The Middle Ages, Pangasinan State University, 2024-2025 PDF

Republic of the Philippine Pangasinan State University Lingayen Campus College of Teacher Education 1^st^ Semester AY:2024-2025 **Chapter 2: English Literature from its beginning to the Renaissance** **2.2 The Middle Ages** Submitted by: **AGUSTIN, ROCHELLE JOYCE I.** **MELENDEZ, JOHN CAYL*...

Republic of the Philippine Pangasinan State University Lingayen Campus College of Teacher Education 1^st^ Semester AY:2024-2025 **Chapter 2: English Literature from its beginning to the Renaissance** **2.2 The Middle Ages** Submitted by: **AGUSTIN, ROCHELLE JOYCE I.** **MELENDEZ, JOHN CAYL** Submitted to: **Mrs. Grace G. De Vera** **2.2 MIDDLE AGES** The Norman Conquest, also known as the Conquest, was the invasion and occupation of England in the 11th century by an army comprised of Norman, French, Flemish, and Breton troops, all under the leadership of the Duke of Normandy, later known as William the Conqueror. The Middle English period began after the Norman Conquest of England in 1066 (The Battle of Hastings); the language was commonly referred to as \"Middle\" by the year 1300. Although it may be challenging for modern English speakers to read Middle English, it is possible to understand some of it without formal linguistic study, although there are nuances of grammar and vocabulary that require close linguistic attention. Following the Norman Conquest, many Anglo-Saxon nobles lost their land, and a new French-speaking (technically Anglo-Norman) aristocracy took control. These cultural changes did not happen all at once in every place. Still, over time, the Norman nobles preferred continental literature styles such as Courtly Love, Romance, and the Matter of Arthur, while older styles, such as Germanic/Heroic literature, declined. Later in this period, a more standardized form of English emerged, primarily based on the dialects of London. **What was the Norman Conquest and Battle of Hastings?** In 1066, two invasions of England occurred, one by the Vikings and the other by the Normans. The Vikings were defeated, but the Normans succeeded in conquering England, bringing an end to Anglo-Saxon rule. This event is known as the Norman Conquest. The Normans, known as \'North-men\', were originally Vikings who settled in northern France in the 10th century. After the death of Edward \'the Confessor\', the Anglo-Saxon council, known as the Witan, chose Earl Harold of Wessex as the next king due to Edward\'s lack of heirs. The Battle of Hastings took place in October 1066, where Duke William of Normandy, who believed he was promised the throne, ordered his army to invade England. The battle resulted in the defeat of King Harold\'s army, leading to William becoming the King of England on 25th December 1066. Following his ascension to the throne, William crushed rebellions, constructed castles, and demolished Anglo-Saxon churches and cathedrals over the next twenty years. I. a. \"Lord Randall\" is a Scottish folk ballad that has been documented by multiple collectors, such as Francis J. Child and Sir Walter Scott, both of whom aimed to capture the authentic Scottish dialect in the verses, which were originally intended to be sung as part of the traditional oral storytelling and musical tradition. Sir Walter Scott, 1st Baronet, was born on August 15, 1771, in Edinburgh, Scotland, and passed away on September 21, 1832, in Abbotsford, Roxburgh, Scotland. He was a Scottish novelist, poet, historian, and biographer, often considered both the inventor and the greatest practitioner of the historical novel. In December 1797, Scott married Charlotte Carpenter, who came from a French royalist family, and they lived happily together until her passing in 1826. In the mid-1790s, Scott became interested in German Romanticism, Gothic novels, and Scottish border ballads. His first published work, \"The Chase, and William and Helen\" (1796), was a translation of two ballads by the German Romantic balladeer G.A. Bürger. He also published a poor translation of Goethe's \"Götz von Berlichingen\" in 1799. b. +-----------------------------------+-----------------------------------+ | \"Oh, where have you been, Lord | \"Where did you get dinner, Lord | | Randall, my son?\ | Randall, my son?\ | | Oh, where have you been, my | Where did you get dinner, my | | handsome young one?\"\ | handsome young man?\"\ | | \"I\'ve been to the wildwood, | \"I dined with my true love, | | Mother, make my bed soon\ | Mother, make my bed soon\ | | For I\'m weary with hunting and I | For I\'m weary with hunting and I | | fain would lie down\" | fain would lie down\"\ | | | \ | | \"Where did you get dinner, Lord | \"What did you eat for your | | Randall, my son?\ | dinner, Lord Randall, my son?\ | | Where did you get dinner, my | What did you eat for your dinner, | | handsome young man?\"\ | my handsome young man?\"\ | | \"I dined with my true love, | \"I had eels boiled in broth, | | Mother, make my bed soon\ | Mother, make my bed soon\ | | For I\'m weary with hunting and I | For I\'m weary with hunting and I | | fain would lie down\"\ | fain would lie down\" | | \ | | | \"What did you eat for your | \"What\'ll you leave your old | | dinner, Lord Randall, my son?\ | mother, Lord Randall, my son?\ | | What did you eat for your dinner, | What\'ll you leave your old | | my handsome young man?\"\ | mother, my handsome young man?\"\ | | \"I had eels boiled in broth, | \"My gold and my silver, mother, | | Mother, make my bed soon\ | make my bed soon\ | | For I\'m weary with hunting and I | For I\'m sick at my heart and I | | fain would lie down\" | fain would lie down\"\ | | | \ | | \"Oh, where have you been, Lord | \"What\'ll you leave your own | | Randall, my son?\ | true love, Lord Randall, my son?\ | | Oh, where have you been, my | What\'ll you leave your own true | | handsome young one?\"\ | love, my handsome young man?\"\ | | \"I\'ve been to the wildwood, | \"Oh, I\'ll leave her hell fire, | | Mother, make my bed soon\ | mother, make my bed soon\ | | For I\'m weary with hunting and I | For it\'s now I am dying and I | | fain would lie down\" | got to lie down\" | +-----------------------------------+-----------------------------------+ c. Lord Randall returns home to his mother after visiting his lover. Randall explains that his lover gave him a dinner of eels boiled in broo and that his hunting dogs died after eating the scraps of the meal, leading his mother to realize that he had been poisoned. In some variants, Randall dictates his last will in readiness for his impending death, dividing his possessions among family members and wishing damnation on his lover. Her motive for poisoning him is never discussed. d. - - - e. 1. 2. 3. f. g. h. i. j. k. l. m. n. o. p. q. r. The ballad \"Lord Randall\" sticks to tradition by using a dialogue-driven narrative that unfolds in a question-and-answer format between the protagonist and his mother. This structure reflects the oral tradition through which ballads were often passed down. The questions posed by the mother prompt Lord Randall to reveal his tragic tale. The simplicity of the structure adds to the ballad\'s timeless appeal and its ability to evoke emotions. g. The ballad of "Lord Randal" powerfully conveys the moral about the dangers of misplaced trust and the inevitability of betrayal, even from those closest to us. In the story, Lord Randal, who has been poisoned by his lover, serves as a tragic figure who realizes too late the consequences of trusting someone unworthy. His conversation with his mother, where he reveals his betrayal and impending death, highlights the contrast between the faithfulness of family and the treachery of romantic relationships. In conclusion, the ballad underscores the theme of life\'s fragility and the cruel reality that love and trust can sometimes lead to destruction. Ultimately, the tale serves as a cautionary lesson about betrayal and the unpredictability of fate. II. a. Geoffrey Chaucer (c. 1343--1400) is often called the \"Father of English literature.\" He was a diplomat, philosopher, and poet, known for his significant contribution to the English language. Chaucer wrote in Middle English when most literary works were in Latin or French. His most famous work is "The Canterbury Tales", a collection of stories told by a group of pilgrims on their way to the shrine of St. Thomas Becket at Canterbury Cathedral. Chaucer\'s work is known for its vivid characters, humor, and understanding of human nature, showing the diversity of medieval English society. b. The Canterbury Tales is a collection of 24 stories. It tells the tales of a group of travelers on their way to Canterbury. Each traveler comes from a different social class or job, like a knight, a miller, a nun, and a pardoner. They each tell a story that shows their values or experiences. The stories range from teaching a lesson to being funny. They cover many parts of medieval life and culture, including love, betrayal, religion, corruption, and social relationships. Chaucer's work is known for making fun of different social classes and groups, especially the Church. c. Chaucer often uses **irony** in his characterization of the pilgrims. For example, the Pardoner preaches against greed while being incredibly greedy himself. The work is filled with satirical commentary on societal norms, the Church, and the behaviors of different classes. Chaucer uses **satire** to criticize the hypocrisy and corruption of his time. Characters and events in the tales often represent larger ideas or societal types through the use of metaphor and simile. For instance, the Wife of Bath uses **similes and metaphors** to describe her views on marriage and womanhood. Many tales are **allegorical**, presenting moral lessons or deeper meanings about human nature and virtue, such as the "Parson's Tale", which deals with sin and repentance. d. The Canterbury Tales explores the complexities of human nature and society. Chaucer looks at the conflict between idealism and realism, virtue and vice, and how people from all walks of life deal with these opposing forces. Other important themes include: - - - e. Chaucer wrote The Canterbury Tales in a style that used iambic pentameter and rhyming couplets, although some stories are in regular sentences. He used different kinds of writing, from love stories to funny, often rude tales, and stories that are like sermons. Chaucer\'s use of everyday English was important because it made literature easier for regular people to understand. He told stories in a way that sounded like a conversation, mixing in humor, irony, and detailed descriptions of characters, which made the characters and their stories feel real. f. The Canterbury Tales teach different moral lessons in each story. Many of the tales warn against greed, hypocrisy, and corruption. For example, the "Pardoner\'s Tale" teaches that \"greed is the root of all evil,\" while the "Miller's Tale" makes fun of pride and deceit. Chaucer wants to show the importance of living virtuously and avoiding the bad things in society. Chaucer uses satire to make readers think about their morals and the values of their society. g. The Canterbury Tales is a complex work that gives us a glimpse into the moral and social aspects of 14th-century England. Chaucer uses a variety of characters and stories to show different perspectives, humorously pointing out human weaknesses and also moments of goodness. The work\'s humor and moral messages make us think about societal norms, religious practices, and personal ethics. Chaucer's skill in mixing humor with serious social commentary makes The Canterbury Tales a timeless look at human nature and society, just as relevant today as it was in the Middle Ages**.** h. - - - - - -