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British Literature (3rd Edition) A comprehensive overview of British literature that establishes a framework of the development of literature. This course discuss- es fi ve key time periods of British literature, while presenting the material on a level the students will be able to understand. Most importantly, this course explores the problem of the human con- dition as it occurs in literature and challenges students to under- stand that problem. They will consider various solutions to the problem and how those solutions diff er from biblical solutions.

Parts and pieces include the teacher edition, student edition, assessments, and an assessments answer key.

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Anita Desai (b. 1937) The technological revolutions of the twentieth century Despite constant displacement and the demands brought with them a profound sense of dislocation. of family life, Desai continued writing, always in Eng- As mass media and rapid transit made the globe an lish, publishing her first novel in 1963. In 1977 she THETHE DIARYIARI increasingly smaller place, languages and published Fire on the Mountain, a stylized, imagistic cultures disappeared, leaving behind novel that brought her critical attention. She THETHTHEHE PLAGUPLAPLAG E OF 1665 JunJunene 10th1 0th. . . . InIn thethe evenev eevenningi g homehohom to supper;ppper;p and th hear t ere,re,, to mygr great trotroubletrouble, a sense of alienation and loss. Per- followed this achievement in 1978 with the thathatt thethehehe plaguelagueague isiis c come iinto ththe City (though i thoughug it hathh theseesee three or fourour weekss sincincencece itss beginnbeginningbeginninbegine beeneeeenen whollywhowholwh oo utu offfthe tthe CitCity);y) . . . . ToTo th the ffi office totto haps one of the best novelists of short-story collection Games at Twilight. fifinish myy lletetterste s ananda tthen home to bed, d beingingg trtrouttroubled at thee sicsi kness,ness, and mym headheh d ffilledledd also wiwithwit otheo r businessss eenough, andan particularly how things ularly hhow toto putu mmy s andndd ese tatetatate in orderordeordrder, in casee it shouldo pleaseplease this modern dislocation is the Desai’s growing literary stature led to Godod to callcalca me away, which God ddispdisposeisposeoseo of too his glorglo y!y Indian writer Anita Desai. a professorship in the United States, Augususust 8th. . . ..Th TheTThhe streetss mighty emptyempt “BE YE MEN OF VALOR” hty empemptyemp alll thehe way,y, now even iin whicwhich isis a saad sight.sigh LondonLondon,ondon,ndon,ndododon,ddonn sight.ight . . . AndAndpoorWiA poor WiW ll,lltht that usedusedsed toto sell us a with Introduction by David Cannadine door,oor h us le at the Hallll- where she moved in 1987. The follow- hissws wifwi e andannd ththreet childrenhildreildren dieddied, all, I think Desai was born Anita nk, inn a day.ay.y. So home throthrough theh Cittyy agaigaiain, wishwishingwwishhingg I may have taketa n no ill inn going; bubut I willll go,gog I thitth - VISUAL ANALYSIS non mormom ree thithitther.ere . . . nk,nkk Mazumdar in Mussoorie, ing year she published an homage to In the early hours of 10 May, the Germans invaded Holland and Bel The Combatt Ask Questions: In this work, , what WhatW att detailsdetail in gium, and within four days they had broken through the French de- Augustu t 22nd22n I went away the two forces are in conflict? What and walked to Greenwich,ich,ch, in my way seeiseese August 8 entry heelp youou to bebetteettettet r fenses at Sedan. On 15 May, Holland surrendered, and Churchill flew - finin with y ng a coff- understand the p her German heritage in Baumgartner’s does the artist, using visual lan h a dead body therein, dead of the plague, ly he plagueaguea ue and itsit exe tenttenent India, the daughter of a Ben- to Paris to confer with the French leaders. It soon became clear that guage, convey about the nature lyl ing in an opopen closeclos 1 be- andnd results? longingongingg to Coomemee ffarmfarm, whi whih chh was carrie French resistance would not long continue, and that the position of the of each and about the state of d out lastaststt night, anda the parish haveha notot apppointedpointeoin anybodyd to buryur it; but o gali engineer and a German Bombay. Since then she has continued British troops on the Continent was perilous. At a meeting of the War the conflict? nlyy set a watw chh there ddayda andnd night,night - thathat nobbody should go thither or come t Cabinet on 18 May, Chamberlain urged the Prime Minister to broad e thence, whichwwhi iss a most cruel thingthing: thishishi disedisease makingking us more cruel to ono to publish a steady stream of critically ac- cast to the nation, to indicate “that we were in a tight fix, and that no one another thatthan iff we are dogs.gs. . . . mother. Growing up in colo- personal considerations must be allowed to stand in the way of the Septemmberber 3rd3 (Lord’s dday) . . . . Amongmon other stories,ies,s,, one wawasasas very paspa measures necessary for victory.” atate,ate metethoughhoughug t, of a complco sionn- claimed novels, novellas, and short stories. aint brought againstnstam a man inn theth towtotown nial India, she became fluent On the following day, after only three hours in which to compose it, chchilchild froom LoLondon fromf an for ttakingaking a infectednfected house.. Alderman HHookerookookertoldusookerker told ususu Churchill broadcast this speech live, his first as Prime Minister. He the childd of it was a veryver able citizen in Gracious Street, 2 - a saddler,saddlerddler,dler,e who had buriedd in English, Hindi, and German. Desai’s mature fiction explores the held out the hope that France might continue to resist, warned his lis alla the reest off his cchichildren of the pla of thehe p gue,ue,e and hhimself andd wwife now being shu teners that a German assault on Britain might be imminent, and made upu and ini desese pair oofo escescap b t ir a ing, didd dedesides re only to save the life o plain his resolve “to call forth from our people the last ounce and the and so p e lifeife of this little child;childi A lifelong lover of books, she wrote quiet struggles and sense of loss felt by those prevailedtohaveiledd to have it receivedceivedvededd ststs ark-nakedarkark-n intin last inch of effort of which they are capable.” o thee arms of a friend, who brought itt ((having put it intotoo newewwfw fres It seems clear that this broadcast caught the nation’s imagination. An- fresresh clothes) to Greenwich;reenwich;; wheree upon her first story at age nine. She earned caught in the swirling tides of the modern world, hearingh tthe story, we didd agree it shou Ask Questions: thony Eden told Churchill he had never “done anything as good or ld be permitti ed to beerec recerecr ivedd and keptkep HHow doo thee detaidetailssi in inn the towwn.wn . . . this entryentr aaffec as great.” The Evening Standard thought it a speech “of imperishable try affect youy differentldifferentently thathanan statisticscs in a reportrep wouwould? a degree in English literature from the Uni- often between conflicting cultural forces. These dilem- resolve.” Even Lord Halifax considered it “worth a lot.” Churchill’s war 1.1 open close:close:ose roofless enclosuenclosur of words had begun in earnest. e beside a houshouse;hou courtyard,urtyard,ard yar yard 2.2 saddleer:e “oneone that mmakes, repairs, or sells equipmentuipment for horhorses”es ( (AHD) versity of Delhi in 1957. In 1958 she married Ashvin mas frequently lead to personal tragedies. For Desai, SIR WINSTON CHURCHILL 633

SAMUEL PEPYS 315 Desai, with whom she had four children and whose cultural dislocation produces misunderstanding and career would repeatedly move the family across India. pain, but her fiction also shows how the sufferings of Making Literature Relevant modern life can be borne with fortitude and grace. The student edition relies on age-appropriate language and uses authors and genres that are relevant to the students to main- tain interest. Students are introduced to a wide variety of voices, from male and female authors to postcolonial authors. The selections take them beyond the vast body of English poetry into prose from essays, speeches, diary entries, novels, and other long works.

nd gaunt, and spitting out a big gob of betel juice as if to mock their

id this once too often: there had been a big party in the house, a UNIT 2 OBJECTIVES party for thet youngest son, and the celebrations had to be suddenly overed upp and hustled out of the way when the daughter-in-law dis or thoughht she discovered, that the old man, stretched out from end- his stringg bed, had lost his pulse; the party broke up, dissolved, even to a band of mourners, when the old man sat up and the distraught in-law recceived a gob of red spittle right on the hem of her new or i. After thhat no one much cared if he sat up cross-legged on his bed,- nd spittinng, or lay down flat and turned gray as a corpse. Except, of LITERARY ELEMENTS r that pearrl amongst pearls, his son Rakesh. Rakesh whow brought him his morning tea, not in one of the china which the rest of the family drank, but in the old man’s favorite ƒ Analyze examples of the following genres: bler, and sats at the edge of his bed, comfortable and relaxed with the is pajamas dangling out from under his fine lawn night-shirt, and Utopianutopian literature, essay, argument, or, rather, read out the morning news to his father. It made no to him thaat his father made no response apart from spitting. It was scientific writing, liturgy, historical o, who, onn returning from the clinic in the evening, persuaded the come outt of his room, as bare and desolate as a cell, and take the narrative, allegory, speech, sonnet, out in thhe garden, beautifully arranging the pillows and bolsters n in the ccorner of the open veranda. On summer nights he saw to pastoral poetry, metaphysical poetry, ervants caarried out the old man’s bed onto the lawn and himself father dowwn the steps and onto the bed, soothing him and settling Character: or a nightt under the stars. Would you consider Varma elegy, Renaissance drama, and tragedy. to be a sympathetic or an unsympa was very gratifying for the old man. What was not so gratify - - thetic character at this point? he even uundertook to supervise his father’s diet. One day when ƒ Analyze the key elements of a narrative as really ssick, having ordered his daughter-in-law m a dish off soojie halwa10 and eaten it with a saucer- (conflict, character, plot, setting, mood, , Rakesh marchedm into the room, not with his usual ep but witth the confident and rather contemptuous When the results appeared in the morning papers, Rakesh scannedd them, famous doctor,d and declared, “No more tone,atmosphere, imagery, tone, and imagery,symbol) and thesymbol) ways barefoot and in his pajamas, at the garden gate, then went up the steps to the halwa for We must be e sensible, at your age. If you must have veranda1 where his father sat sipping his morning tea and bowed down to weet, Veenna will cook you a little 11 theyand the interact ways tothey develop interact its totheme(s). develop its touch his feet.2 kheer, that’s light, ce and miilk. But nothing fried, nothing rich. We “A first division, son?” his father asked, beaming, reaching for the papers. is happenning again.” theme(s). “At the top of the list, Papa,” Rakesh murmured, as if awed. “First in the man who ƒ Analyze an author’s use of argumentation country.” had been lying stretched out on his bed, ble after a day’s illness, gave a start at the very BedlamB broke loose then. The family whooped and danced.nced. TheTh whole ne of thesse words. He opened his eyes—rather, they ƒ andAnalyze persuasion, an author’s including use of inductiveargumentation and day long visitors streamed into the small yellow house at the end of the road, h shock—and he stared at his son with disbelief that to congratulate the parents of this Wunderkind,3 to slap Rakesh on the back ckly to repproach. A son who actually refused his deductiveand persuasion, reasoning. including inductive and and fill the house and garden with the sounds and colors of a festival. Thehere d he cravved? No, it was unheard of, it was incredi were garlands and halwa,4 party clothes and gifts (enough fountain pens to - deductive reasoning. sh had turrned his back to him and was cleaning up 1. veranda: a balcony or porch on the outside of a building ottles and packets on the medicine shelf and did not ƒ Analyze a work’s use of form, rhetorical 2. touch his feet: In India this gesture signals respect for an elder. 3. Wunderkind: a person achieving great success early in life Veena slippped silently out of the room with a little ƒ devices,Analyze aimagery, work’s use and of figurative form, rhetorical language 4. halwa: a carrot-based sweet dessert pudding often served in Indian homes ly the old man saw, and hated. VISUAL ANALYSIS s only thee first item to be crossed off the old man’s What is the significancec of the action being ddepictedpi in this picture?re? How does it rereflect flflec cacy after the other went—everything fried to begin with, then todevices, support imagery, its theme(s). and figurative language theth traits s of these thes twowo characters?charactacctet eet, and eventuallye everything, everything that the old man Make Predictions: What do you think will happen as a result of Rakesh’s d of fine, lighhtweight sheer fabric, traditionally made from silk decision? Will he relent and defer to an Indian des ssert made with saffron and cashews his father’s wishes? rice puddingg 660 U Modern Standards for College Readiness ANITA DESAI 663 In the student edition, objectives encourage students to think Developing Cultural Literacy about their own learning processes and goals. The teacher The variety of works available helps students develop a more edition provides a lesson pathway for teachers that scaff olds stu- complete picture of British culture and history. This picture dents to analysis and evaluation and routinely provides diff erenti- shows how British literature has infl uenced many cultures ated approaches. This course prepares students for the rigors of around the world and can help students understand how it reading and critical thinking on a college level. continues to impact global culture today. Reading Process Approach BEFORE READING NALYZE: Dramatic Monologue and Speaker OBJ The teacher edition and student edition both guide students through close In “To His Coy Mistress,” Marvell writes as a metaphysical poet, combining ƒ Id rational argument, wit, and striking imagery to explore a topic. The poem is an as dramatic monologue reading by the reading process. Students will receive all necessary information early form of a , a poem in which a single character speaks, ƒ Ex either to himself or to another character, about a particular topic or incident. As m you read, consider who might be the speakerr of the poem, the character or person ƒ An who voices it. Whom is he talking to? Imagine two people having this conversation before reading as well as a motivational question that gets them emotionally fea in real life. How would you characterize the speaker? hy ƒ Ev and personally engaged with the text. During reading, they will have guiding EAD: Ask Questions of a Text hu This particular text begs the reader to question it. On the surface, the poem’s questions that help them notice important details. Finally, they will complete topic is a seduction. As you read, note the arguments the speaker uses to sup- port this intention. What big ideas about human life does he assert while making VOC these arguments? How does he describe these ideas? Next, consider Marvell’s tone hue (p. 88) toward the ideas. How seriously does Marvell seem to take the speaker’s questions that develop critical thinking skills after reading. amo purpose? How might he perhaps undercut the speaker’s ideas and intentions in his socia particular choice of images (p. 75) and abundant use of hyperbole (p. 240)? lang beco VA L UAT E : Human Mortality long In the midst of his argument, the speaker addresses the reality of human 3 mortality. Is there validity to the points of his argument? Read the following Scrip- 3 UNIT 3: PART 1 UNIT 3: PART 1 ASSESS STUDENT UNDERSTANDING Tensions finally ignited when Charles I’s highhanded- against the king. Though not an instigator of Charles’s ture passages: James 4:14, Isaiah 40:8, and 1 Peter 1:24. What realities does he get ness precipitated a Scottish invasion (p . 126). Although execution, Cromwell was among those who signed the 1. What were the two issues that Parlia - CIVIL WAR TO ENLIGHTEN- death warrant. A man of great ability, he would domi- the king’s forces won some initial victories, a reform ment had with Charles I? He was sus- MENT nate the government during the Interregnum. of Parliament’s army changed the tide. Led by generals pected of sympathizing with Catholics, and Civil War to Enlightenment Thomas Fairfax and Oliver Cromwell, this New Model The Interregnum Denoting the years between Charles I’s right? What truths does he not consider? Be prepared to compose a response to the Multimedia To add interest, play Restoration Army purged its aristocratic officers and chose leaders and Charles II’s reign, the Interregnum encompassed he insisted on the divine right of kings. - music softly as you discuss this section. See by military ability and dedication. Charles’s surrender to both the Commonwealth (1649–53) and the Protector 2. Why would Catholicism be a problem for for a suggested the Scots in 1646 ended this first stage of the Civil War. ate (1654–60). The first was a republican government They remembered religious TeacherToolsOnline.com England underwent significant social, religious, and political upheavals in the In 1647 the conflict reignited with a radical turn: set up by Parliament after Charles’s execution. Heading the English? recording. seventeenth century; these included a protracted civil war and more than one the army, disenchanted with the lack of reforms, forc- its executive council, Cromwell spent most of his time suppression under Mary I. political revolution. Unsurprisingly, then, intellectual leaders of the century ibly removed 11 conservative members of Parliament. crushing uprisings, often brutally, in Ireland and Scot- - Engage Students Stimulate student interest that followed favored moderation and restraint while political leaders looked 3. How did Charles I abuse what he be Ask: What do The king again challenged the army but was forced to land as the army’s supreme commander. Unfortunately, with the following question. suspiciously on religious enthusiasm as disruptive of a well-ordered society. surrender in 1648. The army then removed 110 repre- tensions between him and Parliament led to the re- lieved to be the divine right of kings? you already know about the English Civil This new mood favored the rule of reason and knowledge in all areas of life— sentatives, and 160 more left in protest. The remaining public’s failure (1653). Its replacement, the Instrument Believing that he answered only to God, he rationalism. War? (Answers will vary.) an attitude known as “rump” parliament narrowly voted to give the House of of Government (England’s only written constitution), became arrogant. He did not understand This era of rationalism, spanning the late seventeenth century and most Commons supreme authority and, in 1649, to execute named Cromwell the Lord Protector, to be advised by a Either assign the of the eighteenth, is termed the Enlightenment. Educated Europeans saw their his people very well in many cases and Work Independently - the king as a traitor. Deemed regicide, this was a radical council of state and a parliament. reading as homework or read it together in society as having emerged from centuries of superstition and crudity into rea move that sent shock waves across Europe. Cromwell’s authoritarian leadership was plagued failed to consider their opinions and point son’s clear light. Combined with scientific, political, and industrial advances, Oliver Cromwelll One of the New Model Army’s by questions of legitimacy. Without a monarch’s of view. Teacher Edition class. To give students a clear overview of the this new attitude would produce an entirely new kind of literature. key leaders, Oliver Cromwell began as a coun- historic and divine right to rule, Cromwell chapter, instruct them to outline the Unit 3 held the government together by personal 4. What groups formed the two sides in the try gentleman who won a seat in Parliament introduction. POLITICAL DEVELOPMENTS and physical force. When another Royal- Civil War? the Royalist “Cavaliers,” who in the late 1620s. A devoted Puritan, he ist uprising occurred, he sent the military opposed the king’s religious policies but were typically conservative aristocrats and Instruct students in basic outlining skills if CIVIL WAR AND THE INTERREGNUM to resolve it. Meanwhile, the legality of - - - was not yet a strong political reformer. rural folk, and Parliamentarian “Round needed. Explain that they should skim the in Civil War English sovereignty, Protestantism, and popular free his authority was routinely questioned In England, the early seventeenth century When the Civil War broke out, Crom- doms. In response, Parliament pushed for control in by the parliaments he called. Balked in heads,” who were supported by Puritans, troduction first, looking at headings, boldface, was characterized by escalating conflicts between the - well raised troops in his home territory areas long considered royal domain. Royalists, mean his well-intentioned plans to reform and Dissenters, and city folk and italicized words. Major headings should Stuart kings and their people (p. 126). These exploded (Cambridge) and vaulted to national while, were typically conservative aristocrats and rural strengthenEngland(e.g.,hesupportedstrengthen England (e.g., he supported The teacher edition guides teachers in using the reading process ap- into the Civil War (1642–51) with two distinct stages. lliant military com- He was executed use Roman numerals, subheadings should use y inhabitants who vavaluedlued a traditional monarchymonarchy andand soso- attention asas a brilliant a bri military com t- 5. How did Charles I die? The firstfirst ended ended with with traditional traditional institutions institutions generally generall was appointed sec- religious toleration for many Dissen capital letters, and the final level should use cial hierarchy. With Charles, they pushed back against mander. By 1644 he ment (beheaded) by Parliament. intact. The second overthrew the monarchy, executed the army and given the ers), hehe nonethele nonetheless held the govern - Parliament’s demands. ondincommandond in command of of ichard, arabic numeral headings. Remind them that the king, and struggled to create a new kind of govern general. together until his death. However, R Parliamentarians ddubbed certaincertain Roya Royalists “Cava“Cava- rank of lieutenant the samesamsame.me *B outline levels should generally not include ment. d between the two his sonson and and succes successorsor, could could not not do do SHAPE WORLDVIEW liers” for their unseemly eagerness for war and often In thethe tense tense perio perio In generalgeneral, th the conflict pitted Parliamentarian iedd repeatedlyy Within eighteen months of Oliver’s death, a new one item (e.g., one A with no B). If an idea is nt lifestyle.y Royalistssts (who embracebraced stages of the CCivil War, CromwellCromwellll tt tr Note that the divine right of kings differs against Royalist forces. Parliament (i.e., the Houseuse of frivolous, indindulgendulge councilncil ofof state state i invitedit d Ch Charles l I II to reclaim his father’sh tlltryy andandd courtliness courtliness) and unsuccessfully too reconcile the army, ParliameParliament, isolated but important, it may be included. )tt i lly supportedsupportedupported by bybyyP Pur Pur Puritans,itans D Dis DisseDissenters, “Cavalier” as a reference to gallant throne. from the biblical teaching that God ordains Commons),Commons) typicall typicall oundheads” for and thethe king king. Onc Once Charles I fled London and opened However it can be added with a notation as the newly powerfull middle class, mockingly termetermed Parliamentarians “R kings and governments. It goes beyond the and urbanites such onablenable longlonglo ringle ringlets. talkswiththetalksks with the ScoSc ts,t however,howw, , Cromwellbegantoturnell began to turn se who fearedared Charles I’sIs suspectedsuspectedsuspectedsu sportingg short hair insteadinsteadnstead of of fashi fashifa proach. Lessons include widely diff erentiated lesson materials, and such as an asterisk, arrow, or bullet. Overall, represented thosetho Bible to argue that the king is accountable to CatholicC sympathiesympathies and insistenceinsistencence on divinee right (the - contents should be concise and incorporate m designssigns by architectarch no one on earth. That was never the Chris ideaea that his authority came from Go d and he answered The Old Royal Naval College, begun in 1696 frofr grammatical parallelism when possible. Sir ChristopherChristophe Wren, exemplifiespl neoclassical taste in architecture. only to God). Both positions werewere fe felt asas a threata threatreat t to tian view from the early church all the way Direct students to briefly examine pictures, through the Middle Ages. headings, subheadings, bolded material, and italicized words from pages 282–93. Oliver Cromwell Model Display the heading Civil War to ASSESS STUDENT UNDERSTANDING certain texts have been highlighted as core texts for teachers to assign. and write the following as a Enlightenment 1. To what religious group did Cromwell model: belong? Puritan I. Introduction 2. What part did Cromwell play in the Civil A. Rationalism: favoring the rule of reason War? second in command in the army, a and knowledge in all areas of life brilliant military commander B. Enlightenment: society emerging from The Interregnum superstition and crudity into reason’s Additionally, the teacher edition provides a starting point for teaching a clear light ASSESS STUDENT UNDERSTANDING INTRODUCTION 285 the years be- (Explain that you included the term enlight- 1. What is the Interregnum? 284 UNIT 3: CIVIL WAR TO ENLIGHTENMENT enment because every point A must include a tween the reigns of Charles I and Charles B.) II point particular, Oliver Cromwell was without doubt POLITICAL DEVELOPMENTS 2. What are the dates for the Interregnum? Instruct students to label the next part of their 1. What is the definition of rationalism? to civilization. The developments in commerce, the dominant figure of the era in English poli- 1649–60 outline as follows: favor the rule of reason and knowledge in all governance, science (including medicine), the » Civil War and the Interregnum tics. Critical opinions on the man varied vastly novel or longer work. Some lessons include links to multimedia avenues to arts, and many more areas were unprecedented. - II. Political Developments areas of life during his own time and in the centuries since. 3. Who ruled England during the Inter These developments continue to benefit most Civil War regnum? Oliver Cromwell; he headed the 2. How do you think a belief in rationalism No one can doubt his immense competency as A. Civil war and the Interregnum people living today tremendously and so should Review the contents of this section with students. affects religious belief? Answers will vary a ruler, but his methods could often seem to executive council and then became the not be ignored. However, from a Christian The English Civil War was a formative event that 1. Civil War but may include that rationalism denies the contradict the principles he claimed to hold. Lord Protector. worldview, it is also true that the Enlightenment forever changed England. Its particular combi- Work Independently Remind students to miracles of the Bible. Perhaps encourage interested students to further 4. What were the two parts of the Inter - opened wide the door to much error. Elements nation and forceful application of democratic - finish reading the introduction and outlining investigate Cromwell’s life. What is their assess regnum? the Commonwealth and the 3. What is the Enlightenment? The Enlighten- within it began to place a firm wedge between and Puritan ideologies was unprecedented for it. Briefly discuss their results, recognizing ment of his achievements? Perhaps note that a Protectorate ment was a time when it was thought that matters of faith and those of reason in ways that the time. Although monarchy would eventually vary presentation style and to engage students. that answers will vary. Suggest that they use study of poet Andrew Marvell’s “A Horatian Ode society had emerged from centuries of super - previous generations had not. This development return, the English would never be quite as wed- their outlines during class discussion to fill in upon Cromwell’s Return from Ireland” can offer stition and crudity into the light of reason. would only continue in the coming centuries. ded to the system as they had been before. further notes. Use Teaching Help 3.1 to show insight on the ambiguous feelings critics often held toward Cromwell. a sample outline. SHAPE WORLDVIEW *B FURTHER RESEARCH There is certainly much truth to the assessment The study of this era is ripe for further research ASSESS STUDENT UNDERSTANDING that the Enlightenment saw Western civiliza- on topics such as the Stuart kings, the Parlia- Use the following questions to check for stu- tion make massive strides in knowledge and in mentarians, the Cavaliers, and the Civil War. In dent comprehension of the materials. PART NAME 285

284 PART #

anish KiKings] Student Edition eo was kking in that Danish castle, ruling asa long as his father ed, a fammous lord of men. turn gavve his people a son, Healfdanne,1 a fierce fighter he Daness to the end of his long The student edition off ers a broad array of works representing each era of British t them ffour children, ces to guuide them in battle, Hergar2 gar, and Halga3 the Good, and one hter, as given to Onela,5 king literature. Students read selections from the Middle Ages, the English Renaissance, des, and becameb his wife and their Herot6 Hall]H othgar, taaking the throne, led o such gloryg that comrades and kins - sword, anda young men swelled nd he thhought of greatness and the Civil War and Restoration Eras, the Enlightenment, Romanticism, Victorianism, d ll that w would hold his mightyy ch higheer toward Heaven than any - been knnown to the sons of men. ll he’d ddivide the spoils and modern and contemporary literature. Selections model great writing for ies, to olld and young what they ’d aving thhe common pastures d takingg no lives. The work he timbeers tied and shaped at Hrothhgar ruled. It was quickly students and prompt them to think about issues and topics relevant to their own st beautiiful of dwellings, built and theen he whose word was

th nameed it Herot. true he commanded a banquet, treasuree-full hands. lace, gabbled and huge, [The Threat of a Monster] lives. Lessons scaff old student comprehension and close reading using the read- or time tot pass, for war A powerful monster, living down mes to leeap as high In the darkness, growled in pain, impatient would liight them, and for Herot As day after day the music rang Loud in that hall, the harp’s rejoicing 90 Call and the poet’s clear songs, sung Dane.” His mother was a foreigner. Of the ancient beginnings of us all, recalling ing process approach. Art engages today’s readers while motivational questions path with preserving a Protestant identity in order to combat CCatholicic error. The Almighty making the earth, shaping Completing only six books before hish death,h Spenser treats, in order, holinessolinelineness, tempertem - These beautiful plains marked off by oceans, ance (self-c(self-control),t chastity (chastet love), friendship, jusjustice, and courtesyurtesyrtesy. Book 1’s orot (HAY uh raht); means “Hart Hall”; may Then proudly setting the sun and moon gables, or may refer to hornlike projections To glow across the land and light it; virtue,ue, holiness, begins a believer’s journey toward moral maturity. Redd CrosCCross KniKnight with the vvillage Leire, the royal seat of the (the believerr) is accompanied by Una (truth or true faith) and a dwarf (re(reasonasoo ). NNote The corners of the earth were made lovely with wherewwh their journey takes them and whom or what they encounter. What might ththese Reading Check: trees elementseleme reprr esent about the quest for holiness? What might Spenser havee meantea thisth Hrothgarr’s father, grandfather, and And leaves, made quick with life, with each encourage them to connect personally with selections. The student edition also questuestueu to convco vey about his vision for England’s path to greatness? Heroic Virtues: Of the nations who now move on its face. And tatus virttue does Hrothgar exhibit then

EDMUND SPENSER 171 20A UNIT 1: THE MIDDLE AGES includes test reviews. S