- •Contents
- •Before the Anglo-Saxons
- •Anglo-Saxon England
- •Early Anglo-Saxon Life
- •Cultural Influences key idea Early Anglo-Saxon literature reflected a fatalistic worldview, while later works were influenced by rapidly spreading Christianity. The Spread of Christianity
- •The Development of English: Old English (450-1150)
- •Unit 2. The medieval period
- •Historical Context key idea With the Norman Conquest, England entered the medieval period, a time of innovation in the midst of war.
- •The Monarchy
- •Conflict and Plague
- •The Development of English: Middle English (1150-1500)
- •Indulgences
- •Royalty and the People
- •Ideas of the Age key ideas This period became known as the Age of Reason, because people used reason, not faith, to make sense of the world. The Age of Reason
- •A Changing Language: Restoration English
- •War with France
- •A Changing Language: Late Modern English
- •Monarchy in the Modern Style
- •Progress, Problems, and Reform
- •Cultural Influences key ideas Writers clashed over Britain’s expanding imperialism. British Imperialism
- •A Changing Language: The Birth of Standard English
- •Old English Poetry
- •Early Authors: Histories and Sermons
- •Literature Focus II. The Epic and the Epic Hero
- •French Romance
- •Reading Check
- •The Age of Chaucer
- •The Beginnings of Drama
- •Literature Focus II. The Ballad Tradition
- •Literature Focus III. Miracle and Morality Plays
- •Renaissance Drama
- •The Rise of Humanism
- •Spiritual and Devotional Writings
- •Metaphysical and Cavalier Poetry
- •Literature Focus II. The Sonnet
- •Literature Focus III. Shakespearean Drama Shakespeare’s Influence
- •Shakespeare’s Theater
- •Shakespearean Tragedy
- •Literature Focus IV. The Metaphysical Poets
- •Literature Focus V. The Cavalier Poets
- •I could not force an artificial dew [tears]
- •If it prove fair weather.”
- •The Age of Johnson
- •Literature Focus II. Nonfiction of the 18th Century
- •Other Forms of Nonfiction
- •Literature Focus III. Satire a History of Mockery
- •Characteristics of Satire
- •I sing— . . .
- •Romanticism Evolves
- •The Late Romantics
- •Literature Focus II. Romantic Poetry
- •Romantic Poetry’s Defining Features
- •Literature Focus III. Form and Meaning in Poetry
- •Literature Focus IV. The Byronic Hero
- •Characteristics of the Byronic Hero
- •The Legacy of the Byronic Hero
- •Realism in Fiction
- •Victorian Viewpoints
- •Victorian Viewpoints
- •Literature Focus II. The Growth and the Development of Fiction
- •The Novel Comes of Age
- •New Forms Emerge
- •Reading comprehension Reading Assessment I. Anglo-Saxon and Medieval Poetry
- •Comprehension
- •Written response
- •Comprehension
- •Written response
- •Reading Assessment II. Anglo-Saxon Prose
- •Comprehension
- •Reading Assessment III. Renaissance poetry
- •Sonnet 97 by William Shakespeare
- •Comprehension
- •Written response
- •Reading Assessment IV. Renaissance prose
- •From “Of Cunning” by Sir Francis Bacon
- •Comprehension
- •Reading Assessment V. Restoration prose
- •From “The Battle of the Books” by Jonathan Swift
- •Comprehension
- •From “The Poor and Their Betters” by Henry Fielding
- •Comprehension
- •Written response
- •Reading Assessment VI. Romantic literature
- •From “a Vindication of the Rights of Woman” by Mary Wollstonecraft
- •Comprehension
- •From “The Prelude, Book VI” by William Wordsworth
- •From “Hymn to Intellectual1 Beauty” by Percy Bysshe Shelley
- •Comprehension
- •Written response
- •Reading Assessment VII. Victorian literature
- •From “The New Railway” from “Dombey and Son” by Charles Dickens
- •Comprehension
- •Neutral Tones by Thomas Hardy
- •From “Adam Bede” by George Eliot
- •Comprehension
- •Written response
Comprehension
Directions Answer these questions about the extract
1. Fielding’s main purpose in this essay is to
A express his opinions about social class
B persuade lawmakers to implement reforms
C warn people of the danger of class warfare
D motivate readers to help poor people
2. Fielding achieves his purpose and reinforces his views by using
A a satiric tone
B dramatic dialogue
C simple language
D a humorous subject
3. What problem does Fielding identify in this essay?
A the deterioration of the English language
B a lack of respect for poor people
C the government’s indifference to people
D a breakdown of the accepted social order
4. What can you conclude about Fielding’s attitude toward the poor?
A He hopes that poor people can learn to coexist with the rich.
B He wants the poor to be rewarded for their suffering.
C He predicts that one day the poor will rise up against the rich.
D He thinks that poor people are more virtuous than the rich.
5. Fielding probably titled his essay “The Poor and Their Betters” in order to
A make poor people angry
B present an opinion he will refute
C justify economic and social inequality
D emphasize the problems of poverty
6. In lines 5–6, Fielding uses the phrase “dirt, scrub, mob, and such like” to support his claim that
A although poor people can be rude and unruly, they deserve respect
B some people respond better to praise than to criticism
C rich people use many unflattering words to describe the poor
D name-calling is not a good way to solve social problems
7. Which statement summarizes the opposing viewpoint presented in lines 12–13?
A The wealth and privilege of the rich entitle them to a superior status.
B Only the rich understand the true meaning of the term betters.
C In calling themselves betters, the rich are upholding a long-standing custom.
D Poor people don’t want to be placed above the rich.
8. Fielding counters the viewpoint expressed in lines 12–13 by arguing that
A the poor have been tricked into thinking that they are not as good as the rich
B it is not fair to compare the rich and the poor because their lives and circumstances are different
C because better means “higher in quality,” the term should not be used to compare the rich to the poor
D there is no evidence to prove that one social class is better or worse than another
9. You can conclude from the image in lines 24–29 that Fielding views wealthy people as
A passionate
B hardworking
C intelligent
D immoral
10. To support his claim that poor people have great patience, Fielding notes in lines 31–32 that they
A are eager to learn from others
B choose to live in harsh conditions
C refuse to worry about anything important
D accept their poverty with good spirits
11. In lines 33–34, Fielding contrasts “the stinking kitchens of the rich” with “the humble roofs of the poor” to support his claim that
A the rich live extravagantly, while the poor live simply
B the rich are not good cooks, and the poor are not good builders
C rich people and poor people both have problems
D poor people are happier in life than rich people
12. When Fielding notes in lines 41-42 that the rich look on those around them “with an air of contempt,” he is supporting the claim that
A poor people don’t have pride
B wealth is a sign of superiority
C wealthy people are not modest
D everyone deserves to live with dignity
13. What might you conclude about justice in 18th c. England from Fielding’s discussion in lines 46–54?
A The judicial system favored the rich.
B Justice was valued more than other virtues.
C Even minor crimes were punished harshly.
D Laws were passed to protect the poor.
14. In lines 54–56, Fielding counters the view that poor people have flaws by arguing that
A society must learn to overlook the shortcomings of poor people
B despite their flaws, the poor are more virtuous than the rich
C if rich people were truly virtuous, they would treat poor people with respect
D rich people should be punished severely for their crimes
15. Reread lines 57–59. Which group of people does Fielding think will be pleased with his essay?
A rich people
B poor people
C proud people
D inferior people