similes describing it. Then become the ancient bard or
scop, bringing your creation alive in an oral recitation to an audience of your classmates.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
The Head of Humbaba, from Gilgamesh, page 56
Selection Quiz
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
cutting trees
Enkidu
the gods
Humbaba’s head
serve
1. Humbaba attacks Gilgamesh and Enkidu because they are ______________________________.
2. The monstrous Humbaba is a slave to ______________________________.
3. ______________________________ is struck on the back and seriously wounded in the
encounter.
4. Humbaba promises to ______________________________ Gilgamesh if the hero saves his life.
5. Late at night Gilgamesh gazes at the stars, while ______________________________ swings
from the branch of a tree.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. What does Gilgamesh do at the sound of Humbaba’s footsteps?
A. raises his ax in preparation for battle
B. looks to see if his friend Enkidu is safe
C. pays no attention to the approaching monster
D. feels weak and vulnerable
_____ 7. How does Humbaba gain an early advantage in the battle?
A. Gilgamesh and Enkidu feel pity for him and do not take immediate action.
B. He attacks without warning.
C. The gods have given him a magic weapon.
D. He offers to build houses from the sacred trees for Gilgamesh.
_____ 8. What does Enkidu fear Gilgamesh will do?
A. lose his temper and kill Humbaba
B. abandon him in the forest
C. succumb to Humbaba’s pleadings
D. drop his ax and fight Humbaba by hand
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Name: ____________________________________________________ Date: __________________
The Seafarer / The Wife’s Lament, page 60
Build Vocabulary: Old Norse Origins
The Vikings who made their homes in the east of England in the ninth century contributed
many words to the developing English language. One might expect a word like reindeer
to be from Old Norse—and it is. But a host of everyday words once used by the Vikings
still remains in regular usage. The verb whirl, for example, originates from the Old Norse
hvirfla. This also serves as the root of the of vocabulary word whorled, found in “The Wife’s
Lament.”
First predict which four words in the table below stem from Old Norse. Then look
up each word and record its language and word of origin. Finally, respond to the Writing
Prompt.
Word
Language and Word of Origin
1. window
2. admonish
3. chaste
4. husband
5. awkward
6. ravenous
7. blunder
8. kiosk
Writing Prompt
Using Internet or print sources, find a list of English words that stem from Old Norse. On
your own paper, write a paragraph using at least six of these words. Challenge classmates
to identify the words with Old Norse origins.
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The Seafarer / The Wife’s Lament, page 60
Research Project: The Viking World
“The Seafarer” is a poem about a Viking voyage. Once regarded as barbarous—largely for
their violence against Christian places of worship—the Vikings have been rehabilitated
over the course of the last century. While their raids on coastal Europe were often
destructive, the adventurous Norse were far more than opportunistic marauders. In art,
technology, warfare, and commerce, the Vikings met all the criteria of an important
civilization.
Working together in a group of three or four, learn about Viking civilization by
following these steps:
Preparation:
1. Research the history of the Vikings during their golden age (the eighth to eleventh centuries).
2. Organize your research under the following six topics:
• Homelands and Settlements
• Literature and Art
• Technology and Warfare
• Exploration and Trade
• Religion and Social Organization
• Ships and Seamanship
3. Create at least five questions for each subject area. Keep to important points and write questions
that have clear answers.
4. Write each question on a separate card.
Competition:
5. Have your teacher select the three best questions from each category.
6. Choose another research group of students to compete against.
7. Each team will take turns asking questions of the other. The team being asked the question will
choose a topic; the team asking the questions will select a question from their cards for that
category.
8. A correct answer—assessed by a neutral scorekeeper—receives one point.
9. When all the questions have been asked, the score can be added up.
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Name: ____________________________________________________ Date: __________________
The Seafarer / The Wife’s Lament, page 60
Analyze Literature: Point of View
Both “The Seafarer” and “The Wife’s Lament” are written in the first person. That is to say,
each narrator tells his or her own story, using the pronoun I. In both poems, this point of
view creates a unique version of events. The Seafarer’s divided feelings about the ocean
and the Wife’s longing for her loved one create intensely personal elegies. But what might
others living at the same time have thought of these two characters? It is often enlightening,
when reading, to explore other possible points of view.
Write two or three sentences from the point of view of each of the characters identified
below. Then respond to the Writing Prompt.
from The Seafarer
1. a friend of the Seafarer addressing him directly:
_____________________________________________________________________________
_____________________________________________________________________________
2. the Seafarer’s wife:
_____________________________________________________________________________
_____________________________________________________________________________
from The Wife’s Lament
3. the Wife’s sister:
_____________________________________________________________________________
_____________________________________________________________________________
4. a visitor to the community who has heard about the Wife:
_____________________________________________________________________________
_____________________________________________________________________________
Writing Prompt
Select one of the characters above, or imagine another of your own. On your own paper,
write a paragraph expanding upon his or her point of view.
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The Seafarer / The Wife’s Lament, page 60
Selection Quiz
Part 1: The Seafarer
True or False
Write T if the statement is true or F is the statement is false.
_____ 1. The poem’s speaker has fled to sea because of crimes he committed.
_____ 2. He expresses a longing to spend more time with his wife and family.
_____ 3. The speaker is irresistibly drawn to the ocean.
_____ 4. He is unafraid of the ocean, even in the worst conditions.
_____ 5. The poem includes vivid images of journeys to tropical oceans.
_____ 6. The speaker claims that the world was a grander place in the old days.
_____ 7. According to the poem, determined people can change their fates.
_____ 8. The promise of a happy afterlife consoles the speaker.
Part 2: The Wife’s Lament
Multiple Choice
Write the letter of the correct answer on the line.
_____ 9. “The Wife’s Lament” is unusual for the Anglo-Saxon period because
A. it was written by a woman
C. it explores a woman’s point of view
B. it survived in its entirety
D. it is about a secular theme
_____ 10. The speaker is upset because her lord
A. asked her to marry him.
B. lives in exile as an outlaw.
C. left her for another woman.
D. was killed in battle.
_____ 11. Where does the speaker end up living?
A. in a cave
B. in a cellar
C. in a hut
D. on the beach
_____ 12. According to the speaker, who is unhappy?
A. her beloved’s kinsmen
B. people who are exiled
C. everyone on the earth
D. anyone who waits for a lover
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Name: ____________________________________________________ Date: __________________
Anglo-Saxon Riddles, page 72
Extend the Lesson: The Anglo-Saxon World
The Anglo-Saxon riddles in this selection reveal more than the subject of the riddles
themselves. Like all writing, they tell us something about the authors and the authors’
world. They serve as a window to the Anglo-Saxon experience, helping us learn what a
people who lived over 1,000 years ago observed, respected, and feared. What do you learn
about Anglo-Saxon life in these riddles? What difficulties did the Anglo-Saxons face? What
was important to them?
For each riddle, infer a quality or value of Anglo-Saxon life and record it in the table
below. Then respond to the Writing Prompt.
Riddle
Quality of Anglo-Saxon Life
1. Riddle 1: An on-land storm
2. Riddle 2: An anchor
3. Riddle 14: A horn
4. Riddle 15: A hedgehog
5. Riddle 47: A bookworm
6. Riddle 57: Jackdaws
Writing Prompt
What was the typical Anglo-Saxon man or woman like? On your own paper, write
an informal character sketch of Wulf (the generic man) or Edith (the woman), using
evidence gathered from your reading of the riddles.
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Anglo-Saxon Riddles, page 72
Literary Elements: Personification
A favorite technique of Anglo-Saxon poets was to personify the subjects of their riddles.
Personification is a figure of speech in which an idea, animal, or thing is described as if it
were a person. It works by helping the reader or listener make an immediate connection
with the subject. When we hear that the sea is angry, for example, we understand that
it might do us harm. Laughing waves, on the other hand, sound pleasant and inviting.
In personifying the animals and objects of their world, Anglo-Saxon poets caught their
readers’ interest by relating their nonhuman subjects to everyday human experiences.
For each of the items below, write a first-person statement as if the subject were the
speaker of an Anglo-Saxon riddle. Try to keep your statements truthful but puzzling.
1. an automobile _________________________________________________________________
_____________________________________________________________________________
2. a cell phone ___________________________________________________________________
_____________________________________________________________________________
3. a television ___________________________________________________________________
_____________________________________________________________________________
4. a laptop computer ______________________________________________________________
_____________________________________________________________________________
5. a school bus ___________________________________________________________________
_____________________________________________________________________________
6. a turnstile ____________________________________________________________________
_____________________________________________________________________________
7. a compact disc ________________________________________________________________
_____________________________________________________________________________
8. an elevator ____________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Anglo-Saxon Riddles, page 72
Selection Quiz
True or False
Write T if the statement is true or F if the statement is false.
_____ 1. It is known that all of the riddles were composed by a poet named Cynewulf.
_____ 2. Three of the riddles have overtly Christian themes.
_____ 3. The riddle about the horn speaks of its many possible uses.
_____ 4. The riddles contain realistic images typical of much Anglo-Saxon poetry.
_____ 5. One riddle is about an earthworm.
Matching
Write the letter of the correct subject on the line next to the matching quote.
_____ 6. A nighttime thief had stolen writing / So famous,
so weighty.
A. a hedgehog
B. an anchor
_____ 7. Who drives me into exile, / Swells me brave and strong
and fierce...
C. a horn
_____ 8. I am armed, and move / Swiftly.
D. an on-land storm
_____ 9. I was a warrior’s weapon once.
E. a bookworm
_____ 10. The sea whips / and heaves, tossing up whitened foam...
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Answer Key
Anglo-Saxon Period Study Guide
for New Jersey
Historical Context
1. British literature; 2. British history; 3. World history; 4. 3000 BCE–499 CE; 5. 500–699;
6. 700–899; 7. 900–1066; 8. before the common era; 9. the common era
312 CE
410
c. 600
c. 600
731
c. 890
World History Roman Emperor Constantine converts to Christianity, marking an
end to the religion’s fringe status
British History The last Roman legions leave Britain
British History The Christianization of Anglo-Saxon England begins.
World History Arabs invade northern Africa, spreading Islam throughout the
Sahara
British Literature St. Bede writes Ecclesiastical History of the English People
British Literature A Christian scribe in Wessex compiles the Anglo-Saxon
Chronicles, one of the oldest histories of Great Britain
10. Possible answer: If Britain had remained under Roman control, the country would likely
have been Christianized much sooner. 11. Possible answer: It was an age of vigorous religious
expansion. 12. Possible answer: Literacy was not widespread; Some Christians in Britain could
read and write. 13. two groups of Celts: the Gaels and Britons; Possible answer: The British
Celts, or Britons, were an Iron Age people who lived under elected chieftains in well-defended
hill settlements. Their religion, presided over by Druids, was based on reverence for nature.
In battle they painted their bodies with a blue substance called woad. 14. the Romans; Possible
answer: The Romans were great builders, establishing a system of roads that linked the major
towns and cities. They also constructed a coast-to-coast security wall between Scotland and
Britain. London, known as Londinium, became a major city under the Romans. 15. the Angles
and Saxons; Possible answer: These Germanic tribes filled the vacuum left by the retreating
Romans. After years of savage fighting against the British, they settled in the conquered
lands and eventually adopted Christianity. Anglo-Saxon culture peaked in the reign of King
Alfred the Great. 16. the Norse, also called Danes or Vikings; Possible answer: These seafarers
terrorized the coasts of Britain before settling in northern and eastern England—a territory
that became known as the Danelaw. Defeated by the Anglo-Saxon King Alfred, the Danes
adopted Christianity. 17. In 1066 an army of Normans, under William the Conqueror invaded
England. William defeated the English King Harold in the Battle of Hastings. The AngloSaxon era ended. 18. Many of the letters would be familiar. Some of the words are similar to
those in Modern English. 9. The languages that evolved from a common Proto-Indo-European
language—once spoken in southern Russia—are part of the Indo-European family. They
include most languages of modern Europe. 20. These words all mean father in Latin, Spanish,
and German, respectively. Their similarity indicates their common root in the Indo-European
family. 21. Etymology is the study of the origin of words. 22. Yes. The Celtic people were
living in Britain when the Angles and Saxons invaded. 23. Yes. The Romans, who invaded and
occupied Britain in the first century, spoke Latin. 24. No; 25. No; 26. Yes. The Norse, or Danes,
invaded and occupied parts of Britain after the Anglo-Saxons had settled most of the country.
27. Futhark was the Germanic alphabet brought to Britain by the Angles and Saxons. The Latin
alphabet, introduced by the Romans, eventually became the dominant system of writing.
Understanding Literary Forms: Poetry
1. Possible answers: figurative language; more concise than prose; meter and rhyme; arranged
in lines and stanzas; sound devices; freer than prose in word order and punctuation; 2. Both
tell stories. Epic poems tell tales of gods and heroes; narrative poems encompass all types of
stories. 3. Lyric poems are highly musical and express the emotions of a speaker. They usually
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rely on a regular metric pattern. Dramatic poems are told by a speaker who is not the poet.
They rely heavily upon speech and conversation. 4. Monologue and dialogue are typical of
dramatic poetry because they represent speech. Monologue is speech by a single character and
dialogue is a conversation involving two or more characters. 5. a group of lines in a poem, like
a paragraph in prose; 6. a pattern of end rhymes 7. rhyming words at the ends of lines of verse;
8. words that rhyme with similar, but not identical, sounds; 9. words rhyming within lines; 10. a
pause between the two halves of a line; 11. Possible answer: Meter is a regular rhythmic pattern
in a poem. Meter creates rhythm, the pattern of stresses in a line. Regular rhythm is measured
by units of stressed and unstressed syllables called feet. 12. writing or speech meant to be
understood imaginatively instead of literally; 13. ways of using the sound of words to create and
enhance meaning; 14. Possible answer: simile: “She walks in beauty, like the night”; 15. Possible
answer: alliteration: “Of cloudless climes and starry skies”
Applying Literary Forms: Poetry
1. Possible answer: Monologue is a major feature of Beowulf. Characters deliver long speeches,
announcing their intentions or celebrating their deeds. In Canto 6, for example, Beowulf arrives
at Herot and recites his accomplishments to Hrothgar in a lengthy monologue. There is no real
dialogue in the excerpts. 2. Possible answer: In both poems the speaker reflects sadly on the past.
The speaker of “The Seafarer” recalls the physical and spiritual toll that life at sea has taken on
him. The speaker of “The Wife’s Lament” mournfully recalls the days before her isolation and
exile. 3. Possible answer: Many of the riddles are spoken by objects or animals as if they were
human beings. In the selections, a storm, an anchor, a horn, and a hedgehog all describe their
lives. 4. A. internal rhyme B. alliteration C. simile D. personification E. metaphor F. slant rhyme
Understanding Literary Forms: The Epic
1. An epic is a long narrative poem that portrays the heroic acts of legendary figures and
mythical gods. 2. Both Beowulf and Gilgamesh have heroes faced with slaying a demonic
figure of monstrous power. 3. Possible answer: A theme in both works is the struggle against
evil. Gilgamesh defeats the monstrous, beastlike Humbaba. Beowulf kills both Grendel and
Grendel’s mother—ferocious descendants of the murderer Cain. 4. Possible answer: Gilgamesh
was discovered on stone tablets in several languages, suggesting contributions from more than
one culture. Christian copyists likely added religious references to the version of Beowulf that
exists today. 5. a. a new word or noun phrase describing an object in an original manner; b. the
repetition of initial consonant sounds; c. deliberate exaggeration made for effect; 6. alliteration;
7. hyperbole; 8. kenning; 9. metaphors and similes
Applying Literary Forms: The Epic
1. Possible answer: Beowulf: Germanic setting; Christian cultural references; Beowulf is mortal;
Beowulf never shows fear; importance of loyalty; Gilgamesh: Middle-Eastern setting; Gilgamesh
is part god; Gilgamesh has companion; Gilgamesh has moment of weakness; Both: superhuman
opponents; brave and powerful heroes; savage battles; good triumphs over evil; 2. metaphor;
alliteration; 3. simile; 4. alliteration; 5. Possible answer: “I’ve never known fear; as a youth I
fought / In endless battles. I am old, now, / But I will fight again, seek fame still …” 6. Possible
answer: He slipped through the door and there in the silence / Snatched up thirty men, smashed
them / Unknowing in their beds and ran out with their bodies … 7. Possible answer: Watching
Beowulf, he could see / How his king was suffering, burning. Remembering / Everything his
lord and cousin had given him, /… Wiglaf’s / Mind was made up; he raised his yellow / Shield
and drew his sword … 8. Possible answer: He was spawned in that slime, / Conceived by a pair
of those monsters born / Of Cain, murderous creatures banished / By God … 9. Possible answer:
“I swam / In the blackness of night, hunting monsters / Out of the ocean, and killing them one /
By one …”
New Jersey–Based Practice Test
1. D; 2. A; 3. C; 4. B; 5. B; 6. A; 7. C; 8. A; 9. B; 10. D; 11. A; 12. D
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The Conversion of King Edwin, from Ecclesiastical History of the
English People / The Story of Caedmon, from Ecclesiastical History
of the English People
Build Vocabulary: Word Roots
1. no; Possible answer: the act of getting someone to do wrong by offering pleasure or a reward
2. yes; Possible answer: to postpone doing something 3. yes; Possible answer: the speed at which
a piece of music is played 4. no; Possible answer: a building in which people attend religious
ceremonies 5. yes; Possible answer: lasting for only a brief period Students’ sentences may vary.
Possible answers: 6. When you temporize, you waste time. 7. The tempo at which music is
played helps determine the time it takes to perform. 8. Something that is temporary does not last
for a long time.
Build Background: Medieval Monasteries
Students’ posters will vary but should include information pertinent to the topic and
illustrations.
Analyze Literature: Alliteration
1a. herigean, heofonrices, 1b. none; 2a. Meotodes, meahte, modgepanc, 2b. Measurer’s might,
mind-plans; 3a. weorc, Wuldor-Fæder, wundra, 3b. work, when, wonders; 4a. none, 4b. none;
5. dime a dozen; 6. sweet success; 7. cash cow; 8. do or die; 9. prickly pear
Selection Quiz
1. F; 2. T; 3. T; 4. F; 5. F; 6. B; 7. A; 8. C; 9. C; 10. A
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from Beowulf / from Grendel
Build Vocabulary: Meanings in Context
1. lament; 2. spoils; 3. cower; 4. infamous; 5. hoary; 6. brood/infamous; 7. purge; 8. relish
Connecting with Literature: Anglo-Saxon Culture
Possible answers: Value: loyalty; Example: Beowulf is loyal to his king and travels to help
Hrothgar. Wiglaf is loyal to Beowulf in his fight with the dragon; Value: valor; Example:
Beowulf is revered for his physical courage and preference for fighting without weapons; Value:
vengeance; Example: Grendel’s mother exacts revenge for Grendel’s death; Value: gloomy
fatalism; Example: Death is a dark place. Those dying have no thoughts of being rewarded in an
afterlife. Students’ analyses should use examples from their tables.
Analyze Literature: Metaphor
1. Grendel’s hands are compared to a thing forged in hell; 2. Grendel is compared to a shepherd
and to a guardian; 3. The sun is compared to a candle; 4. Dying is compared to a journey into
darkness; Death is compared to a dwelling; 5. Beowulf’s funeral pyre is compared to sleep in fire.
Analyze Literature: Point of View and Characterization
Possible answers: Trait: greedy; Example: the monster’s mind was hot / With the thought of food
and the feasting his belly / Would soon know; Trait: Evil; Example: He was spawned in that slime,
/ Conceived by a pair of those monsters born / Of Cain…; Trait: Savage; Example: Snatched up
thirty men, smashed them / Unknowing in their beds; Trait: Ironic; Example: I am no stranger
here. A respected guest; Trait: Perceptive; Example: The king has lofty theories of his own; 6. Trait:
Savage; Example: I move down through the darkness, burning with murderous lust. Students’
first-person scenes will vary.
Selection Quiz
1. F; 2. T; 3. T; 4. F; 5. F; 6. F; 7. T; 8. B; 9. A; 10. C
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The Head of Humbaba, from Gilgamesh
Critical Thinking: Antiquities Today
Possible answers: 1. Ancient remains are often objects of great beauty and craftsmanship. They
may hold clues to historical mysteries. They satisfy our fascination with vanished civilizations.
2. It is easier to study artifacts under good conditions. In some cases archaeologists genuinely
feared for the safety of the objects in their ancient location. The possession of treasures from
the past helps boost the self-esteem of the culture that has taken them. People love to view
novelties from other countries. 3. The artifacts were often simply stolen or removed after onesided negotiations. National pride is at stake; these are the works of the ancestors of the modern
population. 4. Answers will vary. Some will argue that anything gained by force or dishonesty
should be returned without question. 5. Students’ solutions will vary.
Analyze Literature: Similes
1. lines 9–10; They saw the great head of Humbaba / Like a water buffalo’s bellowing down the
path. 2. lines 14–15; His shoulders, / Like a porter’s under building stones; 3. lines 28–30; and
then Enkidu slid / Along the ground like a ram making its final lunge / On wounded knees.
4. lines 36–37; In strangled sobs and desperate appeals / The way the sea contorts under a
violent squall; 5. lines 52–53; The stars against the midnight sky / Were sparkling like mica in a
riverbed. Students’ descriptions will vary.
Selection Quiz
1. cutting trees; 2. the gods; 3. Enkidu; 4. serve; 5. Humbaba’s head; 6. D; 7. A; 8. C
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The Seafarer / The Wife’s Lament
Build Vocabulary: Old Norse Origins
1. Old Norse: vindauga; 2. Latin: admonere; 3. Latin: castus; 4. Old Norse: husbondi;
5. Old Norse: ofugr; 6. Latin: rapina; 7. Old Norse: blunda; 8. Turkish: kosk; Part 2: Students
paragraphs will vary.
Research Project: The Viking World
Students will take notes on a variety of information in their research.
Analyze Literature: Point of View
Possible answers: 1. All this traveling is taking a toll on you. You’re not getting any younger, you
know. Why don’t you settle down? 2. Top him the sea is home. Shortly after he returns to shore,
he yearns to set sail again. He loves the sea more than anything else. 3. She is a romantic who
believes she has had one great love in her life. 4. They say she spends all her time reliving her
early love and bemoaning life’s fate. Everyone has pity on her. Yet some think she should move
on. Students’ paragraphs will vary.
Selection Quiz
1. F; 2. F; 3. T; 4. F; 5. F; 6. T; 7. F; 8. T; 9. C; 10. B; 11. C; 12. D
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Anglo-Saxon Riddles
Extend the Lesson: The Anglo-Saxon World
Possible answers: 1. fear of the dangers posed by the natural world; 2. respect for the power and
importance of the ocean; 3. love of craftsmanship and beauty; 4. identification with the lives
of animals; 5. respect for learning and sense of the ridiculous; 6. close observation of nature;
Students’ character sketches will vary
Analyze Literature: Personification
Possible answers: 1. I am your constant servant, living in a house beside you. 2. I like to hide in
dark, small places. 3. My face makes you laugh or cry. 4. I do your homework and share your
problems with your friends. 5. I am a yellow, smelly monster. 6. You push past me without ever
apologizing. 7. All the colors of the rainbow reflect from my face. 8. I’ll take you fast from place
to place, but you will not go forward a single inch.
Selection Quiz
1. F; 2. F; 3. T; 4. T; 5. F; 6. E; 7. D; 8. A; 9. C; 10. B
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