Hamlet Review

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Hamlet Soliloquy 4.4

How all occasions do inform against me, (35)
And spur my dull revenge! What is a man,
If his chief good and market of his time
Be but to sleep and feed? a beast, no more.
Sure, he that made us with such large discourse,
Looking before and after, gave us not (40)
That capability and god-like reason
To fust in us unused. Now, whether it be
Bestial oblivion, or some craven scruple
Of thinking too precisely on the event,
A thought which, quarter'd, hath but one part wisdom (45)
And ever three parts coward, I do not know
Why yet I live to say 'This thing's to do;'
Sith I have cause and will and strength and means
To do't. Examples gross as earth exhort me:
Witness this army of such mass and charge (50)
Led by a delicate and tender prince,
Whose spirit with divine ambition puff'd
Makes mouths at the invisible event,
Exposing what is mortal and unsure
To all that fortune, death and danger dare, (55)
Even for an egg-shell. Rightly to be great
Is not to stir without great argument,
But greatly to find quarrel in a straw
When honour's at the stake. How stand I then,
That have a father kill'd, a mother stain'd, (60)
Excitements of my reason and my blood,
And let all sleep? while, to my shame, I see
The imminent death of twenty thousand men,
That, for a fantasy and trick of fame,
Go to their graves like beds, fight for a plot (65)
Whereon the numbers cannot try the cause,
Which is not tomb enough and continent
To hide the slain? O, from this time forth,
My thoughts be bloody, or be nothing worth!

NOTES

[Source: http://shakespeare.about.com/od/studentresources/a/allinform.htm  Amanda Mabillard, B.A. (Honors) is a freelance writer specializing in Shakespeare, Renaissance political theory, theatre history, comparative literary history, and linguistic topics in Renaissance literature.]

inform against ] Accuse me.

market ] Employment.

discourse ] The power of reason. God gave human beings the ability to reflect on life's events.

Looking before and after ] Our intelligence allows us to analyze past experiences and make rational judgments about the future.

fust ] Grow mouldy. Hamlet is saying that God did not give us the power of reason for it to go unused.

Bestial oblivion ] The forgetfulness of an animal. Our capability to remember separates mankind from other animals or "beasts". But Hamlet forgetting Claudius's deeds is clearly not why he delays the murder.

craven scruple ] Cowardly feelings.

of ] From.

event ] Outcome.

quarter'd ] Meticulously analyzed (literally, divided into four).

Sith ] Since.

gross ] Obvious.

mass and charge ] Size and cost. Hamlet is referring to the army led by Fortinbras, prince of Norway. Hamlet wishes he had Fortinbras's courage.

puff'd ] Inflated.

Makes mouths at the invisible event ] Shows contempt for (or cares not about) the uncertain outcome of battle.

Rightly to be great...stake ] Truly great men refrain from fighting over insignificant things, but they will fight without hesitation over something trivial when their honour is at risk. "True nobility of soul is to restrain one's self unless there is a great cause for resentment, but nobly to recognize even a trifle as such as cause when honour is involved" (Kittredge 121). Ironically, "Hamlet never learns from the Captain or attempts to clarify what the specific issue of honor is that motivates the Prince of Norway. In fact, there is none, for the play has made it clear that Fortinbras's uncle, after discovering and stopping his nephew's secret and illegal revenge campaign against Claudius, encouraged him to use newly levied forces to fight in Poland...Since no issue of honor is to be found in Fortinbras's cause, Hamlet, through his excessive desire to emulate the Norwegian leader, ironically calls into question whether there is any honour in his own cause" (Newell 143). [Mr. Cook adds: or, perhaps, Hamlet’s mind has once again moved from the particular (Fortinbras and his army) to the abstract (consideration of what defines greatness). It seems Fortinbras and his army are not important in and of themselves but in how they “inform against” (indict, critique, etc.) Hamlet’s inaction.]

twenty thousand men ] In line 25, it was 20000 ducats and only 2000 men. It is undecided whether this confusion is Hamlet's or Shakespeare's.

blood ] Passions.

trick of fame ] Trifle of reputation. But is not Hamlet jealous of Fortinbras and his ability to fight in defense of his honour? "Fortinbras is enticed by a dream, and thousands must die for it. Hamlet's common sense about the absurdity of Fortinbras's venture shows the pointlessness of his envy" (Edwards 193).

Whereon...slain ] The cause is not significant enough to consume the thousands of men fighting over it, and the tombs and coffins are not plentiful enough to hold those who are killed (continent = container).

1.        (Make connections!) In a paragraph compare what Hamlet says in lines 36-49 of this soliloquy to what he says in lines 91-96 of his “To be or not to be” soliloquy (below).

Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pitch and moment
With this regard their currents turn awry, (95)
And lose the name of action.—

2.        (Make connections!) In a paragraph explain how this soliloquy is similar to the “O What a rogue and peasant slave” (2.2.576) soliloquy. (Think about the role that Fortinbras plays in this speech and that the First Player plays in the earlier speech: “What would he do,  / Had he the motive and the cue for passion / That I have?”)

3.        (What’s your opinion?) Hamlet contrasts his own cowardly thought with the actions of Fortinbras. Do you think Fortinbras is a good role model for Hamlet? In other words, should Hamlet be more like Fortinbras or not? Explain your answer in a paragraph. Use evidence from the play and this soliloquy to develop your answer. (Like Hamlet, you might be able to argue both “yes” and “no”.)

Hamlet 3.1 Speech and 3.2 Mouse Trap Performances

Click here and then scroll down to see the Branagh, Gibson, and Hawke performances of Hamlet's famous 3.1 speech. Below those performances you'll find the three versions of the Mouse Trap.


[Here are the choices of Mouse Trap argument prompts:

Which “Mousetrap” is most dramatically powerful for you as a viewer? Explain and support with evidence.

Which “Mousetrap” is most effective for Hamlet’s purposes? Explain and support with evidence.

Which “Mousetrap” best expresses the themes in Shakespeare’s Hamlet? Explain and support with evidence.]

Hamlet over Vacation

Click here form 2.2 soliloquy directions, text, notes, and other resources.

Understanding Mond's Argument

1. Today in class you created a couple versions of Mond’s thesis.

G-block

Control of science, religion, art, thinking, emotion is necessary and happiness.

Happiness is necessary for the stability of civilization. Scientific truth, religion, artistic truth, and passionate emotion are not permitted because they interfere with happiness and stability.

C-block

In order to maintain stability people need to be happy and cannot undermine others’ happiness; people don’t need emotional, religious, artistic, or scientific truth.

Artistic truth, scientific truth, strong emotions, and religion are irrelevant to happiness, which is the most important thing to master in order to maintain community, identity, and stability in the World State.

Perhaps you have created your own version including the important concepts.

2. Tonight choose a long passage from chapter 16 or 17 (other than the one on 227-228) in which Mond develops and supports a part of this thesis.

In an open response explain how Mond develops and supports the thesis in the passage. Use specific quotations in your explanation.

We’ll share these responses tomorrow.

Brave New World 146-216

Roles:

Choose from these perspectives: John the Savage, Helmholtz Watson, Bernard Marx, Lenina Crowne, the Director (also called the DHC and Tomakin), a Delta  (Khaki-wearing) child in Linda’s room in the Park Lane Hospital for the Dying, a Delta adult waiting for soma at hospital, a policeman who helped subdue the crowd at the soma riot, or another perspective that you think would yield interesting perceptions of John.

Chapter 10 narrating character: ____________________________________

Chapter 11 narrating character: ____________________________________

Chapter 12 narrating character: ____________________________________

Chapter 13 narrating character: ____________________________________

Chapter 14 narrating character: ____________________________________

Chatper 15 narrating character: ____________________________________

Audience:

Mustapha Mond who wants to know what happened after John got to London and wants to understand why it all happened that way.

Format:

The format will be a paragraph (5 to 7 sentences) on the events (and interpretation of the events) in each of the six chapters (chapters 10-15). (When you pass it in on Monday you’ll have six paragraphs and 30+ sentences.) You can write the paragraph as if the character is speaking to Mond or is submitting a report to Mond. (See above.) Each report should include information from the chapter that the narrating character would know and should also include the narrating character’s interpretation of (or reaction to) what happens.   

Topic:

What happened after John got to London and why? (What does John do? Why does he do it? How does it affect others, especially the narrating characters?) Show that you’ve read and that you’ve understood the significance of what you’ve read.

Brave New World Discussion 99-145

What do you learn about the Savage Reservation, John, and Linda? How is all of this significant in relation to the World State? How do feel about the characters and place? What questions do you still have?

Brave New World Discussion 56-99

What new information do you learn about life in the World State? How is the information significant? How do you feel about the new information? What questions do you have?
What do you learn about Bernard Marx and Lenina Crowne? How is it significant? How do you feel about the new information? What questions do you have?

Brave New World Chapters 1-3

Chapters 1-3

 #1

Role: Imagine that you (as an Alpha teenager in the World State) spent yesterday touring the Central London Hatchery and Conditioning Centre in the year 632 A.F.

Audience: Dear Diary

Format: Write a diary entry describing your day. (Use BNW vocabulary words.)

Topic: What did you learn about “hatching” and “conditioning” yesterday? Record details about the Centre and your feelings about the Centre. Use many details. Be thoughtful.

#2

Role: Imagine that you (as who you are now) spent yesterday touring the Central London Hatchery and Conditioning Centre in the year 632 A.F.

Audience: Dear Diary

Format: Write a diary entry describing your day. (Use BNW vocabulary words.)

Topic: What did you learn about “hatching” and “conditioning” yesterday. Record details about the Centre and your feelings about the Centre. Use many details. Be thoughtful.

Lord of the Flies Text Online

Lord of the Flies Text Online

Some Resources for Mid-Year Exam

Below you'll find all the vocabulary words and definitions, as well as Beowulf and Grendel quizzes.

 

Beowulf Vocabulary

Four SAT words that appear in Beowulf

af·flic·tion (-flkshn)

n. A condition of pain, suffering, or distress; A cause of pain, suffering, or distress.

—Synonyms 2. mishap, trouble, tribulation, calamity, catastrophe, disaster. Affliction, adversity, misfortune, trial refer to an event or circumstance that is hard to bear.

—Antonyms 1. relief, comfort, solace.

[Origin: 1300–50; ME affliccioun < L afflīctiōn- (s. of afflīctiō).]

sen·ti·nel (sěn'tə-nəl) 
n.   One that keeps guard; a sentry (a guard, a watch, a lookout).

[Middle French, from Old Italian, from Latin]

sin·ew (sĭn'yōō)
n.  

A tendon.

Vigorous strength; muscular power.

The source or mainstay of vitality and strength.

[Middle English, from Old English]

sol·ace  (sŏl'ĭs)
n.   Comfort (or a source of comfort) in sorrow, misfortune, or distress; consolation; alleviation; relief.

[Middle English, from Old French, from Latin]

Five words that will help us understand Anglo-Saxon poetry

al·lit·er·a·tion (-lt-rshn) 

n. The repetition of the same sounds (usually consonant sounds) or of the same kinds of sounds at the beginning of words or in stressed syllables, as in “on scrolls of silver snowy sentences” (Hart Crane).

[From ad- + Latin littera, letter.]

cae·su·ra also ce·su·ra (s-zhr, -zr)

n.

Prosody. a break, esp. a sense pause, usually near the middle of a verse, and marked in scansion by a double vertical line

A pause or interruption, as in conversation
[Latin caesra, a cutting, from caesus, past participle of caedere, to cut off. See ka-id- in Indo-European Roots.]

ep·ic (pk)

n. An extended narrative poem in elevated or dignified language, celebrating the feats of a legendary or traditional hero (or any literary work, period of history, etc. resembling an epic)

adj. Related to a literary epic; Surpassing the usual or ordinary, particularly in scope or size; Heroic and impressive

ken·ning (knng)

n. A figurative, usually compound expression used in place of a name or noun, especially in Old English and Old Norse poetry; for example, storm of swords is a kenning for battle and wave traveler is a kenning for boat.

[Old Norse, from kenna, to know, to name with a kenning. See gn- in Indo-European Roots.]

scop (shp, shp)

n. An Old English poet or bard.
[Old English.]

Three words that will help us understand Anglo-Saxon culture

mail² (ml)

n. Flexible armor composed of small overlapping metal rings, loops of chain, or scales. 2. The protective covering of certain animals, as the shell of a turtle.
[Middle English, from Old French maile, from Latin macula, blemish, mesh.]

mead (md)

n. An alcoholic beverage made from fermented honey and water.

weird (wîrd)
adj.

Of, relating to, or suggestive of the preternatural or supernatural.

Of a strikingly odd or unusual character; strange.

Archaic Of or relating to fate or the Fates.

n.  

Fate; destiny.
[Middle English from Old English wyrd, fate]

 ***

Grendel Vocabulary

Sycophant A servile self-seeker who attempts to win favor by flattering influential people.

Noun Greek

Fuliginous Colored as if by soot

Adjective Latin

Hex An evil spell; a curse. To curse

Noun/Verb German

Leer desirous, sly, or knowing look. To glance sidelong esp. sexually or maliciously

Noun/verb Old English

Moor A broad area of open land, often high but poorly drained, with patches of heath and peat bogs.

Noun Old English

Solipsist One who believes in the theory or view that the self is the only reality.

Noun latin

Ominous Menacing; threatening

Adj latin

Undulant wave-like

Adj latin

Debauch To corrupt morally.

Verb french/germanic

Omniscience the state of being all knowing

Noun latin

Hoary Gray or white with or as if with age.

Adjective Old English

Dirge A funeral hymn or lament.

Noun Latin

Dogmatism Arrogant, stubborn assertion of opinion or belief.

Noun greek

Petulant Unreasonably irritable or ill-tempered; peevish.

Adj latin

Intimation A hint; an obscure or indirect suggestion or notice; a remote or ambiguous reference; as, he had given only intimations of his design.

Noun latin

Nihilism A doctrine holding that all values are baseless and that nothing can be known or communicated

Noun latin

Paradox A seemingly contradictory statement that may nonetheless be true

Noun Greek

Inchoate In an initial or early stage; incipient.

Adj latin

Ossify To change into bone; become bony. To become rigid

Verb latin

Omnipotence unlimited or universal power

Noun latin

***

Abominable	Adj.	detestable; loathsome unpleasant or disagreeable	abomination	Lovable
Accord	Noun Verb	Agreement, harmony, settlement, compromise To bring into harmony, to bestow upon	accordance, according	Discord (noun)
Blatant	Adj.	1. Unpleasantly loud and noisy 2. Totally or offensively conspicuous or obvious		1.        Quiet 2.       Concealed
Clamber	Verb	To climb with difficulty, especially on all fours; scramble.	clambering
Clamor	Noun Verb	1. A loud outcry; a hubbub. 2. A vehement expression of discontent or protest 1.       to cry out long and loudly 2.       to demand, to complain
Contrite	Adj.	Feeling regretful and sorrowful	contrition	impenitent, unrepentant, unremorseful, unapologetic	[Middle English contrit, from Latin contrtus, past participle of conterere, to crush  : com-, com- + terere, to grind]
Corpulent	Adj.	Excessively fat.	corps, corporate, corporation, corpse	Thin, lean, slender, emaciated	[from L. corpulentus "fleshy, fat," from corpus "body" + -ulentus "full of."]
Covert	Adj. Noun	1.       Secretive   2. Covered A covering or cover (often a shelter)		1.        overt 2.       unprotected	[Middle English, from Old French, from past participle of covrir, to cover. See cover.]
Demoniac	Adj.	influenced by a demon resembling a devil; fiendish	demonic	angelic, beatific, saintlike, saintly,	{from daimonios, of a spirit, from daimn, divine power. See demon.]
Derisive	Adj.	Mocking, jeering	deride	respectful
Discursive	Adj.	1.       Covering a wide field of subjects; rambling.	discourse	direct	[from L. discursus "a running about, from dis- "apart" + currere "to run."]
Drone	Verb Noun	1. To make a low humming sound 2. To speak monotonously 1. Male bee 2. Idle person 3. Person who does tedious work	droning		[From the male bee's humming sound.]
Ebullient	Adj.	1.       Zestfully enthusiastic 2.       Boiling, bubbling	boil	spiritless	[1599, "boiling," from L. ebullire "to spout out, burst out," from e- "out" + bullire "to bubble" (see boil). Figurative sense of "enthusiastic" is first recorded 1664.]
Errant	Adj.	Roving, straying, wandering	erratic		{partly from Old French errer, to travel about (from Vulgar Latin *iterre, from Latin iter, journey. See ei- in Indo-European Roots), and partly from Old French errer, to err; see err.]
Exult	Verb	To rejoice greatly	Exultant		[Latin exsultre : ex-, ex- + saltre, to dance]
Festoon	Noun Verb	A string or garland, as of leaves or flowers To decorate with garlands of leaves or flowers	festooning
Funk (Put second def. in related word box.)	Noun	1.       State of cowardly fright 2.       State of severe depression	Funk: An earthy quality in music
Furtive	Adj.	stealthy; surreptitious; secretive; shifty		Overt, open, unconcealed
Gesticulate	Verb	To make (hand) movements  especially while speaking, as for emphasis.	gesture
Grimace	Noun Verb	A sharp contortion of the face expressive of pain, contempt, or disgust. To make such a face (see above)
Impalpable*	Adj.	1.       Not perceptible to the touch; intangible. 2.       Difficult for the mind to grasp		Palpable, tangible
Inarticulate*	Adj.	Expressed without words Unable to speak; speechless Unable to speak clearly		Articulate, eloquent, well-spoken
Incantation	Noun	Ritual recitation of verbal charms or spells to produce a magic effect.	Enchant(ment), incantatory		[from L. of incantare "enchant, bewitch, charm," lit. "sing spells"
Inscrutable*	Adj.	Difficult to fathom or understand; impenetrable.		scrutable	See: scrutiny
Interminable*	Adj.	1.       Endless  2.        Tiresomely long; tedious	term, terminate, termination	Terminable, short	[from L. terminus "end, boundary line,"]
Leviathan	Noun	1. Something unusually large of its kind, especially a ship. 2. A very large animal, especially a whale. 3. A monstrous sea creature mentioned in the Bible.			[1382, from Heb. livyathan "dragon, serpent, huge sea animal," perhaps related to liwyah "wreath," from base l-w-h- "to wind, turn, twist.]
Malevolent	Adj.	exhibiting ill will; wishing harm to others; malicious	Malevolence	Benevolent, benevolence	[from L. male "badly" + volentem (nom. volens), prp. of velle "to wish."]
Myriad	Adj. Noun	Innumerable A vast number		Calculable, few	[Greek mrias, mriad-, ten thousand, from mrios, countless.]
Pinnacle	Noun	The highest point [zenith]; the culmination		[nadir]	from Late Latin pinnculum, diminutive of Latin pinna, feather.
Ravenous	Adj.	Extremely hungry; voracious. Rapacious; predatory. Greedy for gratification		abstemious
Sombre	Adj.	Dark; gloomy; melancholy; dismal; serious; grave	Somber	Colorful, cheerful
Specious	Adj.	Appearing true (or plausible)  but actually fallacious		Valid, true, sincere
Strident	Adj.	Loud, harsh, grating, or shrill; discordant		Quiet; euphonious
Tacit	Adj.	Not spoken; Implied by or inferred from	Taciturn (untalkative)	Explicit, expressed	[Latin tacitus, silent, past participle of tacre, to be silent.]
Talisman	Noun	1. Magic object that lends its power to the wearer or bearer. 2. Something that apparently has magic power.	talismanic

***

Beowulf Quest                                                   Name:_____________________________

Write all answers on separate sheet. You may write on this to help.

Fill in the blank with the appropriate word or phrase.

Not all of the answers are here. Not all of these are answers. But this list might help.

Wiglaf   Onela   Higlac   Beowulf   slave   dragon   Geats   Unferth   Hrothgar   Hrunting   Aeschere   Herot   Danes   Grendel’s mother   Grendel      

Grendel terrorized the Danes inside ___ (1. place) for ___ (2. number) years.

___ (3. character) is king of the Danes.

___ (4. character) is a failed Danish warrior who at first questions Beowulf’s heroism but later gives him a sword to help him ___ (5. sword’s name), which fails Beowulf as he battles Grendel’s mother.

___ (6.) is hung from the rafters of the hall.

___ (7. character) is Hrothgar’s friend and advisor who is killed by ___ (8. character).

After Beowulf chopped it off, it took four Geats to carry ___ (9.) back to the hall.

After ___ (10. character), the Geat king, and his son die, ___ (11. character) becomes king of the Geats and rules for ___ (12. number) years.

___ (13. character without a name) steals a chalice (a gold cup) and angers ____ (14. another character without particular name).

___ (15. character) fights along side Beowulf when the other Geats ___ (16. verb) from the dragon.

___ (17. character) kills Beowulf.

With ___ (18. character)’s help ___ (19. character) kills the dragon.

Beowulf asks ___ (20. character) to build him ___ (21. structure) when he dies.

___  (22. group of people) lived in present day southern Sweden.

___ (23. group of people) lived (and continue to live) in what is present day Denmark.

___

24.     Which of the following is not something expected of an Anglo-Saxon hero?

A. loyalty to his leader, his people, and his family   B. boasting about his abilities and successes  

C. facing and accepting his fate    D. quiet humility about his abilities and successes

___

25.     Beowulf was written in ___.

A. Danish   B. German   C. middle English   D. Anglo-Saxon

___

26.     Each of monster in the Beowulf epic seems to embody an extreme version of human characteristics. Choose the letter that matches the monsters to their characteristics.

A. Grendel and the dragon embody misunderstood heroism; Grendel’s mother embodies kindness.

B. Grendel, his mother, and the dragon all represent Unferth’s failures as a hero.

C. Grendel embodies violence; Grendel’s mother embodies revenge; the dragon embodies greed . 

D. none of the above

27.     Beowulf was probably performed by ___ before being written by ___ who added ___ to the story.

A.      a warrior…a slave… a chalice   B. a scop…a Christian monk…Christian elements  

C. Hrothgar…Hrothgar’s advisor…stories of Danish heroism.   D. a band…Shakespeare…poetry

28.     Which of the following shows evidence of Christian influence on a pagan story?

A. Wiglaf sprinkles water on Beowulf as he is dying   B. Hrothgar’s throne is protected by God

C. Grendel is descended from Cain   D. all of the above   E. None of the above

29.     Anglo-Saxon epic poetry has 4 ___ per line with 2 beats on either side of the ___.

A. beats (stressed syllables)…caesura   B. alliterations…kenning   C. rhymes…wyrd

D. all of the above   E. none of the above 

30. In the end Beowulf ___

A. wants to be remembered for his heroic deeds   B. gives Wiglaf valuable gifts

C. wants Wiglaf to lead the Geats   D. all of the above   E. none of the above

Write the word correctly and a complete and accurate definition.

1. (-flkshn) 2. (ml) 3. (md) 4. (sěn'tə-nəl) 5. (sĭn'yōō) 6. (sŏl'ĭs)

1. _______________: ____________________________________________________________________

2. _______________: ____________________________________________________________________

3. _______________: ____________________________________________________________________

4. _______________: ____________________________________________________________________

5. _______________: ____________________________________________________________________

6. _______________: ____________________________________________________________________

Matching

Choose the vocabulary word that best describes the literary technique, genre, or concept demonstrated by the quotation. (There are two answers to number one and two. Four vocabulary words are used once. One word is used twice. Look for clues.)

1.        ___ ___ “Fate will un-wind as it must”                                                    A. Alliteration                      

B. Caesura

2.        ___ ___ “. . . Granted new glory: Grendel escaped . . .”                       C. Epic

D. Kenning

3.        ___ “whale-road”                                                                                        E. Weird/wyrd

4.       ___ Beowulf  (the type of story)

***

Grendel Quest

Part One

1. Chapter 1 begins ___.

A.       before Grendel has launched his twelve year war on Hrothgar’s kingdom.

B.       at the beginning of the twelfth year of Grendel’s war on Hrothgar’s kingdom.

C.       before Grendel meets the dragon.

D.       after Wiglaf and Beowulf defeat the dragon.

2. In chapter 1 Grendel ___.

A.       extends his middle finger toward the sky to show his anger.

B.       gets stuck in a tree and is attacked by a bull.

C.       observes the development of human civilization.

D.       meets the shaper for the first time.

3. What does Grendel learn about animals in chapter 2?

A.       Animals are mechanical creatures that act on instinct.

B.       Animals are theory makers who invent understanding of the world around them.

C.       Animals are against Grendel.

D.       Animals are friends with the humans.

4. What does Grendel learn about humans in chapter 2?

A.      Humans are mechanical creatures that act on instinct.

B.       Humans are theory makers who invent understanding of the world around them.

C.       Humans know who Grendel is and are against him.

D.      Humans are friends with the animals.

5. When stuck in the tree Grendel begins to ___.

A.      See the world as an exciting playground to explore

B.       Plot the destruction of Unferth and Wealtheow

C.       Divide the world into I (Grendel himself) and it (everything else)

D.      Talk to the dragon

6. Which of the following is not something Grendel observes while watching and listening to humans in chapter 3?

A.      Grendel listens to the shaper sing about Hrothgar’s heroic ancestors.

B.       Grendel sees groups of humans attack other groups, destroying buildings, crops, animals, etc.

C.       Grendel sees many acts of human heroism and kindness.

D.      Grendel sees groups of Danes develop from hunter-gathers to farmers to an organized civilization under Hrothgar’s control.

7. In chapter three and four Grendel notices that ____.

A.      The Shaper’s songs make the Scyldings seem nobler and more heroic than they really are.

B.       The Shaper’s songs make the Scyldings seem less noble and less heroic than they really are.

C.       The Shaper’s songs are long and boring.

D.      The Shaper is hated by Hrothgar and his warriors.

8. How does Grendel feel about the Shaper’s songs?

A.      Grendel is bored by the Shaper’s songs.

B.       Grendel loves the Shaper’s songs without reservation.

C.       Grendel is completely unaffected by the Shaper’s songs.

D.      Grendel feels conflicted: the songs are attractive but he knows they are lies.

9. Grendel’s feelings about the Shaper’s songs ___.

A.      lead Grendel to the dragon

B.       cause Grendel to approach the humans to talk with them

C.       create conflict within Grendel’s mind

D.      all of the above

E.       none of the above

10. The Dragon explains to Grendel that ___.

A.      everything dies, everything ends, everything is temporary and therefore everything is meaningless

B.       the humans deserve a second chance

C.       monsters should become more like people

D.      the Shaper is really Grendel’s friend

11. The belief that existence lacks meaning and value is called ___.

A.      nihilism

B.       heroism

C.       beauty

D.      religion

12. What physical change that happens to Grendel symbolizes the emotional change that occurs while talking with the dragon?

A.      The Dragon charms Grendel’s flesh so swords can not harm him.

B.       Grendel grows in size after talking with the Dragon.

C.       Grendel begins to look more human after talking with the dragon.

D.      The Dragon transforms Grendel into a bull.

13. Unferth believes primarily in ___.

A.      nihilism

B.       heroism

C.       beauty

D.      religion

14. How does Grendel treat Unferth?

A.      Grendel kills Unferth because all life is meaningless

B.       Grendel mocks Unferth instead of killing him, because Unferth wants to die as a hero.

C.       Grendel befriends Unferth and listens closely to Unferth’s philosophy.

D.      Grendel makes Unferth squeal like a pig.

15. How does Wealtheow become Hrothgar’s queen?

A.      Hygmod gives his sister to Hrothgar in order to maintain peace with Hrothgar’s kingdom.

B.       Wealtheow falls in love with Hrothgar because he is a great warrior.

C.       Wealtheow chooses Hrothgar after he defeats Unferth in a duel.

D.      Hrothgar saves Wealtheow from Grendel and then takes her as his queen.

16. What does Wealtheow bring to Hrothgar’s people (the Scyldings)?

A.      beauty, calmness, kindness

B.       heroism, strength, bravery

C.       belief in God

D.      deception, trickery, lies

17. Which of the following is not among the ways Grendel responds to Wealtheow?

A.      He both is attracted to her beauty and kindness and is angered by it, which is similar to the way he felt about the Shaper.

B.       He decides not to kill her; he says killing her would be just as meaningless as not killing her.

C.       He makes her squeal like a pig in order to strip away her beauty and calmness just as he mocked Unferth in order to strip away his heroism.

D.      He is so deeply affected by her that he decides to stop killing humans.

18. Hrothulf is ___.

A.      Wealtheow’s brother who gives her to Hrothgar.

B.       Hrothgar’s nephew who wants “Universal Justice”.

C.       Grendel’s father’s name.

D.      The priest Grendel talks with.

19. Red Horse believes ___.

A.      All governments are evil. He’s an anarchist.

B.       Deeply in God and religion.

C.       In heroism, like Unferth and the stranger.

D.      In Wealtheow’s beauty and kindness.

20. The way Red Horse teaches Hrothulf is similar to the way the ___ teaches Grendel.

A.      Hrothgar

B.       The Dragon

C.       Wealtheow

D.      The Shaper

21. Ork believes that ___.

A.      everything has a purpose

B.       nothing has value

C.       heroism in battle is the most important virtue

D.      Grendel will be killed by Beowulf

22. Which of the following events toward the end of the novel seems to foreshadow Grendel’s death?

A.      the shaper’s death

B.       Unferth’s death

C.       Wealtheow’s death

D.      Hrothgar’s death

23. How does Grendel feel about the arrival of the strangers (the Geats)?

A.      He is bored by their arrival.

B.       He is excited by their arrival.

C.       He is angered by their arrival.

D.      He thinks they are a joke.

24. Why does Grendel feel that way toward the strangers (Geats)?

A.      They will break up the mechanical boredom of his life.

B.       At some level Grendel knows that death is the only way out of the mechanical boredom of his meaningless life.

C.       They will teach him how to live a more meaningful life.

D.      Both A and C

E.       Both A and B

25. What does the Stranger try to teach Grendel? The Stranger teaches Grendel ___.

A.      to find gold and sit on it

B.       do whatever you want to pass the time

C.       a person (or monster) must create meaning, value, and hope

D.      that the Dragon was right

26. The Stranger seems to be which character from the Old English poem Beowulf?

A.      Beowulf

B.       Grendel’s mother

C.       Hrothgar

D.      Wiglaf

27. The Stranger’s philosophy shows that he has the opposite beliefs of which character?

A.      Unferth

B.       Wealtheow

C.       The Dragon

D.      The Shaper

28. In the end ___.

A.      Grendel accepts what the Stranger tries to teach him and wishes that he had created meaning, value, and hope while he lived

B.       Rejects what the Stranger tries to teach him and believes that his death is a meaningless accident

C.       Grendel promises to change his behavior and the Stranger lets him live

D.      Grendel defeats the Stranger

29. “Poor Grendel’s had an accident…so may you all” ___.

A.      are the Stranger’s last words, which show that he hates Grendel

B.       are Grendel’s last words, which show that he sees life as a pointless accident

C.       is a clear statement of the author’s deeply held beliefs

D.      are random words that Mr. Cook plucked out of his own head

30. The novel’s author, John Gardner, seems to want to show the reader that ___.

A.      life is meaningless so do whatever you want to pass the time

B.       strong heroes always defeat evil monsters

C.       people must find hope, meaning, and value in life or we are doomed to live an empty, boring, repetitive existence

D. Mr. Cook likes assigning hard books