Beowulf

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(1) Beowulf has an uncertain history: the action takes place around 500 CE; it was probably first written around
800 CE (author unknown); and the one existing manuscript of the text was copied around 1000 CE. This
history of the text reflects the transformation of religion in Great Britain from the paganism dominant in 500
to the gradual conversion to Christianity beginning around600 to the Christianity dominant in 1000. Thus,
scholars are divided in how to read religion in Beowulf: Did the Beowulf-poet create the Christian narrator to
depict the pagan heroes of the narrative in a more sympathetic light? or Did the monk who copied the poem
in 1000 insert more Christian sentiments in what he saw as a pagan text? Does the narrator ultimately
condemn Beowulf and his men as pagans in search of earthly fame and glory? or Does the narrator depict
Beowulf as a virtuous heathen who deserves salvation?
(2) The Beowulf-poet, the narrator, and the pagan heroes all pay special attention to armor in the poem.
Notice all of the references and descriptions of armor and weaponry. What do you make of these references
and descriptions? In other words, are these references “digressions” or “variations”? or do they serve a
more significant function in the poem?
(3) Grendel is one of the coolest monsters in Western Literature. What do you make of him/it? Is he/it only
a monster? or does he/it symbolize something else? Why is Grendel so full of hate?Why does he prowl only
the mead-hall, Heorot?
(4) Beowulf’s fight with Grendel is intense and brief. How does Beowulf defeat Grendel? How isthe fight
depicted? What is Beowulf’s inspiration? Why are these details important?
(5) How do you see Grendel’s mother? Is she justified in desiring revenge for her son’s death?
(6) Other than Grendel’s mother, who does not speak, only one woman has a significant role in this poem:
Wealhtheow, Hrothgar’s wife and queen. How is Wealhtheow portrayed in the poem? What does her portrayal
say about women in Anglo-Saxon culture?
(7) Around line 2200 we jump forward in time 50 years to when Beowulf is an aged king. Inaddition to the
dragon, we are introduced to the Geats’s complex and violent history with their neighbors. What is the
significance of Geatish history? And why do you think this history is placed “over” Beowulf’s final battle with
the dragon?
(8) Beowulf’s fight with the dragon is quite different from his fights with Grendel and Grendel’s mother.
Against the dragon, Beowulf decides to use weapons, he forgoes boasting, and hewelcomes the help of his
men. During the fight, his sword breaks, his shield burns up, he is victorious only with the help of Wiglaf, and
the dragon deals him a deadly blow. Why is Beowulf so unsuccessful against the dragon? Why do you think he
changes his battle techniques?
(9) What do you make of Beowulf’s dying wishes?
(10) Fame is one of the dominant themes in the poem. Beowulf claims that fame “is best / for the unloving
man after he is gone” (1388-9); Unferth loses his own shot at fame when he gives Beowulf his sword (1465-
72); Beowulf’s own fame has already spread when he returns to Geatland; and the poem ends with the word in
an ambiguous reference to Beowulf’s character: he was “the most eager for fame” (3182). What does this
poem ultimately say about fame? Is it a noble pursuit or a road to ruin? How does fame relate to immortality
(both Christian and pagan immortality)?

Sample Solution

it to the rest of the group/class, pupils will create an understanding in order to teach others, developing increased conceptual thinking and learning. ‘’Those who learn in order to teach show more intrinsic motivation, and demonstrate higher conceptual learning.’’ Watkins (2008, p.47) here supports the above view, which slightly shifts the ‘teaching’ dynamic from the ‘doing and teaching’ of the teacher, to the ‘doing and learning via teaching’ of the pupils.

It’s important to note that active/object based learning has specific time set out for the reflection and application of the learning experienced. It is true that the learning and teaching taking place through active/object based learning needs to be made sense of to make sure the learning is being retained. Watkins (2007, p.70) states, ‘’Indeed, classroom life can sometimes feel like ‘Do, Do, Do’ – and when you’ve finished that, do some more! We need to examine how the doing leads to learning.’’ Leading on from having structured lessons, it is essential for pupils to have reflection time on what was being asked from them, exploring the reasons behind it. This allows pupils to be able to transfer ideas on paper and to even have an increased ability in verbally explaining the doing aspects of the lesson, creating multi-skilled pupils.

On the other hand, Christodoulou, (2014, p.102) suggests, ‘’If you waste class time on tangential and distracting activities, then pupils will end up rote learning – and probably rote mislearning – the important knowledge and skills that they should have been taught meaningfully.’’ Her statement disapproves activities enabling digression of the task at hand, going onto mention how this learning becomes repetitive promoting incorrect learning. However, to have an understanding of the relationship between the learning and doing, the reflective/evaluative part of the lesson allows for pupil feedback to come to light and to be guided in the desired direction for the required learning to take pla

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