When Melkor falls from grace and Middle-earth descends into turmoil, weapons of all kinds become increasingly important. What do weapons symbolize in The Silmarillion? Consider the various types of weapons seen throughout the book, then reflect upon them not only as tools to enact or defend against violence, but also as objects of cultural importance.

Teaching Suggestion: Weapons primarily symbolize the arrival of danger and violence in Middle-earth. They also contribute to the book’s Religion and Mythology regarding what’s required to make them and the forging of alliances between the groups who possess them. The naming conventions of weapons speak to their cultural significance: Weapons are given names (for example, Grond, the Dragon-helm of Dor-lómin, Ringil, Narsil, and Anglachel) and passed down through generations. Individuals can recognize and determine the significance of individual weapons, referencing the acts of a certain weapon and acknowledging the advantages that it brought to the world. The names given to weapons by the Elves also connect them to the overarching mythos of the text through songs, stories, and sagas. Weapons, then, come to indicate certain cultural touchstones. Students who struggle to generate ideas might benefit from being assigned a specific weapon to investigate and analyze.

Differentiation Suggestion: For a more lighthearted visual approach, you may want to consider having students watch the 42-minute video by Tolkien Untangled’s “Top Ten Weapons in Middle-earth,” which is a deep dive—and ranking—of the various weapons seen throughout Middle-earth. Advanced students and those who would benefit from an additional challenge might compare two weapons within the text or a single weapon within this text to another mythical weapon outside of it (e.g., Excalibur, the sword of King Arthur).

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

A New Face in Middle-earth: Adding to the Lore of The Silmarillion

In this activity, students will craft a character inspired by—and connected to—the genealogy set forth in The Silmarillion.

J. R. R. Tolkien, one of the most famous worldbuilding fantasy authors of all-time, created the mythology in The Silmarillion as the basis for his legendary world, Middle-earth. In this exercise, you will strengthen your own worldbuilding skills by adding to the colorful domain established in The Silmarillion. As you create a character and story to fit in Tolkien’s universe, complete the following steps:

• The Who: Select a genealogical line for your character. Consulting the family tree on LotrProject, determine the line from which your character will descend.
• The Where: Select a place in the Tolkien universe. Drawing from the Tolkien maps, select a land that your character will inhabit.
• The When: Select a moment in the timeline. The timeline in Tolkien’s works spans hundreds of years. Decide when in this history your character will be living.
• The Why: Give them a motive. The Who, Where, and When of your character should partially inform their motive. Complete the scene by considering their personality and surroundings; you might also consider how weaponry could connect to your character’s lore.

Share your story in small groups, then reflect on and discuss the writing process. What challenges did you encounter in contributing to Tolkien’s world? What parts of Tolkien’s universe were you drawn to the most, and why?

Teaching Suggestion: You may want to give students some concrete tips on how to “worldbuild” in creative writing by having them read either “10 Worldbuilding Tips: How to Write an Engaging Fictional World” or Fabled Planet’s 6-step process in “How to Worldbuild: No-Nonsense First Steps for Fantasy Writers.” It may also be beneficial to explore how this activity connects to the theme of Religion and Mythology; you might draw attention to the fact that effective worldbuilding typically involves creating a rich, detailed history. You may also want to review sections of the novel that correspond to each of the prompts before beginning the exercise, as this may help students make relevant comparisons.

Differentiation Suggestion: Visual learners and artistically inclined students may benefit from drawing their characters and telling their stories with supplemental illustrations. These students might also present their stories in the form of a detailed comic strip or other visual medium. To strengthen collaboration within the classroom, consider having students create their Tolkien-inspired characters in pairs.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. One of many things The Silmarillion is known for is its religious allusions.

• In what ways does Tolkien’s opening of the text draw from creation myths and world religions? (topic sentence)
• Select 2-3 religious creation myths to compare with The Silmarillion’s opening. Discuss the main similarities and their significance.
• In your conclusion, explore how Religion and Mythology help enrich Tolkien’s literary universe.

2. The relationship between Elves and Men is complicated, with many alliances and betrayals.

• How does the relationship between Elves and Men evolve over the course of the novel? (topic sentence)
• Choose scenes from the beginning, middle, and end of the novel that discuss the relationship between Elves and Men. Analyze how their relationship evolves and consider the reasoning behind this change.
• In your conclusion, describe how the battle of Good Versus Evil ultimately helps align Elves and Men, despite their differences.

3. The “tragic hero” archetype is a popular one throughout literature.

• What is the purpose of the tragic hero archetype in The Silmarillion? (topic sentence)
• Examine the figure of Fëanor through the lens of the tragic hero archetype, and analyze evidence from the text that demonstrates his complexity as a character.
• In your conclusion, describe how Hubris connects to Fëanor’s inherent, fatal flaw, despite his heroism.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by textual details, and a conclusion.

1. Every character in the novel has at least one name, and many characters have numerous names. How does Tolkien use naming conventions to create his world and convey the importance of family? Select 2-3 characters and analyze each of their names. In your conclusion, explain how, through this naming convention, Tolkien incorporates history and adds greater depth to the Religion and Mythology of The Silmarillion’s universe.

2. In a novel filled with fantasy traditions, the concepts of good and evil are repeatedly portrayed. How does Tolkien depart from the classic “good versus evil” formula throughout the text? Which characters embody these concepts, and why? In your conclusion, reflect upon how Tolkien adds complex, morally ambiguous characters in The Silmarillion to add depth to the classic battle of Good Versus Evil.

3. The novel portrays many different kinds of love, including romantic, platonic, and familial love. How do characters demonstrate the strength of their feelings? In the cases where love is unrequited, how do they react to their potential love interests? In your conclusion, consider how love—and occasionally betrayal or denial of love—helps create systems of allegiances that craft Tolkien’s universe.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. Which of the following best describes a work in which a mythology is created for a fictionalized world?

A) A mythopoeic creation

B) A fictional realm

C) A fantasy universe

D) A speculative prose-poem

2. Why do the Elves view Men as being more like Melkor than the Valar, even though Eru loves them?

A) Because they are virtually hairless, just like Melkor

B) Because they are ultimately weak, as they are human and therefore fallible

C) Because they are never satisfied and therefore seek beyond the world

D) Because they are motivated primarily by monetary gain

3. Which of the following lists the events of the novel in chronological order?

A) Fëanor creates the Silmarils; the age of Men begins; the Valar chase away Melkor so they can shape the world.

B) Fëanor creates the Silmarils; the Valar chase away Melkor so they can shape the world; the age of Men begins.

C) The age of Men begins; the Valar chase away Melkor so they can shape the world; Fëanor creates the Silmarils.

D) The Valar chase away Melkor so they can shape the world; Fëanor creates the Silmarils; the age of Men begins.

4. What is Fëanor’s greatest weakness?

A) His vanity

B) His arrogance

C) His weak heart

D) His gluttony

5. Which character is arguably neither good nor evil?

A) Eru

B) Valar

C) Manwë

D) Melkor

6. Which type of non-literary text is The Silmarillion most comparable to?

A) Technical manuals, like a set of instructions

B) Scientific texts, like the periodic table

C) News reports, like articles about live, dynamic situations

D) Religious texts, like the Old Testament

7. What is the name of the horrific werewolf that Melkor has been breeding to kill Huan?

A) Carcharot

B) Angrod

C) Galadriel

D) Thingol

8. Who lives the longest: Elves, Dwarves, or Men?

A)  Dwarves

B) Men

C) Elves

D) They are all immortal.

9. What is ironic about Beren telling Thingol that Elven-kings will sell their daughter “for little price” in Part 3, Chapter 19?

A) The price is a Silmaril, which is nearly impossible to secure.

B) Beren is incredibly generous.

C) There is no price Beren would pay to give up his daughters.

D) Elven-kings are known for being extraordinarily wealthy.

10. When Eru first created the Ainur, they did what before him?

A) Sing

B) Dance

C) Jump

D) Swim

11. What is one of the primary reasons why Melkor envies the Elves?

A) They have pointy ears.

B) They know the secrets of the universe.

C) They receive love from Valar.

D) They have a harmonious relationship with nature.

12. Which character created the Silmarils?

A) Eru

B) Beren

C) Thingol

D) Fëanor

13. Why does Túrin not remember his sister when she finally finds him in Part 3, Chapter 21?

A) Because Melkor’s spell gives Túrin amnesia

B) Because Túrin has been away so long that he’s forgotten he had a sister

C) Because Glaurung’s spell gives Túrin amnesia

D) Because Túrin must fool Glaurung into thinking that his spell has worked

14. What does the Silmarils represent by the end of the story?

A) The joy of Men

B) The demise of beauty

C) The benevolence of Eru

D) The pain of existence

15. Which of the following best describes what the Valar singing together represents?

A) Frugality as expressed through sound

B) Mortality as expressed through harmony

C) Togetherness as expressed through reverberations

D) Achievement as expressed through fervor

Long Answer

Compose a response of 2-3 sentences, incorporating textual details to support your response.

1. How do the Valar react to the creation of the natural word in Part 1? What is the purpose of this reaction?

2. How does the struggle against Melkor form the spine of the narrative in terms of Good Versus Evil? Who are the morally neutral “pawns” torn between these two forces, and how does Tolkien use these pawns to comment on good and evil?