Unit 1: Unit 1: Historical Background Historical Background • 800 and 600 B.C., two 800 and 600 B.C., two

groups of Celts from groups of Celts from southern Europe invaded southern Europe invaded the British Isles.the British Isles.

• Britons settled on the Britons settled on the largest island, Britain. largest island, Britain.

• Gaels, settled on the Gaels, settled on the second largest island, second largest island, known to us as Ireland.known to us as Ireland.

• Farmers and hunters. Farmers and hunters. • Organized themselves into Organized themselves into

tightly knit clans, each tightly knit clans, each with a fearsome loyalty to with a fearsome loyalty to its chieftain.its chieftain.

Unit 1: Unit 1: Historical Background Historical Background The next conquerors – The next conquerors –

Romans …55 B.C.. and again Romans …55 B.C.. and again the next year, the Roman the next year, the Roman general Julius Caesar made general Julius Caesar made hasty invasions.hasty invasions.

The true Roman conquest of The true Roman conquest of Britain - hundred years later.Britain - hundred years later.

Roman legions spread over Roman legions spread over the island, establishing camps the island, establishing camps that soon grew into towns - that soon grew into towns - lasted for more than 300 years. lasted for more than 300 years.

It ended only when northern It ended only when northern European tribes invaded Italy European tribes invaded Italy and increased pressure on and increased pressure on Rome itself. Therefore last Rome itself. Therefore last Roman legions departed from Roman legions departed from Britain to defend Rome in Britain to defend Rome in A.D.. 407.A.D.. 407.

Unit 1: Unit 1: Historical Background Historical Background By that time, the Britons By that time, the Britons

faced a new set of faced a new set of invaders.invaders.

New invaders were the New invaders were the Anglo-Saxons, from what Anglo-Saxons, from what is now Germany.is now Germany.

Some were deep-sea Some were deep-sea fishermen; fishermen;

others were farmers, others were farmers, perhaps seeking soil richer perhaps seeking soil richer than the sandy or marshy than the sandy or marshy land at home. Gradually, land at home. Gradually, the newcomers took over the newcomers took over more and more of what more and more of what today is England.today is England.

Unit 1: Unit 1: Historical Background Historical Background The Coming of ChristianityThe Coming of Christianity By the fourth century, the By the fourth century, the

Romans had accepted Romans had accepted Christianity and had Christianity and had introduced it to Britain. introduced it to Britain.

A century later, when the A century later, when the Celts fled the Anglo-Celts fled the Anglo-Saxons, they took their Saxons, they took their Christian faith with them. Christian faith with them.

Although Rome fell to Although Rome fell to barbarian tribes in barbarian tribes in A.D.. 476, the Celtic A.D.. 476, the Celtic Christian Church Christian Church continued to thrive.continued to thrive.

Unit 1: Unit 1: Historical Background Historical Background In the late sixth century, a In the late sixth century, a

soldier and abbot named soldier and abbot named Columba, along with some Columba, along with some monks, gained converts to monks, gained converts to Christianity and established Christianity and established monasteries in the north. monasteries in the north.

In 597, the Roman cleric Saint In 597, the Roman cleric Saint Augustine (not the early Augustine (not the early Christian Church father) arrived Christian Church father) arrived in southeast England and in southeast England and converted King Ethelbert of converted King Ethelbert of Kent to Christianity.Kent to Christianity.

Augustine set up a monastery Augustine set up a monastery at Canterbury in Kent and at Canterbury in Kent and began preaching his faith to began preaching his faith to other rulers as well. other rulers as well.

Church promoted peace and Church promoted peace and helped unify the English people.helped unify the English people.

Unit 1: Unit 1: Historical Background Historical Background Danish Invasion. . .Danish Invasion. . . Ninth century - Norse of Ninth century - Norse of

Norway and the Danes of Norway and the Danes of Denmark were pressured Denmark were pressured by their own rising by their own rising populations and took to populations and took to the seas. the seas.

These Vikings carried their These Vikings carried their piracy to the British Isles.piracy to the British Isles.

The Norse set their sights The Norse set their sights on Northumbria, Scotland, on Northumbria, Scotland, Wales, and Ireland.Wales, and Ireland.

The Danes targeted The Danes targeted eastern and southern eastern and southern England.England.

Unit 1: Unit 1: Historical Background Historical Background The Viking invaders sacked The Viking invaders sacked

and plundered monasteries, and plundered monasteries, destroyed manuscripts, and destroyed manuscripts, and stole sacred religious stole sacred religious objects.objects.

They burned entire They burned entire communities and put communities and put villagers to the sword. villagers to the sword.

Although the English fought Although the English fought back valiantly, the Danes back valiantly, the Danes made broad inroads. made broad inroads.

By the middle of the ninth By the middle of the ninth century, most of northern, century, most of northern, eastern, and central eastern, and central England had fallen to the England had fallen to the invaders.invaders.

Unit 1: Unit 1: Historical Background Historical Background 871, a king ascended to the 871, a king ascended to the

Wessex throne - Wessex throne - ““Alfred the Alfred the Great.Great.”” This king was Alfred, This king was Alfred, and he earned the title partly and he earned the title partly by resisting further Danish by resisting further Danish encroachment. encroachment.

Under a truce concluded in Under a truce concluded in 886, England was formally 886, England was formally divided: divided:

The Saxons acknowledged The Saxons acknowledged Danish rule in the east and Danish rule in the east and north, north,

and the Danes agreed to and the Danes agreed to respect Saxon rule in the respect Saxon rule in the south. south.

Alfred the Great became a Alfred the Great became a national hero.national hero.

Unit 1: Unit 1: Historical Background Historical Background AlfredAlfred’’s s

achievements:achievements: Not only was he Not only was he

instrumental in instrumental in preserving the preserving the remnants of pre-remnants of pre-Danish civilization Danish civilization in Britain, but he in Britain, but he encouraged a encouraged a rebirth of learning rebirth of learning and education.and education.

Unit 1: Unit 1: Historical Background Historical Background Toward the close of the tenth Toward the close of the tenth

century, however, more Danes century, however, more Danes from Europe attempted to from Europe attempted to recapture and widen the Dane law, recapture and widen the Dane law, the eastern and northern sections the eastern and northern sections of England under Danish control.of England under Danish control.

Once they succeeded, they Once they succeeded, they forced the Saxons to select forced the Saxons to select Danish kings. Danish kings.

Then, in 1042, the line of Then, in 1042, the line of succession returned to a succession returned to a descendant of Alfred the Great. descendant of Alfred the Great.

This king, Edward, had acquired This king, Edward, had acquired the title the title ““the Confessorthe Confessor”” because because he was a deeply religious he was a deeply religious Christian. (weChristian. (we’’ll see him in ll see him in MacbethMacbeth))

His death in 1066 led to the end of His death in 1066 led to the end of the Anglo-Saxon period of history.the Anglo-Saxon period of history.

Anglo-Saxon LiteratureAnglo-Saxon Literature Oral Tradition - Oral Tradition -

reciting of poems reciting of poems often occurred on often occurred on ceremonial ceremonial occasions, such as occasions, such as the celebration of the celebration of military victories, military victories, marriages, etc.marriages, etc.

Scops – story tellers Scops – story tellers who memorized, who memorized, adapted, and passed adapted, and passed along an oral tradition along an oral tradition of stories and songs. of stories and songs.

Anglo-Saxon LiteratureAnglo-Saxon Literature Anglo-Saxon Poetry - this Anglo-Saxon Poetry - this

early verse falls mainly early verse falls mainly into two categories: into two categories: Heroic poetry –Heroic poetry –

recounts the recounts the achievements of achievements of warriors -- Beowulfwarriors -- Beowulf

Elegiac poetry Elegiac poetry (elegies) - laments (elegies) - laments the death(s) of loved the death(s) of loved ones and the loss of ones and the loss of the past. --- the past. --- ““The The Wanderer.Wanderer.”” and and ““The The SeafarerSeafarer”” and “The and “The Wife’s Lament”Wife’s Lament”

Anglo-Saxon Literature – Anglo-Saxon Literature – The Exeter BookThe Exeter Book

Few people of the Few people of the time were able to time were able to read read

People turned to People turned to traveling traveling storytellers, known storytellers, known as SCOPS, who as SCOPS, who memorized, memorized, adapted, and passed adapted, and passed along an oral along an oral tradition of stories tradition of stories and songs. and songs.

Anglo-Saxon Literature: Anglo-Saxon Literature: The The Exeter Book Exeter Book (contin.)(contin.)

The Exeter Book The Exeter Book is a collection of is a collection of manuscripts that includes pieces of manuscripts that includes pieces of this oral tradition. this oral tradition.

Compiled by monks (A.D. 871 and Compiled by monks (A.D. 871 and 899) – Examples:899) – Examples:““The SeafarerThe Seafarer”” ““The WandererThe Wanderer”” and and

“ “The Wife’s Lament”The Wife’s Lament”

Anglo-Saxon LiteratureAnglo-Saxon Literature Anglo-Saxon culture Anglo-Saxon culture

at the time of at the time of The The Exeter Book Exeter Book was a was a blend of traditions, blend of traditions, mixing pagan ideas of mixing pagan ideas of fate with Christian fate with Christian faith in heaven, the faith in heaven, the boasts of proud boasts of proud warriors with lessons warriors with lessons about humility. about humility.

Anglo-Saxon LiteratureAnglo-Saxon Literature

The Anglo-Saxons were expert The Anglo-Saxons were expert seafarers who sailed the ocean to raid seafarers who sailed the ocean to raid or settle other lands.or settle other lands.

Men dominated Anglo-Saxon society, Men dominated Anglo-Saxon society, and women had few rights.and women had few rights.

Anglo-Saxon LiteratureAnglo-Saxon Literature

After the Anglo-Saxons settled After the Anglo-Saxons settled England in the 500s, many converted England in the 500s, many converted to Christianity. They retained, though, to Christianity. They retained, though, a pagan conviction in the power of a pagan conviction in the power of fate, and retold Germanic and fate, and retold Germanic and Scandinavian tales of heroes and Scandinavian tales of heroes and monsters.monsters.

Anglo-Saxon Lyric Poetry: Anglo-Saxon Lyric Poetry: What is lyric poetry?What is lyric poetry?

The word “lyric” comes from the Latin The word “lyric” comes from the Latin “lyricus" meaning “of or for the lyre, “lyricus" meaning “of or for the lyre, which is a musical instrument.” which is a musical instrument.”

In lyric poetry, the mood is musical and In lyric poetry, the mood is musical and emotional. emotional.

The writer of a lyric poem uses words The writer of a lyric poem uses words that express his/her state of mind, that express his/her state of mind, his/her perceptions, or his/her feelings. his/her perceptions, or his/her feelings.

Anglo-Saxon Lyric Poetry: Anglo-Saxon Lyric Poetry: What is its purpose?What is its purpose?

Expresses the Expresses the thoughts and feelings thoughts and feelings of a single speaker. of a single speaker.

Lines with regular Lines with regular rhythms, usually with rhythms, usually with four strong beats.four strong beats.

Caesuras - rhythmic Caesuras - rhythmic breaks in the middle of breaks in the middle of lines, where the reciter lines, where the reciter could pause for breath could pause for breath

Anglo-Saxon Lyric PoetryAnglo-Saxon Lyric Poetry

Kennings (compound metaphors) - two-Kennings (compound metaphors) - two-word poetic renamings of people, places, word poetic renamings of people, places, and things. and things.

whaleswhales’’ home = the sea home = the sea Assonance - the repetition of vowel sounds Assonance - the repetition of vowel sounds

in unrhymed, stressed syllables (i.e., in unrhymed, stressed syllables (i.e., ““bbaatter these rtter these raampartsmparts””) )

Alliteration - the repetition of initial Alliteration - the repetition of initial consonant sounds in accented syllables consonant sounds in accented syllables (i.e. “This (i.e. “This ttale is ale is ttrue and mine. It rue and mine. It ttells…”). ells…”).

Anglo-Saxon Lyric PoetryAnglo-Saxon Lyric Poetry Each of the lyrics in this Each of the lyrics in this

grouping is an elegy, a grouping is an elegy, a lyric poem mourning lyric poem mourning the loss of someone or the loss of someone or something. something.

Though their Though their circumstances vary circumstances vary greatly, each speaker greatly, each speaker may be said to have may be said to have lost a home.lost a home.

Today’s AssignmentToday’s Assignment

Work on your Unit 1 Review Questions Work on your Unit 1 Review Questions (pp.2-12)(pp.2-12)

Be sure to include part of the questionnin Be sure to include part of the questionnin your responseyour response

This is the only time you will have to work This is the only time you will have to work on this in the classroom!on this in the classroom!

Get to working!Get to working!