Robin Hood Novel PDF Download

G u I d E
A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF
THE MERRY ADVENTURES

OF ROBIN HOOD
BY HOWARD PYLE
T E A C H E r’S
BY allen kRoMeR
2 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle
Table of Contents
Introduction.........................................................................................................................3
List of Main Characters.................................................................................................4
SYNOPSIS OF THE NOVEL......................................................................................................4
PRE-READING ACTIVITIES......................................................................................................6
I. Building Background Knowledge
of History and Culture......................................................................................6
II. Building Background Knowledge
of Literary Elements............................................................................................7
III. Building Background Knowledge
Through Initial Exploration of Themes............................................. 10
DURING READING ACTIVITIES.......................................................................................... 13
I. Whole Text Activities..................................................................................... 13
II. Discussion Questions and Deepening Understanding........ 15
AFTER READING ACTIVITIES.............................................................................................. 18
I. Topics for Discussion and Essays........................................................ 18
II. Group and Individual Projects............................................................ 19
III. Text to Film Comparisons........................................................................ 23
ABOUT THE AUTHOR OF THIS GUIDE............................................................................ 24
ABOUT THE EDITORS OF THIS GUIDE............................................................................ 24
FREE TEACHER’S GUIDES..................................................................................................... 27
Copyright © 2013 by Penguin Group (USA)

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A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 3
INTRODUCTION
In the Digital Age, much of what adults once the opportunity to revel in Robin’s exploits,
considered commonplace has vanished from and its accessible examples of literary devices
the experience of youth—telephones with are well suited for inclusion in today’s lan-
dials with numbers on them, cassette tapes guage arts curricula. Pyle’s prose shines with
that record music, and clocks with arms that vivid imagery, descriptions, and allusions to
spin around seem as quaint to many middle medieval culture. The characters are complex
and high school students today as steam but depicted simply enough, and the action
locomotives and biplanes seemed to their rarely grows so convoluted as to create confu-
grandparents. How is it, then, that a literary sion. And, many of the book’s narrative ele-
figure conceived in 14th century ballads and ments are appealing because they recur
popularized in the 19th century still resonates frequently in modern texts—characters will
in popular culture? The outlaw Robin Hood seek revenge, do battle to protect their pride,
is an underdog, a figure not uncommon in celebrate their triumphs and mourn their
current media. Just as Rocky defeated Apollo defeats. These familiar motifs allow readers to
Creed or Daniel-san defeated the bullies from draw from personal beliefs and past experi-
Cobra Kai in The Karate Kid, Robin battles ences to understand and appreciate Pyle’s
and triumphs against political and social sys- text. The novel is adaptable and approachable
tems that profit from injustice and reward the for students of differing abilities with the
already-powerful. Similarly, Robin Hood caveat that teachers should consider how the
removes himself from an oppressive society— work sometimes relies on archaic diction and
and what adolescent has not dreamed of syntax and plan appropriate pre-reading
doing much the same thing, casting off the instruction. Also, teachers have the luxury of
bands of academic servitude, and escaping to excerpting chapters or sections as they see fit
the woods to live a merry life of permanent because structurally and thematically these
summer with his best friends in tow? Perhaps shorter pieces can be explored independently.
part of the legend’s allure rests in Robin’s
The content and activities in this guide can be
assembling his band of remarkable compatri-
used as a resource for planning to teach the
ots; his champions are not unlike the charac-
novel. The Pre-reading activities set the foun-
ters who comprise the Avengers or X-men of
dation for appreciating the novel by estab-
comic book lore. While they lack the ability
lishing an awareness of the historical and
to fly or harness the power of advanced tech-
cultural underpinnings of Pyle’s novel, the
nology, Robin’s Merry Men are exceptional
literary techniques he employs in his narra-
compared to their peers, and they can out-
tive, and some of the themes of the tales. The
shoot, outfight, outwit, and out-sing any who
During-reading content will help students
comes against them. Finally, Robin Hood is
focus on specific elements and events in the
an appealing figure because he is imminently
text to explore the novel’s artfulness. The
accessible; his modest beginnings, his cha-
Post-reading activities promote a holistic
risma, his wiliness, his sense of humor, and
review of the novel, an analysis of the impact
his overall sense of morality and decency
of its parts, and the opportunity to establish
combine to cast him as a man not terribly
and debate meanings. The activities in this
unlike typical men. Perhaps it is this accessi-
guide should be used to address curricular
bility that allows readers to glimpse a bit of
requirements, reinforce preferred teaching
themselves in the hero from Sherwood Forest.
styles, and promote academic success for stu-
First published in 1883, Howard Pyle’s The dents. The best approach is one that is selec-
Merry Adventures of Robin Hood affords readers tive, adaptive, and creative.
List of Main Characters

Although Robin’s band and his adventures involve a comprehensive cast of characters, the list
below identifies the novel’s central characters.
Robin Hood An outlaw for murder and the leader of a rebellious group
in Sherwood Forest
The Sheriff of Nottingham Robin’s main nemesis, the local law enforcement authority
Little John Robin’s most loyal supporter, renowned for his abilities
with the staff
Will Scarlet Robin’s nephew, a dandy, and strongest man of the band
Alan a Dale Troubadour and balladeer, renowned for his musical abilities
Queen Eleanor Advocate for Robin Hood, married to Henry
King Henry Villainous king who despises Robin and seeks his death
The Bishop of Hereford Chief religious authority in the book, Henry’s advisor and
Robin’s enemy
SYNOPSIS OF THE NOVEL

The Merry Adventures of Robin Hood consists battle, Robin recruits his new ally to join the
of a series of linked episodes. In addition to Merry Band in Sherwood Forest.
the Prologue and Epilogue, the narrative is
For instance, in the second half of the Pro-
conveyed through twenty chapters arranged
logue, Robin, seeking sport, sets forth from
in eight sections. Pyle provides summaries of
Sherwood Forest and encounters a tall
each chapter in the Table of Contents and
stranger at a bridge. After an exchange of
short summaries throughout the novel. As a
taunts and challenges, Robin and the stranger
result, the book lends itself to easy naviga-
begin to battle with staffs. During the battle,
tion. However, there are several main types of
both combatants prove their expertise by
episodes which re-occur and can be selected if
unleashing powerful blows and parrying the
opting not to read the entire novel.
same. However, when Robin grows angry
and lashes out at the stranger, the loss of his
Robin Recruits New Members composure costs him the contest; the stranger
to the Band “thwacks” Robin and sends him into the
stream. Chagrined, Robin laughs and seeks
The recruitment stories typically start with the stranger’s assistance in regaining the shore
Robin’s boredom; in an effort to alleviate the where he then summons his men who set
tedium he decides that he (sometimes with upon the tall stranger. Robin ends the assault
his merry men) will seek adventure. Upon and asks the stranger to join his band. The
setting off, Robin encounters a fellow trav- stranger, John Little, accepts the offer after
eler, and, having either offended the traveler Robin demonstrates his prowess with a bow.
or been offended himself, Robin and the new Because of his remarkable height and build,
character engage in a battle. Then, after the the men laughingly call him “Little John.”
Robin Dupes the Authorities lose his entire estate to the Priory of Emmet.
Robin senses the injustice and offers to help
Authority in the novel usually appears in the
the poor knight. When Little John brings the
guise of a religious figure like the Bishop of
Bishop of Hereford to the forest as a guest,
Hereford or a well-fed monk or the Sheriff of
Robin and his band entertain their visitors
Nottingham, his agents, or agents of Henry.
with feasting and feats of prowess. Robin
In this type of episode Robin encounters an
then inspects the Bishop’s party’s goods, and
authority figure on the road and uses decep-
divvies up the bill of goods according to his
tion to best the authority figure. Robin’s tri-
judgment. One of the items is a box of fifteen
umph typically includes robbing the
hundred gold pounds collected by the
authority figure and embarrassing him as
Church as rentals, fines, and forfeitures.
well. In some instances these stories fore-
Robin awards some of the gold to Richard so
shadow subsequent conflicts as the authority
that he can pay off his debts to the Priory and
figures seek to avenge their losses.
keep his estate. Richard pays his debt, foils
Robin’s recurring strategy is to “invite” the the Church’s attempts to seize his land, and
authority to feast with the merry band of later repays the Merry Band with an opulent
Sherwood and then require compensation. In gift of resplendent bows and arrows.
“How Little John lived at the Sheriff’s
House,” the narrative varies from the formula
Robin Serves Rightful Authority
by centering on one of the Merry Men and by
having Robin show lenience. Having proven While Robin serves as a representative of well
himself at the Nottingham Fair, Little John managed authority in his realm, his is not the
(posing as “Reynold Greenleaf ”) is recruited supreme authority. Robin willingly submits
by the Sheriff to serve as his right hand man. himself to the service of those authorities he
Little John lives in luxury at the Sheriff’s respects and supports, namely royalty who
house for six months, but, having tired of the treat those under their power with benevo-
civilized life, steals the Sheriff’s silver plate lence and justice. In these chapters, Robin
and rejoins the Sherwood band. Little John meets or is summoned by a rightful ruler,
then lures the Sheriff to Robin’s hideout. pledges his allegiance to him or her, serves the
After the Sheriff recognizes Little John, Robin ruler in impressive fashion, and finds himself
returns the stolen silver to the Sheriff (Robin in the ruler’s good graces.
cannot see how the Sheriff has wronged any In Part Seventh, Robin risks his life to fulfill
of his tenants) and sends him on his way. the request of Queen Eleanor to appear in
London as her representative at an archery
Robin Serves Justice match simply so she can outwit her husband,
King Henry, in a bet on the archers. Robin,
In these episodes, Robin learns of an injustice
Little John, Will Scarlet, and Allan a Dale
and through martial strength or craftiness
travel to the city and vow their allegiance to
rights the wrong. Abusive authorities like
the Queen. Having bested the King’s cham-
those that Robin frequently dupes in other
pion archers, Robin and Little John give their
chapters typically create the injustices; the
prizes to the King’s men, and, having been
events underscore the authority’s villainy and
warned by the Queen’s page, flee London.
the victim’s goodness.
Pursued by Henry’s soldiers, Robin and his
In Part Fifth, Robin comes to the assistance fellow competitors flee to the safety of Rich-
of Sir Richard of the Lea, a knight who has ard of the Lea’s castle until Eleanor can miti-
fallen into debt for ransoming his wrongly- gate Henry’s wrath.
accused son. In three days’ time, Richard will
PRE-READING ACTIVITIES
These activities are designed to build students’ Have students share some of the major
background knowledge, prepare them to changes that William brought as a conqueror.
understand the novel’s themes, and enable Considering each of the changes as a cause,
them to better appreciate the work’s artistry. have students make inferences to identify the
effects on the defeated population. Ask stu-
dents to think critically about the attitudes
I. Building
and biases that being conquered by a foreign
Background Knowledge force might have engendered in the people.
of History and Culture Classes might also research to draw parallels
between the events and attitudes surrounding
The Norman Yoke the Norman Conquest and the events and
and Anglo-Saxon Resentment attitudes surrounding the Revolutionary
War, the Civil War, or the US Occupation of
While social injustices and economic dispar- Iraq or Afghanistan. Drawing such parallels
ity may be familiar to many modern readers, might allow students to more clearly under-
some of the motivations in The Merry Adven- stand the resentment and hostility that the
tures of Robin Hood might prove more elusive. occupied often feel and afford them the
In his “Afterword” to the Signet Classics edi- opportunity to put the events associated with
tion, Stephen Knight alludes to “the oppres- the Robin Hood legend into a more contem-
sive and aristocratic ‘Norman yoke,’” to porary and personal context.
indicate the Anglo-Saxon freedoms that were
lost with the arrival of William the Con-
queror and his Norman followers. In the Feudalism
book, characters typically speak favorably of While some scholars argue that William the
Saxons—Robin tells the Butcher, “I love a Conqueror was not exclusively responsible for
fair Saxon face like thine right well” (p. the introduction of feudalism into English
62)—and critically of Normans: in “Will society, the changes he brought upon his
Stutely Rescued,” the palmer criticizes “cruel arrival undoubtedly affected the hierarchy’s
Norman[s]” (p. 52). Establishing the basics proliferation. Rigid social classes that range
of the Norman Conquest and its effects on from the very powerful to the powerless com-
Anglo-Saxon culture can help readers under- prise one of feudalism’s central traits; this
stand the characters’ motivations more fully. inequality proves fertile ground in the Robin
Ask students to research William, Duke of Hood legends because Robin consistently
Normandy, and the Norman Conquest, or steals from the rich aristocrats and church
provide students with sources that describe dignitaries and gives to the poor. Learning
England before, during, and after the invasion about feudalism and the social position of serfs
and subsequent conquest. Some resources are: can help readers recognize Robin’s motivations
for seeking to help the poor in his society.
“Explore the History of the Norman Invasion
in 1066.” Essential Norman Conquest. Begin by giving students a general overview
Osprey Publishing, 2006. Web. 31 May of feudalism at web sites, like those linked
2013. http://www.essentialnormanconquest. below. Ask students to define feudalism, to
com/index.htm identify the social levels of the system, and to
infer the size of the population at each level.
Ibeji, Mike. “The Conquest and its After-
As an assessment, ask students to create and
math.” History. BBC, 17 February 2011.
annotate a visual representation of the system
Web. 31 May 2013. http://www.bbc.co.uk/
with the ranks and roles identified for each
history/british/normans/after_01.shtml
respective level.
After students have demonstrated their mas- siderable material wealth, particularly when
tery of the definition of feudalism, share compared to the yeoman and commoners
resources that provide an overview of peasant that Robin champions. Have students gain an
life in the Middle Ages, particularly the dif- overview of the vows of poverty, chastity, and
ficulties of life for the lowest ranks of society. obedience by reading one or more sources on
Ask students to create a chart of two columns; the vows and practices of monasticism. A useful
in the first column, tell them to list specific resource can be found on the Conventual
aspects with brief descriptions of peasant life: Franciscans’ website: http://www.franciscans.
jobs, food, lodging, education, upward mobil- org/index.php/en/who/conv-franc/vows;
ity, and the like. In the second column, have another source is the Catholic Encyclopedia:
students list corresponding aspects from their http://www.newadvent.org/cathen/10459a.htm
own lives. By completing this assignment, stu-
With additional time, you may ask students to
dents may foster an appreciation for the diffi-
read sections of the Rule of Saint Benedict, for
culty of life for the poor in the Middle Ages.
example, Chapter 33, “Whether Monks Ought
Discuss with students: What did the different to Have Anything of Their Own,” available at
ranks in society provide and receive in the http://www.osb.org/gen/rule.html. Have stu-
feudal system? Was medieval society just? dents create a chart or graphic organizer dis-
Sample resources for feudalism: playing what they learn about the vows and
lives of clergy to refer to as they read the tales.
“Middle Ages for Kids: Feudal System and
Feudalism.” Ducksters. Technological Solu-
tions, Inc. (TSI), June 2013. Web. 2 June II. Building
2013. This overview is simple and accessible Background Knowledge
and useful when time is limited. http://www. of Literary Elements
ducksters.com/history/middle_ages_feudal_
Pyle’s use of literary elements in The Merry
system.php
Adventures of Robin Hood makes events and
“Feudalism.” Infoplease. Pearson Education, places vivid, enabling readers to envision the
2013. Web. This overview is detailed and book’s colorful characters more fully. In order
contains advanced concepts and vocabulary. to understand the impact of these elements
http://www.infoplease.com/encyclopedia/ and techniques on readers, students should
history/feudalism.html start with an understanding of literary devices
Sample resources for medieval peasant life: and their uses and practice identifying, think-
ing, and writing about stylistic elements before
Percy, Nigel. “Peasant Life in the Middle Ages.” they immerse themselves entirely in the novel.
Helium. RR Donnelly, June 2013. Web. 2 June
2013. http://www.helium.com/items/1531118
-how-peasants-lived-in-the-middle-ages Setting and Imagery
Baker, Suzette. “Peasant Life in the Middle Ages.” It never rains in Sherwood Forest, “the merry
Helium. RR Donnelly, June 2013. Web. 2 June greenwood.” Instead, the hideout of Robin
2013. http://www.helium.com/items/1469386- and his band is depicted consistently in idyl-
peasant-life-during-the-middle-ages lic terms. Pyle typically opens each new epi-
sode with a glowing depiction of Robin’s
band lounging about in an Edenic setting.
Corruption in the While settings allow readers to visualize the
Medieval Church time and place of an event, some who analyze
A common target for Robin Hood and his men more deeply can also understand a work’s
are bishops, priests, and other clerics, for in the social context, the tone that a setting can
book those individuals typically possess con- impart, and the effects that setting can have
on characters.
Locate images that feature the natural world individually create a brief list of legendary
and elicit emotions similar to those elicited by figures. Who are modern day “legends”?
the descriptions of Sherwood Forest. Having Make a two column chart with “Legend” and
located one or two suitable images, work with “Not Yet a Legend.” Have students share
students to analyze each image. Ask guiding their lists, placing names in columns, accord-
questions to help students focus on elements ing to the agreement reached by the students.
in each image and to refine their initial reac- Once the class agrees on the few persons who
tions. First, identify the elements in the image. are legends, ask them to identify the charac-
Then, analyze how the artist presents the teristics of these persons. What do they have
images; color, position, size, and arrangement in common? What makes a person a legend?
can all affect a viewer. Next, ask students to Then have individuals or small groups
share the emotions created by the image. Have research one of the figures they added to their
students explain what elements in the work lists. Once they have looked at biographical
contribute to their feelings. Having students content, stories and anecdotes, digital con-
compose a paragraph that describes the paint- tent, and other elements associated with the
ing as if it were a setting can help them make figure, ask students to provide specific evi-
the connection between image and text. dence to prove that their figure is a legend.
Different online catalogs feature images that The format for this project could be an oral
are suitable for this activity. The Metropoli- presentation, a PowerPoint presentation, a
tan Museum of Art’s website (http://www. Weebly Web site (http://www.weebly.com/),
metmuseum.org/) presents works so that a written passage, or another digital medium.
viewers can enlarge, zoom in to focus on ele-
ments, and search the collections quickly and
Dramatic Irony
easily. One work suitable for this activity is
Maxfield Parrish’s “Girl on a Swing” (http:// Because they often rely on subterfuge to dupe
www.metmuseum.org/Collections/search- their marks, Robin and his Merry Men pos-
the-collections/20017802?rpp=20&pg=1&ft sess knowledge that other characters do not.
=Parrish&pos=5#fullscreen); another is Asher When readers share this knowledge, the
Brown Durand’s “The Beeches” (http://www. resulting irony is dramatic irony. For exam-
metmuseum.org/Collections/search-the- ple, Robin poses as a beggar and speaks ill of
collections/20011137?rpp=20&pg=1&ft= Robin Hood to a wealthy official. Practicing
hudson+river+school&pos=7#fullscreen). with short stories or other works before read-
ing the tales will enable students to identify
the technique, analyze the information that
Legend as a Literary Form all characters do not share, and see more
Understanding the literary form of legend will clearly how the technique engages readers
enable readers to identify its elements in the and affects their understanding of characters.
tales and thus to understand how the tales of
Kate Chopin’s “The Story of an Hour” is brief
Robin Hood have remained popular for over enough to be accessible, artfully written, and
seven hundred years. According to Sandra compelling for readers. Have students iden-
Dolby in her article, “Legend” in The New Book tify the event that elicits the characters’ reac-
of Knowledge (Grolier Online, 2013), legends tions: Brently Mallard has been killed in a
recount the feats of an important individual, railroad accident. Then, have students list the
reinforce the traditional beliefs of a culture, emotions and reactions of the other charac-
entertain audiences, are set in a specific time, ters, Mrs. Mallard’s emotions and reactions in
are realistic, and typically are entertaining. one column, the other characters’ emotions
Ask students what they think when they hear in a second column. After students have fin-
the word, “legend.” Record their ideas on a ished responding, have them determine why
class graphic organizer. Then ask students to the emotions and responses are different.
Discuss: What advantages does dramatic of examples will help students practice with
irony give readers? How does dramatic irony more works and increase the chances that
allow readers to immerse themselves more students will encounter a poem that resonates
fully into a text? What can readers infer with them. To promote this, ask students to
about the characters based on their emotions bring in popular song lyrics that are ballads
and reactions? to analyze and share with the class. Be advised
that current common use sometimes identi-
fies slow rock songs as “ballads” even though
Contemporary and
they do not have many (if any) elements of
Traditional Ballads traditional ballads.
In Pyle’s book, rarely does an adventure go by Once students are familiar with sample
without one or more of the characters burst- points and the finer points of balladry, ask
ing into song. Singing, it seems, is serious them to write a stanza or short ballad to
business; early on in the novel, for example, practice their skills. Students are often willing
the Tinker grows indignant when Robin to recite or sing their ballads for peers, and
dares interrupt his singing when they meet many regions feature ballad singing as a
on the road. Most of the songs in the work popular art form. This activity can also be
are ballads, and teaching students about the used later as a means of reviewing the text as
traditional form, typical subject matter, and students are reading through the novel.
contemporary ballads will help them appreci-
ate the novel more fully.
Pre-teaching
Begin by presenting an overview of the tradi-
tional ballad form. Pages like Erik Simpson’s
Vocabulary and Style
well-executed ballad overview (http://www. Spending part of a class period to teach stu-
math.grinnell.edu/~simpsone/Connections/ dents some of the rudiments of Elizabethan
Poetry/Forms/ballad1.html) offer a thor- style can make Pyle’s text more accessible to
ough, accessible introduction to the form. To modern readers. Contemporary readers may
help students understand ballads, use the struggle with the novel’s verbs like “thou
elements provided in the overview as a start- hast,” “mayst,” and “wert.” Providing a style
ing point to analyze sample ballads from texts sheet that gives rules and examples of pro-
or the Internet. In addition to identifying the noun usage and conjugation can give stu-
different traits like rhyme scheme, stanza, dents a useful resource as they begin reading,
repetition, and dialogue, ensure that students and in many instances, students will develop
understand the plot in the narrative of the proficiency as they progress through the
poems. novel. Teachers can find resources online that
Textbooks, libraries, and the Internet all offer will help students understand the basic ele-
good examples of traditional and contempo- ments of Elizabethan conjugation, and using
rary ballads. George Wharton Edwards’ A those resources in conjunction with sample
sentences or passages from Robin Hood will
Book of Old English Ballads (online at Proj-
help students gain confidence as they start to
ect Gutenberg at http://www.gutenberg.org/
read on their own. For example, Seamus
files/9405/9405-h/9405-h.htm) features bal-
Coomey’s page (http://homepages.wmich.
lads that recount Robin’s encounters with
edu/~cooneys/tchg/lit/adv/shak.gram.html)
Allen-a-Dale and Guy of Gisborne as well as
gives some insights on archaic pronouns and
Robin’s death and burial. “Robin Hood and
conjugation. For instruction and review,
the Butcher” (http://www.bartleby.com/243/
teachers can locate or create resources like the
119.html) and “Robin Hood and the Three
Quizlet Elizabethan grammar review (http://
Widow’s Sons” (http://www.bartleby.com/243/
quizlet.com/3698477/elizabethan-grammar-
122.html) are also available. Using a variety
flash-cards/).
Early in the reading, model for students the news, such as Moral Mondays in NC, Occupy
process of identifying through listing or Wall Street, Anti-War or School of the
highlighting words that they do not know. Americas protests. Have students read brief
For example, in the first two pages of the excerpts concerning those events and sum-
Prologue, students will encounter “seven- marize what they learn about the motives of
score,” “draughts,” and “fain.” Have students protesters.
record those phrases or words that they do
Once students are familiar with one or more
not understand independently, creating a
contemporary events, conduct a class discus-
lexicon of words that the teacher and class
sion based on the following questions: How
can then review. Initially the lists may be
is it possible for the actions of the few to
lengthy, but many archaic words recur
transform society? Do the changes brought
throughout the book; understanding them
about by protest justify the risks involved
early on will help students read more success-
with protesting? What distinguishes social
fully in subsequent chapters or excerpts.
protest from simply breaking the laws or
While general online searches or access to the
violating norms? What steps can a protester
expansive Oxford English Dictionary in librar-
take to ensure that society will see the merits
ies may help students define words, content-
of his or her perspective?
specific glossaries like the “Shakespeare
Archaisms” (http://www.shakespearestudy- During the discussion, one focus might also
guide.com/Archaisms.html) are especially be those instances where a student (or an
helpful as much of the content is located on individual that a student personally knows)
a few easily navigated pages. acted courageously. Did those courageous
actions create any lasting change for other
individuals or society?
III. Building
2. Arriving at a definition of courage can help
Background Knowledge
students to interpret Robin’s actions in the
Through Initial novel. As a starting point, have students
Exploration of Themes consider what other thinkers and philoso-
The Merry Adventures of Robin Hood includes phers have written about courage. Provide a
themes that are at once compelling and series of quotes about courage. Students can
accessible to contemporary readers. also locate quotes on their own online or by
using library resources. Once students have
read and thought about others’ ideas on
Courageous Action courage, ask them to identify the quote that
1. Many of Robin’s adventures are a result of they feel corresponds most directly to their
his willingness to act in resistance to authority. own interpretation of what the word means.
However, rather than his being branded an Ask students to explain their reasoning and
outlaw, many in his society consider him a to briefly defend their choices. Student
hero because he is brave enough to act against responses can be written passages, oral pre-
unjust legal and religious authorities. This sentations, or other media.
theme underlies much of the great social Following are sample quotes on courage
change throughout history. By examining found at http://www.brainyquote.com/quotes/
those historical precedents, students can recog- topics/topic_courage.html.
nize Robin’s courage as a positive force for
social change. “One man with courage is a majority.”
—Thomas Jefferson
Ask students to brainstorm the concept of
civil disobedience and then create a class graphic “Faced with what is right, to leave it
organizer with students’ ideas. Identify exam- undone shows a lack of courage.”
ples of civil disobedience that may be in the —Confucius
“Life shrinks or expands in proportion to leader? Which leader has the greatest likeli-
one’s courage.”—Anais Nin hood of maintaining power—a beloved one
or a feared one? Ask students to defend their
“Courage is a kind of salvation.”—Plato
answers with specifics and credible reasoning.
“Courage—a perfect sensibility At discussion’s end, ask students to write a
of the measure of danger, and a brief opinion piece sharing their ideas. The
mental willingness to endure it.” class can return to these responses during
—William Tecumseh Sherman reading or post-reading to evaluate Robin’s
3. Have students read and summarize Aristotle’s strengths and weaknesses as a leader.
definition of courage in the Nicomachean 2. George Orwell’s essay “Shooting an Ele-
Ethics, Book 3, Chapter 7, available at http:// phant” (digital version from Project Guten-
www.constitution.org/ari/ethic_00.htm berg Australia available at http://gutenberg.
Discuss how to determine if an act is foolish net.au/ebooks02/0200141.txt) discusses his
or courageous, using Aristotle’s definition. responsibilities as a British police officer in
colonial Burma and inspires reflection on the
price that men pay to oppress others. In it he
Types of Leadership writes, “When the white man turns tyrant it
From Sherwood Forest, Robin rules amicably is his own freedom that he destroys…He
and enjoys the voluntary allegiance of his wears a mask, and his face grows to fit it.”
merry men. King Henry, on the other hand, Have students read (or read aloud) Orwell’s
follows the advice of evil men and rules essay and use a note taking organizer like
inconsistently, breaking his promises and Cornell notes (instructions available from
suffering emotional swings. However, Hen- James Madison University’s Special Education
ry’s realm is larger than Robin’s, and his Program at http://coe.jmu.edu/LearningToolbox/
power exceeds that of his green-clad adver- cornellnotes.html) to consider the premise of
sary. The Merry Adventures of Robin Hood is a tyrant destroying his own freedom. Instruct
primarily a tale of adventure, but it also pro- students to record those instances where the
vides the opportunity to think critically speaker indicates that he is sacrificing some
about the qualities of an ideal ruler. part of himself based on the expectations of
those he allegedly oversees.
1. In Nicolo Machiavelli’s The Prince, he
poses the question, “Whether it be better to After sharing their findings as a class, ask
be loved than feared or feared than loved?” students to critique Orwell’s actions in the
(See Chapter XVII “Concerning Cruelty and essay. Did he act properly? Why or why not?
Clemency, and Whether it is Better to be How do his actions reflect on his suitability
Loved Than Feared” online at Project Guten- as a leader? What is it in the essay that inspires
berg at http://www.gutenberg.org/files/1232/ the greatest fear in him? Are his fears typical
1232-h/1232-h.htm#link2HCH0017). Ask of all leaders?
students to brainstorm the traits and philoso-
phies of a beloved leader and a feared leader. The Effects of Anger
Providing examples and some brief back-
ground of some notable leaders of both types Anger is a transformative emotion—seem-
(Winston Churchill, Adolph Hitler, Joseph ingly benign souls can act rashly if their pas-
Stalin, Pol Pot, Martin Luther King, Jr., sions are so inflamed. Early in the Adventures,
Mohandas Gandhi) might help facilitate Robin’s anger causes him to act irrationally,
student responses. and that single decision results in his being
branded an outlaw for most of the balance of
After cataloging class responses, lead students his days.
in a class discussion: Is it better to be loved or
feared if one’s sole concern is remaining in 1. Adolescence is an emotionally tumultuous
power? What traits are most valuable in a period, and while some may experience
broad swings of emotion, few pause to con- Molly Edmonds’ “How Anger Works” gives a
sider the causes and nature of their emotions. more detailed look at the symptoms, causes,
Reflecting on their own emotions will allow and physical effects of anger: http://science.
readers to understand and empathize more howstuffworks.com/life/inside-the-mind/
fully with the protagonist Robin. Begin by emotions/anger.htm
asking students to free write about an instance
2. Robin’s life as an outlaw begins when he
in their lives where they have felt very angry.
angrily shoots a ranger for taunting and
Assure them that any responses will be confi-
threatening him. Many would consider this a
dential. Once students have written brief
crime of passion, an act that is dictated not by
accounts of the event, their emotional state
rational thought but by the individual’s
and its causes, shift the focus to sources that
emotional state. More often than not, the
explain that there are both appropriate and
emotion that begets crime is anger. Having
inappropriate kinds of anger. Ask students to
students reflect on crimes of passion can help
add to their thinking by identifying the cause
them work to analyze the gray areas that sur-
of their anger as specifically as they can; then,
round some crimes and determine if there is
ask students to determine whether or not
always a clear cut, “right” answer in relation
they believe that their anger resulted in posi-
to a criminal’s guilt.
tive change for them or for others. Teachers
can then use the free writing as a starting Begin by providing a general definition of a
point for a class discussion about the emotion crime of passion. Cornell University’s Legal
of anger, its merits, and how anger can some- Information Institute website (http://www.
times be used to affect positive change. law.cornell.edu/wex/crime_of_passion) pro-
Teachers can draw examples and specifics vides one definition. Then, give students
from the resources below to help students some examples of crimes of passion from
think about emotions on an intellectual level. media accounts or other resources. Sources
like Erik Devaney’s (http://www.ehow.com/
Discussion: How can anger (which many
list_6827633_examples-crimes-passion.
view negatively) be a positive force for indi-
html) provide a good starting point by setting
viduals? If an individual makes a mistake
up categories without disclosing sordid details
while angry, is it possible for that individual
that might offend some students. Devaney
to craft that mistake into something that
alludes to adultery-related crimes, combat- or
benefits himself and others? What distin-
assault-related crimes, bitter disagreements,
guishes appropriate anger from inappropriate
and revenge/retaliation as types of crimes of
anger, or appropriate responses to anger from
passion. Using the groups as a starting point,
inappropriate ones?
have students rank the groups according to
PBS’s “This Emotional Life” series focuses on how justifiable they are. For instance, is an
anger and defines anger, looks at its causes, expres- individual who has been attacked more justi-
sions, effects and briefly discusses misconcep- fied in the commission of a crime of passion
tions about the emotion: http://www.pbs.org/ than someone who is embroiled in a bitter
thisemotionallife/topic/anger/what-anger disagreement? Have students defend their
rankings; then, use the students’ ideas as the
foundation for a class discussion.
DURING READING ACTIVITIES

I. Whole Text Activities Vocabulary organizers: Students can use
vocabulary organizers as they read to record
The following activities can be completed as
those words that they do not know and review
students read the novel. Some activities relate
later to find definitions. Or, teachers can pre-
to specific parts of the book, so completing
view a passage or section and provide organiz-
them while the text is still fresh in readers’
ers that have vocabulary words listed in order
minds will deepen students’ critical thinking.
of appearance. Finally, teachers can provide
Instructors can use the activities to assess com-
organizers that feature focused lists, such as
prehension and to provide helpful feedback.
lists of medieval measurements, flora and
1. When students formulate questions about fauna, or medieval professions, that help stu-
a text, relate text events to personal experi- dents group words by class. The vocabulary
ence, or make connections between book organizers can be as simple as words and defi-
events and broader culture, they develop their nitions, or can include denotation, connota-
skills of comprehension. Teach students to tion, space for annotations, and similar words.
apply sticky notes at those points in the novel
A sample focused list for measurements:
where a question arises, where they find a
significant detail, or they encounter a particu- Unit of Modern
Measurement Measures Equivalent
larly confusing passage. Have students write
their questions or connections on the sticky Score Number 20
notes as they read. The students can then use (four score=80)
the notes to refer back to specific parts of the Rod Distance 16.5 feet/
text—rather than leafing through page after 5.029 meters
page, the points of interest or confusion are
identified exactly. And, unlike highlighting Tun Volume 252 gallons
and annotating, the text is unmarked for
subsequent readers, the notes can be removed Word Walls: Identifying confusing or unknown
and shared with the class, and the teacher or words and placing them in a central location
peers can help the reader work through the for definition and discussion can promote
challenging parts. If students compile their understanding, identify concepts that con-
collective responses on a white board or sheets fuse groups of students rather than individu-
of large paper, the teacher can also assess class als, and encourage the idea of a community
mastery and work to clarify points of common of learners working towards a common goal.
misunderstanding. The notes can also serve as
Reserve a section of bulletin board or white
the foundation for class discussion.
board to use as the word wall for The Merry
2. As indicated in the earlier section on vocabu- Adventures of Robin Hood. Teachers can also
lary, The Merry Adventures of Robin Hood chal- purchase a sheet of rigid foam insulation
lenges today’s readers, fluent in modern from a hardware store, size it accordingly, and
English, with archaic diction and foreign and staple the words to it. As students read, have
elusive concepts. For example, how might them write down words that they do not
most modern middle and high school students know. Students can list words on their own
interpret the Tinker’s boast: “…if I do not paper, in a section of their reading journals,
score his knave’s pate, cut my staff into fagots on vocabulary organizers, or on tickets that
and call me woman” (p. 29)? Teachers can use can double as bookmarks. As the class com-
a variety of means to compile lists of words pletes a passage or section, have students add
that cause collective confusion, and pre-teach- one or two of their words to the word wall. As
ing some words can ease the task of reading for students add words, some peers will be able
students. Following are two strategies to build to help define the words; in other instances,
vocabulary while reading the novel. few if any students will know a word’s defini-
tion and teachers can supply the definition or about the characters who offer the bounty?
ask students to engage in research about the Does the bounty seem reasonable given the
meaning of the word. Leave the collective nature of Robin’s crimes? What might readers
words on the wall for the duration of the infer about social attitudes or Robin’s abilities if
Robin Hood unit so that students can use it nobody is willing to attempt to bring Robin in?
to review and recall words from past sections.
4. Like other feats in the novel, archery con-
3. One recurring element in the Robin Hood tests and shooting typically get detailed
legends is the offer of a bounty for the indi- description, and readers can sense that those
vidual who can bring Robin to justice. details are supposed to convey an idea of a
However, none of the bounties offered are in character’s prowess with a bow and arrows.
contemporary currency, so students may not However, like the bounties offered for Robin’s
be able to interpret the magnitude of the head, the details typically cite size, distance,
price placed on Robin’s head. Online and relationships that most modern readers
resources can help students understand the are not familiar with. Setting up one of the
amounts of money offered and thus appreci- targets that is described in the adventures can
ate more fully how much authorities wanted help students visualize the setting, under-
to capture Robin. For example, in the Pro- stand more fully why Robin’s abilities are so
logue, the authorities offer a two hundred impressive, and offer a contrast to contempo-
pound reward for Robin because he killed rary archery competitions.
the forester and also poached the King’s deer
Locate one of Pyle’s descriptions of a contest
(p. 6). Ken Hodges’ “List of prices of medi-
that gives specifics about distance and target
eval items” hosted on Luminarium (http://
size. In Part Fifth, students can locate two
www.luminarium.org/medlit/medprice.htm)
such courses (pp. 203-204). The first course’s
will allow students to calculate what two
length is seven score yards (140 yards); the
hundred pounds would have purchased in
target is a garland “three palms’ breadth” in
medieval times. Some results? In 1382, a
width. The second, more demanding course
Warden of London Bridges earned ten
that Robin competes on is four score yards,
pounds a year, so the bounty would have
or eighty yards, at a hazel wand target that is
been the equivalent of twenty years’ salary.
about the breadth of a man’s thumb. Having
Or, in 1316, one could hire 2,000 knights at
students construct a replica of the course on
two shillings per knight for a single day.
an athletic field (an American football field
Using online resources, students can also calcu- measures 120 yards from the outside of one end
late the modern day equivalent of two hundred zone to the outside of the other) using com-
pounds from centuries ago. The Currency parably sized targets will help define Robin’s
Converter hosted by Great Britain’s National abilities and engage kinesthetic learners.
Archives (http://www.nationalarchives.gov.uk/
To extend this activity, students can compare
currency/results.asp#mid) allows users to con-
the novel’s archery to Olympic archery, a
vert a sum of money from as far back as 1270
sport that features detailed rules about equip-
into its 2005 equivalent. Two hundred pounds
ment, target size, and distance. Using guide-
in 1270 are the equivalent of 106,544 pounds
lines from online sources or the library (like
today. Use an online currency converter like
the information found at http://olympics.
the one offered by XE (http://www.xe.com/
about.com/lw/Sports-Recreation/Amateur-
currencyconverter/) to convert the pounds into
sports/Olympic-Archery-Rules-and-Judging.
dollars. In today’s dollars, the bounty would
htm), students can set up the equivalent of an
have approximately equaled $167,257. Most
Olympic archery course: the distance is 229
would agree that the bounties placed on Robin’s
feet, eight inches; the bullseye size is 4.8
head seem a good incentive to turn him in.
inches in diameter. They can then compare
Students’ calculations can also be used as the the feats from Sherwood Forest to those of
basis for discussion: What can readers infer the Olympics. And, online videos like the
Anything You Can Do episode “How To Be enable students who are artistically inclined
An Olympic Archer” (http://www.youtube. to reflect on the text and provide their own
com/watch?v=rB_T3_ZAojQ) or footage of visual interpretations of the cast of characters.
Olympians competing (http://www.youtube.
As students complete a chapter or section,
com/watch?v=aKVGaYc0v1s) can demonstrate
have them review the characters that appear
the challenge of modern archery.
therein. In many instances, Pyle provides
The class can then discuss the likelihood of thorough descriptions of characters that
Robin’s accuracy, how his feats lend a sense of figure heavily in each episode. For example,
the legendary to the narrative, and whether the Sheriff of Nottingham (p. 38), Sir Rich-
or not the inclusion of such remarkable abili- ard of the Lea (p. 195), and the villainous
ties gives staying power to the legends of Guy of Gisborne (pp. 324-5) are depicted
Robin Hood. vividly. If a section contains such a descrip-
5. Most episodes in Pyle’s version of the Robin tion, ask students to locate and catalog those
Hood legend include either partial or complete elements that describe a character. After they
ballads. Analyzing one of the ballads from have listed the descriptive elements, ask stu-
the text can increase students’ understanding dents to generate ideas about the details’
of the form and refine their understanding of connotative meanings. What do readers
culture in the times of Robin Hood. associate with physical traits or appearances?
What significance might a character’s belong-
After reading a chapter or section, have stu- ings have in characterization? How does a
dents recount the event using the elements of character’s appearance compare to other
the ballad form. Depending on the amount of similar characters that readers have already
time available, the ability of students, and the encountered? A note taking organizer can
level of student interest, the criteria for a suc- help students collect their ideas.
cessful ballad can be adapted. Simpler ballads
might consist of five stanzas of four lines each, This activity can also be extended to allow
no set line length, and ABCB rhyme scheme. students to create their own artistic interpreta-
Additional criteria might include lines of tions of characters. Pyle’s illustrations can be
eight and six beats each, the use of dialogue to used as models. Creating art based on textual
advance the narrative, additional stanzas to content will help some students recall and
increase the poem’s length. Allowing students appreciate more from the book. If the entire
to critique early drafts of ballads generally class creates illustrations of characters, peers
strengthens the final drafts, and it also enables can evaluate each other’s work to ensure that
students to review and rethink the plot, char- the depictions are accurate according to the
acters, and specifics of the episodes they are text and to appreciate their classmates’ abilities.
adapting into ballad form. Reviewing the
sample Robin Hood ballads linked earlier in II. Discussion Questions
this guide may prove useful for teaching stu- and Deepening
dents how to excerpt the essential plot events
and provide models. After completing the
Understanding
ballads, invite students to recite or perform Discussion questions represent an opportu-
their ballads for the class. nity to assess understanding and to strengthen
comprehension of the novel and its literary
6. From beggar to king, the characters in The
elements. Students can answer the questions
Merry Adventures of Robin Hood are typically
individually, they can work as groups to
described in detailed fashion upon their first
answer a series of questions to refine their
appearance in the novel. Analyzing those
understanding of a section, or one student
descriptions can help students understand
can work exclusively on a single question to
both individual characters and the larger
become the class expert who then shares his/
contexts of the novel. And, the descriptions
her expertise with peers and the instructor.
Prologue of life in Sherwood as a starting point, what

are some of Robin’s other motivations for
1. In the Prologue, Robin encounters the King’s
setting forth? What does he seek? What
foresters, men charged to protect his lands
does he hope to gain from his adventures?
and to prevent poaching. What details
(appearance, actions, words, attitudes) does 2. After he agrees to sell “five hundred and
Pyle use to depict the foresters negatively? more horned beasts” to the Sheriff for
three hundred pounds, the other butch-
2. After he is insulted and a forester lets fly
ers feel that the Sheriff has tricked a naive
an arrow towards him, Robin responds by
man (pp. 66-67). How is this an example
killing the forester (p. 6). Are Robin’s
of dramatic irony? What are the horned
actions justified? Why or why not? What
beasts that Robin plans on selling, and to
details does Pyle select to convince readers
whom do they really belong?
of the sincerity of Robin’s immediate and
profound regret at having killed a man? 3. When Little John defeats Eric o’ Lincoln
at the fair, the Sheriff recruits John to
3. Once Robin takes up residence in Sher-
join his band (p. 81). In what ways does
wood Forest, he crafts a code of conduct
the Sheriff’s offer resemble Robin’s
for his followers (p. 7). What are the
recruitment efforts? How does living in
central tenets of this belief system? How
the Sheriff’s house transform Little John?
do the specifics of the code work to
Why does Little John decide to return to
depict Robin and his actions positively?
Sherwood Forest?
What diction does Pyle use to depict Robin
as a good character and the authorities as
Part Third
a negative force in their society?
1. In the novel, Pyle consistently depicts life
Part First in Sherwood Forest as idyllic and nearly
perfect. What sensory imagery does the
1. In chapter I, after he dupes the Tinker,
author include to create a detailed sense
Robin attempts to recruit the man to join
of how pleasurable life is in the forest? To
his band (p. 31). What elements in his spiel
what senses does he appeal?
might be particularly appealing to a serf or
peasant? Would Robin’s offer be as appeal- 2. Many works of literature illustrate how
ing in modern times? Why or why not? looks can be misleading. In Chapter II,
Robin and his colleagues encounter Will
2. To gain information that will assist the
Scarlet for the first time. Using the
band in liberating Will Stutely, David of
description of Will in the text, what kind
Doncaster consults with a palmer (p. 52).
of person does he appear to be? Are the
What details does the palmer provide
conclusions that readers might make
that present the community’s attitude
based on Will Scarlet’s appearance
toward Robin and his band? What can
deceiving? How does his appearance
readers infer from the exchange about the
differ from the men of Sherwood For-
palmer’s attitude towards the Sheriff and
est’s? What does Robin conclude about
other authorities?
Will based on his appearance? What hap-
3. In a section that consistently allows pens to Robin as a result?
Robin to demonstrate his courage, what
3. Based on his principles and past events, is
details and events on pp. 57 and 58
it likely that Robin would truly want to
depict the Sheriff as a cowardly leader?
rob the Miller (p. 133)? Why or why not?
During their conflict, what details and tech-
Part Second niques (irony, imagery, dialogue, diction)
1. Early in the section Robin “set[s] forth to does Pyle use to make the fight humorous?
seek adventure.” Using your understanding
Part Fourth Part Sixth

1. Allan a Dale’s story shows that his heart is 1. In Chapter I, Robin and Little John
broken. What specifics are included to engage in a debate over which lifestyle is
create sympathy for Allan? What argu- superior: that of a beggar or that of a
ments do Allan and the band make to friar. Based on your understanding of the
show the wrongness of Ellen’s arranged novel, which lifestyle do you think is
marriage to Sir Stephen? superior, and why?
2. To defend himself, Friar Tuck sets his hounds 2. How are Little John’s prayers answered at
on Robin and his band who shoot arrows the end of Chapter I? Are the two friars
at the dogs. The dogs dodge the arrows, Ambrose and Thomas exemplary priests?
catch them in their mouths, and break Why or why not?
them. Do the dogs’ abilities seem realistic? 3. Unlike other beggars, Robin disguised as
What does this detail add to the narrative?
a beggar has little to fear from the local
3. While Friar Tuck is depicted as a poor dogs because the speaker notes that “dogs
religious man, the Bishop of Hereford is know an honest man by his smell, and an
presented as being considerably more honest man Robin was—in his own way”
powerful and wealthy. How do the (p. 263). In what ways is Robin an honest
descriptions of Tuck (p. 161) and the man? In the book, who are some dishon-
Bishop (p. 182) differ? What inferences est men, and what traits do they have
can a reader make about the concerns of that contrast with Robin’s character?
the two men? What do you think their 4. Read the description of the Corn
central priorities are? Based on your Engrosser (p. 263-264) and his actions.
understanding of monastic vows, do either What about him would make him a par-
adhere to the ideals set for dutiful monks? ticularly villainous individual in medieval
4. After Robin and his band disrupt the times? What group comprised the great-
wedding of Sir Stephen to the beautiful est percentage of the population in a
maiden Ellen, the Bishop of Hereford feudal society? What details does Pyle use
calls Robin an “evil man” (p. 187). Based to depict the Corn Engrosser negatively?
on your understanding of Robin, his
attitudes, and his actions, do you think Part Seventh
Robin is evil? Why or why not? Is the
1. When Robin is summoned to appear
Bishop’s calling Robin “evil” ironic?
before Queen Eleanor by Richard Par-
tington, he willingly reports to London.
Part Fifth What can readers infer from his actions
1. In Chapter I, Richard of the Lea recounts about his attitude towards Eleanor? In
his plight to Robin and his band after what ways does Eleanor as an authority
they stop him on the road. What parts of figure treat Robin differently from most
Richard’s story work best to convince other authority figures in the book?
readers that he and his family have been 2. The descriptions of the archery match
wronged? How does Richard’s story help
contain detailed imagery and specifics (p.
readers understand the corruption of the
281-294). Why would an author go into
Church in the novel? such great detail over such an event?
2. Unlike most others in positions of power, What is the effect on readers?
Richard of the Lea is depicted positively.
What actions, attitudes, and words of
Richard indicate that he is a good person?
What is his attitude towards Robin and
his band?
3. After they win the shooting match, so that they can serve him in London (p.
Robin and Little John share some of their 359). Based on your understanding of
prizes with the King’s men. Soon after, Robin, do you think his willingness to
one of the King’s men delivers a warning abandon his life in Sherwood is believ-
that Henry wishes them ill (pp. 294- able? Why or why not?
295). What effect does this episode have
on readers’ perceptions of Robin’s leader- Epilogue
ship abilities? Does it change readers’
1. At the beginning of the Epilogue, Robin
views of King Henry?
returns to Sherwood Forest after a long ab-
sence. What elements does Pyle use to help
Part Eighth readers understand that Robin’s adventures
1. Guy of Gisborne is perhaps the most are ending? What emotions does Robin
fearsome adversary that Robin Hood feel upon his return to his old haunts?
encounters in the entire novel. What 2. King John sends his troops after Robin
central images does Pyle use to convey
because Robin overstayed his visit to
his villainous nature? What is Robin’s Sherwood. Are the king’s actions reason-
attitude towards his adversary? able considering Robin’s offense? What
2. In Chapter II, King Richard visits Sher- about Robin has changed that would
wood Forest. As King Henry’s successor, allow him to put his men at risk against
he brings change to the region. In what Sir William and his forces?
central ways does Richard differ from 3. Having fallen ill from a fever, Robin is
Henry? Contrast Richard’s actions and taken to an abbey to be healed by his
attitudes with Robin Hood in the forest cousin, the Prioress of Kirklees (pp. 370-
and Henry’s actions and attitudes after 1). How does his downfall reflect his
the great archery contest. longtime conflicts with authority? Do
3. When King Richard leaves Sherwood you think that the Prioress’s treachery
Forest, he pardons Robin and presses reflects the attitudes of the majority or
Robin and several of his men into service minority of the clergy in the novel? Why?
AFTER READING ACTIVITIES

These activities provide opportunities for stu- changes have occurred since the times of
dents to deepen their understanding of the Robin Hood. However, has society
text, to analyze and make connections to other changed to the point that men of today
texts, and to draw from their beliefs and life are mere shadows of the heroes of yester-
experiences to appreciate the novel more fully. year? Is it possible for an individual to be
Most can be adapted for completion by indi- heroic in today’s society? Using support
vidual students or small groups of students. from the book and your opinions about
modern society, defend, refute, or qualify
the novel’s statement.
I. Topics for Discussion
and Essays 2. Robin Hood is presented through much
of the novel as an idealized man—he can
1. In the novel, this statement appears: “The outwit, outshoot, or outrun any man in
good old times have gone by when such all of England. However, despite his
men grow as grew then; when sturdy exceptional nature, he is not perfect.
quarterstaff and long bow toughened a After thinking back over the novel, con-
man’s thews [muscles and tendons] till sider Robin Hood’s flaws and actions.
they were like leather” (p. 101). Many Then, write a response to explain how it is
possible for an imperfect individual to be choice as you prove that the character is
considered heroic. the most evil person Robin encounters.
3. “It doth make a man better…to hear of 8. In The Merry Adventures of Robin Hood,
those noble men that lived so long ago. the rich get richer and the poor suffer
When one doth list to such tales, his soul more. When Robin acts to correct things,
doth say, ‘Put by thy poor little likings he breaks the law, stealing from and
and seek to do likewise’” (p. 143). This assaulting those who do not agree with
statement asserts that hearing of legend- him. However, his actions do not really
ary tales of heroism improves the listener seem wrong because they benefit the
by inspiring the undertaking of compa- downtrodden. In an unjust society, when
rable acts. Do you believe that hearing of is civil disobedience acceptable?
heroic acts leads to moral improvement?
9. At the start of the novel, Robin Hood
Why or why not?
loses control of his temper and kills one
4. To recruit followers, Robin Hood offers of the King’s foresters. Towards the end
clothes, money, food, and lodging. The of the novel, he listens to Guy of Gis-
Sheriff of Nottingham offers much the borne’s insults, manages his anger, and
same. Using your understanding of the murders Guy. After reflecting on the
two characters and the novel as a whole, entirety of the novel, what experiences or
explain why Robin is regarded in a posi- realizations does Robin have that allow
tive light by his men and by many people him to deal with his emotions more suc-
in his society. As you plan your response, cessfully at the end? Do you think he uses
contrast Robin’s actions, attitudes, and his anger properly in the conflict with
words to those of the Sheriff. Guy? Why or why not?
5. As the novel progresses, Robin’s reputa-
tion as a heroic outlaw grows until all in II. Group and
the region have heard of him and his Individual Projects
magnificent deeds. In what ways might a
reputation such as his lead to changes in 1. Robin Hood legends have resonated with
the way others view him? How might it audiences for hundreds of years in part
change the way he views himself? Over- because Robin takes from the rich and gives
all, are the effects of reputation positive to the poor. This generosity towards the
or negative for Robin Hood? downtrodden allows readers to empathize
with rather than to condemn a man who is in
6. Early in the novel, Robin Hood commits essence a robber. Is the appreciation of Robin’s
crimes, yet as the novel progresses he is motives and actions truly timeless?
considered a hero. If one does not agree
with Robin’s values, then he is simply a On New Year’s Eve, 2012, Corey Allan Don-
murderer and poacher. What elements in aldson stole over $140,000 from a bank in
society have the greatest effect on how Wyoming and then spent the next month
individuals are perceived? Are people’s traveling the western United States giving the
perceptions more likely to be influenced money away to people he found living in
by outside forces today than they might shelters and on the streets. An Associated
have been in the past? Press account of the story is at:
7. Most of Robin’s adversaries are depicted http://billingsgazette.com/news/state-and-

as villains, but not all are equally bad. regional/wyoming/bank-robbery-suspect-says-
Using your understanding of the novel, he-gave-to-the-poor/article_d97d5c91
identify one character as the most villain- -5ced-5325-9931-9493b54351df.html
ous in the book. Then, using specific Share the story with students. Ask students to
examples from the story, defend your annotate the account as they read (or to take
notes as the class covers the text together) choose independently the profession that
identifying those actions and attitudes that they believe he would be most successful in.
they agree with and those that they view as Once students have reviewed the character,
troubling or problematic. Also tell students have them create a resumé for Robin Hood
to think critically about the figure of Donald- that shares his remarkable traits, the experi-
son to understand him more as an individual. ences he has had, the individuals he might
Once students have familiarized themselves use as a reference, and so on. Word process-
with the story and reflected on it, have them ing programs often feature a resumé template
compare it to The Merry Adventures of that students can complete with their own
Robin Hood. How are the social contexts information. Telling students that their task
similar in the two accounts? How do they is to present Robin Hood as the best candi-
differ? Are there any differences between the date for the job that they have chosen may
actions of Donaldson and the Merry Men? inspire them to reflect on Robin’s merits.
Students can also compare and contrast
Donaldson and Robin Hood. What traits do
Robin Hood Timeline
they share? How do they differ? What about
Robin Hood categorizes him as legendary? Ask students to create a timeline that details
Should Donaldson be considered as a legend? significant events in Robin’s life that affected
Why or why not? The analysis of the Donald- his development—times when he learned or
son account compared to the Robin Hood experienced something that he had not
legend can be completed as a class discussion, before, he completed a task that was new to
a compare/contrast essay, small group proj- him, or he recruited an ally who became one
ects or presentations, or other formats that of his most trusted lieutenants. On the time-
are best suited for a given class. line, have students record events in order;
then, after the events are in place, have stu-
2. While the guide has already included some
dents annotate the timeline to explain how
strategies to help students consider Robin
the event was significant in the development
Hood as a character, reviewing the entire
of Robin as a character. For example, students
novel and charting Robin’s growth as a charac-
would probably make a strong argument that
ter provides an opportunity to review the text,
Robin’s meeting, battling, and recruiting
to focus exclusively on Robin, and to see some
Little John paid lifelong dividends in terms
of the nuances that are not as evident while
of martial strength and friendship, but they
reading the text. Adapt the activities here to
might exclude Robin’s encounter with Midge
correspond with available time, resources on
the Miller unless they might argue that
hand, student abilities, or class interest.
Robin learned that he ought not discount an
adversary based only on appearances.
Robin Hood Resumé 3. In many ways, Pyle’s third person narra-
Have students review the novel to identify tion succeeds because it allows him to record
Robin’s mental and physical strengths, his the novel’s vivid settings in glowing language,
attitudes and charisma, his abilities, and his to recount fights in gripping fashion, and to
experiences. In the planning stage students move from one character to another without
can simply catalog the traits and organize disrupting the narrative flow. However, rarely
them into categories. A class discussion can do readers get a glimpse of the characters’
also generate a useful body of information internal workings, their thoughts, feelings,
and allow students to see elements that they and perceptions unless those elements appear
might have overlooked. After students as part of a dialogue because the thinker has
understand the range of Robin’s abilities and opted to share his feelings with his fellows.
traits, have them brainstorm different Having students compose letters using the
modern professions that such a character voices, ideas, and philosophies of a character
might be well-suited for. Then have students gives them a medium to share their knowl-
edge of plot, character, and setting. The overhead projector and basic puppet manipu-
activity also allows students to write cre- lation: http://www.youtube.com/watch?v=
atively, to draw from their imagination, and feF5BKhKGGg. This longer video on “The
to review the novel. Letters might be evalu- Complete History of Corn” uses a backlit
ated on accuracy to story elements, accuracy screen instead of an overhead projector, but it
of voice, scope of content, and creativity. offers some phenomenal examples of cutout
Possible letter assignments might include: shadow puppets: http://www.youtube.com/
watch?v=pQ2HM05b2jo.
• Robin to the family of the King’s ranger
that he killed in the Prologue to express his 5. Like the Robin Hood legends, another
remorse, convey his condolences, and to work that criticizes some of the medieval
explain his side of the story. Church’s practices is Geoffrey Chaucer’s The
Canterbury Tales, and students can learn more
• The Sheriff of Nottingham to Guy of Gis- about the excesses of the clergy by examining
borne to detail his hatred of Robin, to some of the religious figures in that text: the
praise Guy’s abilities, and to attempt to Monk, the Friar, and the Pardoner.
recruit Guy to track down and defeat the
outlaw of Sherwood. Ask students to review what they learned ear-
lier about the vows taken by religious clerics.
• The Prioress of Kirkless to King John to
Then, analyze the three characters from Chau-
pledge her allegiance to him, to explain her
cer’s Prologue (if time or interest preclude the
displeasure with her cousin Robin, and to
possibility of covering all of the characters,
confess to the crime of bleeding him to death.
analyzing a single character will probably suf-
• Little John to the remaining men to fice). Using an analysis guide like the one
inform them of Robin’s death, to express posted by Debra Bruch (http://www.fa.mtu.
his sorrow, and to recall with nostalgia edu/~dlbruch/scriptanalysis/charguide.html,
their past adventures. (this guide is meant to be used with drama,
4. Using shadow puppets to present The but it will work well here, too) will help teach-
Merry Adventures of Robin Hood is a creative ers and students focus on a specific set of traits.
project that allows students to think critically When students have a good understanding of
about the content and style of Pyle’s novel the characters, have them evaluate the
and to collaborate on artistic interpretations actions, appearances, and attitudes of Chau-
of the novel. Divide the class into smaller cer’s characters using the vows of poverty,
groups of three or four, give instructions (like chastity, and obedience as a measure. Stu-
those found at https://docs.google.com/a/ dents can present their conclusions in a brief
bcsemail.org/document/d/1kcPKxnaEbeDq written assignment, a graphic organizer, an
GNsOw47gtOy9yIrhC5GOzl6Z3GTPgyM/ annotated list, or simply by highlighting and
edit), assign the section that students are adding comments to their completed charac-
responsible for, give the groups materials, ter analysis guides. If schools do not have
and allow them to work together to create textbooks that feature the Prologue, an acces-
their presentations. The materials for puppets sible and free modern English translation of
are free or affordable in a classroom setting; Chaucer’s tales can be found at:
the only equipment needed for presenting is
an overhead projector and white board or Chaucer, Geoffrey. The Canterbury Tales.
screen. Shadow puppet adaptations work Trans. Ronald Ecker. Palatka, Florida: Hodge
well for many different works, for students of & Braddock, 1993. Web. <http://english.fsu.
varying academic levels, and typically result edu/canterbury/>.
in presentations that while enjoyable provide 6. Great gaffer Swanthold’s adages recur
a meaningful overview of the literary work. throughout the novel, and these wise sayings
This sample video shows how to use the convey ideas that Robin and his band have
taken to heart. “He who is fat from overliving 7. At the end of the Epilogue, Pyle tran-
must needs lose blood” (p. 116), “Gold is an scribes Robin Hood’s epitaph in “ancient
over heavy burden for a two-legged ass to English” (p. 376):
carry” (p. 134), “He who jumps for the moon
Hear underneath dis laitl stean
and gets it not leaps higher than he who
lais robert earl of huntingtun
stoops for a penny in the mud” (p. 143), and
nea arcir ver as hie sae geud
“If Ned never tries, Ned never does” (p. 264)
an pipl kauld im Robin Heud
are examples of Swanthold’s adages that seem
sick utlaws as hi an is men
to guide or characterize Robin’s philosophies
vil England nidir si agen.
throughout the novel. To help students
review The Merry Adventures of Robin Hood obiit 24 kal. dekembris 1247.
and to highlight Swanthold’s wit and The dialect here is more challenging than
wisdom, use the adages as a foundation for most other instances in the text, for while the
identifying and analyzing the key tenets of narrative contains dialect and archaic vocabu-
Robin’s belief system. First, have students lary, the context, repetition, and preponder-
review the text and record the adages and ance of modern English provide enough
their page numbers. To ease these labors, clues for most students to gain the overall
small groups might be responsible for differ- meaning. However, the epitaph’s language is
ent sections, or marking the locations of the closer to Middle English, the epitaph is iso-
sayings could be integrated into the activity lated from the balance of the text, and the
as a during reading activity. Once the class context provides no clues other than the
has located and compiled the sayings, ask speaker’s identifying it as an epitaph. After
individuals or small groups to select and list assessing student ability, have individual or
those five to ten sayings that they believe small groups work independently or with
represent main points in Robin’s life philoso- teacher guidance to translate the epitaph
phy. After creating the adage list, students from its original presentation into modern
should annotate the list to prove how Robin’s English. If students need assistance, (http://
actions represent the idea in practice. For en.wikipedia.org/wiki/Wikipedia:Reference_
instance, if students chose the adage “Over- desk/Archives/Language/2012_September
caution spilleth the milk” (p. 291), they _28) can provide translations of single words
might cite the instance of Robin’s challenging or entire lines.
the fearsome Guy of Gisborne despite the
villain’s universal infamy—Robin is willing Once the students have all completed the
to take risks because being too cautious translation, ask them to analyze the epitaph.
sometimes causes as many problems as taking What important traits or accomplishments
a chance. The students then might infer what does the epitaph include about Robin and his
risks of not acting in that confrontation life? What omissions do the students think
might be: the loss of reputation, the risk of should have been included? Ask students to
falling prey to Guy when he is less prepared draft a different epitaph for Robin Hood that
to meet him, the possibility that Guy might they feel better summarizes his accomplish-
commit future crimes against those that ments, qualities, and the attitudes that others
Robin has worked to protect and provide for. felt about him. Remind them that epitaphs
Using Gaffer Swanthold’s ideas in this activ- are typically fairly brief, so students might
ity allows students to reflect on the adages to want to catalog their ideas and then selec-
glean their meanings, to think critically tively incorporate the best content into their
about their truth, to align the ideas with plot final drafts. As a summative activity, analyz-
elements, and to understand Robin’s charac- ing the epitaph is fitting because the content
ter more fully. centers on the end (and entirety) of Robin’s
life, the task requires some fluency in the debate with classmates to convince others of
book’s dialects, and the concept allows stu- their viewpoint. Another approach is to
dents to reflect on Robin and his life’s efforts. compare episodes. The climactic battle
To extend this assignment, students might between Robin and Guy, for instance,
also compose epitaphs for other central appears in both the film and novel, but each
characters in the novel using the same process has unique elements that distinguish it from
of reviewing, reflecting, cataloging, selecting, the other. Students can easily refer back to
and composing. If enough students complete the pertinent passages or scenes, analyze
epitaphs, a section of the room might be them both, and argue the merits of each.
reserved as the Sherwood Burial Ground or 2. A second approach is to view the entire
Nottingham Cemetery where “tombstones” film and compare it to the text version. One
could be displayed for all learners to see and strategy is to identify those elements that are
appreciate. similar and to note those elements that are
different. Given the rigors of adapting one
story into a different medium, differences
III. Text to Film
obviously exist between versions, even if the
Comparisons tales are largely the same. By looking at addi-
Have students contrast elements of the novel tions and omissions, students are inspired to
and Robin Hood films in order to think think critically to identify the effects of
critically about both media and to reflect on making the changes. For example, the Flynn
the merits of the text version. While there version of Robin Hood omits some of the
have been many different adaptations of the most colorful dialogue in its screenplay, has
Robin Hood legend to the silver screen, one no compunctions about having Robin shoot
of the most critically-acclaimed and well- soldier after soldier, and relies more on
received is the 1938 adaptation directed by images and stunts than descriptions to
Michael Curtiz and William Keighley and convey action. Ask students to create a
starring Errol Flynn as Robin, Olivia de graphic organizer showing the similarities
Havilland as Maid Marian, and Basil Rath- and differences between the versions and
bone as Sir Guy of Gisbourne. then write a brief review explaining which
version they prefer and why.
The Adventures of Robin Hood. Dir. Michael
Curtiz and William Keighley. Perf. Errol
Flynn, Olivia de Havilland, and Basil Rath- Other Robin Hood Films
bone. Warner Brothers Pictures, 1938. These alternative titles might work for com-
1. One approach to using film to study litera- parison. Teachers are advised to preview titles
ture is to compare elements from the book as before incorporating them into their curricula.
they appear in a movie adaptation. With Robin Hood. Dir. John Irvin. Perf. Patrick
Robin Hood, it makes sense to focus either Bergin, Uma Thurman, Jurgen Prochnow. 20
on characters or key plot events. If time Century Fox Television, 1991.
limits the possibility of showing the entire
film, preview the film to identify those scenes Robin Hood: Prince of Thieves. Dir. Kevin
that focus on the character of Robin and Reynolds. Perf. Kevin Costner, Morgan Free-
correspond to events in the book. Then, stu- man, and Mary Elizabeth Mastrantonio.
dents can analyze what is most successful in Warner Brothers Pictures, 1991.
both presentations of the outlaw and com- Robin Hood. Dir. Ridley Scott. Perf. Russell
pare the two, determine which version is Crowe, Cate Blanchett, and Max von Sydow.
more compelling, and draft an argument or Universal Pictures, 2010.
ABOUT THE AUTHOR OF THIS GUIDE

Allen Kromer is a High School Media classes with LearnNC. His current interests
Coordinator in Asheville, North Carolina. include professional learning communities,
Before becoming a librarian, he taught high using media center collaboration to facilitate
school English to seniors for fourteen years successful classroom instruction, and helping
and also designed an online AP Literature his students find quality books that they want
and Composition course and taught online to read.
ABOUT THE EDITORS OF THIS GUIDE

Jeanne M. McGlinn, Professor in the James E. McGlinn, Professor Emeritus
Department of Education at the University of Education at the University of North Car-
of North Carolina at Asheville, teaches Chil- olina at Asheville, has taught high school
dren’s and Adolescent Literature and directs English and developmental reading at all
the field experiences of 9-12 English licensure levels, elementary through adult. His research
candidates. She serves on various editorial interests focus on motivating and increasing
and professional boards and is the president the reading achievement of students in high
of the Language Experience Special Interest school and college. He is the author and
Group of the International Reading Associa- editor of numerous Penguin Teachers’ Guides.
tion and editor of its on-line journal. She has
written extensively in the area of adolescent
literature, including numerous teachers’
guides and a critical book on the historical
fiction of adolescent writer Ann Rinaldi for
Scarecrow Press Young Adult Writers series.
NOTES
NOTES
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SIGNET CLA
COD: A BIANGED THE WOR ESCAPE THE MERRY ADV

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WALDEN SSICS EDIT
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THAT CH KURLANSKY OF ROBIN HOOD ENTURES CIVIL AND

BY HENR D IS O B ED
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BY BLAI
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BY BY HOWARD PYLE Y DAVID IENCE
T E A C H E r’S
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G u I d E

A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF

THE MERRY ADVENTURES

Copyright © 2013 by Penguin Group (USA)

Printed in the United States of America

List of Main Characters

Queen Eleanor Advocate for Robin Hood, married to Henry

SYNOPSIS OF THE NOVEL

DURING READING ACTIVITIES

Prologue of life in Sherwood as a starting point, what

Part Fourth Part Sixth

AFTER READING ACTIVITIES

7. Most of Robin’s adversaries are depicted http://billingsgazette.com/news/state-and-

ABOUT THE AUTHOR OF THIS GUIDE

ABOUT THE EDITORS OF THIS GUIDE

FREE TEACHER’S GUIDES

LORD OF THE FLIES

R’S GUID BY WILLIAM GOLDING A TEACHE

COD: A BIANGED THE WOR ESCAPE THE MERRY ADV

THAT CH KURLANSKY OF ROBIN HOOD ENTURES CIVIL AND

TEACHER’S GUIDES FOR THE SIGNET CLASSIC SHAKESPEARE SERIES

Printed in the U.S.A.

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