Primary Texts:
- J. R. R. Tolkien, “Quenta Simarillion 17-20” in The Silmarillion
Secondary Texts:
- Richard C. West, “Real-World Myth in a Secondary World: Mythological Aspects in the Story of Beren and Lúthien,” in Tolkien the Medievalist, edited by Jane Chance (UBC Library online)
Discussion Leaders: Justin Carless, John Wragg
Discussion Questions:
- In our day and age, there is a lot of issues regarding refugees and migration of peoples and their integration into society. Why is it that the new race of men emerging out of the east did or did not havensuccess integrating with the various elven factions?
- Upon realizing that the light the race of men sought is beyond the sea, the race of men become concerned as to what their purpose is and what their place is in the world. From what we read so far, what do we make to be the purpose of men in regards to this story so fat, and to the story to come.
- Morgoth seems to be getting stronger while the elves and men are getting weaker. Heroes are perishing, peoples and strongholds are perishing. What are we to make of this and if the tolkien mythos is a reflection of our own world, what can this say about our world.
- What are we to make of the relationship between Thingol and Beren and how the Silmaril influences this relationship?
About Kathryn Ney
I am a Teacher Candidate in the Bachelor of Education Program (Secondary) with two teachable subjects, Social Studies and English. I graduated from the Global Stewardship Program at Capilano University in 2014 and completed a double major at UBC in English Literature Honours and History in November 2018.
During my studies at CapU, I volunteered as an English teacher with the Global Volunteer Network in Nepal and this experience first prompted me to consider a career in education. While studying at UBC, I led a Student Directed Seminar on the Inklings (Tolkien and C.S. Lewis), thus enabling me to gain experience designing syllabi and marking rubrics for peer evaluation. I am also an alumni of the UBC Arts Coop program, through which I predominantly worked as a docent and archivist in the culture and heritage industry. Some of my work during my Coop placements included developing educational programs for museums, and through this experience, I learned how to make history engaging and accessible for young people as well as for the general public. I spent the past year participating in the Odyssey Program as an English Language Assistant in small-town Quebec, during which time I gleaned extensive in-class and interpersonal experience working with both kids and young adults on their English skills. Since my return in May, I have been leading summer camps for youth focused on conservation issues and outdoor skills. This experience allowed me to share my love of nature and the environment with young people from across the province.
Ideally, after completing the BEd. program and having gained some teaching experience, I would like to find a way to combine these disciplines and interests in the form of extracurricular involvement, or otherwise to work abroad doing professional or curriculum development for teachers in developing countries.
