Crispin the Cross of Lead Guide Interactive

Grades 6–8 Reproducible Pages #331

Crispin: The Cross

of LeadStudy Guide

by Robert andJanice DeLong

For the novel by Avi

Crispin: The Cross of Lead

Study Guideby Robert and Janice DeLong

For the novel by Avi

© 2008 Progeny Press 1

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Crispin: The Cross of Lead Study GuideA Progeny Press Study Guideby Robert and Janice DeLongedited by Rebecca Gilleland and Michael Gillelandcover design by Nathan Gilleland

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Crispin: The Cross of Lead Study Guide

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Study Guide Authors

Robert and Janice DeLong have been on faculty at Liberty University in Lynchburg,Virginia for more than two decades. Robert teaches in the psychology department andhas recently created a minor combining psychology and the Christian belief system.Previously, he served as a family counselor and has taught in some facet of Christianministry since he was a teenager. He also has experience in the creation of educationalvideos. In his spare time, Robert enjoys making furniture and other odds and ends inhis woodworking shop. Janice is associate professor of English, with a concentration inchildren’s literature. She and a colleague have recently created a Christian fantasycourse, with C.S. Lewis and J.R.R. Tolkien as the centerpiece of the study. InSeptember 2008, Janice published her fourth book, Core Collection for Children andYoung Adults (Scarecrow Press), coauthored with another faculty member from LibertyUniversity. In her spare time, Janice enjoys reading children’s books and working cross-word puzzles, and has a modest Raggedy Ann collection. Prior to coming to the uni-versity setting, Robert had served as a Christian school administrator; Janice hadtaught in both public and private elementary and middle schools.

The DeLongs are parents of four adult children, and one wonderful grandchild.Their joint hobbies include gardening, reading, and spending as much time as possibleat the Outer Banks of North Carolina. Crispin: Cross of Lead Study Guide is their sec-ond study guide for Progeny Press.



Peer Review Panel

The Rev. Michael S. Poteet is an ordained minister in the Presbyterian Church (U.S.A.), currently serving the largerchurch as a curriculum writer. Mr. Poteet also works as a writer and cataloguer for a rare book dealer in Philadelphia. Inaddition to having authored several study guides for Progeny Press, Mr. Poteet writes youth ministry resources on a regu-lar basis for the United Methodist Publishing House. He earned his B. A. in English and Religion at the College ofWilliam and Mary, and his M. Div. at Princeton Theological Seminary. He has published short fiction in Star Trek:Strange New Worlds II (Pocket Books, 1999) and Leaps of Faith: An Anthology of Christian Science Fiction (FrancisIsidoreElectronic Press, 2003). He and his wife are the proud parents of one child.

Dr. Calvin Roso is an Assistant Professor in Graduate Education at Oral Roberts University where he specializes inChristian School Curriculum and Instruction. Dr. Roso has been involved in education since 1991. His positions haveincluded curriculum editor, school curriculum coordinator, and high school English teacher. Dr. Roso has been a con-sultant for Christian schools in the United States on various curriculum-related topics and has conducted curriculumcourses and workshops in England, Sweden, Africa, and Latin America. He has written several articles on various curricu-lum issues and has published several teachers’ curriculum study guides through Progeny Press.

Janice DeLong is Associate Professor in the Department of English and Modern Languages at Liberty University inLynchburg, Virginia, where she teaches children’s literature and supervises student teachers. Prior to going to Liberty, sheserved on faculties in both public and private schools and has experience in homeschooling, as well. Her husband,Robert, teaches psychology at Liberty. They are parents of four children. Mrs. DeLong is co-author of three books: CoreCollection for Small Libraries, Contemporary Christian Authors, and Young Adult Poetry: A Survey and Theme Guide.



Table of Contents

Study Guide Authors ................................................................................................3

Peer Review Panel .....................................................................................................4

Note to Instructor .....................................................................................................6

Synopsis ....................................................................................................................8

About the Novel’s Author .......................................................................................10

Background Information ........................................................................................11

Ideas for Prereading Activities .................................................................................13

Chapters 1–7 ..........................................................................................................15

Chapters 8–15 ........................................................................................................21

Chapters 16–24 ......................................................................................................27

Chapters 25–30 ......................................................................................................32

Chapters 31–38 ......................................................................................................36

Chapters 39–46 ......................................................................................................43

Chapters 47–51 ......................................................................................................48

Chapters 52–58 ......................................................................................................53

Overview ................................................................................................................57

Suggested Essays and Projects ..................................................................................62

Additional Resources ..............................................................................................64

Answer Key .............................................................................................................67



Note to Instructor

How to Use Progeny Press Study Guides. Progeny Press study guides are designedto help students better understand and enjoy literature by getting them to notice andunderstand how authors craft their stories and to show them how to think through thethemes and ideas introduced in the stories. To properly work through a Progeny Pressstudy guide, students should have easy access to a good dictionary, a thesaurus, a Bible(we use NIV translation, but that is up to your preference; just be aware of some dif-ferences in language), and sometimes a topical Bible or concordance. Supervised accessto the Internet also can be helpful at times, as can a good set of encyclopedias.

Most middle grades and high school study guides take from eight to ten weeksto complete, generally working on one section per week. Over the years, we havefound that it works best if the students completely read the novel the first week, whilealso working on a prereading activity chosen by the parent or teacher. Starting the sec-ond week, most parents and teachers have found it works best to work on one studyguide page per day until the chapter sections are completed. Students should beallowed to complete questions by referring to the book; many questions require somecross-reference between elements of the stories.

Most study guides contain an Overview section that can be used as a final test,or it can be completed in the same way the chapter sections were completed. If youwish to perform a final test but your particular study guide does not have an Overviewsection, we suggest picking a couple of questions from each section of the study guideand using them as your final test.

Most study guides also have a final section of essays and postreading activities.These may be assigned at the parents’ or teachers’ discretion, but we suggest that stu-dents engage in several writing or other extra activities during the study of the novel tocomplement their reading and strengthen their writing skills.

As for high school credits, most Christian high schools to whom we have spo-ken have assigned a value of one-fourth credit to each study guide, and this also seemsto be acceptable to colleges assessing homeschool transcripts.



Internet ReferencesAll websites listed in this study guide were checked for appropriateness at the time ofpublication. However, due to the changing nature of the Internet, we cannot guaran-tee that the URLs listed will remain appropriate or viable. Therefore, we urge parentsand teachers to take care in and exercise careful oversight of their children’s use of theInternet.



Synopsis

Peasants in medieval England had few rights. They were dependent on the lord of themanor and any kindness he may choose to show for all their earthly needs. JohnAycliffe, steward of Lord Furnival’s manor in Stromford Village, is unusually harsh toone such vassal, Asta, and her son. At her death, not even a wooden casket is providedfor the lonely woman. Swiftly, John Aycliffe makes the impossible demand of claimingthe family ox, to pay the “death tax” from the orphan, known only as “Asta’s son.”

Father Quinel, priest, confessor, and only friend to the boy, performs the burialservice and invites Asta’s son to meet him at church to pray. However, out of grief forhis lost mother and fear of the steward, Asta’s son chooses to run. Divine Providenceplaces him deep in the woods late at night, where he overhears a strange conversationbetween the steward and a stranger. When the steward sees Asta’s son, he pulls hissword and gives chase. When he returns to the village the next day he finds himselfaccused of theft and with a sentence of death upon him—making him a “wolf ’s head,”to be killed on sight by any who desire the reward. The frightened boy seeks outFather Quinel and in a midnight conversation discovers his true name—Crispin. He isgiven a cross of lead, the only valued possession of his mother. Father Quinel alsoreveals that Crispin’s mother, Asta, could read and write—accomplishments unheardof among lowly serfs. Armed with only these scant bits of knowledge, Crispin hurriesout into the night and the world, alone, defenseless, and pursued.

Hunted by all who know him, Crispin flees through the forest. While hiding ina deserted village, Crispin stumbles upon a huge man in a strange costume who tricksCrispin into becoming his bond servant. Having little choice but to comply, Crispinjoins Bear, a travelling juggler and entertainer. Though hard and exacting, Bear is alsofair and kind. As they travel from village to village, Bear and Crispin learn more abouteach other as Crispin learns to play the flute and juggle. Together, the pair attempts tokeep Crispin alive as they make their way to the capital of Great Wexly, where each hashis life changed by unexpected events and the currents of history.

Crispin’s curiosity and Bear’s daring make for edge-of-the-seat suspense whiletransporting contemporary readers back to times that are even more precarious thanthe 21st century.



Crispin: The Cross of Lead, Avi’s first Newbery Award Winner, is a story of shun-ning, isolation, danger, bravery, and survival. It is an adventure story that demon-strates the values of patience, loyalty, and sacrifice. Readers witness the hardship of lifein medieval times and the friendship between a caring adult and a courageous child,characters that they will remember long after the last page of the book is turned.



About the Novel’s Author

Known simply as “Avi,” the award-winning author was so named by his twin sister,Emily, who is five minutes his junior. Neither he nor she remembers how or why Emilybegan to call her brother by the diminutive title, but it stuck and that is how he is bestknown to children across America. Born in New York City in 1937, Avi was no strangerto books or to the arts. His family tree is filled with artists, writers, and musicians.

According to a family history, Avi began to read at age five. However, thescholastic road was anything but smooth. His struggles with academic subjects, espe-cially writing, prompted his parents to send him to a small school that gave specialhelp in reading and writing; even then he needed a tutor. As a senior in high school,he determined to become a writer. He began by writing plays and supported his talentby becoming a librarian.

Persistence, talent, a will to survive in the world of children’s publishing, and alove of his craft have paid rich dividends. Since 1970, Avi has written more than 30books and has won numerous awards. The True Confessions of Charlotte Doyle andNothing But The Truth are both recipients of the Newbery Honor Award, whileCrispin: The Cross of Lead is the 2003 Newbery medal winner and winner of the 2003ALA Notable Children’s Book. Each of these books depicts young adults who standalone while meeting with criticism and pressure from authority figures and peers. Ineach story, the protagonist, while taking a stand on a principle that is important tohim or her, is in the minority or is completely alone.

Because of his own struggles, Avi is able to get into the soul of his characterswho battle for survival on many different levels. Whether the struggle is a learning dis-ability, racism, divorced parents, a physical handicap, or any other unchangeable cir-cumstance, Avi’s books reach the reader where he lives and strives.

Just as the books reveal the ability to survive and triumph over hardships, theauthor demonstrates his empathy for students through his personal appearances atschools. He always asks to speak to the learning disabled students, and as studentscome in with downcast eyes to meet this celebrity, he dares to show them his originalwritings, covered with the red marks made by his editors. He willingly exposes his mis-takes to his audience, and both he and they know that they are among friends.



Background Information

Several times in this story there will be references to times such as “Nones” or“Compline.” These are canonical hours, which are certain hours of the day appointedfor prayer or worship in a monastery. These services are called offices, and bells wereoften rung at these times. Below is a list of the offices and the relative times of daythey take place.

Office Time of dayMatins service said at midnight or early morning hours.Lauds following Matins, service said before sunrise.Prime service said at sunrise or 6:00 a.m.Terce service said at 9:00 a.m.Sext service said at or just before noon.Nones service said at 3:00 p.m.Vespers service said at sunsetCompline the last service said before going to bed.

FeudalismSociety in Britain in the Middle Ages was organized around services and security in aloose system sometimes called feudalism. At the top of the social order stood the kingwho, in one sense, owned all the land in the country. To maintain power, however, theking needed armies, which were expensive to hold and maintain. Therefore, the kingleased land to barons, who controlled the lands in the king’s name and also agreed tosupport him and provide military service when the king demanded it. The main mili-tary might, at the time, was made up of knights, who were trained in military tech-nique and maintained arsenals in the forms of armor, swords, spears, lances, etc.Barons, sometimes called “lords of the manor,” granted lands to knights in return fortheir military service and rent in goods and services. The knights were essentially thelocal rulers of the land, but they still needed people to farm, build, trade, manufacture,and do the other day-to-day jobs that kept society going. Therefore, knights granteduse of land to the remainder of society, who were called villeins, or serfs.



Because barons and knights were the lawgivers in this society, the quality of lifefor villeins depended entirely on the character of these men. A good, moral baron orknight created just laws for his people and appointed honorable men to administerthem. He also provided for his people so that they had dignity and more than just barenecessities to keep them alive. However, such power and authority often is open toabuse, and as land and titles passed from father to son, men began to view their posi-tions and authority as God-given rights, and their villeins only as property to be usedas they saw fit.

Of course, this is only a summarized description of the social organization inwhich Crispin lived. There were many variations of manorial fiefs, and many levels ofpeasant. For instance, merchants or blacksmiths, by the specialized nature of theirskills, held much higher positions in society than a farmworker, and therefore lived abetter life. Workers such as Asta and her son, who had no skills or property, were littlebetter than slaves.



Ideas for Prereading Activities

1. Class Discussion—Genre Analysis: Since Crispin: The Cross of Lead is set in 1377,it is classified as historical fiction. Historical fiction is generally defined as astory set a generation or more in the past, and is a story that uses some accuratehistorical characters or events, but did not actually happen.

What other stories have you read that fall into this category? Some maybe those we term as “classics” that were actually contemporary to the authorwhen they were written, such as Little Women or The Adventures of Tom Sawyer.Others may have been written by contemporary writers, but were written todepict life hundreds of years in the past. The Bronze Bow, by Elizabeth GeorgeSpeare, takes place during the time of Christ but was published in 1961. ASingle Shard, written by Linda Sue Park was published in 2001, but is set in14th century Korea. Laura Ingalls Wilder became famous for her fictionalizedbiographies in the Little House on the Prairie series. Wilder’s stories were pub-lished about 50 years ago but dealt with her life from childhood to that of anadult. Historical fiction covers a wide range of topics, themes, and time periods.One distinction of historical fiction is that it must be factual yet entertaining. Italso must describe the setting and atmosphere of the time period so that thereader feels a part of the action without becoming lost in details. Read one ortwo of the following books and discuss how you think they measure up to thestandards of entertainment, accuracy, and vivid description.

• Carry On, Mr. Bowditch, by Jean Lee Latham,• Sarah, Plain and Tall, by Patricia MacLachlan, • Out of the Dust, by Karen Hesse• Number the Stars, by Lois Lowry• Amos Fortune, Free Man, by Elizabeth Yates• The Lantern Bearers, by Rosemary Sutcliff• Twice Freed, by Patricia St. John• Shadow Spinner, by Susan Fletcher



2. Research the lives of peasants in Middle Ages Britain and write a brief report orput together a bulletin board or poster presentation. Review the rights peasantshad at the time, their jobs, food, and clothing.

3. Ask an adult to help you prepare a peasant’s meal of wheat or rye bread, applecider, and dried cooked peas. Look at the nutritional value of the peasants’ mealby studying the nutritional information on a bag of dried peas, a bag of wheatflour, and a bottle of cider. Discuss the effects of such a limited diet over aperiod of years. How does this compare to the average contemporary diet?

4. Using the Dover coloring book: Life in a Medieval Castle and Village, by JohnGreen, use colored pencils or watercolors and create a mural or frieze for yourclassroom.



Chapters 1–7

Vocabulary:Choose the correct word from the Word List below to fill in the sentence from thestory. A clue is after each blank to help you.

Word List

shunned deigned lunacy entombed minionsforfeit welt cloying transfixed incomprehension

strident mystic meandered conviction

1. As they had ____________________ (ignored) my mother in life, so they ____________________ (ignored) her now.

2. When he ____________________ (lowered himself ) to look in my direction,he offered nothing but contempt.

3. As judge, jury, and willing executioner, Aycliffe had but to give the word, andthe offender’s life was ____________________ (lost).

4. As daylight faded, I was ____________________ (buried) in a world darkerthan any night could bring.

5. Only when I sniffed again did I become sure of the woodland smells and____________________ (thick/suffocating) air.

6. Putting my hand to my forehead, I felt a ____________________ (a ridge onskin from a blow) and a crust of hardened blood.

7. Night was a mask for outlaws, hungry wolves, the Devil and his____________________ (servants).

8. ____________________ (frozen) by fear, I stood rooted to the spot.



9. To the west ____________________ (wandered) the river Strom, glittering likea silver ribbon in the golden sun.

10. Covered by ____________________ (strange) markings, this cross had beenerected where Saint Giles had once appeared.

11. It was not the slow, rhythmic pealing that announced the canonical hours, but a____________________ (shrill, harsh), urgent clamor, a call to importantnews.

12. “There’s a kind of strength in ____________________ (craziness).”

13. “So it’s said,” Luke replied, but not, I thought, with much____________________ (certainty).

14. But in learning that I was being blamed for a crime I had not done, my____________________ (lack of understanding) as to my plight only grew.

Questions:

1. An author must capture the interest of the reader from the very first page, or atleast the first chapter. How does Avi immediately touch our emotions and gainsympathy for Asta’s son?

2. “Asta’s son” is the only name our narrator knows for himself at present. He saysthat because he “had no father” he feels that he exists in a shadow. What doesthis mean?

3. Asta’s son observes, “Mind, godly folk had no business beyond their lawfulhomes at such a time. Night was a mask for outlaws, hungry wolves, the Deviland his minions.” Is he suggesting it is sinful to be out after curfew, or thatthose who are, are not godly? Why or why not?



4. What happens in the forest that sets off a chain of events that ends with Asta’sson hiding from those who would kill him?

5. Why is Asta’s son being hunted?

Thinking About the Story:

6. A paradox is a statement that may be true but seems to say two opposite things.Explain why it is a paradox when John Aycliffe says, “By the bowels of Christ,”even as he makes the sign of the cross. Write a sentence in which you create aparadox.

7. One literary device that authors use to draw readers into the story is mood—defined as predominant or pervading feeling, spirit, or tone. How does Avi setthe mood in Chapters 1–7? What prevents the mood from being depressing?

8. A simile is a figure of speech used to describe something through comparison. Asimile uses words such as like or as to indicate that a comparison is taking place.For example: “The carpet was green like moss.”

A metaphor is a figure of speech that creates a picture by saying that onething is another. For example: “White-fingered hands of water reached out tocrush the tiny raft.” Here we have the image of waves looking like hands reach-ing out for the raft.



For each of the sentences below, underline the simile or metaphor, indi-cate whether the description is a simile or metaphor, then write a new compari-son to end the sentence. The first one is done for you.

. . . But save that flame, all was murk and midnight mist and silence lay asthick as death.figure of speech similenew comparison like a thick wool blanket

a. Night was a mask for outlaws, hungry wolves, the Devil and his minions. figure of speech _______________new comparison _____________________________________________

b. But no sooner did I than I became ensnared in brambles that caught me intheir thorny grasp.figure of speech _______________new comparison _____________________________________________

c. Time was the great millstone, which ground us to dust like kerneled wheat.figures of speech _______________; _______________new comparisons ____________________________________________

____________________________________________

d. Before me—like some rolled-out tapestry—was my entire world, beneath asky as blue as Our Lady’s blessed robes, a contrast to the greening springthat lay abundant everywhere.figures of speech _______________; _______________new comparisons ____________________________________________

____________________________________________

9. After his mother’s death, while in the midst of his grief, Asta’s son prays forGod’s will to be done. Why does he have such faith?



10. To compare means to show how two things are alike. To contrast means to showhow they are different. Read Matthew 18:23–35. How does Aycliffe’s attitudecompare or contrast with the king’s attitude toward his servants in Matthew 18?How does the forgiven servant’s attitude compare or contrast with Aycliffe’s?

11. Why does Asta’s son speak of heaven as being distant?

Dig Deeper:

12. At the beginning of Chapter 1, Asta’s son quotes a riddle, “In the midst of lifecomes death.” Then he says that he has also heard another that observes, “In themidst of death comes life.” Read 2 Corinthians 5:17; Ephesians 4:22–24;Colossians 2:13–14; Romans 6:6–11. What do these verses teach us aboutdeath and life?

13. His mother has died and now Aycliffe is trying to kill him; Asta’s son is positivethat he is being punished for sin and is awaiting the next blow. Read Romans5:6–8, 8:31–35, 38, 39. What do these verses promise and how would it havehelped Asta’s son to know this?



14. Near the end of Chapter 3, Asta’s son describes his understanding of a God ofjudgment and a human’s lot in life. Read John 14:1–6; 2 Corinthians 5:7–10;and 1 John 3:1–5. Of what do these verses assure us besides judgment?

15. In Chapter 2, when John Aycliffe meets the stranger in the woods, he exclaimsand makes a sign for protection after he reads a document. At the end ofChapter 5, Asta’s son prays to Jesus for protection. Review those two passages,then read Luke 18:9–14. Explain how John Aycliffe's actions and Asta’s son’sactions are similar to the actions of the men Jesus describes in the Luke verses.

Optional Projects:

1. Knowing something about our heritage helps to give us a sense of identity.Research your country or countries of ancestry and share with the class infor-mation about foods, language, religion, and customs.

2. Asta’s son frequently makes reference to Saint Giles because he was born on theFeast of Saint Giles. Research Saint Giles and write a brief biography of his life.



Chapters 8–15

Vocabulary:A word is in context if we read it in the sentence in which it was written. It is out ofcontext when it is by itself. The following underlined words are shown in the contextof the sentences in which they appear in the book. Read the sentences and try todefine the underlined words from their context. Then look up the dictionary defini-tion and compare.

1. Near the altar the priest genuflected. I did the same.Your definition:

Dictionary definition:

2. He seemed distraught, as if the pain of the whole world had settled in his soul.Your definition:


3. Concerned that I had been observed, I stood still and scrutinized the placewhere I’d seen movement.Your definition:




4. Closer to the truth, I was in such a state of wretched disorder, I did not want tothink.Your definition:


5. But what I kept pondering endlessly were the priest’s revelations about mymother.Your definition:


6. Stifling a shriek, I knelt down, my whole body shaking.Your definition:


7. I’d have to forage as I went.Your definition:


8. Yet my fear of the open road was just as dire.Your definition:




9. In the middle of the hamlet I came upon a well whose surface water lay thickwith clotted scum.Your definition:


10. My skin crawled with trepidation.Your definition:


Questions:

1. Asta’s son says that he thinks of Saint Giles as the kin he never had. What arekin?

2. Father Quinel advises Crispin that he could live by his own choices. Is that truein the 21st century? How can you live by your choices?

3. What has destroyed the empty village Crispin enters?

4. Why was Father Quinel killed?



5. Why does Crispin feel that God has abandoned him?

6. Why does Crispin wish he’d get caught?

7. In what way does seeing the hanging corpse actually revive and give determina-tion back to Crispin?


8. Alliteration is a literary device that repeats the beginning letter/sound of wordsfor affect. In some cases, the author will also repeat this sound in or at the endof others words for even more emphasis. In each of the examples below, under-line the words that repeat sounds, noting how the sentence structure helps paintan image in the readers mind. The first is done for you.

a. On the third morning of my escape I woke to the woollike world of mistygray.

b. Sounds were stifled.

c. Solid shapes were soft as rotten hay.

d. As I pressed on through the boundless mist, my damp feet sucking soggysoil, the road went up an incline.

9. Write a sentence of your own using alliteration. Try to create a mood of gloom,joy, anticipation, fear, or some other specific feeling.



10. Foreshadowing is a technique authors use to prepare us for changes coming inthe book or lives of the main characters. When Father Quinel warns Crispin,“Speak low, there’s always a Judas lurking,” what does this foreshadow forFather Quinel and Crispin?

11. Platitudes are commonplace remarks that seem to be said over and over as ifthey are important. One example of this is “better late than never.” At the endof Chapter 8, Father Quinel tells Crispin that he’ll explain tomorrow, and thenhe states a platitude. What platitude does he say? Do platitudes seem to actuallycomfort people in distress? Can you think of another platitude you’ve heard?

Dig Deeper:

12. Near the end of Chapter 12, Crispin says he knows that if he is killed withoutthe benefit of sacred rites, he will drop into hell. Read John 3:16–18, Romans6:22–23, and Ephesians 2:4–9. What do these verses say lead to heaven or eter-nal life?

13. Throughout these chapters, Crispin feels abandoned by all who knew him,everything he has ever trusted. He even fears God may abandon him. RereadRomans 8:35, 38, 39, and read Hebrews 13:5 and the end of Matthew 28:20.What do these verses tell us about God abandoning us?



14. Crispin clearly feared God and God’s anger and judgment, but he also recog-nized that God was merciful and loving. Read Psalms 111:10. What does thisverse tell us about fearing God? Just as Crispin feared the Lord and followedhim to the best of his abilities, what are two practical ways you can follow theLord’s precepts (his teachings)?

History Connections:What does it mean to “claim sanctuary” in a church at the time this story is set inEngland?



Chapters 16–24

Vocabulary:Match the words in the Word Box to their meanings below. Each word is used inChapters 16–24. You may, if you like, find the word in context in the chapters andthen choose the correct answer, or you may wish to consult a dictionary.

Word Box

beguiled cur garbed putrid tyranny prudence shrewd jest wily raucously evasively wend lamenting servile loathing

1. misleading, avoiding ____________________________________________

2. clothed ______________________________________________________

3. mourning, bewailing ____________________________________________

4. mongrel dog __________________________________________________

5. shrewd, crafty _________________________________________________

6. tricked, deluded, deceived ________________________________________

7. wise thought, good judgement ____________________________________

8. corrupt, vile, rotten _____________________________________________

9. making a harsh or strident sound __________________________________

10. comic act or remark ____________________________________________

11. to go, travel __________________________________________________

12. cunning, keen, clever ___________________________________________

13. cringing, groveling _____________________________________________

14. oppression, cruel use of power ____________________________________

15. hatred, disgust ________________________________________________



Questions:

1. Authors often use characters in their stories to teach life lessons. You may wishto look at the section or paragraph in the book to refresh your memory of theconversation.

a. Near the beginning of Chapter 22, Bear tells Crispin: “As God in heavenknows, both wheat and trust take a full season to grow.” What lesson is Beartrying to teach Crispin?

b. Near the end of Chapter 22, Bear tells Crispin: “. . . war is where theChristian truly is tested.” What lesson is being taught here?

2. Bear uses many religious names and terms; often, unfortunately, as oaths.Where did Bear learn about God and the church? Why did he leave?

3. As Crispin becomes comfortable in Bear’s presence, he unfolds his unhappy his-tory. Bear advises Crispin, “Lose your sorrows, and you’ll find your freedom.”What freedom is Bear speaking of?

4. Bear tells Crispin that he cannot be hung. Why is this? Explain.




5. Bear had a somewhat unconventional view of religion for the time in which helived. He says, “Crispin, as Jesus is my witness, churches, priests—they’re allunneeded. The only cross you need is the one in your heart.” What does Bearmean by this?

6. Bear tells Crispin that large things are brewing and he intends to play his part.What might this foreshadow of things to come in the story?

7. In Chapter 24, Bear tells Crispin, “For mirth is the coin that brings a wel-come.” What is the metaphor Bear uses, and what does he mean?

8. When Bear describes his clothing to Crispin, he tells him that the hat is splitinto two parts to represent bad and good. Crispin thinks to himself that he,Crispin, is only bad. Is Crispin bad? Why or why not? Why does he feel thisway?

Dig Deeper:

9. At the beginning of Chapter 19, Crispin believes it would have been better tohave died on the road than to be captured by Bear and made to serve a new,possibly crazy master. Crispin had been hoping for freedom, but he has a newmaster whose manner is loud, threatening, and frightening. However, becausehe is a “wolf ’s head” and because he swore an oath, Crispin must stay with Bear.



When Crispin was caught by Bear, did you agree with Crispin that he was inworse shape than before? Do you believe the same thing at the end of Chapter24? Why?

10. Read Romans 8:28. What does God promise us in this verse? Also read Genesis45:4–11, 50:19–21. (For the full story of Joseph, read Genesis 37, 39–47.)How did God use something that seemed terrible for Joseph to turn it intosomething good? In what way could God be helping Crispin?

11. After Bear tells Crispin how he was left in an abbey and learned to read, he saysthat God abandoned him. Crispin tells him, “It was your father, not God, wholeft you.” What verses did we read in the last section that talked about whetherGod will abandon us? What do these verses assure us of?

12. As Bear begins to tell Crispin of his many adventures, Crispin realizes thateverything Bear talks about is “stitched with laughter.” Read Philippians 4:4and 1 Thessalonians 5:16–18. How do these verses compare with Bear’s atti-tude? How can you be more joyful?



Optional Activities:

1. Research Saint Crispin. Write a short paragraph describing him.

2. Find someone in your community who is a juggler and ask him for a jugglingdemonstration. If the juggler has a juggling act, ask him if he would be willingto perform his act for your class. You might want to try a juggling lesson, just asCrispin had.



Chapters 25–30

Vocabulary:Synonyms are words that have the same, or nearly the same meaning as another word.In the space following the sentences below, write a synonym that could be substitutedfor the underlined words. You may use a dictionary or thesaurus.

1. “Then it is all a sham. You were only being blamed for what someone else did.”_________________________

2. Refusing, he railed at the top of his voice, threatening to inflict upon me everykind of grisly torture if I didn’t try. _________________________

3. At first his shouted warnings terrified me. But as the day wore on, I realized hewas mostly bluster. _________________________

4. At that place it meandered among low hills, so that we never had a clear viewfor very far. _________________________

5. “He led me into a small spinney, ample enough to hide us from view.”_________________________

6. He ruffled his beard. “It’s a private matter.” Then he added as if to mollify me,“I’ve promised to be there. And so I must.” _________________________

7. Then, when he stepped forward and snatched a mazer from the hands of one ofthe onlookers and added it to the revolving mix, there was laughter andapplause. _________________________



Questions:

1. In Chapter 25, when Crispin tells Bear, “I don’t understand you. . . . What areyou?” Bear says he is “a man, nothing more or less.” When Bear asks Crispinwhat he is, what does Crispin answer? Why does he say this?

2. How does Bear show Crispin that he is really changing?

3. How does Bear discover there are men guarding a bridge on the road? Whatdoes Crispin realize afterward?

4. What happens that actually causes Crispin to grin?

5. Crispin tells Bear that his mother knew how to read and write. After they seethe men at the bridge, Bear asks to see the lead cross and the writing upon it.What does Bear find?


6. When Bear begins to teach Crispin music, Crispin claims he cannot learn. Howdoes Bear reason with him to show him that he should be able to learn music?



7. As Crispin anticipates playing before an audience for the first time, he prays:“Blessed Saint Giles . . . let me play the music well. Let me be a credit to mymaster. . . . And, Saint Giles, do not let him betray me.” Why does Crispin fearthat Bear might betray him?

8. Bear observes to Crispin, “In a ruthless world I find innocence more a puzzlethan evil.” Explain what Bear means. Why might he feel this way?

9. A turning point is a point at which a relationship or situation suddenly changes. Thedictionary defines it as a point at which a notable or decisive change takes place, acritical point or crisis. When Bear peers over the crest of land and sees a dozen men,including John Aycliffe, lying in wait for Crispin, and then quizzes Crispin about it,what does he realize? In what way is this a turning point in the story?

Dig Deeper:

10. Bear asks Crispin, “have you ever desired to be anything different from whatyou are?” What does Crispin reply? Why do you think he replies this way?

11. Do you agree with Crispin’s statement in the above question? Do you agreewith the way Crispin means it? Read Matthew 25:14–30. How does this para-ble relate to Crispin’s situation?



12. Read 2 Corinthians 5:17, Philippians 1:6, and Ephesians 2:10. What do theseverses teach us about who we are in Christ? Would it have helped Crispin toknow this? Why or why not? How can these verses help encourage you?

Discussions:

1. Crispin ponders the importance of learning the life skills that Bear knows andthat have helped him to survive, such as getting food and knowing what itmeans when wildlife is disturbed. What life skills do you need to survive in the21st century? How can you learn them?

2. Bear clearly has religious beliefs that make Crispin nervous. In fact, Bear tellsCrispin that if Crispin repeats what Bear has told him, Bear will denounce himas a liar and a heretic. However, when they reach a village, Bear seems to contra-dict himself and pays honor to the village priest. Discuss why Bear acts as hedoes. Are people free to worship as they please in Crispin’s time and culture?What allows us, in the United States of America, to worship as we please? Doyou think it is good, in a culture or nation, to allow people to worship in differ-ent ways or different gods?



Chapters 31–38

Vocabulary:Read the sentence from the book, then answer the question about the underlinedword by choosing the correct response.

1. This time we were followed by a host of gleeful children.When children are gleeful, they are _____.a. taunting someoneb. angry and yellingc. exuberant and joyfuld. dancing and jumping

2. We started off again, my thoughts enraptured by the notions that we wereindeed free. If someone is enraptured, he is _____.a. entranced, filled with delightb. entangled; in turmoilc. shocked, puzzledd. sad, depressed

3. . . . when I reminded myself that I was still a wolf ’s head and pursued, theluster of the moment dimmed. When something has luster, it has _____.a. shine, glossinessb. specialness, preciousnessc. excitement, commotiond. happiness, gladness



4. “You’re right,” he said with a rueful smile, and commenced to teach me that[how to snare] as well. When someone is rueful, he is _____.a. sarcastic and mockingb. sorrowful or regretfulc. happy and cheerfuld. tolerant

5. Just to see him [the tax collector] made Bear irate.If someone is irate, he is _____.a. fearfulb. angry, incensedc. depressed and sadd. curious

6. They were chanting raucously, pushing people aside as they came.When people are chanting raucously, they are chanting _____.a. like Gregorian chants sung by monksb. using curse wordsc. in a rhyming fashiond. harshly; huskily

7. As we slowly made our way forward, I could feel myself becoming increasinglytimorous.If someone feels timorous, he feels _____.a. small; unimportantb. uncertain, puzzledc. fearful; shyd. awestruck, wondering



8. “Well done,” said Bear with a palpable sigh of relief. . . .When something is palpable, it is _____.a. breathy, windyb. obvious, evidentc. hidden, privated. groaning, low

9. Even as we passed, I saw house shutters opened and muck heaved out on thestreet, sometimes dousing passersby, to the hilarity of those watching, arousingfury from the victims.If people witness something with hilarity, they _____.a. are angered, madb. are amused, laughingc. are offendedd. are proud, ignoring it

10. Though I followed on his heels, I was more than a little hesitant, knowing hisbusiness—as he had said himself—was dangerous.If you are hesitant, you are _____.a. fearful; timidb. courageous; bravec. resigned; submissived. tentative; doubtful

11. “As to what I really do,” he said with a placating smile, “I’m a fool because Ishould like to be in Heaven before I die.”If someone tries to placate someone he is _____.a. controlling themb. fooling; tricking themc. making peace with, or pacifying, themd. tolerating; putting up with them



12. Great Wexly seemed more tumultuous with more people, more happeningsthan even before. When it is tumultuous, it is _____.a. very noisy, disorderlyb. confusing, mixed-upc. crowded, packedd. terrifying, threatening

Questions:

1. What does Bear give to Crispin after their first performance?

2. Using a dictionary, look up and define apprentice.

3. How did Crispin’s status change when Bear made him an apprentice? Explainwhat he had been and what he could now become.

4. Why did Crispin explore Great Wexly alone, without proper caution?

5. Who does Crispin see praying in the Great Wexly cathedral? What happens?




6. Name three things that Bear begins teaching Crispin in Chapter 32. How willthese things help Crispin?

7. Bear remarks to Crispin, “I’ve heard it said that a man’s soul may be observedbehind the eyes.” What does this mean?

8. In the middle of Chapter 32, Bear tells Crispin, “I suppose the Devil has asmany faces as there are sins. At the moment however, I think of him as LordFurnival.” Why does Bear say this about Lord Furnival?

9. Hyperbole (hi PER bo lee) is exaggerating for effect, or making a statement thatcannot be true, but the writer wants to emphasize the point he is making. Weuse hyperbole when we make statements such as, “I thought I would die ofembarrassment.” Following are some examples of hyperbole, metaphor, andsimile from the book. In the blank, write H for hyperbole, M for metaphor, or Ssimile. If you need, you may refer to the section for Chapters 1–7 for descrip-tions of metaphor and simile.

a. _____ Bear: “These lords of the realm own more land than God Himself.”

b. _____ Bear: “Since you are still a wolf ’s head, you might as well have somefangs.”

c. _____ Bear: “True, you’re as ignorant as a turnip—or perhaps as acabbage. . . .”



d. _____ Crispin: “It all appeared to my eyes and ears like a flock of crowsscreaming at one another in a crowded field of new-threshed wheat.”

e. _____ Crispin: “No, it was more like a dense forest, not of trees, but people.”

10. Write one example sentence for each literary device below.

a. Metaphor:

b. Simile:

c. Hyperbole:

Dig Deeper:

11. In Chapter 31, when Crispin asks Bear if they shouldn’t be worried, Bear tellshim, “. . . there’s an old soldier’s saying: ‘If you have to choose between alertnessand worry, being alert will bring you more days of life.’” What does the sayingmean? Read Matthew 6:25–34 and 1 Thessalonians 5:4–6. Which of the versesin Matthew says something very similar to the soldier’s saying? What do theseverses tell us about the worth of worry and being alert?

12. At the end of Chapter 32, Bear tells Crispin that the next day they will arrive inGreat Wexly and also offers to make Crispin his apprentice. Crispin is excited,but not sure whether to completely trust Bear:

I fumbled for my cross and was about to pray for guidance, butfound myself pausing. I had already asked God for much, and hehad given in abundance. Perhaps it was time for me to make thedecision for myself.

With that thought I put the cross away and took a deep breath.I would trust Bear. The decision would be mine and mine alone.



Read Philippians 4:6–7; 1 Thessalonians 5:16–18; 1 Peter 3:12, 5:7; 1 John5:14; James 1:5. Do Crispin’s thoughts and actions, in this instance, fit in withwhat these verses tell us? What do they tell us about worrying, praying, andseeking wisdom? Does God ever tire of our honestly praying to him?

13. Crispin says in the quotation in the previous question that he decided to not prayfor guidance so his decision “would be mine and mine alone.” If Crispin hadprayed for guidance, would someone else have made his decision for him? Doesasking for advice or praying for wisdom mean the final decision is not yours?


1. Though we may laugh at Crispin’s asking whether the little two-story GreenMan tavern will fall down because it is so “tall,” sometimes we too can be sur-prised by things bigger than we have ever seen before. Have you ever been to abig city and been amazed at the tall buildings and traffic and people? Have youever stood in a skyscraper and wondered how it kept from falling, or have youstood on the sidewalk and looked up and suddenly felt as if they could fall onyou? Have you been next to or on a giant ship? Have you attended a big collegeor professional sporting event or a youth conference with thousands of people?Write a descriptive paragraph telling what the experience looked like and felt liketo you. Describe the sights, sounds, smells, and feelings. You might also write adescriptive poem about the experience, if you wish. Share them with your class-mates, then compare them to Crispin’s first experiences of Great Wexly.

2. One of the things Crispin noticed about Great Wexly was a stench of humanwaste, particularly when he stepped out the back of the Green Man tavern towhere there were several privies over an open ditch. Research the way in whichpeople have dealt with human waste through history. Besides smelling better,how does having a hygienic toilet and sewage removal system improve life?



Chapters 39–46

Vocabulary:Write the correct word from the Word List in the blank preceding the definition. Youmay use a dictionary if necessary to choose the correct words.

Word List

guild fervor wend aghastebb caterwauling multitude maze

serpentine furtively curfew

1. _______________________ to recede or move back

2. _______________________ struck with terror or amazement

3. _______________________ act of making a harsh cry like a tomcat

4. _______________________ medieval association of merchants or craftsmen

5. _______________________ great crowd; many

6. _______________________ done by stealth; secretly

7. _______________________ confusing intricate network of passages

8. _______________________ winding or turning one way and then another

9. _______________________ intense emotion; enthusiasm, and vehemence

10. _______________________ to direct one’s course; proceed

11. _______________________ a time when inhabitants of a city or other areaare restricted to their homes and are not permitted to appear in public.



12. Choose five of the vocabulary words from the list above and write your ownsentences using each.

a.

b.

c.

d.

e.

Questions:

1. How does Crispin escape from the two men who almost capture him?

2. What is Crispin’s plan for escape from Great Wexly? How does his plan work?

3. Whose name does Crispin add to those for whom he begs protection in hisprayers?

4. Who is John Ball and why is Bear meeting with him?



5. What happens when Crispin warns Bear and the other men of the soldiers’approach?


6. At the end of Chapter 42, the author foreshadows trouble to come. What tworelated things does Avi use to foreshadow trouble? What metaphor does he useto illustrate what is coming? What do you think Avi was foreshadowing?

7. After Crispin tells Bear about the spying man, Bear tells him that he has grownmore observant. Crispin tells Bear, “You’ve been protecting me. Maybe I shouldbe protecting you.” What does this demonstrate about how Crispin haschanged since he first met Bear?

8. At the end of each chapter in this section, Avi leads the reader on to the nextchapter using foreshadowing and cliffhanger chapter endings. Cliffhangers aresituations that depend on unusually strong and sustained suspense for dramaticinterest—they leave the reader wondering what will happen next. Choose theend of one of the chapters and explain how the ending leads you on and whatquestions, concerns, or foreshadowing it places in your mind.



Dig Deeper:

9. At the end of Chapter 32, Crispin struggled to trust Bear, even though Bear hadoffered to make Crispin his apprentice. Compare his feelings then with his reac-tion at the beginning of Chapter 40, when Bear finds Crispin in the streets ofGreat Wexly. How does Crispin react when he realizes the man calling to him isBear? What change does this indicate in Crispin?

10. Read Psalm 17:6–9, 36:6–7, 57:1, 61:1–4, 91:2–4. What imagery does thepsalmist use in these passages that is similar to the simile that Crispin uses whenBear finds him? How would these verses answer the fear that Crispin had beforeBear found him? How can these verses comfort us?

11. As he often has before, in Chapter 41 Crispin thanks God for his safe returnand prays for his parent’s souls and for protection and help. Read Matthew6:6–13, Romans 12:12, and Philippians 4:6, in which Jesus and the apostlePaul give guidance in how to pray. What do these verses teach us about how topray? How do Crispin’s prayers seem to compare with the guidance given inthese verses?

History Connection:In Chapter 41, Crispin overhears a conversation between Bear and John Ball thatincludes prominent governmental figures. To better understand the political climate ofthe time, research the following in groups and present the identity of each to the classthrough presentations, speeches, or panel discussion:



King EdwardDuke of LancasterRichard of BordeauxJohn Ball

Optional Activity:Review the prayer that is commonly called The Lord’s Prayer, found in Matthew6:9–13. Though we often recite this prayer word for word, is that what Jesus actuallytells us we should do? Examine the prayer and see the way in which it says we shouldpray. Make a model prayer of your own, in the pattern of The Lord’s Prayer, thatbrings to God some of your praise and concerns.



Chapters 47–51

Vocabulary:Underline the word on the right that is closest in meaning to the vocabulary word onthe left.

1. engulfed overwhelmed frozen angered

2. disconsolate distracted exhausted hopeless

3. spate flood feeling fire poker

4. commotion sound disturbance swinging

5. receding withdrawing foggy high

6. compose scream to build calm oneself

7. venom betrayal poison bitterness

8. bondage slavery bandages peacefulness

Questions:

1. Where do the soldiers take Bear?

2. How does Crispin evade capture when soldiers search the inn?

3. Who is Crispin’s father?



4. What does Widow Daventry call the blood that runs in Crispin’s veins? Why?

5. After Crispin learns who he is, he reviews all the evil that has happened becauseof who his parents were, including the death of Father Quinel and Bear’s abduc-tion. What is his conclusion, the question he decides needs answering?


6. When Crispin goes in search of Bear, he stops strangers and asks if they haveseen him. What has given Crispin the courage to approach people that he doesnot know and ask questions that might be dangerous?

7. When Crispin returns to the Green Man, he is upset. He plays Bear’s recorderand then puts it away, saying, “Silence was the only voice that could speak tome.” What does he mean?

8. Personification is a literary technique or figure of speech in which animals,objects, or even ideas are given human qualities and characteristics. For exam-ple, we might say, “The music sobbed,” though music cannot really cry. Thepersonification creates a visual image that communicates the feeling or impres-sion the author wants to express. In the quotation in the question above,Crispin refers to silence as a voice that can speak to him.



Write two sentences of your own using the personification technique.a.

b.

9. The domino effect states that if one event happens, it will set off another, whichin turn will set off another, and so on. These are consequences to actions. LordFurnival committed a serious sin when he took Crispin’s mother, fathered achild out of wedlock, and then hid her in a tiny village. What consequences ordomino effect did Lord Furnival’s actions begin?

Dig Deeper:

10. When Widow Daventry brings Crispin food and tells him about her two deadhusbands and seven dead children, she asks Crispin if God has reasons. Hereplies that he does not know and she begins to weep. Do you think God hasreasons for everything that happens? Do you think God makes everything hap-pen? How does Romans 8:28 affect this question?

11. Lord Furnival’s actions had far reaching consequences, probably much fartherthan he ever imagined. Read Galatians 6:7–8. What do these verses teach usabout being responsible for our actions?



12. Read 2 Samuel 11:1–12:18. Compare this story with Lord Furnival and hisactions. How are they similar? In what important ways are they different?

13. Sometimes our own actions have consequences that we could not foresee—unforeseen consequences. Have you done, or not done, something that hadconsequences you did not expect? Share one such incident, good or bad, andexplain what happened.

14. In Chapter 51, as he lies hidden in the dark, Crispin realizes that Bear is “athousandfold a more faithful father” than Lord Furnival ever was. Sometimes,because they are sinful, like all people, our earthly fathers can disappoint andeven hurt us. Read Matthew 7:9–11; Romans 8:15–16, 26–27, 38–39;Galatians 4:4–7. What do these verses teach us about our heavenly Father?


1. As a class, discuss ways Crispin might set about to free Bear. Should he ask forassistance from someone else? If so, who should he ask? Should he try the rescuealone? Why or why not? What would you try?

2. Toward the end of Chapter 48, when Crispin tells Widow Daventry that JohnBall had cried out that he was betrayed when the soldiers broke up their meet-ing, the widow tells him, “‘Beware all men who confuse their righteousnesswith the will of God.’” In Chapter 46, when they are escaping from the sol-diers, Ball tells Bear, “‘Bear, don’t lose heart. Put your faith in mighty God andme.’” In Chapter 41, when Bear is talking with Ball at the Green Man, Ball tells



Bear, “‘And with the righteous hand of God’—he lifted a fist—‘it is my destinyto lead them.’” As a class, discuss the following questions:

a. What does Widow Daventry mean by her comment in Chapter 48? Do youtrust John Ball? Why or why not? Read 2 Corinthians 10:17–18 andPhilippians 2:1–8. How does John Ball compare to these verses?

b. Abraham Lincoln once said, “I know that the Lord is always on the side ofthe right. But it is my constant anxiety and prayer that I and this nationshould be on the Lord’s side.” How is President Lincoln’s attitude differentfrom John Ball’s attitude?



Chapters 52–58

Vocabulary:Write the correct word from the Word List in the blank preceding the definition,. thenchoose three of the words and write a sentence using each of the words, correctly.

Word List

fore alcove breach trencher sconce cowl purchase sole voracious

1. _______________________ only

2. _______________________ small room opening off a larger room

3. _______________________ hooded cloak

4. _______________________ broken area in a wall

5. _______________________ secure hold

6. _______________________ consuming food with vigor

7. _______________________ wooden platter for serving food

8. _______________________ candlestick or group of candlesticks mounted ona plaque and fastened to a wall

9. _______________________ toward the beginning or front

Your sentences:10.

11.



12.

Questions:

1. When Crispin leaves his room in the Green Man, he carefully takes his “solepossession” with him. What is it? Why is it important?

2. When Crispin leaves the Green Man Inn, what does he offer the WidowDaventry? What does this reveal about Crispin’s character?

3. Who does Crispin ask for help in rescuing Bear? Do they help?

4. What does John Aycliffe swear to do for Crispin? What does Crispin swear? Dothey fulfill their vows?


5. Two of the first several paragraphs of Chapter 54 end in similes. Write thosetwo similes below.

a.

b.



6. An epiphany is a sudden revelation or insight that alters a person’s perception oflife. In Chapter 55, Crispin enters a room and sees something that changes theway he sees himself. What was the room, the object, and Crispin’s epiphany?

7. How is Crispin able to force John Aycliffe to release Bear? What things does hepossess, both physically and within himself, that give him power over Aycliffe?

8. John Aycliffe tells Crispin, “There’s an order to things which God Himself hasput in place. It can never be changed.” Of what is he trying to convinceCrispin?

9. After John Aycliffe dies, Bear gathers their belongings to leave and tells Crispinto hurry. What does Crispin do before he and Bear walk through the gate? Whydoes he do this?

10. At the end of the story, as he and Bear are walking away from Great Wexly,Crispin says he finally feels free. What is he finally freed from?



Dig Deeper:

11. In these final chapters of the book, Crispin and others come to points at whichthey must make decisions about honoring oaths or obligations. After each namebelow, briefly describe how the person did or did not honor either an oath or anobligation.

Widow Daventry:

John Ball:

John Aycliffe:

Crispin:

12. Read Proverbs 21:3, and Romans 12:17–21. How do these verses address thethings Crispin has seen in the Furnival palace and the actions of Crispin andJohn Aycliffe in these last chapters? Cite specific examples from the story toillustrate your answer.



Overview

1. Every story has a conflict, or problem, to be solved by the main character orcharacters. The following are common forms of conflict:

• Man vs. Man: Characters struggle against each other. • Man vs. Himself: Characters’ struggle is internal—a struggle against charac-

ter flaws, for example. • Man vs. Nature: Characters struggle for survival against the forces of nature.• Man vs. Society: Characters struggle against social rules or laws, usually

shown as unjust. • Man vs. God: Characters struggle against God.

Which one or two of these forms of conflict best describes the conflict inCrispin: the Cross of Lead? Explain your answer using examples from the story.

2. Dramatic structure refers to the five parts into which the plot of a story or novel canbe divided:• Exposition—The writer introduces the characters and setting, providing the

background information needed to understand the story.• Rising action—The story builds and secondary conflicts are introduced.

Various obstacles come into play that keep the protagonist from reaching hisor her goal.

• Climax—The moment of greatest tension in the story, as well as the turningpoint in the action. It may not be the moment of greatest action, butinstead may be a moment of choice, when the main character chooses the



direction he or she will go or the full consequences of choices become clear.• Falling action—Events take place as a result of the climax, and the story

begins to be resolved.• Dénouement—(day noo MAH) a French term, literally meaning “unraveling”

or “unknot,” this is the resolution of the story. Any remaining questions areanswered and the final outcome of the conflict is revealed.

The diagram that follows illustrates dramatic structure:

Next to each of the headings for dramatic structure below, summarize eventsfrom Crispin: The Cross of Lead that occur in this stage. Do not try to list everyevent that takes place in the novel, but include those that specifically propel theplot forward.

Exposition:

Inciting incident:

Rising action:

Climax:

Falling action:



Dénouement:

3. Consider the role of prayer or religion in the following characters’ lives. Doprayer and faith seem to be a real presence for them? Use examples from thestory to support your answer.

Crispin:

Bear:

Aycliffe:

4. One of the themes present in Crispin: The Cross of Lead is the role of a fatherfigure or the lack or it. Examine the role of fatherhood in the novel. How doesit affect Crispin? What father roles appear and how do they affect the charac-ters? Do you think fatherhood and its role is portrayed positively or negativelyin the story? Use examples from the novel to illustrate your answer.

5. In literature, the main character or hero of the novel is called the protagonist.The character or force that works against the protagonist is the novel’s antago-nist. Identify the protagonist and antagonist in the novel.



6. Characters in literature can be classified as either dynamic or static characters. Adynamic character is a character who we see change during the course of thenovel. A static character is a character who remains essentially the samethroughout the novel. Analyze the following characters and explain which ofthem are static and which are dynamic. Provide evidence from the novel to sup-port your response.

Crispin:

Bear:

John Aycliffe:

7. The theme of a novel is the central or dominant idea presented in the novel.What do you think is the main theme of Crispin: The Cross of Lead? Supportyour response with examples from the novel.

8. A literary contrivance is a story element or plot development that seems artifi-cial, but is necessary for the story to continue. For example, a contrivance maybe a character suddenly meeting a long-lost or unknown brother or sister or anidentical twin. Do you see any contrivance in Crispin: The Cross of Lead? If so,use examples from the novel explain to how the contrivance is used.



9. A motif is a recurring image, object, or idea in a novel. Motifs act as unifyingdevices in literature and often are related to a novel’s theme. There is one obviousmotif in Crispin: the Cross of Lead—the cross of lead. How might the author beusing the the cross of lead to communicate a theme of the novel? In what waydoes bearing a cross made of lead reflect Crispin’s life?

10. Point of view is the position from which a story is being told. First-person narra-tive means the story is told by one of the characters in the story. The action ofthe story and the feelings of the characters are limited to the narrator’s knowl-edge. The personal pronouns I, my, mine, etc., indicate first-person narrative. Insecond-person narrative you, the reader, are a character in the story. Second-per-son narrative is an uncommon form. In third-person narrative the story is toldfrom an outside viewpoint. It is the most common point of view used. Third-person narrative lets readers know about the actions and feelings of several or allcharacters. From which point of view does Avi write Crispin: The Cross of Lead?Why do you think he uses this point of view?



Suggested Essays and Projects

The choice of appropriate essays and the number of essays to be done is up to the stu-dent and instructor. Some essay suggestions also may make good class discussion topics.

1. At the end of the novel, when Crispin discovers his true identity, he feels differ-ent; he feels whole. Knowing his heritage helps him to understand himself. Createyour own family tree, being as creative as you like. Speak to your grandparents,great grandparents, and/or uncle and aunts. Trace your lineage back at least toyour great-grandparents. Make a presentation for the classroom. Write a history ofone family member and share it in an oral presentation. Include family stories.

2. Write an essay comparing and contrasting the attitudes and actions of Aycliffeand Crispin. Look at their actions in prayer and at their interaction with others.

3. Research the Peasants Revolt of 1381 to discover just how desperate poor menwere to have freedom. Write an informational one- to two-page paper about it,discussing its origins, the events during, and the consequences of the revolt.

4. Write a two-page essay comparing Crispin’s new freedom at the end of the bookwith contemporary freedom in America. To understand Crispin’s freedom,research the freedoms a tradesman or bard could expect in the mid to late1300s. Reference materials may include the Constitution, encyclopedias, andsupervised internet research.

5. Research the history and practices of Benedictine, Dominican, and Franciscanorders of friars and monks. Prepare individual or group presentations for theclass about each brotherhood. Costumes could add interest and authenticity.

6. Crispin grew and changed throughout the book, yet the final catalyst forchange was Bear’s capture. Write a two- to three-page paper analyzing howCrispin grew and changed and how Bear’s capture affected Crispin.

7. Write a factual one-to two-page paper explaining not only the duties of a serf orvassal to their lord in 14th century England, but of the lord’s obligations to thepeople under him.



8. Using Chapters 34 and 38 as guides, create a mural or miniature village of GreatWexly. You also may need to research villages and towns of the mid-1300s. Seereference materials in Additional Resources at the end of this study guide.

9. The recorder is still a common and relatively inexpensive instrument in the 21stcentury. Many schools use them to teach the rudiments of music. Using arecorder or flute, learn some simple tunes. Using tennis balls, or some otherlight weight objects, practice (outside of the classroom) the art and science ofjuggling until basic tosses can be done with ease. Create a brief show of musicand juggling in honor of Bear and Crispin. Present short speeches and informa-tional presentations prepared on other essay subjects in this section. Invite otherclasses or parents to see your performance. Pass a hat at the end for money, anddonate your earnings to a homeless shelter.

10. Crispin prays throughout this novel, as do many of the other characters. Lookback over the questions, the scriptures listed, and your answers concerningprayer in this study guide, and write a two- to three-page essay examiningprayer in the book. Consider how characters pray, how they seem to view anduse prayer, what the Bible says about prayer. How do Crispin’s prayers compareto scriptures? Does he always get what he prays for? Do answers to prayer comein ways Crispin or you expected? What does the Bible say about such things?

11. Freedom is a major theme in Crispin: The Cross of Lead. At the end of the story,Crispin is a free man and feels joy. In the United States, we enjoy great politicalfreedom. Write a two- to three-page essay examining freedom in the Bible. Is itthe same as the freedom Crispin finally finds, or the same as political freedom?You may wish to start your scriptural examination with the following verses:John 8:31–32, 36; 14:27; 16:33; Romans 6:19–23; Galatians 5:13, 19–25;Ephesians 2:4–9.



Additional Resources

Other Books by Avi:Crispin: At the Edge of the World (sequel to Crispin: The Cross of Lead)The True Confessions of Charlotte Doyle (Newbery Honor book)PoppyPoppy and RyePoppy ReturnsThe Fighting GroundThe Secret SchoolThe Good DogPrairie SchoolRagweedEreth’s BirthdayThe Escape From HomeLord Kirkle’s MoneyWho Stole the Wizard of Oz?Night JourneysFinding Providence: The Story of Roger Williams“Who Was That Masked Man, Anyway?”WindcatcherPerloo The BoldThe Traitors’ GateThe BarnEncounter at Easton



Other Titles of Interest:

Good Masters! Sweet Ladies! Voices from a Medieval Village by Laura Amy Schlitz Newbery 2008

Matilda Bone by Karen CushmanThe Door in the Wall* by Marguerite de AngeliAdam of the Road by Elizabeth Janet GrayMinstrel in the Tower* by Gloria SkurzynskiSword in the Tree* by Clyde Robert BullaI, Juan de Pareja by Elizabeth Borton De TrevinoThe Adventures of Robin Hood by Roger Lancelyn GreenThe Merry Adventures of Robin Hood by Howard PyleMen of Iron by Howard PyleOtto of the Silver Hand by Howard PyleThe Red Keep by Allen FrenchMorning Star of the Reformation by Andy ThomsenA String in the Harp by Nancy Bond

The Bracken Trilogy:The Bridge* series by Jeri Massi, grades 3–6, publishedCrown & Jewel* by Bob Jones University PressThe Two Collars*

Life in a Medieval Castle coloring book by John Green, grades 2–5and Village published by Dover.

Cathedral by David MacaulayCastle by David MacaulayMedieval Life (DK Eyewitness Books) by Andrew LangleyManners And Customs in the Middle Ages by Marsha GrovesMedieval Medicine And the Plague by Lynne ElliottArchers, Alchemists, and 98 Other Medieval

Jobs You Might Have Loved or Loathed by Priscilla GallowayOur Living Constitution, by Good Apple (grades 5 to 8)Mr. Pipes and Psalms and Hymns

of the Reformation by Douglas Bond

* Books for which Progeny Press has study guides.





Documents

Crispin the Cross of Lead Guide Interactive