A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF THE MERRY ADVENTURES OF ROBIN HOOD BY HOWARD PYLE
BY allen kRoMeR TEACHEr’S GuIdE 2 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
Table of Contents Introduction...... 3 List of Main Characters...... 4 SYNOPSIS OF THE NOVEL...... 4 PRE-READING ACTIVITIES...... 6 I. Building Background Knowledge of History and Culture...... 6 II. Building Background Knowledge of Literary Elements...... 7 III. Building Background Knowledge Through Initial Exploration of Themes...... 10 DURING READING ACTIVITIES...... 13 I. Whole Text Activities...... 13 II. Discussion Questions and Deepening Understanding...... 15 AFTER READING ACTIVITIES...... 18 I. Topics for Discussion and Essays...... 18 II. Group and Individual Projects...... 19 III. Text to Film Comparisons...... 23 ABOUT THE AUTHOR OF THIS GUIDE...... 24 ABOUT THE EDITORS OF THIS GUIDE...... 24 FREE TEACHER’S GUIDES...... 27
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Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 3
INTRODUCTION In the Digital Age, much of what adults once the opportunity to revel in Robin’s exploits, considered commonplace has vanished from and its accessible examples of literary devices the experience of youth—telephones with are well suited for inclusion in today’s lan- dials with numbers on them, cassette tapes guage arts curricula. Pyle’s prose shines with that record music, and clocks with arms that vivid imagery, descriptions, and allusions to spin around seem as quaint to many middle medieval culture. The characters are complex and high school students today as steam but depicted simply enough, and the action locomotives and biplanes seemed to their rarely grows so convoluted as to create confu- grandparents. How is it, then, that a literary sion. And, many of the book’s narrative ele- figure conceived in 14th century ballads and ments are appealing because they recur popularized in the 19th century still resonates frequently in modern texts—characters will in popular culture? The outlaw Robin Hood seek revenge, do battle to protect their pride, is an underdog, a figure not uncommon in celebrate their triumphs and mourn their current media. Just as Rocky defeated Apollo defeats. These familiar motifs allow readers to Creed or Daniel-san defeated the bullies from draw from personal beliefs and past experi- Cobra Kai in The Karate Kid, Robin battles ences to understand and appreciate Pyle’s and triumphs against political and social sys- text. The novel is adaptable and approachable tems that profit from injustice and reward the for students of differing abilities with the already-powerful. Similarly, Robin Hood caveat that teachers should consider how the removes himself from an oppressive society— work sometimes relies on archaic diction and and what adolescent has not dreamed of syntax and plan appropriate pre-reading doing much the same thing, casting off the instruction. Also, teachers have the luxury of bands of academic servitude, and escaping to excerpting chapters or sections as they see fit the woods to live a merry life of permanent because structurally and thematically these summer with his best friends in tow? Perhaps shorter pieces can be explored independently. part of the legend’s allure rests in Robin’s The content and activities in this guide can be assembling his band of remarkable compatri- used as a resource for planning to teach the ots; his champions are not unlike the charac- novel. The Pre-reading activities set the foun- ters who comprise the Avengers or X-men of dation for appreciating the novel by estab- comic book lore. While they lack the ability lishing an awareness of the historical and to fly or harness the power of advanced tech- cultural underpinnings of Pyle’s novel, the nology, Robin’s Merry Men are exceptional literary techniques he employs in his narra- compared to their peers, and they can out- tive, and some of the themes of the tales. The shoot, outfight, outwit, and out-sing any who During-reading content will help students comes against them. Finally, Robin Hood is focus on specific elements and events in the an appealing figure because he is imminently text to explore the novel’s artfulness. The accessible; his modest beginnings, his cha- Post-reading activities promote a holistic risma, his wiliness, his sense of humor, and review of the novel, an analysis of the impact his overall sense of morality and decency of its parts, and the opportunity to establish combine to cast him as a man not terribly and debate meanings. The activities in this unlike typical men. Perhaps it is this accessi- guide should be used to address curricular bility that allows readers to glimpse a bit of requirements, reinforce preferred teaching themselves in the hero from Sherwood Forest. styles, and promote academic success for stu- First published in 1883, Howard Pyle’s The dents. The best approach is one that is selec- Merry Adventures of Robin Hood affords readers tive, adaptive, and creative. 4 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
List of Main Characters
Although Robin’s band and his adventures involve a comprehensive cast of characters, the list below identifies the novel’s central characters.
Robin Hood An outlaw for murder and the leader of a rebellious group in Sherwood Forest
The Sheriff of Nottingham Robin’s main nemesis, the local law enforcement authority
Little John Robin’s most loyal supporter, renowned for his abilities with the staff
Will Scarlet Robin’s nephew, a dandy, and strongest man of the band
Alan a Dale Troubadour and balladeer, renowned for his musical abilities
Queen Eleanor Advocate for Robin Hood, married to Henry
King Henry Villainous king who despises Robin and seeks his death
The Bishop of Hereford Chief religious authority in the book, Henry’s advisor and Robin’s enemy
SYNOPSIS OF THE NOVEL
The Merry Adventures of Robin Hood consists battle, Robin recruits his new ally to join the of a series of linked episodes. In addition to Merry Band in Sherwood Forest. the Prologue and Epilogue, the narrative is For instance, in the second half of the Pro- conveyed through twenty chapters arranged logue, Robin, seeking sport, sets forth from in eight sections. Pyle provides summaries of Sherwood Forest and encounters a tall each chapter in the Table of Contents and stranger at a bridge. After an exchange of short summaries throughout the novel. As a taunts and challenges, Robin and the stranger result, the book lends itself to easy naviga- begin to battle with staffs. During the battle, tion. However, there are several main types of both combatants prove their expertise by episodes which re-occur and can be selected if unleashing powerful blows and parrying the opting not to read the entire novel. same. However, when Robin grows angry and lashes out at the stranger, the loss of his Robin Recruits New Members composure costs him the contest; the stranger to the Band “thwacks” Robin and sends him into the stream. Chagrined, Robin laughs and seeks The recruitment stories typically start with the stranger’s assistance in regaining the shore Robin’s boredom; in an effort to alleviate the where he then summons his men who set tedium he decides that he (sometimes with upon the tall stranger. Robin ends the assault his merry men) will seek adventure. Upon and asks the stranger to join his band. The setting off, Robin encounters a fellow trav- stranger, John Little, accepts the offer after eler, and, having either offended the traveler Robin demonstrates his prowess with a bow. or been offended himself, Robin and the new Because of his remarkable height and build, character engage in a battle. Then, after the the men laughingly call him “Little John.” A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 5
Robin Dupes the Authorities lose his entire estate to the Priory of Emmet. Robin senses the injustice and offers to help Authority in the novel usually appears in the the poor knight. When Little John brings the guise of a religious figure like the Bishop of Bishop of Hereford to the forest as a guest, Hereford or a well-fed monk or the Sheriff of Robin and his band entertain their visitors Nottingham, his agents, or agents of Henry. with feasting and feats of prowess. Robin In this type of episode Robin encounters an then inspects the Bishop’s party’s goods, and authority figure on the road and uses decep- divvies up the bill of goods according to his tion to best the authority figure. Robin’s tri- judgment. One of the items is a box of fifteen umph typically includes robbing the hundred gold pounds collected by the authority figure and embarrassing him as Church as rentals, fines, and forfeitures. well. In some instances these stories fore- Robin awards some of the gold to Richard so shadow subsequent conflicts as the authority that he can pay off his debts to the Priory and figures seek to avenge their losses. keep his estate. Richard pays his debt, foils Robin’s recurring strategy is to “invite” the the Church’s attempts to seize his land, and authority to feast with the merry band of later repays the Merry Band with an opulent Sherwood and then require compensation. In gift of resplendent bows and arrows. “How Little John lived at the Sheriff’s House,” the narrative varies from the formula Robin Serves Rightful Authority by centering on one of the Merry Men and by having Robin show lenience. Having proven While Robin serves as a representative of well himself at the Nottingham Fair, Little John managed authority in his realm, his is not the (posing as “Reynold Greenleaf”) is recruited supreme authority. Robin willingly submits by the Sheriff to serve as his right hand man. himself to the service of those authorities he Little John lives in luxury at the Sheriff’s respects and supports, namely royalty who house for six months, but, having tired of the treat those under their power with benevo- civilized life, steals the Sheriff’s silver plate lence and justice. In these chapters, Robin and rejoins the Sherwood band. Little John meets or is summoned by a rightful ruler, then lures the Sheriff to Robin’s hideout. pledges his allegiance to him or her, serves the After the Sheriff recognizes Little John, Robin ruler in impressive fashion, and finds himself returns the stolen silver to the Sheriff (Robin in the ruler’s good graces. cannot see how the Sheriff has wronged any In Part Seventh, Robin risks his life to fulfill of his tenants) and sends him on his way. the request of Queen Eleanor to appear in London as her representative at an archery Robin Serves Justice match simply so she can outwit her husband, King Henry, in a bet on the archers. Robin, In these episodes, Robin learns of an injustice Little John, Will Scarlet, and Allan a Dale and through martial strength or craftiness travel to the city and vow their allegiance to rights the wrong. Abusive authorities like the Queen. Having bested the King’s cham- those that Robin frequently dupes in other pion archers, Robin and Little John give their chapters typically create the injustices; the prizes to the King’s men, and, having been events underscore the authority’s villainy and warned by the Queen’s page, flee London. the victim’s goodness. Pursued by Henry’s soldiers, Robin and his In Part Fifth, Robin comes to the assistance fellow competitors flee to the safety of Rich- of Sir Richard of the Lea, a knight who has ard of the Lea’s castle until Eleanor can miti- fallen into debt for ransoming his wrongly- gate Henry’s wrath. accused son. In three days’ time, Richard will 6 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
PRE-READING ACTIVITIES
These activities are designed to build students’ Have students share some of the major background knowledge, prepare them to changes that William brought as a conqueror. understand the novel’s themes, and enable Considering each of the changes as a cause, them to better appreciate the work’s artistry. have students make inferences to identify the effects on the defeated population. Ask stu- I. Building dents to think critically about the attitudes and biases that being conquered by a foreign Background Knowledge force might have engendered in the people. of History and Culture Classes might also research to draw parallels between the events and attitudes surrounding The Norman Yoke the Norman Conquest and the events and and Anglo-Saxon Resentment attitudes surrounding the Revolutionary War, the Civil War, or the US Occupation of While social injustices and economic dispar- Iraq or Afghanistan. Drawing such parallels ity may be familiar to many modern readers, might allow students to more clearly under- some of the motivations in The Merry Adven- stand the resentment and hostility that the tures of Robin Hood might prove more elusive. occupied often feel and afford them the In his “Afterword” to the Signet Classics edi- opportunity to put the events associated with tion, Stephen Knight alludes to “the oppres- the Robin Hood legend into a more contem- sive and aristocratic ‘Norman yoke,’” to porary and personal context. indicate the Anglo-Saxon freedoms that were lost with the arrival of William the Con- queror and his Norman followers. In the Feudalism book, characters typically speak favorably of While some scholars argue that William the Saxons—Robin tells the Butcher, “I love a Conqueror was not exclusively responsible for fair Saxon face like thine right well” (p. the introduction of feudalism into English 62)—and critically of Normans: in “Will society, the changes he brought upon his Stutely Rescued,” the palmer criticizes “cruel arrival undoubtedly affected the hierarchy’s Norman[s]” (p. 52). Establishing the basics proliferation. Rigid social classes that range of the Norman Conquest and its effects on from the very powerful to the powerless com- Anglo-Saxon culture can help readers under- prise one of feudalism’s central traits; this stand the characters’ motivations more fully. inequality proves fertile ground in the Robin Ask students to research William, Duke of Hood legends because Robin consistently Normandy, and the Norman Conquest, or steals from the rich aristocrats and church provide students with sources that describe dignitaries and gives to the poor. Learning England before, during, and after the invasion about feudalism and the social position of serfs and subsequent conquest. Some resources are: can help readers recognize Robin’s motivations for seeking to help the poor in his society. “Explore the History of the Norman Invasion in 1066.” Essential Norman Conquest. Begin by giving students a general overview Osprey Publishing, 2006. Web. 31 May of feudalism at web sites, like those linked 2013. http://www.essentialnormanconquest. below. Ask students to define feudalism, to com/index.htm identify the social levels of the system, and to infer the size of the population at each level. Ibeji, Mike. “The Conquest and its After- As an assessment, ask students to create and math.” History. BBC, 17 February 2011. annotate a visual representation of the system Web. 31 May 2013. http://www.bbc.co.uk/ with the ranks and roles identified for each history/british/normans/after_01.shtml respective level. A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 7
After students have demonstrated their mas- siderable material wealth, particularly when tery of the definition of feudalism, share compared to the yeoman and commoners resources that provide an overview of peasant that Robin champions. Have students gain an life in the Middle Ages, particularly the dif- overview of the vows of poverty, chastity, and ficulties of life for the lowest ranks of society. obedience by reading one or more sources on Ask students to create a chart of two columns; the vows and practices of monasticism. A useful in the first column, tell them to list specific resource can be found on the Conventual aspects with brief descriptions of peasant life: Franciscans’ website: http://www.franciscans. jobs, food, lodging, education, upward mobil- org/index.php/en/who/conv-franc/vows; ity, and the like. In the second column, have another source is the Catholic Encyclopedia: students list corresponding aspects from their http://www.newadvent.org/cathen/10459a.htm own lives. By completing this assignment, stu- With additional time, you may ask students to dents may foster an appreciation for the diffi- read sections of the Rule of Saint Benedict, for culty of life for the poor in the Middle Ages. example, Chapter 33, “Whether Monks Ought Discuss with students: What did the different to Have Anything of Their Own,” available at ranks in society provide and receive in the http://www.osb.org/gen/rule.html. Have stu- feudal system? Was medieval society just? dents create a chart or graphic organizer dis- Sample resources for feudalism: playing what they learn about the vows and lives of clergy to refer to as they read the tales. “Middle Ages for Kids: Feudal System and Feudalism.” Ducksters. Technological Solu- tions, Inc. (TSI), June 2013. Web. 2 June II. Building 2013. This overview is simple and accessible Background Knowledge and useful when time is limited. http://www. of Literary Elements ducksters.com/history/middle_ages_feudal_ Pyle’s use of literary elements in The Merry system.php Adventures of Robin Hood makes events and “Feudalism.” Infoplease. Pearson Education, places vivid, enabling readers to envision the 2013. Web. This overview is detailed and book’s colorful characters more fully. In order contains advanced concepts and vocabulary. to understand the impact of these elements http://www.infoplease.com/encyclopedia/ and techniques on readers, students should history/feudalism.html start with an understanding of literary devices Sample resources for medieval peasant life: and their uses and practice identifying, think- ing, and writing about stylistic elements before Percy, Nigel. “Peasant Life in the Middle Ages.” they immerse themselves entirely in the novel. Helium. RR Donnelly, June 2013. Web. 2 June 2013. http://www.helium.com/items/1531118 -how-peasants-lived-in-the-middle-ages Setting and Imagery Baker, Suzette. “Peasant Life in the Middle Ages.” It never rains in Sherwood Forest, “the merry Helium. RR Donnelly, June 2013. Web. 2 June greenwood.” Instead, the hideout of Robin 2013. http://www.helium.com/items/1469386- and his band is depicted consistently in idyl- peasant-life-during-the-middle-ages lic terms. Pyle typically opens each new epi- sode with a glowing depiction of Robin’s band lounging about in an Edenic setting. Corruption in the While settings allow readers to visualize the Medieval Church time and place of an event, some who analyze A common target for Robin Hood and his men more deeply can also understand a work’s are bishops, priests, and other clerics, for in the social context, the tone that a setting can book those individuals typically possess con- impart, and the effects that setting can have on characters. 8 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
Locate images that feature the natural world individually create a brief list of legendary and elicit emotions similar to those elicited by figures. Who are modern day “legends”? the descriptions of Sherwood Forest. Having Make a two column chart with “Legend” and located one or two suitable images, work with “Not Yet a Legend.” Have students share students to analyze each image. Ask guiding their lists, placing names in columns, accord- questions to help students focus on elements ing to the agreement reached by the students. in each image and to refine their initial reac- Once the class agrees on the few persons who tions. First, identify the elements in the image. are legends, ask them to identify the charac- Then, analyze how the artist presents the teristics of these persons. What do they have images; color, position, size, and arrangement in common? What makes a person a legend? can all affect a viewer. Next, ask students to Then have individuals or small groups share the emotions created by the image. Have research one of the figures they added to their students explain what elements in the work lists. Once they have looked at biographical contribute to their feelings. Having students content, stories and anecdotes, digital con- compose a paragraph that describes the paint- tent, and other elements associated with the ing as if it were a setting can help them make figure, ask students to provide specific evi- the connection between image and text. dence to prove that their figure is a legend. Different online catalogs feature images that The format for this project could be an oral are suitable for this activity. The Metropoli- presentation, a PowerPoint presentation, a tan Museum of Art’s website (http://www. Weebly Web site (http://www.weebly.com/), metmuseum.org/) presents works so that a written passage, or another digital medium. viewers can enlarge, zoom in to focus on ele- ments, and search the collections quickly and Dramatic Irony easily. One work suitable for this activity is Maxfield Parrish’s “Girl on a Swing” (http:// Because they often rely on subterfuge to dupe www.metmuseum.org/Collections/search- their marks, Robin and his Merry Men pos- the-collections/20017802?rpp=20&pg=1&ft sess knowledge that other characters do not. =Parrish&pos=5#fullscreen); another is Asher When readers share this knowledge, the Brown Durand’s “The Beeches” (http://www. resulting irony is dramatic irony. For exam- metmuseum.org/Collections/search-the- ple, Robin poses as a beggar and speaks ill of collections/20011137?rpp=20&pg=1&ft= Robin Hood to a wealthy official. Practicing hudson+river+school&pos=7#fullscreen). with short stories or other works before read- ing the tales will enable students to identify Legend as a Literary Form the technique, analyze the information that all characters do not share, and see more Understanding the literary form of legend will clearly how the technique engages readers enable readers to identify its elements in the and affects their understanding of characters. tales and thus to understand how the tales of Kate Chopin’s “The Story of an Hour” is brief Robin Hood have remained popular for over enough to be accessible, artfully written, and seven hundred years. According to Sandra compelling for readers. Have students iden- Dolby in her article, “Legend” in The New Book tify the event that elicits the characters’ reac- of Knowledge (Grolier Online, 2013), legends tions: Brently Mallard has been killed in a recount the feats of an important individual, railroad accident. Then, have students list the reinforce the traditional beliefs of a culture, emotions and reactions of the other charac- entertain audiences, are set in a specific time, ters, Mrs. Mallard’s emotions and reactions in are realistic, and typically are entertaining. one column, the other characters’ emotions Ask students what they think when they hear in a second column. After students have fin- the word, “legend.” Record their ideas on a ished responding, have them determine why class graphic organizer. Then ask students to the emotions and responses are different. A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 9
Discuss: What advantages does dramatic of examples will help students practice with irony give readers? How does dramatic irony more works and increase the chances that allow readers to immerse themselves more students will encounter a poem that resonates fully into a text? What can readers infer with them. To promote this, ask students to about the characters based on their emotions bring in popular song lyrics that are ballads and reactions? to analyze and share with the class. Be advised that current common use sometimes identi- Contemporary and fies slow rock songs as “ballads” even though they do not have many (if any) elements of Traditional Ballads traditional ballads. In Pyle’s book, rarely does an adventure go by Once students are familiar with sample without one or more of the characters burst- points and the finer points of balladry, ask ing into song. Singing, it seems, is serious them to write a stanza or short ballad to business; early on in the novel, for example, practice their skills. Students are often willing the Tinker grows indignant when Robin to recite or sing their ballads for peers, and dares interrupt his singing when they meet many regions feature ballad singing as a on the road. Most of the songs in the work popular art form. This activity can also be are ballads, and teaching students about the used later as a means of reviewing the text as traditional form, typical subject matter, and students are reading through the novel. contemporary ballads will help them appreci- ate the novel more fully. Pre-teaching Begin by presenting an overview of the tradi- Vocabulary and Style tional ballad form. Pages like Erik Simpson’s well-executed ballad overview (http://www. Spending part of a class period to teach stu- math.grinnell.edu/~simpsone/Connections/ dents some of the rudiments of Elizabethan Poetry/Forms/ballad1.html) offer a thor- style can make Pyle’s text more accessible to ough, accessible introduction to the form. To modern readers. Contemporary readers may help students understand ballads, use the struggle with the novel’s verbs like “thou elements provided in the overview as a start- hast,” “mayst,” and “wert.” Providing a style ing point to analyze sample ballads from texts sheet that gives rules and examples of pro- or the Internet. In addition to identifying the noun usage and conjugation can give stu- different traits like rhyme scheme, stanza, dents a useful resource as they begin reading, repetition, and dialogue, ensure that students and in many instances, students will develop understand the plot in the narrative of the proficiency as they progress through the poems. novel. Teachers can find resources online that will help students understand the basic ele- Textbooks, libraries, and the Internet all offer ments of Elizabethan conjugation, and using good examples of traditional and contempo- those resources in conjunction with sample rary ballads. George Wharton Edwards’ A sentences or passages from Robin Hood will Book of Old English Ballads (online at Proj- help students gain confidence as they start to ect Gutenberg at http://www.gutenberg.org/ read on their own. For example, Seamus files/9405/9405-h/9405-h.htm) features bal- Coomey’s page (http://homepages.wmich. lads that recount Robin’s encounters with edu/~cooneys/tchg/lit/adv/shak.gram.html) Allen-a-Dale and Guy of Gisborne as well as gives some insights on archaic pronouns and Robin’s death and burial. “Robin Hood and conjugation. For instruction and review, the Butcher” (http://www.bartleby.com/243/ teachers can locate or create resources like the 119.html) and “Robin Hood and the Three Quizlet Elizabethan grammar review (http:// Widow’s Sons” (http://www.bartleby.com/243/ quizlet.com/3698477/elizabethan-grammar- 122.html) are also available. Using a variety flash-cards/). 10 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
Early in the reading, model for students the news, such as Moral Mondays in NC, Occupy process of identifying through listing or Wall Street, Anti-War or School of the highlighting words that they do not know. Americas protests. Have students read brief For example, in the first two pages of the excerpts concerning those events and sum- Prologue, students will encounter “seven- marize what they learn about the motives of score,” “draughts,” and “fain.” Have students protesters. record those phrases or words that they do Once students are familiar with one or more not understand independently, creating a contemporary events, conduct a class discus- lexicon of words that the teacher and class sion based on the following questions: How can then review. Initially the lists may be is it possible for the actions of the few to lengthy, but many archaic words recur transform society? Do the changes brought throughout the book; understanding them about by protest justify the risks involved early on will help students read more success- with protesting? What distinguishes social fully in subsequent chapters or excerpts. protest from simply breaking the laws or While general online searches or access to the violating norms? What steps can a protester expansive Oxford English Dictionary in librar- take to ensure that society will see the merits ies may help students define words, content- of his or her perspective? specific glossaries like the “Shakespeare Archaisms” (http://www.shakespearestudy- During the discussion, one focus might also guide.com/Archaisms.html) are especially be those instances where a student (or an helpful as much of the content is located on individual that a student personally knows) a few easily navigated pages. acted courageously. Did those courageous actions create any lasting change for other III. Building individuals or society? Background Knowledge 2. Arriving at a definition of courage can help students to interpret Robin’s actions in the Through Initial novel. As a starting point, have students Exploration of Themes consider what other thinkers and philoso- The Merry Adventures of Robin Hood includes phers have written about courage. Provide a themes that are at once compelling and series of quotes about courage. Students can accessible to contemporary readers. also locate quotes on their own online or by using library resources. Once students have read and thought about others’ ideas on Courageous Action courage, ask them to identify the quote that 1. Many of Robin’s adventures are a result of they feel corresponds most directly to their his willingness to act in resistance to authority. own interpretation of what the word means. However, rather than his being branded an Ask students to explain their reasoning and outlaw, many in his society consider him a to briefly defend their choices. Student hero because he is brave enough to act against responses can be written passages, oral pre- unjust legal and religious authorities. This sentations, or other media. theme underlies much of the great social Following are sample quotes on courage change throughout history. By examining found at http://www.brainyquote.com/quotes/ those historical precedents, students can recog- topics/topic_courage.html. nize Robin’s courage as a positive force for “One man with courage is a majority.” social change. —Thomas Jefferson Ask students to brainstorm the concept of “Faced with what is right, to leave it civil disobedience and then create a class graphic undone shows a lack of courage.” organizer with students’ ideas. Identify exam- ples of civil disobedience that may be in the —Confucius A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 11
“Life shrinks or expands in proportion to leader? Which leader has the greatest likeli- one’s courage.”—Anais Nin hood of maintaining power—a beloved one or a feared one? Ask students to defend their “Courage is a kind of salvation.”—Plato answers with specifics and credible reasoning. “Courage—a perfect sensibility At discussion’s end, ask students to write a of the measure of danger, and a brief opinion piece sharing their ideas. The mental willingness to endure it.” class can return to these responses during —William Tecumseh Sherman reading or post-reading to evaluate Robin’s 3. Have students read and summarize Aristotle’s strengths and weaknesses as a leader. definition of courage in the Nicomachean 2. George Orwell’s essay “Shooting an Ele- Ethics, Book 3, Chapter 7, available at http:// phant” (digital version from Project Guten- www.constitution.org/ari/ethic_00.htm berg Australia available at http://gutenberg. Discuss how to determine if an act is foolish net.au/ebooks02/0200141.txt) discusses his or courageous, using Aristotle’s definition. responsibilities as a British police officer in colonial Burma and inspires reflection on the price that men pay to oppress others. In it he Types of Leadership writes, “When the white man turns tyrant it From Sherwood Forest, Robin rules amicably is his own freedom that he destroys…He and enjoys the voluntary allegiance of his wears a mask, and his face grows to fit it.” merry men. King Henry, on the other hand, Have students read (or read aloud) Orwell’s follows the advice of evil men and rules essay and use a note taking organizer like inconsistently, breaking his promises and Cornell notes (instructions available from suffering emotional swings. However, Hen- James Madison University’s Special Education ry’s realm is larger than Robin’s, and his Program at http://coe.jmu.edu/LearningToolbox/ power exceeds that of his green-clad adver- cornellnotes.html) to consider the premise of sary. The Merry Adventures of Robin Hood is a tyrant destroying his own freedom. Instruct primarily a tale of adventure, but it also pro- students to record those instances where the vides the opportunity to think critically speaker indicates that he is sacrificing some about the qualities of an ideal ruler. part of himself based on the expectations of those he allegedly oversees. 1. In Nicolo Machiavelli’s The Prince, he poses the question, “Whether it be better to After sharing their findings as a class, ask be loved than feared or feared than loved?” students to critique Orwell’s actions in the (See Chapter XVII “Concerning Cruelty and essay. Did he act properly? Why or why not? Clemency, and Whether it is Better to be How do his actions reflect on his suitability Loved Than Feared” online at Project Guten- as a leader? What is it in the essay that inspires berg at http://www.gutenberg.org/files/1232/ the greatest fear in him? Are his fears typical 1232-h/1232-h.htm#link2HCH0017). Ask of all leaders? students to brainstorm the traits and philoso- phies of a beloved leader and a feared leader. The Effects of Anger Providing examples and some brief back- ground of some notable leaders of both types Anger is a transformative emotion—seem- (Winston Churchill, Adolph Hitler, Joseph ingly benign souls can act rashly if their pas- Stalin, Pol Pot, Martin Luther King, Jr., sions are so inflamed. Early in theAdventures , Mohandas Gandhi) might help facilitate Robin’s anger causes him to act irrationally, student responses. and that single decision results in his being branded an outlaw for most of the balance of After cataloging class responses, lead students his days. in a class discussion: Is it better to be loved or feared if one’s sole concern is remaining in 1. Adolescence is an emotionally tumultuous power? What traits are most valuable in a period, and while some may experience 12 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle broad swings of emotion, few pause to con- Molly Edmonds’ “How Anger Works” gives a sider the causes and nature of their emotions. more detailed look at the symptoms, causes, Reflecting on their own emotions will allow and physical effects of anger: http://science. readers to understand and empathize more howstuffworks.com/life/inside-the-mind/ fully with the protagonist Robin. Begin by emotions/anger.htm asking students to free write about an instance 2. Robin’s life as an outlaw begins when he in their lives where they have felt very angry. angrily shoots a ranger for taunting and Assure them that any responses will be confi- threatening him. Many would consider this a dential. Once students have written brief crime of passion, an act that is dictated not by accounts of the event, their emotional state rational thought but by the individual’s and its causes, shift the focus to sources that emotional state. More often than not, the explain that there are both appropriate and emotion that begets crime is anger. Having inappropriate kinds of anger. Ask students to students reflect on crimes of passion can help add to their thinking by identifying the cause them work to analyze the gray areas that sur- of their anger as specifically as they can; then, round some crimes and determine if there is ask students to determine whether or not always a clear cut, “right” answer in relation they believe that their anger resulted in posi- to a criminal’s guilt. tive change for them or for others. Teachers can then use the free writing as a starting Begin by providing a general definition of a point for a class discussion about the emotion crime of passion. Cornell University’s Legal of anger, its merits, and how anger can some- Information Institute website (http://www. times be used to affect positive change. law.cornell.edu/wex/crime_of_passion) pro- Teachers can draw examples and specifics vides one definition. Then, give students from the resources below to help students some examples of crimes of passion from think about emotions on an intellectual level. media accounts or other resources. Sources like Erik Devaney’s (http://www.ehow.com/ Discussion: How can anger (which many list_6827633_examples-crimes-passion. view negatively) be a positive force for indi- html) provide a good starting point by setting viduals? If an individual makes a mistake up categories without disclosing sordid details while angry, is it possible for that individual that might offend some students. Devaney to craft that mistake into something that alludes to adultery-related crimes, combat- or benefits himself and others? What distin- assault-related crimes, bitter disagreements, guishes appropriate anger from inappropriate and revenge/retaliation as types of crimes of anger, or appropriate responses to anger from passion. Using the groups as a starting point, inappropriate ones? have students rank the groups according to PBS’s “This Emotional Life” series focuses on how justifiable they are. For instance, is an anger and defines anger, looks at its causes, expres- individual who has been attacked more justi- sions, effects and briefly discusses misconcep- fied in the commission of a crime of passion tions about the emotion: http://www.pbs.org/ than someone who is embroiled in a bitter thisemotionallife/topic/anger/what-anger disagreement? Have students defend their rankings; then, use the students’ ideas as the foundation for a class discussion. A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 13
DURING READING ACTIVITIES I. Whole Text Activities Vocabulary organizers: Students can use vocabulary organizers as they read to record The following activities can be completed as those words that they do not know and review students read the novel. Some activities relate later to find definitions. Or, teachers can pre- to specific parts of the book, so completing view a passage or section and provide organiz- them while the text is still fresh in readers’ ers that have vocabulary words listed in order minds will deepen students’ critical thinking. of appearance. Finally, teachers can provide Instructors can use the activities to assess com- organizers that feature focused lists, such as prehension and to provide helpful feedback. lists of medieval measurements, flora and 1. When students formulate questions about fauna, or medieval professions, that help stu- a text, relate text events to personal experi- dents group words by class. The vocabulary ence, or make connections between book organizers can be as simple as words and defi- events and broader culture, they develop their nitions, or can include denotation, connota- skills of comprehension. Teach students to tion, space for annotations, and similar words. apply sticky notes at those points in the novel A sample focused list for measurements: where a question arises, where they find a significant detail, or they encounter a particu- Unit of Modern Measurement Measures Equivalent larly confusing passage. Have students write their questions or connections on the sticky Score Number 20 notes as they read. The students can then use (four score=80) the notes to refer back to specific parts of the Rod Distance 16.5 feet/ text—rather than leafing through page after 5.029 meters page, the points of interest or confusion are identified exactly. And, unlike highlighting Tun Volume 252 gallons and annotating, the text is unmarked for subsequent readers, the notes can be removed Word Walls: Identifying confusing or unknown and shared with the class, and the teacher or words and placing them in a central location peers can help the reader work through the for definition and discussion can promote challenging parts. If students compile their understanding, identify concepts that con- collective responses on a white board or sheets fuse groups of students rather than individu- of large paper, the teacher can also assess class als, and encourage the idea of a community mastery and work to clarify points of common of learners working towards a common goal. misunderstanding. The notes can also serve as Reserve a section of bulletin board or white the foundation for class discussion. board to use as the word wall for The Merry 2. As indicated in the earlier section on vocabu- Adventures of Robin Hood. Teachers can also lary, The Merry Adventures of Robin Hoodchal - purchase a sheet of rigid foam insulation lenges today’s readers, fluent in modern from a hardware store, size it accordingly, and English, with archaic diction and foreign and staple the words to it. As students read, have elusive concepts. For example, how might them write down words that they do not most modern middle and high school students know. Students can list words on their own interpret the Tinker’s boast: “…if I do not paper, in a section of their reading journals, score his knave’s pate, cut my staff into fagots on vocabulary organizers, or on tickets that and call me woman” (p. 29)? Teachers can use can double as bookmarks. As the class com- a variety of means to compile lists of words pletes a passage or section, have students add that cause collective confusion, and pre-teach- one or two of their words to the word wall. As ing some words can ease the task of reading for students add words, some peers will be able students. Following are two strategies to build to help define the words; in other instances, vocabulary while reading the novel. few if any students will know a word’s defini- 14 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle tion and teachers can supply the definition or about the characters who offer the bounty? ask students to engage in research about the Does the bounty seem reasonable given the meaning of the word. Leave the collective nature of Robin’s crimes? What might readers words on the wall for the duration of the infer about social attitudes or Robin’s abilities if Robin Hood unit so that students can use it nobody is willing to attempt to bring Robin in? to review and recall words from past sections. 4. Like other feats in the novel, archery con- 3. One recurring element in the Robin Hood tests and shooting typically get detailed legends is the offer of a bounty for the indi- description, and readers can sense that those vidual who can bring Robin to justice. details are supposed to convey an idea of a However, none of the bounties offered are in character’s prowess with a bow and arrows. contemporary currency, so students may not However, like the bounties offered for Robin’s be able to interpret the magnitude of the head, the details typically cite size, distance, price placed on Robin’s head. Online and relationships that most modern readers resources can help students understand the are not familiar with. Setting up one of the amounts of money offered and thus appreci- targets that is described in the adventures can ate more fully how much authorities wanted help students visualize the setting, under- to capture Robin. For example, in the Pro- stand more fully why Robin’s abilities are so logue, the authorities offer a two hundred impressive, and offer a contrast to contempo- pound reward for Robin because he killed rary archery competitions. the forester and also poached the King’s deer Locate one of Pyle’s descriptions of a contest (p. 6). Ken Hodges’ “List of prices of medi- that gives specifics about distance and target eval items” hosted on Luminarium (http:// size. In Part Fifth, students can locate two www.luminarium.org/medlit/medprice.htm) such courses (pp. 203-204). The first course’s will allow students to calculate what two length is seven score yards (140 yards); the hundred pounds would have purchased in target is a garland “three palms’ breadth” in medieval times. Some results? In 1382, a width. The second, more demanding course Warden of London Bridges earned ten that Robin competes on is four score yards, pounds a year, so the bounty would have or eighty yards, at a hazel wand target that is been the equivalent of twenty years’ salary. about the breadth of a man’s thumb. Having Or, in 1316, one could hire 2,000 knights at students construct a replica of the course on two shillings per knight for a single day. an athletic field (an American football field Using online resources, students can also calcu- measures 120 yards from the outside of one end late the modern day equivalent of two hundred zone to the outside of the other) using com- pounds from centuries ago. The Currency parably sized targets will help define Robin’s Converter hosted by Great Britain’s National abilities and engage kinesthetic learners. Archives (http://www.nationalarchives.gov.uk/ To extend this activity, students can compare currency/results.asp#mid) allows users to con- the novel’s archery to Olympic archery, a vert a sum of money from as far back as 1270 sport that features detailed rules about equip- into its 2005 equivalent. Two hundred pounds ment, target size, and distance. Using guide- in 1270 are the equivalent of 106,544 pounds lines from online sources or the library (like today. Use an online currency converter like the information found at http://olympics. the one offered by XE (http://www.xe.com/ about.com/lw/Sports-Recreation/Amateur- currencyconverter/) to convert the pounds into sports/Olympic-Archery-Rules-and-Judging. dollars. In today’s dollars, the bounty would htm), students can set up the equivalent of an have approximately equaled $167,257. Most Olympic archery course: the distance is 229 would agree that the bounties placed on Robin’s feet, eight inches; the bullseye size is 4.8 head seem a good incentive to turn him in. inches in diameter. They can then compare Students’ calculations can also be used as the the feats from Sherwood Forest to those of basis for discussion: What can readers infer the Olympics. And, online videos like the A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 15
Anything You Can Do episode “How To Be enable students who are artistically inclined An Olympic Archer” (http://www.youtube. to reflect on the text and provide their own com/watch?v=rB_T3_ZAojQ) or footage of visual interpretations of the cast of characters. Olympians competing (http://www.youtube. As students complete a chapter or section, com/watch?v=aKVGaYc0v1s) can demonstrate have them review the characters that appear the challenge of modern archery. therein. In many instances, Pyle provides The class can then discuss the likelihood of thorough descriptions of characters that Robin’s accuracy, how his feats lend a sense of figure heavily in each episode. For example, the legendary to the narrative, and whether the Sheriff of Nottingham (p. 38), Sir Rich- or not the inclusion of such remarkable abili- ard of the Lea (p. 195), and the villainous ties gives staying power to the legends of Guy of Gisborne (pp. 324-5) are depicted Robin Hood. vividly. If a section contains such a descrip- 5. Most episodes in Pyle’s version of the Robin tion, ask students to locate and catalog those Hood legend include either partial or complete elements that describe a character. After they ballads. Analyzing one of the ballads from have listed the descriptive elements, ask stu- the text can increase students’ understanding dents to generate ideas about the details’ of the form and refine their understanding of connotative meanings. What do readers culture in the times of Robin Hood. associate with physical traits or appearances? What significance might a character’s belong- After reading a chapter or section, have stu- ings have in characterization? How does a dents recount the event using the elements of character’s appearance compare to other the ballad form. Depending on the amount of similar characters that readers have already time available, the ability of students, and the encountered? A note taking organizer can level of student interest, the criteria for a suc- help students collect their ideas. cessful ballad can be adapted. Simpler ballads might consist of five stanzas of four lines each, This activity can also be extended to allow no set line length, and ABCB rhyme scheme. students to create their own artistic interpreta- Additional criteria might include lines of tions of characters. Pyle’s illustrations can be eight and six beats each, the use of dialogue to used as models. Creating art based on textual advance the narrative, additional stanzas to content will help some students recall and increase the poem’s length. Allowing students appreciate more from the book. If the entire to critique early drafts of ballads generally class creates illustrations of characters, peers strengthens the final drafts, and it also enables can evaluate each other’s work to ensure that students to review and rethink the plot, char- the depictions are accurate according to the acters, and specifics of the episodes they are text and to appreciate their classmates’ abilities. adapting into ballad form. Reviewing the sample Robin Hood ballads linked earlier in II. Discussion Questions this guide may prove useful for teaching stu- and Deepening dents how to excerpt the essential plot events Understanding and provide models. After completing the ballads, invite students to recite or perform Discussion questions represent an opportu- their ballads for the class. nity to assess understanding and to strengthen comprehension of the novel and its literary 6. From beggar to king, the characters in The elements. Students can answer the questions Merry Adventures of Robin Hood are typically individually, they can work as groups to described in detailed fashion upon their first answer a series of questions to refine their appearance in the novel. Analyzing those understanding of a section, or one student descriptions can help students understand can work exclusively on a single question to both individual characters and the larger become the class expert who then shares his/ contexts of the novel. And, the descriptions her expertise with peers and the instructor. 16 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
Prologue of life in Sherwood as a starting point, what are some of Robin’s other motivations for 1. In the Prologue, Robin encounters the King’s setting forth? What does he seek? What foresters, men charged to protect his lands does he hope to gain from his adventures? and to prevent poaching. What details (appearance, actions, words, attitudes) does 2. After he agrees to sell “five hundred and Pyle use to depict the foresters negatively? more horned beasts” to the Sheriff for three hundred pounds, the other butch- 2. After he is insulted and a forester lets fly ers feel that the Sheriff has tricked a naive an arrow towards him, Robin responds by man (pp. 66-67). How is this an example killing the forester (p. 6). Are Robin’s of dramatic irony? What are the horned actions justified? Why or why not? What beasts that Robin plans on selling, and to details does Pyle select to convince readers whom do they really belong? of the sincerity of Robin’s immediate and profound regret at having killed a man? 3. When Little John defeats Eric o’ Lincoln at the fair, the Sheriff recruits John to 3. Once Robin takes up residence in Sher- join his band (p. 81). In what ways does wood Forest, he crafts a code of conduct the Sheriff’s offer resemble Robin’s for his followers (p. 7). What are the recruitment efforts? How does living in central tenets of this belief system? How the Sheriff’s house transform Little John? do the specifics of the code work to Why does Little John decide to return to depict Robin and his actions positively? Sherwood Forest? What diction does Pyle use to depict Robin as a good character and the authorities as Part Third a negative force in their society? 1. In the novel, Pyle consistently depicts life Part First in Sherwood Forest as idyllic and nearly perfect. What sensory imagery does the 1. In chapter I, after he dupes the Tinker, author include to create a detailed sense Robin attempts to recruit the man to join of how pleasurable life is in the forest? To his band (p. 31). What elements in his spiel what senses does he appeal? might be particularly appealing to a serf or peasant? Would Robin’s offer be as appeal- 2. Many works of literature illustrate how ing in modern times? Why or why not? looks can be misleading. In Chapter II, Robin and his colleagues encounter Will 2. To gain information that will assist the Scarlet for the first time. Using the band in liberating Will Stutely, David of description of Will in the text, what kind Doncaster consults with a palmer (p. 52). of person does he appear to be? Are the What details does the palmer provide conclusions that readers might make that present the community’s attitude based on Will Scarlet’s appearance toward Robin and his band? What can deceiving? How does his appearance readers infer from the exchange about the differ from the men of Sherwood For- palmer’s attitude towards the Sheriff and est’s? What does Robin conclude about other authorities? Will based on his appearance? What hap- 3. In a section that consistently allows pens to Robin as a result? Robin to demonstrate his courage, what 3. Based on his principles and past events, is details and events on pp. 57 and 58 it likely that Robin would truly want to depict the Sheriff as a cowardly leader? rob the Miller (p. 133)? Why or why not? During their conflict, what details and tech- Part Second niques (irony, imagery, dialogue, diction) 1. Early in the section Robin “set[s] forth to does Pyle use to make the fight humorous? seek adventure.” Using your understanding A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 17
Part Fourth Part Sixth 1. Allan a Dale’s story shows that his heart is 1. In Chapter I, Robin and Little John broken. What specifics are included to engage in a debate over which lifestyle is create sympathy for Allan? What argu- superior: that of a beggar or that of a ments do Allan and the band make to friar. Based on your understanding of the show the wrongness of Ellen’s arranged novel, which lifestyle do you think is marriage to Sir Stephen? superior, and why? 2. To defend himself, Friar Tuck sets his hounds 2. How are Little John’s prayers answered at on Robin and his band who shoot arrows the end of Chapter I? Are the two friars at the dogs. The dogs dodge the arrows, Ambrose and Thomas exemplary priests? catch them in their mouths, and break Why or why not? them. Do the dogs’ abilities seem realistic? 3. Unlike other beggars, Robin disguised as What does this detail add to the narrative? a beggar has little to fear from the local 3. While Friar Tuck is depicted as a poor dogs because the speaker notes that “dogs religious man, the Bishop of Hereford is know an honest man by his smell, and an presented as being considerably more honest man Robin was—in his own way” powerful and wealthy. How do the (p. 263). In what ways is Robin an honest descriptions of Tuck (p. 161) and the man? In the book, who are some dishon- Bishop (p. 182) differ? What inferences est men, and what traits do they have can a reader make about the concerns of that contrast with Robin’s character? the two men? What do you think their 4. Read the description of the Corn central priorities are? Based on your Engrosser (p. 263-264) and his actions. understanding of monastic vows, do either What about him would make him a par- adhere to the ideals set for dutiful monks? ticularly villainous individual in medieval 4. After Robin and his band disrupt the times? What group comprised the great- wedding of Sir Stephen to the beautiful est percentage of the population in a maiden Ellen, the Bishop of Hereford feudal society? What details does Pyle use calls Robin an “evil man” (p. 187). Based to depict the Corn Engrosser negatively? on your understanding of Robin, his attitudes, and his actions, do you think Part Seventh Robin is evil? Why or why not? Is the 1. When Robin is summoned to appear Bishop’s calling Robin “evil” ironic? before Queen Eleanor by Richard Par- Part Fifth tington, he willingly reports to London. What can readers infer from his actions 1. In Chapter I, Richard of the Lea recounts about his attitude towards Eleanor? In his plight to Robin and his band after what ways does Eleanor as an authority they stop him on the road. What parts of figure treat Robin differently from most Richard’s story work best to convince other authority figures in the book? readers that he and his family have been 2. The descriptions of the archery match wronged? How does Richard’s story help contain detailed imagery and specifics (p. readers understand the corruption of the 281-294). Why would an author go into Church in the novel? such great detail over such an event? 2. Unlike most others in positions of power, What is the effect on readers? Richard of the Lea is depicted positively. What actions, attitudes, and words of Richard indicate that he is a good person? What is his attitude towards Robin and his band? 18 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
3. After they win the shooting match, so that they can serve him in London (p. Robin and Little John share some of their 359). Based on your understanding of prizes with the King’s men. Soon after, Robin, do you think his willingness to one of the King’s men delivers a warning abandon his life in Sherwood is believ- that Henry wishes them ill (pp. 294- able? Why or why not? 295). What effect does this episode have on readers’ perceptions of Robin’s leader- Epilogue ship abilities? Does it change readers’ 1. At the beginning of the Epilogue, Robin views of King Henry? returns to Sherwood Forest after a long ab- Part Eighth sence. What elements does Pyle use to help readers understand that Robin’s adventures 1. Guy of Gisborne is perhaps the most are ending? What emotions does Robin fearsome adversary that Robin Hood feel upon his return to his old haunts? encounters in the entire novel. What 2. King John sends his troops after Robin central images does Pyle use to convey because Robin overstayed his visit to his villainous nature? What is Robin’s Sherwood. Are the king’s actions reason- attitude towards his adversary? able considering Robin’s offense? What 2. In Chapter II, King Richard visits Sher- about Robin has changed that would wood Forest. As King Henry’s successor, allow him to put his men at risk against he brings change to the region. In what Sir William and his forces? central ways does Richard differ from 3. Having fallen ill from a fever, Robin is Henry? Contrast Richard’s actions and taken to an abbey to be healed by his attitudes with Robin Hood in the forest cousin, the Prioress of Kirklees (pp. 370- and Henry’s actions and attitudes after 1). How does his downfall reflect his the great archery contest. longtime conflicts with authority? Do 3. When King Richard leaves Sherwood you think that the Prioress’s treachery Forest, he pardons Robin and presses reflects the attitudes of the majority or Robin and several of his men into service minority of the clergy in the novel? Why?
AFTER READING ACTIVITIES
These activities provide opportunities for stu- changes have occurred since the times of dents to deepen their understanding of the Robin Hood. However, has society text, to analyze and make connections to other changed to the point that men of today texts, and to draw from their beliefs and life are mere shadows of the heroes of yester- experiences to appreciate the novel more fully. year? Is it possible for an individual to be Most can be adapted for completion by indi- heroic in today’s society? Using support vidual students or small groups of students. from the book and your opinions about modern society, defend, refute, or qualify I. Topics for Discussion the novel’s statement. and Essays 2. Robin Hood is presented through much of the novel as an idealized man—he can 1. In the novel, this statement appears: “The outwit, outshoot, or outrun any man in good old times have gone by when such all of England. However, despite his men grow as grew then; when sturdy exceptional nature, he is not perfect. quarterstaff and long bow toughened a After thinking back over the novel, con- man’s thews [muscles and tendons] till sider Robin Hood’s flaws and actions. they were like leather” (p. 101). Many Then, write a response to explain how it is A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 19
possible for an imperfect individual to be choice as you prove that the character is considered heroic. the most evil person Robin encounters. 3. “It doth make a man better…to hear of 8. In The Merry Adventures of Robin Hood, those noble men that lived so long ago. the rich get richer and the poor suffer When one doth list to such tales, his soul more. When Robin acts to correct things, doth say, ‘Put by thy poor little likings he breaks the law, stealing from and and seek to do likewise’” (p. 143). This assaulting those who do not agree with statement asserts that hearing of legend- him. However, his actions do not really ary tales of heroism improves the listener seem wrong because they benefit the by inspiring the undertaking of compa- downtrodden. In an unjust society, when rable acts. Do you believe that hearing of is civil disobedience acceptable? heroic acts leads to moral improvement? 9. At the start of the novel, Robin Hood Why or why not? loses control of his temper and kills one 4. To recruit followers, Robin Hood offers of the King’s foresters. Towards the end clothes, money, food, and lodging. The of the novel, he listens to Guy of Gis- Sheriff of Nottingham offers much the borne’s insults, manages his anger, and same. Using your understanding of the murders Guy. After reflecting on the two characters and the novel as a whole, entirety of the novel, what experiences or explain why Robin is regarded in a posi- realizations does Robin have that allow tive light by his men and by many people him to deal with his emotions more suc- in his society. As you plan your response, cessfully at the end? Do you think he uses contrast Robin’s actions, attitudes, and his anger properly in the conflict with words to those of the Sheriff. Guy? Why or why not? 5. As the novel progresses, Robin’s reputa- tion as a heroic outlaw grows until all in II. Group and the region have heard of him and his Individual Projects magnificent deeds. In what ways might a reputation such as his lead to changes in 1. Robin Hood legends have resonated with the way others view him? How might it audiences for hundreds of years in part change the way he views himself? Over- because Robin takes from the rich and gives all, are the effects of reputation positive to the poor. This generosity towards the or negative for Robin Hood? downtrodden allows readers to empathize with rather than to condemn a man who is in 6. Early in the novel, Robin Hood commits essence a robber. Is the appreciation of Robin’s crimes, yet as the novel progresses he is motives and actions truly timeless? considered a hero. If one does not agree with Robin’s values, then he is simply a On New Year’s Eve, 2012, Corey Allan Don- murderer and poacher. What elements in aldson stole over $140,000 from a bank in society have the greatest effect on how Wyoming and then spent the next month individuals are perceived? Are people’s traveling the western United States giving the perceptions more likely to be influenced money away to people he found living in by outside forces today than they might shelters and on the streets. An Associated have been in the past? Press account of the story is at: 7. Most of Robin’s adversaries are depicted http://billingsgazette.com/news/state-and- as villains, but not all are equally bad. regional/wyoming/bank-robbery-suspect-says- Using your understanding of the novel, he-gave-to-the-poor/article_d97d5c91 identify one character as the most villain- -5ced-5325-9931-9493b54351df.html ous in the book. Then, using specific Share the story with students. Ask students to examples from the story, defend your annotate the account as they read (or to take 20 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle notes as the class covers the text together) choose independently the profession that identifying those actions and attitudes that they believe he would be most successful in. they agree with and those that they view as Once students have reviewed the character, troubling or problematic. Also tell students have them create a resumé for Robin Hood to think critically about the figure of Donald- that shares his remarkable traits, the experi- son to understand him more as an individual. ences he has had, the individuals he might Once students have familiarized themselves use as a reference, and so on. Word process- with the story and reflected on it, have them ing programs often feature a resumé template compare it to The Merry Adventures of that students can complete with their own Robin Hood. How are the social contexts information. Telling students that their task similar in the two accounts? How do they is to present Robin Hood as the best candi- differ? Are there any differences between the date for the job that they have chosen may actions of Donaldson and the Merry Men? inspire them to reflect on Robin’s merits. Students can also compare and contrast Donaldson and Robin Hood. What traits do Robin Hood Timeline they share? How do they differ? What about Robin Hood categorizes him as legendary? Ask students to create a timeline that details Should Donaldson be considered as a legend? significant events in Robin’s life that affected Why or why not? The analysis of the Donald- his development—times when he learned or son account compared to the Robin Hood experienced something that he had not legend can be completed as a class discussion, before, he completed a task that was new to a compare/contrast essay, small group proj- him, or he recruited an ally who became one ects or presentations, or other formats that of his most trusted lieutenants. On the time- are best suited for a given class. line, have students record events in order; then, after the events are in place, have stu- 2. While the guide has already included some dents annotate the timeline to explain how strategies to help students consider Robin the event was significant in the development Hood as a character, reviewing the entire of Robin as a character. For example, students novel and charting Robin’s growth as a charac- would probably make a strong argument that ter provides an opportunity to review the text, Robin’s meeting, battling, and recruiting to focus exclusively on Robin, and to see some Little John paid lifelong dividends in terms of the nuances that are not as evident while of martial strength and friendship, but they reading the text. Adapt the activities here to might exclude Robin’s encounter with Midge correspond with available time, resources on the Miller unless they might argue that hand, student abilities, or class interest. Robin learned that he ought not discount an adversary based only on appearances. Robin Hood Resumé 3. In many ways, Pyle’s third person narra- Have students review the novel to identify tion succeeds because it allows him to record Robin’s mental and physical strengths, his the novel’s vivid settings in glowing language, attitudes and charisma, his abilities, and his to recount fights in gripping fashion, and to experiences. In the planning stage students move from one character to another without can simply catalog the traits and organize disrupting the narrative flow. However, rarely them into categories. A class discussion can do readers get a glimpse of the characters’ also generate a useful body of information internal workings, their thoughts, feelings, and allow students to see elements that they and perceptions unless those elements appear might have overlooked. After students as part of a dialogue because the thinker has understand the range of Robin’s abilities and opted to share his feelings with his fellows. traits, have them brainstorm different Having students compose letters using the modern professions that such a character voices, ideas, and philosophies of a character might be well-suited for. Then have students gives them a medium to share their knowl- A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 21 edge of plot, character, and setting. The overhead projector and basic puppet manipu- activity also allows students to write cre- lation: http://www.youtube.com/watch?v= atively, to draw from their imagination, and feF5BKhKGGg. This longer video on “The to review the novel. Letters might be evalu- Complete History of Corn” uses a backlit ated on accuracy to story elements, accuracy screen instead of an overhead projector, but it of voice, scope of content, and creativity. offers some phenomenal examples of cutout Possible letter assignments might include: shadow puppets: http://www.youtube.com/ watch?v=pQ2HM05b2jo. • Robin to the family of the King’s ranger that he killed in the Prologue to express his 5. Like the Robin Hood legends, another remorse, convey his condolences, and to work that criticizes some of the medieval The explain his side of the story. Church’s practices is Geoffrey Chaucer’s Canterbury Tales, and students can learn more • The Sheriff of Nottingham to Guy of Gis- about the excesses of the clergy by examining borne to detail his hatred of Robin, to some of the religious figures in that text: the praise Guy’s abilities, and to attempt to Monk, the Friar, and the Pardoner. recruit Guy to track down and defeat the outlaw of Sherwood. Ask students to review what they learned ear- lier about the vows taken by religious clerics. • The Prioress of Kirkless to King John to Then, analyze the three characters from Chau- pledge her allegiance to him, to explain her cer’s Prologue (if time or interest preclude the displeasure with her cousin Robin, and to possibility of covering all of the characters, confess to the crime of bleeding him to death. analyzing a single character will probably suf- • Little John to the remaining men to fice). Using an analysis guide like the one inform them of Robin’s death, to express posted by Debra Bruch (http://www.fa.mtu. his sorrow, and to recall with nostalgia edu/~dlbruch/scriptanalysis/charguide.html, their past adventures. (this guide is meant to be used with drama, 4. Using shadow puppets to present The but it will work well here, too) will help teach- Merry Adventures of Robin Hood is a creative ers and students focus on a specific set of traits. project that allows students to think critically When students have a good understanding of about the content and style of Pyle’s novel the characters, have them evaluate the and to collaborate on artistic interpretations actions, appearances, and attitudes of Chau- of the novel. Divide the class into smaller cer’s characters using the vows of poverty, groups of three or four, give instructions (like chastity, and obedience as a measure. Stu- those found at https://docs.google.com/a/ dents can present their conclusions in a brief bcsemail.org/document/d/1kcPKxnaEbeDq written assignment, a graphic organizer, an GNsOw47gtOy9yIrhC5GOzl6Z3GTPgyM/ annotated list, or simply by highlighting and edit), assign the section that students are adding comments to their completed charac- responsible for, give the groups materials, ter analysis guides. If schools do not have and allow them to work together to create textbooks that feature the Prologue, an acces- their presentations. The materials for puppets sible and free modern English translation of are free or affordable in a classroom setting; Chaucer’s tales can be found at: the only equipment needed for presenting is an overhead projector and white board or Chaucer, Geoffrey. The Canterbury Tales. screen. Shadow puppet adaptations work Trans. Ronald Ecker. Palatka, Florida: Hodge well for many different works, for students of & Braddock, 1993. Web.
ABOUT THE AUTHOR OF THIS GUIDE
Allen Kromer is a High School Media classes with LearnNC. His current interests Coordinator in Asheville, North Carolina. include professional learning communities, Before becoming a librarian, he taught high using media center collaboration to facilitate school English to seniors for fourteen years successful classroom instruction, and helping and also designed an online AP Literature his students find quality books that they want and Composition course and taught online to read.
ABOUT THE EDITORS OF THIS GUIDE
Jeanne M. McGlinn, Professor in the James E. McGlinn, Professor Emeritus Department of Education at the University of Education at the University of North Car- of North Carolina at Asheville, teaches Chil- olina at Asheville, has taught high school dren’s and Adolescent Literature and directs English and developmental reading at all the field experiences of 9-12 English licensure levels, elementary through adult. His research candidates. She serves on various editorial interests focus on motivating and increasing and professional boards and is the president the reading achievement of students in high of the Language Experience Special Interest school and college. He is the author and Group of the International Reading Associa- editor of numerous Penguin Teachers’ Guides. tion and editor of its on-line journal. She has written extensively in the area of adolescent literature, including numerous teachers’ guides and a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 25
NOTES 26 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
NOTES A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 27 FREE TEACHER ’ S G U I D E S
A TEACHER’S GUIDE TO LORD OF THE FLIES A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF BY WILLIAM GOLDING A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF AN EDUCATOR’S GUIDE TO A TEACHER’S GUIDE TO WALDEN AND COD: A BIOGRAPHY OF THE FISH ESCAPE FROM CAMP 14 THE MERRY ADVENTURES THAT CHANGED THE WORLD BY BLAINE HARDEN OF ROBIN HOOD CIVIL DISOBEDIENCE BY MARK KURLANSKY BY HOWARD PYLE BY HENRY DAVID THOREAU
BY laURa MaYeR TEACHEr’S GuIdE
cGlInn BY bRUCe Cahoon TEACHEr’S GuIdE BY jeanne M. cMGlInn BY allen kRoMeR
jaMes M BY MIChael bRoCk
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TEACHEr’S GuIdE TEACHEr’S GuIdE
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