Crispin The Cross of Lead Guide Interactive

Crispin:
The Cross
of Lead
Study Guide
by Robert and
Janice DeLong
For the novel by Avi
Grades 68
Reproducible Pages
#331
Crispin:
The Cross of Lead

Study Guide
by Robert and Janice DeLong

For the novel by Avi
2008 Progeny Press
Crispin: The Cross of Lead Study Guide
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A Progeny Press Study Guide
by Robert and Janice DeLong
edited by Rebecca Gilleland and Michael Gilleland
cover design by Nathan Gilleland
Copyright 2008 Progeny Press
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2008 Progeny Press
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 and
has 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 Christian
ministry since he was a teenager. He also has experience in the creation of educational
videos. In his spare time, Robert enjoys making furniture and other odds and ends in
his woodworking shop. Janice is associate professor of English, with a concentration in
childrens literature. She and a colleague have recently created a Christian fantasy
course, with C.S. Lewis and J.R.R. Tolkien as the centerpiece of the study. In
September 2008, Janice published her fourth book, Core Collection for Children and
Young Adults (Scarecrow Press), coauthored with another faculty member from Liberty
University. In her spare time, Janice enjoys reading childrens books and working crossword puzzles, and has a modest Raggedy Ann collection. Prior to coming to the university setting, Robert had served as a Christian school administrator; Janice had
taught 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 possible
at the Outer Banks of North Carolina. Crispin: Cross of Lead Study Guide is their second study guide for Progeny Press.
2008 Progeny Press
Peer Review Panel

The Rev. Michael S. Poteet is an ordained minister in the Presbyterian Church (U.S.A.), currently serving the larger
church as a curriculum writer. Mr. Poteet also works as a writer and cataloguer for a rare book dealer in Philadelphia. In
addition to having authored several study guides for Progeny Press, Mr. Poteet writes youth ministry resources on a regular basis for the United Methodist Publishing House. He earned his B. A. in English and Religion at the College of
William 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 (FrancisIsidore
Electronic 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 in
Christian School Curriculum and Instruction. Dr. Roso has been involved in education since 1991. His positions have
included curriculum editor, school curriculum coordinator, and high school English teacher. Dr. Roso has been a consultant for Christian schools in the United States on various curriculum-related topics and has conducted curriculum
courses and workshops in England, Sweden, Africa, and Latin America. He has written several articles on various curriculum 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 in
Lynchburg, Virginia, where she teaches childrens literature and supervises student teachers. Prior to going to Liberty, she
served 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: Core
Collection for Small Libraries, Contemporary Christian Authors, and Young Adult Poetry: A Survey and Theme Guide.
2008 Progeny Press
Table of Contents
Study Guide Authors ................................................................................................3
Peer Review Panel .....................................................................................................4
Note to Instructor .....................................................................................................6
Synopsis ....................................................................................................................8
About the Novels Author .......................................................................................10
Background Information ........................................................................................11
Ideas for Prereading Activities .................................................................................13
Chapters 17 ..........................................................................................................15
Chapters 815 ........................................................................................................21
Chapters 1624 ......................................................................................................27
Chapters 2530 ......................................................................................................32
Chapters 3138 ......................................................................................................36
Chapters 3946 ......................................................................................................43
Chapters 4751 ......................................................................................................48
Chapters 5258 ......................................................................................................53
Overview ................................................................................................................57
Suggested Essays and Projects ..................................................................................62
Additional Resources ..............................................................................................64
Answer Key .............................................................................................................67
*Answer Key is located in separate folder.
2008 Progeny Press
Note to Instructor
How to Use Progeny Press Study Guides. Progeny Press study guides are designed
to help students better understand and enjoy literature by getting them to notice and
understand how authors craft their stories and to show them how to think through the
themes and ideas introduced in the stories. To properly work through a Progeny Press
study 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 differences in language), and sometimes a topical Bible or concordance. Supervised access
to 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 weeks
to complete, generally working on one section per week. Over the years, we have
found that it works best if the students completely read the novel the first week, while
also working on a prereading activity chosen by the parent or teacher. Starting the second week, most parents and teachers have found it works best to work on one study
guide page per day until the chapter sections are completed. Students should be
allowed to complete questions by referring to the book; many questions require some
cross-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 you
wish to perform a final test but your particular study guide does not have an Overview
section, we suggest picking a couple of questions from each section of the study guide
and 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 students engage in several writing or other extra activities during the study of the novel to
complement their reading and strengthen their writing skills.
As for high school credits, most Christian high schools to whom we have spoken have assigned a value of one-fourth credit to each study guide, and this also seems
to be acceptable to colleges assessing homeschool transcripts.
2008 Progeny Press
Internet References
All websites listed in this study guide were checked for appropriateness at the time of
publication. However, due to the changing nature of the Internet, we cannot guarantee that the URLs listed will remain appropriate or viable. Therefore, we urge parents
and teachers to take care in and exercise careful oversight of their childrens use of the
Internet.
2008 Progeny Press
Synopsis
Peasants in medieval England had few rights. They were dependent on the lord of the
manor and any kindness he may choose to show for all their earthly needs. John
Aycliffe, steward of Lord Furnivals manor in Stromford Village, is unusually harsh to
one such vassal, Asta, and her son. At her death, not even a wooden casket is provided
for the lonely woman. Swiftly, John Aycliffe makes the impossible demand of claiming
the family ox, to pay the death tax from the orphan, known only as Astas son.
Father Quinel, priest, confessor, and only friend to the boy, performs the burial
service and invites Astas son to meet him at church to pray. However, out of grief for
his lost mother and fear of the steward, Astas son chooses to run. Divine Providence
places him deep in the woods late at night, where he overhears a strange conversation
between the steward and a stranger. When the steward sees Astas son, he pulls his
sword and gives chase. When he returns to the village the next day he finds himself
accused of theft and with a sentence of death upon himmaking him a wolf s head,
to be killed on sight by any who desire the reward. The frightened boy seeks out
Father Quinel and in a midnight conversation discovers his true nameCrispin. He is
given a cross of lead, the only valued possession of his mother. Father Quinel also
reveals that Crispins mother, Asta, could read and writeaccomplishments unheard
of among lowly serfs. Armed with only these scant bits of knowledge, Crispin hurries
out into the night and the world, alone, defenseless, and pursued.
Hunted by all who know him, Crispin flees through the forest. While hiding in
a deserted village, Crispin stumbles upon a huge man in a strange costume who tricks
Crispin into becoming his bond servant. Having little choice but to comply, Crispin
joins Bear, a travelling juggler and entertainer. Though hard and exacting, Bear is also
fair and kind. As they travel from village to village, Bear and Crispin learn more about
each other as Crispin learns to play the flute and juggle. Together, the pair attempts to
keep Crispin alive as they make their way to the capital of Great Wexly, where each has
his life changed by unexpected events and the currents of history.
Crispins curiosity and Bears daring make for edge-of-the-seat suspense while
transporting contemporary readers back to times that are even more precarious than
the 21st century.
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Crispin: The Cross of Lead, Avis first Newbery Award Winner, is a story of shunning, isolation, danger, bravery, and survival. It is an adventure story that demonstrates the values of patience, loyalty, and sacrifice. Readers witness the hardship of life
in 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.
2008 Progeny Press
About the Novels 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 Emily
began to call her brother by the diminutive title, but it stuck and that is how he is best
known to children across America. Born in New York City in 1937, Avi was no stranger
to 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, the
scholastic road was anything but smooth. His struggles with academic subjects, especially writing, prompted his parents to send him to a small school that gave special
help 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 talent
by becoming a librarian.
Persistence, talent, a will to survive in the world of childrens publishing, and a
love of his craft have paid rich dividends. Since 1970, Avi has written more than 30
books and has won numerous awards. The True Confessions of Charlotte Doyle and
Nothing But The Truth are both recipients of the Newbery Honor Award, while
Crispin: The Cross of Lead is the 2003 Newbery medal winner and winner of the 2003
ALA Notable Childrens Book. Each of these books depicts young adults who stand
alone while meeting with criticism and pressure from authority figures and peers. In
each story, the protagonist, while taking a stand on a principle that is important to
him 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 characters
who battle for survival on many different levels. Whether the struggle is a learning disability, racism, divorced parents, a physical handicap, or any other unchangeable circumstance, Avis books reach the reader where he lives and strives.
Just as the books reveal the ability to survive and triumph over hardships, the
author demonstrates his empathy for students through his personal appearances at
schools. He always asks to speak to the learning disabled students, and as students
come in with downcast eyes to meet this celebrity, he dares to show them his original
writings, covered with the red marks made by his editors. He willingly exposes his mistakes to his audience, and both he and they know that they are among friends.
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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 appointed
for prayer or worship in a monastery. These services are called offices, and bells were
often rung at these times. Below is a list of the offices and the relative times of day
they take place.
Office
Matins
Lauds
Prime
Terce
Sext
Nones
Vespers
Compline
Time of day
service said at midnight or early morning hours.
following Matins, service said before sunrise.
service said at sunrise or 6:00 a.m.
service said at 9:00 a.m.
service said at or just before noon.
service said at 3:00 p.m.
service said at sunset
the last service said before going to bed.
Feudalism
Society in Britain in the Middle Ages was organized around services and security in a
loose system sometimes called feudalism. At the top of the social order stood the king
who, in one sense, owned all the land in the country. To maintain power, however, the
king needed armies, which were expensive to hold and maintain. Therefore, the king
leased land to barons, who controlled the lands in the kings name and also agreed to
support him and provide military service when the king demanded it. The main military might, at the time, was made up of knights, who were trained in military technique 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 for
their military service and rent in goods and services. The knights were essentially the
local 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 granted
use of land to the remainder of society, who were called villeins, or serfs.
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Because barons and knights were the lawgivers in this society, the quality of life
for villeins depended entirely on the character of these men. A good, moral baron or
knight created just laws for his people and appointed honorable men to administer
them. He also provided for his people so that they had dignity and more than just bare
necessities to keep them alive. However, such power and authority often is open to
abuse, and as land and titles passed from father to son, men began to view their positions and authority as God-given rights, and their villeins only as property to be used
as they saw fit.
Of course, this is only a summarized description of the social organization in
which Crispin lived. There were many variations of manorial fiefs, and many levels of
peasant. For instance, merchants or blacksmiths, by the specialized nature of their
skills, held much higher positions in society than a farmworker, and therefore lived a
better life. Workers such as Asta and her son, who had no skills or property, were little
better than slaves.
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Ideas for Prereading Activities

1. Class DiscussionGenre Analysis: Since Crispin: The Cross of Lead is set in 1377,
it is classified as historical fiction. Historical fiction is generally defined as a
story set a generation or more in the past, and is a story that uses some accurate
historical characters or events, but did not actually happen.
What other stories have you read that fall into this category? Some may
be those we term as classics that were actually contemporary to the author
when they were written, such as Little Women or The Adventures of Tom Sawyer.
Others may have been written by contemporary writers, but were written to
depict life hundreds of years in the past. The Bronze Bow, by Elizabeth George
Speare, takes place during the time of Christ but was published in 1961. A
Single Shard, written by Linda Sue Park was published in 2001, but is set in
14th century Korea. Laura Ingalls Wilder became famous for her fictionalized
biographies in the Little House on the Prairie series. Wilders stories were published about 50 years ago but dealt with her life from childhood to that of an
adult. 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. It
also must describe the setting and atmosphere of the time period so that the
reader feels a part of the action without becoming lost in details. Read one or
two of the following books and discuss how you think they measure up to the
standards 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
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2. Research the lives of peasants in Middle Ages Britain and write a brief report or
put together a bulletin board or poster presentation. Review the rights peasants
had at the time, their jobs, food, and clothing.
3. Ask an adult to help you prepare a peasants meal of wheat or rye bread, apple
cider, and dried cooked peas. Look at the nutritional value of the peasants meal
by studying the nutritional information on a bag of dried peas, a bag of wheat
flour, and a bottle of cider. Discuss the effects of such a limited diet over a
period 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 John
Green, use colored pencils or watercolors and create a mural or frieze for your
classroom.
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Chapters 17
Vocabulary:
Choose the correct word from the Word List below to fill in the sentence from the
story. A clue is after each blank to help you.
Word List
shunned
forfeit
strident
deigned
welt
mystic
lunacy
cloying
entombed
transfixed
meandered
minions
incomprehension
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, and
the offenders life was ____________________ (lost).
4. As daylight faded, I was ____________________ (buried) in a world darker
than 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 on
skin 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.
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9. To the west ____________________ (wandered) the river Strom, glittering like

a silver ribbon in the golden sun.
10. Covered by ____________________ (strange) markings, this cross had been
erected 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 important
news.
12. Theres a kind of strength in ____________________ (craziness).
13. So its 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 at
least the first chapter. How does Avi immediately touch our emotions and gain
sympathy for Astas son?
2. Astas son is the only name our narrator knows for himself at present. He says
that because he had no father he feels that he exists in a shadow. What does
this mean?
3. Astas son observes, Mind, godly folk had no business beyond their lawful
homes at such a time. Night was a mask for outlaws, hungry wolves, the Devil
and his minions. Is he suggesting it is sinful to be out after curfew, or that
those who are, are not godly? Why or why not?
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4. What happens in the forest that sets off a chain of events that ends with Astas
son hiding from those who would kill him?
5. Why is Astas 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 a
paradox.
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 set
the mood in Chapters 17? What prevents the mood from being depressing?
8. A simile is a figure of speech used to describe something through comparison. A

simile 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 one
thing is another. For example: White-fingered hands of water reached out to
crush the tiny raft. Here we have the image of waves looking like hands reaching out for the raft.
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For each of the sentences below, underline the simile or metaphor, indicate whether the description is a simile or metaphor, then write a new comparison to end the sentence. The first one is done for you.
. . . But save that flame, all was murk and midnight mist and silence lay as
thick as death.
figure of speech simile
new 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 in
their 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 melike some rolled-out tapestrywas my entire world, beneath a
sky as blue as Our Ladys blessed robes, a contrast to the greening spring
that lay abundant everywhere.
figures of speech _______________; _______________
new comparisons ____________________________________________
____________________________________________
9. After his mothers death, while in the midst of his grief, Astas son prays for
Gods will to be done. Why does he have such faith?
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10. To compare means to show how two things are alike. To contrast means to show
how they are different. Read Matthew 18:2335. How does Aycliffes attitude
compare or contrast with the kings attitude toward his servants in Matthew 18?
How does the forgiven servants attitude compare or contrast with Aycliffes?
11. Why does Astas son speak of heaven as being distant?
Dig Deeper:
12. At the beginning of Chapter 1, Astas son quotes a riddle, In the midst of life
comes death. Then he says that he has also heard another that observes, In the
midst of death comes life. Read 2 Corinthians 5:17; Ephesians 4:2224;
Colossians 2:1314; Romans 6:611. What do these verses teach us about
death and life?
13. His mother has died and now Aycliffe is trying to kill him; Astas son is positive
that he is being punished for sin and is awaiting the next blow. Read Romans
5:68, 8:3135, 38, 39. What do these verses promise and how would it have
helped Astas son to know this?
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14. Near the end of Chapter 3, Astas son describes his understanding of a God of
judgment and a humans lot in life. Read John 14:16; 2 Corinthians 5:710;
and 1 John 3:15. Of what do these verses assure us besides judgment?
15. In Chapter 2, when John Aycliffe meets the stranger in the woods, he exclaims
and makes a sign for protection after he reads a document. At the end of
Chapter 5, Astas son prays to Jesus for protection. Review those two passages,
then read Luke 18:914. Explain how John Aycliffe's actions and Astas sons
actions 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 information about foods, language, religion, and customs.
2. Astas son frequently makes reference to Saint Giles because he was born on the
Feast of Saint Giles. Research Saint Giles and write a brief biography of his life.
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Chapters 815
Vocabulary:
A word is in context if we read it in the sentence in which it was written. It is out of
context when it is by itself. The following underlined words are shown in the context
of the sentences in which they appear in the book. Read the sentences and try to
define the underlined words from their context. Then look up the dictionary definition 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 place
where Id seen movement.
Your definition:
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4. Closer to the truth, I was in such a state of wretched disorder, I did not want to
think.
Your definition:
5. But what I kept pondering endlessly were the priests revelations about my
mother.
Your definition:
6. Stifling a shriek, I knelt down, my whole body shaking.

Your definition:
7. Id have to forage as I went.

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

Your definition:
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9. In the middle of the hamlet I came upon a well whose surface water lay thick
with clotted scum.
Your definition:
10. My skin crawled with trepidation.

Your definition:
Questions:
1. Astas son says that he thinks of Saint Giles as the kin he never had. What are
kin?
2. Father Quinel advises Crispin that he could live by his own choices. Is that true
in 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?
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5. Why does Crispin feel that God has abandoned him?
6. Why does Crispin wish hed get caught?
7. In what way does seeing the hanging corpse actually revive and give determination back to Crispin?

8. Alliteration is a literary device that repeats the beginning letter/sound of words
for affect. In some cases, the author will also repeat this sound in or at the end
of others words for even more emphasis. In each of the examples below, underline the words that repeat sounds, noting how the sentence structure helps paint
an 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 misty
gray.
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 soggy
soil, 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.
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10. Foreshadowing is a technique authors use to prepare us for changes coming in

the book or lives of the main characters. When Father Quinel warns Crispin,
Speak low, theres always a Judas lurking, what does this foreshadow for
Father Quinel and Crispin?
11. Platitudes are commonplace remarks that seem to be said over and over as if
they are important. One example of this is better late than never. At the end
of Chapter 8, Father Quinel tells Crispin that hell explain tomorrow, and then
he states a platitude. What platitude does he say? Do platitudes seem to actually
comfort people in distress? Can you think of another platitude youve heard?
Dig Deeper:
12. Near the end of Chapter 12, Crispin says he knows that if he is killed without
the benefit of sacred rites, he will drop into hell. Read John 3:1618, Romans
6:2223, and Ephesians 2:49. What do these verses say lead to heaven or eternal 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. Reread
Romans 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?
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14. Crispin clearly feared God and Gods anger and judgment, but he also recognized that God was merciful and loving. Read Psalms 111:10. What does this
verse tell us about fearing God? Just as Crispin feared the Lord and followed
him to the best of his abilities, what are two practical ways you can follow the
Lords precepts (his teachings)?
History Connections:
What does it mean to claim sanctuary in a church at the time this story is set in
England?
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Chapters 1624
Vocabulary:
Match the words in the Word Box to their meanings below. Each word is used in
Chapters 1624. You may, if you like, find the word in context in the chapters and
then choose the correct answer, or you may wish to consult a dictionary.
Word Box
beguiled
prudence
evasively
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
cur
shrewd
wend
garbed
jest
lamenting
putrid
wily
servile
tyranny
raucously
loathing
misleading, avoiding ____________________________________________

clothed ______________________________________________________
mourning, bewailing ____________________________________________
mongrel dog __________________________________________________
shrewd, crafty _________________________________________________
tricked, deluded, deceived ________________________________________
wise thought, good judgement ____________________________________
corrupt, vile, rotten _____________________________________________
making a harsh or strident sound __________________________________
comic act or remark ____________________________________________
to go, travel __________________________________________________
cunning, keen, clever ___________________________________________
cringing, groveling _____________________________________________
oppression, cruel use of power ____________________________________
hatred, disgust ________________________________________________
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Questions:
1. Authors often use characters in their stories to teach life lessons. You may wish
to look at the section or paragraph in the book to refresh your memory of the
conversation.
a. Near the beginning of Chapter 22, Bear tells Crispin: As God in heaven
knows, both wheat and trust take a full season to grow. What lesson is Bear
trying to teach Crispin?
b. Near the end of Chapter 22, Bear tells Crispin: . . . war is where the
Christian 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 Bears presence, he unfolds his unhappy history. Bear advises Crispin, Lose your sorrows, and youll find your freedom.
What freedom is Bear speaking of?
4. Bear tells Crispin that he cannot be hung. Why is this? Explain.
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5. Bear had a somewhat unconventional view of religion for the time in which he
lived. He says, Crispin, as Jesus is my witness, churches, prieststheyre all
unneeded. The only cross you need is the one in your heart. What does Bear
mean 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 welcome. 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 split
into 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 this
way?
Dig Deeper:
9. At the beginning of Chapter 19, Crispin believes it would have been better to
have 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 new
master whose manner is loud, threatening, and frightening. However, because
he is a wolf s head and because he swore an oath, Crispin must stay with Bear.
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When Crispin was caught by Bear, did you agree with Crispin that he was in
worse shape than before? Do you believe the same thing at the end of Chapter
24? Why?
10. Read Romans 8:28. What does God promise us in this verse? Also read Genesis
45:411, 50:1921. (For the full story of Joseph, read Genesis 37, 3947.)
How did God use something that seemed terrible for Joseph to turn it into
something 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 says
that God abandoned him. Crispin tells him, It was your father, not God, who
left you. What verses did we read in the last section that talked about whether
God will abandon us? What do these verses assure us of?
12. As Bear begins to tell Crispin of his many adventures, Crispin realizes that
everything Bear talks about is stitched with laughter. Read Philippians 4:4
and 1 Thessalonians 5:1618. How do these verses compare with Bears attitude? How can you be more joyful?
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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 juggling
demonstration. If the juggler has a juggling act, ask him if he would be willing
to perform his act for your class. You might want to try a juggling lesson, just as
Crispin had.
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Chapters 2530
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 substituted
for 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 every
kind of grisly torture if I didnt try. _________________________
3. At first his shouted warnings terrified me. But as the day wore on, I realized he
was mostly bluster. _________________________
4. At that place it meandered among low hills, so that we never had a clear view
for very far. _________________________
5. He led me into a small spinney, ample enough to hide us from view.
_________________________
6. He ruffled his beard. Its a private matter. Then he added as if to mollify me,
Ive promised to be there. And so I must. _________________________
7. Then, when he stepped forward and snatched a mazer from the hands of one of
the onlookers and added it to the revolving mix, there was laughter and
applause. _________________________
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Questions:
1. In Chapter 25, when Crispin tells Bear, I dont understand you. . . . What are
you? Bear says he is a man, nothing more or less. When Bear asks Crispin
what 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? What
does 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 see
the 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. How
does Bear reason with him to show him that he should be able to learn music?
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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 my
master. . . . And, Saint Giles, do not let him betray me. Why does Crispin fear
that Bear might betray him?
8. Bear observes to Crispin, In a ruthless world I find innocence more a puzzle

than 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. The

dictionary defines it as a point at which a notable or decisive change takes place, a
critical 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 what
you are? What does Crispin reply? Why do you think he replies this way?
11. Do you agree with Crispins statement in the above question? Do you agree
with the way Crispin means it? Read Matthew 25:1430. How does this parable relate to Crispins situation?
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12. Read 2 Corinthians 5:17, Philippians 1:6, and Ephesians 2:10. What do these
verses teach us about who we are in Christ? Would it have helped Crispin to
know 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 and
that have helped him to survive, such as getting food and knowing what it
means when wildlife is disturbed. What life skills do you need to survive in the
21st century? How can you learn them?
2. Bear clearly has religious beliefs that make Crispin nervous. In fact, Bear tells
Crispin that if Crispin repeats what Bear has told him, Bear will denounce him
as a liar and a heretic. However, when they reach a village, Bear seems to contradict himself and pays honor to the village priest. Discuss why Bear acts as he
does. Are people free to worship as they please in Crispins time and culture?
What allows us, in the United States of America, to worship as we please? Do
you think it is good, in a culture or nation, to allow people to worship in different ways or different gods?
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Chapters 3138
Vocabulary:
Read the sentence from the book, then answer the question about the underlined
word 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 someone
b. angry and yelling
c. exuberant and joyful
d. dancing and jumping
2. We started off again, my thoughts enraptured by the notions that we were
indeed free.
If someone is enraptured, he is _____.
a. entranced, filled with delight
b. entangled; in turmoil
c. shocked, puzzled
d. sad, depressed
3. . . . when I reminded myself that I was still a wolf s head and pursued, the
luster of the moment dimmed.
When something has luster, it has _____.
a. shine, glossiness
b. specialness, preciousness
c. excitement, commotion
d. happiness, gladness
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4. Youre 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 mocking
b. sorrowful or regretful
c. happy and cheerful
d. tolerant
5. Just to see him [the tax collector] made Bear irate.
If someone is irate, he is _____.
a. fearful
b. angry, incensed
c. depressed and sad
d. 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 monks
b. using curse words
c. in a rhyming fashion
d. harshly; huskily
7. As we slowly made our way forward, I could feel myself becoming increasingly
timorous.
If someone feels timorous, he feels _____.
a. small; unimportant
b. uncertain, puzzled
c. fearful; shy
d. awestruck, wondering
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8. Well done, said Bear with a palpable sigh of relief. . . .

When something is palpable, it is _____.
a. breathy, windy
b. obvious, evident
c. hidden, private
d. groaning, low
9. Even as we passed, I saw house shutters opened and muck heaved out on the
street, sometimes dousing passersby, to the hilarity of those watching, arousing
fury from the victims.
If people witness something with hilarity, they _____.
a. are angered, mad
b. are amused, laughing
c. are offended
d. are proud, ignoring it
10. Though I followed on his heels, I was more than a little hesitant, knowing his
businessas he had said himselfwas dangerous.
If you are hesitant, you are _____.
a. fearful; timid
b. courageous; brave
c. resigned; submissive
d. tentative; doubtful
11. As to what I really do, he said with a placating smile, Im a fool because I
should like to be in Heaven before I die.
If someone tries to placate someone he is _____.
a. controlling them
b. fooling; tricking them
c. making peace with, or pacifying, them
d. tolerating; putting up with them
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12. Great Wexly seemed more tumultuous with more people, more happenings
than even before.
When it is tumultuous, it is _____.
a. very noisy, disorderly
b. confusing, mixed-up
c. crowded, packed
d. 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 Crispins status change when Bear made him an apprentice? Explain
what 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?
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6. Name three things that Bear begins teaching Crispin in Chapter 32. How will
these things help Crispin?
7. Bear remarks to Crispin, Ive heard it said that a mans soul may be observed
behind the eyes. What does this mean?
8. In the middle of Chapter 32, Bear tells Crispin, I suppose the Devil has as
many faces as there are sins. At the moment however, I think of him as Lord
Furnival. Why does Bear say this about Lord Furnival?
9. Hyperbole (hi PER bo lee) is exaggerating for effect, or making a statement that
cannot be true, but the writer wants to emphasize the point he is making. We
use hyperbole when we make statements such as, I thought I would die of
embarrassment. Following are some examples of hyperbole, metaphor, and
simile from the book. In the blank, write H for hyperbole, M for metaphor, or S
simile. If you need, you may refer to the section for Chapters 17 for descriptions 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 some
fangs.
c. _____ Bear: True, youre as ignorant as a turnipor perhaps as a
cabbage. . . .
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d. _____ Crispin: It all appeared to my eyes and ears like a flock of crows
screaming 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 shouldnt be worried, Bear tells
him, . . . theres an old soldiers saying: If you have to choose between alertness
and worry, being alert will bring you more days of life. What does the saying
mean? Read Matthew 6:2534 and 1 Thessalonians 5:46. Which of the verses
in Matthew says something very similar to the soldiers saying? What do these
verses 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 in
Great 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, but
found myself pausing. I had already asked God for much, and he
had given in abundance. Perhaps it was time for me to make the
decision 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.
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Read Philippians 4:67; 1 Thessalonians 5:1618; 1 Peter 3:12, 5:7; 1 John

5:14; James 1:5. Do Crispins thoughts and actions, in this instance, fit in with
what these verses tell us? What do they tell us about worrying, praying, and
seeking 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 pray
for guidance so his decision would be mine and mine alone. If Crispin had
prayed for guidance, would someone else have made his decision for him? Does
asking for advice or praying for wisdom mean the final decision is not yours?
1. Though we may laugh at Crispins asking whether the little two-story Green
Man tavern will fall down because it is so tall, sometimes we too can be surprised by things bigger than we have ever seen before. Have you ever been to a
big city and been amazed at the tall buildings and traffic and people? Have you
ever stood in a skyscraper and wondered how it kept from falling, or have you
stood on the sidewalk and looked up and suddenly felt as if they could fall on
you? Have you been next to or on a giant ship? Have you attended a big college
or professional sporting event or a youth conference with thousands of people?
Write a descriptive paragraph telling what the experience looked like and felt like
to you. Describe the sights, sounds, smells, and feelings. You might also write a
descriptive poem about the experience, if you wish. Share them with your classmates, then compare them to Crispins first experiences of Great Wexly.
2. One of the things Crispin noticed about Great Wexly was a stench of human
waste, particularly when he stepped out the back of the Green Man tavern to
where there were several privies over an open ditch. Research the way in which
people have dealt with human waste through history. Besides smelling better,
how does having a hygienic toilet and sewage removal system improve life?
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Chapters 3946
Vocabulary:
Write the correct word from the Word List in the blank preceding the definition. You
may use a dictionary if necessary to choose the correct words.
Word List
guild
ebb
fervor
caterwauling
serpentine
furtively
wend
multitude
aghast
maze
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 ones course; proceed
11. _______________________ a time when inhabitants of a city or other area
are restricted to their homes and are not permitted to appear in public.
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12. Choose five of the vocabulary words from the list above and write your own
sentences using each.
a.
b.
c.
d.
e.
Questions:
1. How does Crispin escape from the two men who almost capture him?
2. What is Crispins 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 his
prayers?
4. Who is John Ball and why is Bear meeting with him?
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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 two
related things does Avi use to foreshadow trouble? What metaphor does he use
to 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 grown
more observant. Crispin tells Bear, Youve been protecting me. Maybe I should
be protecting you. What does this demonstrate about how Crispin has
changed since he first met Bear?
8. At the end of each chapter in this section, Avi leads the reader on to the next
chapter using foreshadowing and cliffhanger chapter endings. Cliffhangers are
situations that depend on unusually strong and sustained suspense for dramatic
interestthey leave the reader wondering what will happen next. Choose the
end of one of the chapters and explain how the ending leads you on and what
questions, concerns, or foreshadowing it places in your mind.
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Dig Deeper:
9. At the end of Chapter 32, Crispin struggled to trust Bear, even though Bear had
offered to make Crispin his apprentice. Compare his feelings then with his reaction at the beginning of Chapter 40, when Bear finds Crispin in the streets of
Great Wexly. How does Crispin react when he realizes the man calling to him is
Bear? What change does this indicate in Crispin?
10. Read Psalm 17:69, 36:67, 57:1, 61:14, 91:24. What imagery does the
psalmist use in these passages that is similar to the simile that Crispin uses when
Bear finds him? How would these verses answer the fear that Crispin had before
Bear found him? How can these verses comfort us?
11. As he often has before, in Chapter 41 Crispin thanks God for his safe return
and prays for his parents souls and for protection and help. Read Matthew
6:613, Romans 12:12, and Philippians 4:6, in which Jesus and the apostle
Paul give guidance in how to pray. What do these verses teach us about how to
pray? How do Crispins prayers seem to compare with the guidance given in
these verses?
History Connection:
In Chapter 41, Crispin overhears a conversation between Bear and John Ball that
includes prominent governmental figures. To better understand the political climate of
the time, research the following in groups and present the identity of each to the class
through presentations, speeches, or panel discussion:
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King Edward
Duke of Lancaster
Richard of Bordeaux
John Ball
Optional Activity:
Review the prayer that is commonly called The Lords Prayer, found in Matthew
6:913. Though we often recite this prayer word for word, is that what Jesus actually
tells us we should do? Examine the prayer and see the way in which it says we should
pray. Make a model prayer of your own, in the pattern of The Lords Prayer, that
brings to God some of your praise and concerns.
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Chapters 4751
Vocabulary:
Underline the word on the right that is closest in meaning to the vocabulary word on
the left.
1.
2.
3.
4.
5.
6.
7.
8.
engulfed
disconsolate
spate
commotion
receding
compose
venom
bondage
overwhelmed
distracted
flood
sound
withdrawing
scream
betrayal
slavery
frozen
exhausted
feeling
disturbance
foggy
to build
poison
bandages
angered
hopeless
fire poker
swinging
high
calm oneself
bitterness
peacefulness
Questions:
1. Where do the soldiers take Bear?
2. How does Crispin evade capture when soldiers search the inn?
3. Who is Crispins father?
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4. What does Widow Daventry call the blood that runs in Crispins veins? Why?
5. After Crispin learns who he is, he reviews all the evil that has happened because
of who his parents were, including the death of Father Quinel and Bears abduction. 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 have
seen him. What has given Crispin the courage to approach people that he does
not know and ask questions that might be dangerous?
7. When Crispin returns to the Green Man, he is upset. He plays Bears recorder
and then puts it away, saying, Silence was the only voice that could speak to
me. 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 example, we might say, The music sobbed, though music cannot really cry. The
personification creates a visual image that communicates the feeling or impression the author wants to express. In the quotation in the question above,
Crispin refers to silence as a voice that can speak to him.
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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, which
in turn will set off another, and so on. These are consequences to actions. Lord
Furnival committed a serious sin when he took Crispins mother, fathered a
child out of wedlock, and then hid her in a tiny village. What consequences or
domino effect did Lord Furnivals actions begin?
Dig Deeper:
10. When Widow Daventry brings Crispin food and tells him about her two dead
husbands and seven dead children, she asks Crispin if God has reasons. He
replies that he does not know and she begins to weep. Do you think God has
reasons for everything that happens? Do you think God makes everything happen? How does Romans 8:28 affect this question?
11. Lord Furnivals actions had far reaching consequences, probably much farther
than he ever imagined. Read Galatians 6:78. What do these verses teach us
about being responsible for our actions?
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12. Read 2 Samuel 11:112:18. Compare this story with Lord Furnival and his
actions. 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 had
consequences you did not expect? Share one such incident, good or bad, and
explain what happened.
14. In Chapter 51, as he lies hidden in the dark, Crispin realizes that Bear is a
thousandfold a more faithful father than Lord Furnival ever was. Sometimes,
because they are sinful, like all people, our earthly fathers can disappoint and
even hurt us. Read Matthew 7:911; Romans 8:1516, 2627, 3839;
Galatians 4:47. 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 for
assistance from someone else? If so, who should he ask? Should he try the rescue
alone? Why or why not? What would you try?
2. Toward the end of Chapter 48, when Crispin tells Widow Daventry that John
Ball had cried out that he was betrayed when the soldiers broke up their meeting, the widow tells him, Beware all men who confuse their righteousness
with the will of God. In Chapter 46, when they are escaping from the soldiers, Ball tells Bear, Bear, dont lose heart. Put your faith in mighty God and
me. In Chapter 41, when Bear is talking with Ball at the Green Man, Ball tells
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Bear, And with the righteous hand of Godhe lifted a fistit is my destiny
to lead them. As a class, discuss the following questions:
a. What does Widow Daventry mean by her comment in Chapter 48? Do you
trust John Ball? Why or why not? Read 2 Corinthians 10:1718 and
Philippians 2:18. How does John Ball compare to these verses?
b. Abraham Lincoln once said, I know that the Lord is always on the side of
the right. But it is my constant anxiety and prayer that I and this nation
should be on the Lords side. How is President Lincolns attitude different
from John Balls attitude?
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Chapters 5258
Vocabulary:
Write the correct word from the Word List in the blank preceding the definition,. then
choose three of the words and write a sentence using each of the words, correctly.
Word List
fore
cowl
alcove
purchase
breach
trencher
sole
sconce
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 on
a plaque and fastened to a wall
9. _______________________ toward the beginning or front
Your sentences:
10.
11.
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12.
Questions:
1. When Crispin leaves his room in the Green Man, he carefully takes his sole
possession with him. What is it? Why is it important?
2. When Crispin leaves the Green Man Inn, what does he offer the Widow
Daventry? What does this reveal about Crispins 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? Do
they fulfill their vows?

5. Two of the first several paragraphs of Chapter 54 end in similes. Write those
two similes below.
a.
b.
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6. An epiphany is a sudden revelation or insight that alters a persons perception of

life. In Chapter 55, Crispin enters a room and sees something that changes the
way he sees himself. What was the room, the object, and Crispins epiphany?
7. How is Crispin able to force John Aycliffe to release Bear? What things does he
possess, both physically and within himself, that give him power over Aycliffe?
8. John Aycliffe tells Crispin, Theres an order to things which God Himself has
put in place. It can never be changed. Of what is he trying to convince
Crispin?
9. After John Aycliffe dies, Bear gathers their belongings to leave and tells Crispin
to hurry. What does Crispin do before he and Bear walk through the gate? Why
does 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?
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Dig Deeper:
11. In these final chapters of the book, Crispin and others come to points at which
they must make decisions about honoring oaths or obligations. After each name
below, briefly describe how the person did or did not honor either an oath or an
obligation.
Widow Daventry:
John Ball:
John Aycliffe:
Crispin:
12. Read Proverbs 21:3, and Romans 12:1721. How do these verses address the
things Crispin has seen in the Furnival palace and the actions of Crispin and
John Aycliffe in these last chapters? Cite specific examples from the story to
illustrate your answer.
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Overview
1. Every story has a conflict, or problem, to be solved by the main character or
characters. The following are common forms of conflict:
Man vs. Man: Characters struggle against each other.
Man vs. Himself: Characters struggle is internala struggle against character 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 in
Crispin: 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 can
be divided:
ExpositionThe writer introduces the characters and setting, providing the
background information needed to understand the story.
Rising actionThe story builds and secondary conflicts are introduced.
Various obstacles come into play that keep the protagonist from reaching his
or her goal.
ClimaxThe moment of greatest tension in the story, as well as the turning
point in the action. It may not be the moment of greatest action, but
instead may be a moment of choice, when the main character chooses the
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direction he or she will go or the full consequences of choices become clear.

Falling actionEvents take place as a result of the climax, and the story
begins to be resolved.
Dnouement(day noo MAH) a French term, literally meaning unraveling
or unknot, this is the resolution of the story. Any remaining questions are
answered 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 events
from Crispin: The Cross of Lead that occur in this stage. Do not try to list every
event that takes place in the novel, but include those that specifically propel the
plot forward.
Exposition:
Inciting incident:
Rising action:
Climax:
Falling action:
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Dnouement:
3. Consider the role of prayer or religion in the following characters lives. Do

prayer and faith seem to be a real presence for them? Use examples from the
story to support your answer.
Crispin:
Bear:
Aycliffe:
4. One of the themes present in Crispin: The Cross of Lead is the role of a father
figure or the lack or it. Examine the role of fatherhood in the novel. How does
it affect Crispin? What father roles appear and how do they affect the characters? Do you think fatherhood and its role is portrayed positively or negatively
in 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 novels antagonist. Identify the protagonist and antagonist in the novel.
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6. Characters in literature can be classified as either dynamic or static characters. A

dynamic character is a character who we see change during the course of the
novel. A static character is a character who remains essentially the same
throughout the novel. Analyze the following characters and explain which of
them are static and which are dynamic. Provide evidence from the novel to support 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? Support
your response with examples from the novel.
8. A literary contrivance is a story element or plot development that seems artificial, but is necessary for the story to continue. For example, a contrivance may
be a character suddenly meeting a long-lost or unknown brother or sister or an
identical 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.
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9. A motif is a recurring image, object, or idea in a novel. Motifs act as unifying

devices in literature and often are related to a novels theme. There is one obvious
motif in Crispin: the Cross of Leadthe cross of lead. How might the author be
using the the cross of lead to communicate a theme of the novel? In what way
does bearing a cross made of lead reflect Crispins life?
10. Point of view is the position from which a story is being told. First-person narrative means the story is told by one of the characters in the story. The action of
the story and the feelings of the characters are limited to the narrators knowledge. The personal pronouns I, my, mine, etc., indicate first-person narrative. In
second-person narrative you, the reader, are a character in the story. Second-person narrative is an uncommon form. In third-person narrative the story is told
from an outside viewpoint. It is the most common point of view used. Thirdperson narrative lets readers know about the actions and feelings of several or all
characters. From which point of view does Avi write Crispin: The Cross of Lead?
Why do you think he uses this point of view?
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Suggested Essays and Projects

The choice of appropriate essays and the number of essays to be done is up to the student 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 different; he feels whole. Knowing his heritage helps him to understand himself. Create
your 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 to
your great-grandparents. Make a presentation for the classroom. Write a history of
one family member and share it in an oral presentation. Include family stories.
2. Write an essay comparing and contrasting the attitudes and actions of Aycliffe
and 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 men
were 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 Crispins new freedom at the end of the book
with contemporary freedom in America. To understand Crispins freedom,
research the freedoms a tradesman or bard could expect in the mid to late
1300s. Reference materials may include the Constitution, encyclopedias, and
supervised internet research.
5. Research the history and practices of Benedictine, Dominican, and Franciscan
orders of friars and monks. Prepare individual or group presentations for the
class about each brotherhood. Costumes could add interest and authenticity.
6. Crispin grew and changed throughout the book, yet the final catalyst for
change was Bears capture. Write a two- to three-page paper analyzing how
Crispin grew and changed and how Bears capture affected Crispin.
7. Write a factual one-to two-page paper explaining not only the duties of a serf or
vassal to their lord in 14th century England, but of the lords obligations to the
people under him.
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8. Using Chapters 34 and 38 as guides, create a mural or miniature village of Great

Wexly. You also may need to research villages and towns of the mid-1300s. See
reference materials in Additional Resources at the end of this study guide.
9. The recorder is still a common and relatively inexpensive instrument in the 21st
century. Many schools use them to teach the rudiments of music. Using a
recorder or flute, learn some simple tunes. Using tennis balls, or some other
light weight objects, practice (outside of the classroom) the art and science of
juggling until basic tosses can be done with ease. Create a brief show of music
and juggling in honor of Bear and Crispin. Present short speeches and informational presentations prepared on other essay subjects in this section. Invite other
classes or parents to see your performance. Pass a hat at the end for money, and
donate your earnings to a homeless shelter.
10. Crispin prays throughout this novel, as do many of the other characters. Look
back over the questions, the scriptures listed, and your answers concerning
prayer in this study guide, and write a two- to three-page essay examining
prayer in the book. Consider how characters pray, how they seem to view and
use prayer, what the Bible says about prayer. How do Crispins prayers compare
to scriptures? Does he always get what he prays for? Do answers to prayer come
in 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 political
freedom. Write a two- to three-page essay examining freedom in the Bible. Is it
the 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 8:3132, 36; 14:27; 16:33; Romans 6:1923; Galatians 5:13, 1925;
Ephesians 2:49.
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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)
Poppy
Poppy and Rye
Poppy Returns
The Fighting Ground
The Secret School
The Good Dog
Prairie School
Ragweed
Ereths Birthday
The Escape From Home
Lord Kirkles Money
Who Stole the Wizard of Oz?
Night Journeys
Finding Providence: The Story of Roger Williams
Who Was That Masked Man, Anyway?
Windcatcher
Perloo The Bold
The Traitors Gate
The Barn
Encounter at Easton
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Other Titles of Interest:

Good Masters! Sweet Ladies! Voices
from a Medieval Village
Matilda Bone
The Door in the Wall*
Adam of the Road
Minstrel in the Tower*
Sword in the Tree*
I, Juan de Pareja
The Adventures of Robin Hood
The Merry Adventures of Robin Hood
Men of Iron
Otto of the Silver Hand
The Red Keep
Morning Star of the Reformation
A String in the Harp
by Laura Amy Schlitz Newbery 2008

by Karen Cushman
by Marguerite de Angeli
by Elizabeth Janet Gray
by Gloria Skurzynski
by Clyde Robert Bulla
by Elizabeth Borton De Trevino
by Roger Lancelyn Green
by Howard Pyle
by Howard Pyle
by Howard Pyle
by Allen French
by Andy Thomsen
by Nancy Bond
The Bracken Trilogy:

The Bridge*
series by Jeri Massi, grades 36, published
Crown & Jewel*
by Bob Jones University Press
The Two Collars*
coloring book by John Green, grades 25
Life in a Medieval Castle
and Village
published by Dover.
Cathedral
by David Macaulay
Castle
by David Macaulay
Medieval Life (DK Eyewitness Books)
by Andrew Langley
Manners And Customs in the Middle Ages by Marsha Groves
by Lynne Elliott
Medieval Medicine And the Plague
Archers, Alchemists, and 98 Other Medieval
Jobs You Might Have Loved or Loathed by Priscilla Galloway
Our 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.
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Crispin:

The Cross of Lead

by Robert and Janice DeLong

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

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About the Novels Author

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Ideas for Prereading Activities

Carry On, Mr. Bowditch, by Jean Lee Latham,

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Crispin: The Cross of Lead Study Guide

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

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

Crispin: The Cross of Lead Study Guide

9. To the west ____________________ (wandered) the river Strom, glittering like

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

5. Why is Astas son being hunted?

Thinking About the Story:

8. A simile is a figure of speech used to describe something through comparison. A

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

11. Why does Astas son speak of heaven as being distant?

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Crispin: The Cross of Lead Study Guide

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

2008 Progeny Press

Crispin: The Cross of Lead Study Guide

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

7. Id have to forage as I went.