Ancient Celtic Literature

IntroductionTasks & ProcessesResources

Evaluation ProcessConclusion

Sit down for a rest next to the glowing firelight and warm yourself with the Ancient Celts’ literary cloak.

Become acquainted with the legends of CuChulainn … and Fionn Mac Cumhaill

…their kings, queens and comrades

…and their unequalled prowess

…in battle and poetry.

Song of the Timeless MythsSing O Muse,Sing to us of the glorious gods,who ruled the land and sea.And tell usOf the fair beauty of the goddesseswho dwell in Eternal Olympus."Sing to us, O Muse:Of Ages that have come to pass,Of those mighty warriorswielding their deadly spears,From the loresOf our Timeless Myths.“

-from Book of Heroes Unknown Bard

All of this and a myriad of enticements

can be found in Ancient Celtic Literature.

Heroes, heroines and villains, love and hate, honor and treachery, and of course magic…

…everything needed to make an unforgettable story.

Welcome to the Ancient Celtic Literature WebQuest!

You are beginning a quest which is comprised of three stages:

The PrologueThe Project

The Epilogue

All three stages must be completed in the order presented above.

Have fun on your journey!

Go to STAGE ONE: The Prologue

STAGE ONE: The PrologueTask: Exploration and Investigation

In this stage. you will conduct research to acquire a basic understanding of the Ancient Celtic culture.

Areas for research include basic history and geography, language, social and economic structure, government/leaders, daily life and entertainment.

STAGE ONE: The PrologueBefore beginning the small group work, please view the Celtic Images PowerPoint so you can acquire a “visual awareness” of the culture you are about to experience.

Click on the icon below to view show.

Image from the Book of Kells

Process: 1. Choose three members for your group.

2. Each member will select one of the following roles: Director

Responsible for determining what information the group needs to gather and if information on a specific page is

valuable for the group's task. Researcher

Responsible for operating the computer and navigating t

he sites visited by the group. Recorder

Responsible for taking clear and concise notes on information. Also responsible for determining when information should be

printed out for note-taking away from the computer.

3.Research and collect information

Select one of the Ancient Celtic culture topics listed below to research:

Geography & HistoryLanguageSocial & Economic StructurePoliticsDaily LifeEntertainment

• Present choice to teacher; no two groups may choose the same

area. Use the questions provided below each heading as a springboard for your research.

• Using the links provided in the Resources section, collect and record information on your topic. Be thorough, but stick to your topic.

• Feel free to include interesting trivia or stories. Keep all notes in a notebook (paper copy or etext on disk) … you will need them throughout this stage of the WebQuest.

Geography & HistoryWhere was the land of the Celts?What was the climate?How far did the Ancient Celtic Empire at its height of power? What did the Romans think of the Celts? LanguageWhat Language did the Celts speak?How is that language different from English?What is the name of the ancient Celts written language? What does the Celtic writing look like? What role did poetry play within the culture?Social & Economic StructureHow was the Celtic society structured? Who were the fianna?What crops or goods did Celts sell or trade to other countries?What did Celtic money look like? What was the basis of Celtic wealth?

PoliticsWho were the most famous Celtic leaders?What were the qualities of a good Celtic leader?Who could hold a seat of power in the Celtic culture?How were Celtic laws made?Where did the Celts meet to conduct official business?Daily LifeWhat was the daily family routine?What was the Celtic attitude toward marriage, divorce and adoption?What was Celtic religion like?What sort of foods were in the Celtic diet?What role did women play within the Celtic culture?EntertainmentWhat sort of activities did the Celts think were fun?What were some popular Celtic games? What were some of the feasts/festivals celebrated by the Celts? “Back” to project instructions.

4.Discussion

• Discuss your findings and be sure the entire group is comfortable with the amount of information your have gathered before you present your research to the whole class.

• All students should take notes during the presentations.

Stage One: The Prologue

RESOURCES

The Celts: Encarta

Ancient Celts: Wikipedia

World of Ancient Britons

Congratulations! You have completed Stage One of the Ancient Celtic Literature WebQuest!

You are now continuing on your quest for knowledge and experience by choosing your project. Click on The Project

below and follow the guidelines.

The PrologueThe Project

The Epilogue Remember, all three stages must be completed in the

order presented above. Have fun!

Go to STAGE TWO: The Project

STAGE TWO: THE PROJECTBefore beginning Stage Two, you will need to select a new small group.

After you have decided upon your group, choose only ONE of the following projects to complete in Stage 2:

Option A: Archetypes PowerPoint

Option B: Interview with the Gods and Goddesses

Option C: Celts vs Greeks or Romans Brochure/Scrapbook

You must choose one of the projects before you can progress further on your quest.

STAGE TWO: The Project

Task Option A: Archetypes PowerPoint

In this task you will demonstrate your knowledge of literary archetypes and the presence of archetypes in Ancient Celtic Literature through the creation of a PowerPoint presentation. Students will work in groups of three to accomplish this task.

“Back:” to Project Options list

Process: 1. Choose three members for your group.

2. Select roles for producing your projectPrint SpecialistResponsible for writing the text for the product and

ensuring that it is clear, interesting and error-free. Responsible for citation information for all written material

Image SpecialistResponsible for the overall look of the product including background, font choice and pictures. Responsible for citation information for all imagesTechnicianResponsible for inputting the information into the

computer. This should be a different member than the Researcher in Stage One.

3.Research

Using the links provided in the Resources section, for this task, investigate the different literary archetypes. Be thorough, but stick to your topic

Identify the literary archetypes present in the Ultonian and Fenian Cycles.

Be sure to write all of your research findings in a notebook or etext file. Do not forget to create a back-up if you choose to save information on the computer.

Research Note:You must include Works Cited at the end of your project!.

All images and copied text must be cited at the end of your project presentation.

Use the links provided to assist you in creating your “Work Cited” entries:

Web Page Citations

On-Line Encyclopedia

Citing Electronic Sources Scroll down to get to images and photographs)Remember to stay on task!

Remember…Your focus is the identification of archetypes in

Ancient Celtic Literature!“Back:” to Research instructions.

4.Requirements and First Draft PowerPoint presentation requirements include the following:

• 12 or more slides with custom backgrounds• 12 or more graphics from outside sources

• 12 or more custom animation in transitions

• 6 or more advanced features (sound effects or Celtic music) • Digital photos, video and/or links

• Title slide • Table of Contents slide • Work Cited slide.

Hint: You may want to look at the POWERPOINT PRESENTATION RUBRIC

to see expectations of the final presentation.

4.Requirements and First Draft (continued)

The first draft includes a hand-written plan or “story board” demonstrating the slide organization and content organization. This must be completed and approved before computer creation begins.

Use common sense when choosing images for your PowerPoint production…APPROPRIATE IMAGES ONLY! If you question the appropriateness of an image, it should NOT be used.

5.Discuss and ReviseOffer suggestions and make revisions based upon open

discussion and consensus within the group. Occasionally, when consensus cannot be achieved, “agreeing to disagree” and continuing to work effectively is the next best thing. Compromise is the name of the game in some

situations. Be sure to proofread very carefully!

6. Final EditionCreate your final version of the PowerPoint

Presentation. Rehearse your class presentation during this stage as

well.

7. Submit Print CopySubmit print copy of the PowerPoint to the teacher.

8.PresentationYou will present your project to the entire class. Be prepared for questions!

9. EvaluationPrint one copy of the self-evaluation process . Complete

and submit a formal typed copy to your teacher.

Print one copy of the WebQuest evaluation process . Complete and

and submit a formal typed copy to your teacher.

Stage Two: The Project

Resources: Task Option A

Cuchulainn

Fionn Mac Cumhaill (Finn MacCool)

Understanding Archetypes

Understanding Literary Archetypes

“Back:” to Research Instructions.

STAGE TWO: The ProjectTask Option B: Interview with the Gods and GoddessesYou will demonstrate your knowledge of Ancient Celtic gods and goddesses and the roles the gods played in the Celtic culture through the creative endeavor of “becoming” one of the gods/goddesses and presenting your god/goddess peersona to the class.

“Back:” to Project Options list

Process:1. Choose three members for your group. 2. Select roles for producing your projectDirector & Assistant DirectorResponsible for determining what information the group needs to

gather and if information on a specific page is valuable for the group's task.

Responsible for the orderly organization and flow of the presentation. Responsible for conducting the “interview” of the gods/goddesses in the class presentation.

Researcher & Assistant ResearcherResponsible for gathering information on the gods and goddesses

that willbe interviewed. Responsible for operating the computer,

navigating the sites visited by the group, and selecting the material to be used by each god/goddess to create his/her persona.

Creative Consultant & Assistant Creative Consultant Responsible for creating the stage production and costuming list. Assists the Research team in selecting the material to be used by each

god/goddesses to create their persona. Creates the atmosphere for the production based upon the information gathered by the Research Team.

3.Collect InformationUsing the links provided in the Resources section, collect information on the Celtic pantheon. Be thorough, but stick to your topic. Include interesting background, trivia and stories about the gods and goddesses chosen to be interviewed.

Hint: You may want to look at the POWERPOINT PRESENTATION RUBRIC to see expectations of the final presentation.

4. Create your first draft of the project and choose your

persona (including the interviewer.)Students should create a scripted presentation to insure that all of the information is revealed. This presentation may become a “day-time talk show”, “news show interview”…or any other “interview” setting.

The gods should at some point tell a story in tandem (a tale in which they both took part) Example: Frigg may say,

“Odin, do you remember the time that you…?”

5. Discuss and ReviseOffer suggestions and make revisions based upon open discussion and consensus within the group. Occasionally, when consensus cannot be achieved, the ability to “agree to disagree” and continue to work effectively is necessary. Compromise is the name of the game in some situations.

6. Final EditionCreate your final version of the Interview with the

Celtic Gods & Goddesses Presentation. Rehearse your class presentation during this stage as well. Don’t forget your costuming!

7. Submit Print CopySubmit a printed copy of the script to the teacher

8.PresentationYou will present your interview to the class.

9. EvaluationComplete the self-evaluation process and submit a

formal typed copy to your teacher.Complete the WebQuest evaluation process and

submit a formal typed copy to your teacher.

Stage Two: The Project

Resources: Task Option BIrish Mythology

Tuatha De Danann

Myths and Their Meanings: Celtic Fairyland Author: Max J. Herzberg

Celtic Gods and Heroes Author: John Patrick ParleArticle 1: Introduction to Celtic Gods

Article 2: Celtic Gods of Mainland Europe

Article 3: The Gods of Ancient Ireland

“Back:” to Project instructions

STAGE TWO: The ProjectTask Option C: Celts vs. Greeks or Romans Brochure or Scrapbook

Students will demonstrate their understanding of the continuity of literary cultures through a creative endeavor which compares and contrasts Ancient Celtic Literature to either Ancient Greek Literature or Ancient Roman Literature. Students will choose to create either a multi-fold Informational Brochure or a Scrapbook.

“Back:” to Project Options list

Process: 1. Choose three members for your group.

2.Select roles for producing your project

Print SpecialistResponsible for writing the text for the

product and ensuring that it is clear, interesting and error-free. Responsible for citation information for all written material

Image SpecialistResponsible for the overall look of the product

including background, font choice and pictures. Responsible for citation information for all images

TechnicianResponsible for inputting the information into

the computer. This should be a different member than the Researcher in Stage One.

3. Research and RecordBefore beginning your research, work collaboratively to create a list of at least 6-8 literary elements to investigate (i.e. heroes, writing style, plots, etc.).

Using the generated list and the resources available, research the literary cultures of the Ancient Celts and either the Ancient Greeks or Ancient Romans.

Record the similarities and differences that exist between the two literary cultures.

Hint: You may want to look at the BROCHURE-SCRAPBOOK PROJECT RUBRIC to see expectations of the final presentation.

4. Create your first draft of the project

Use common sense when choosing images for your brochure/scrapbook style production…APPROPRIATE IMAGES ONLY! If you question the appropriateness of an image, it should NOT be used.

All images and copied text must be cited on a separate panel at the end of your brochure or scrapbook

Use the link provided to create your “Work Cited” entries.

Web Page CitationsOn-Line EncyclopediaCiting Electronic Sources (Scroll down to get to images and photographs)

5. Create your first draft of the project (continued)

You may use one of the downloadable brochure templates found at one of the following sites:

Brochure Templates 1

Brochure Templates 2

Remember to stay on task!

Your focus is the comparison of Ancient Celtic literature to the literature of either Ancient Greek or Ancient Romans!

6. Discuss and ReviseOffer suggestions and make revisions based upon open

discussion and consensus within the group. Occasionally, when consensus cannot be achieved, the

ability to “agree to disagree” and continue to work effectively is

necessary. Compromise is the name of the game in some situations.

Be sure to proofread very carefully!

7. Final EditionCreate your final version of the brochure or scrapbook. Rehearse your class presentation during this stage as

well.If you choose to create a brochure, you may use one of

the brochure templates provided or create your own in Microsoft Word. Submit a formal typed copy to your

teacher.

8. Submit Print CopySubmit print copy of the Informational Brochure or Scrapbook to the teacher

9. Presentation You will present your final project to the class. Be

ready to answer their questions!

10. EvaluationComplete the self-evaluation process and submit a formal typed copy to your teacher.

Complete the WebQuest evaluation process and submit

a formal typed copy to your teacher.

Stage Two: The Project Resources: Task Option C

Ulster CycleFenian or Ossianic CycleAncient Greek LiteratureGreek MythologyAncient Roman LiteratureRoman MythologyRoman Mythology2

“Back:” Project Instructions.

Congratulations! You have completed Stage Two of the Ancient Celtic Literature WebQuest!You are now continuing to the third and final

stage of your sojourn. Click on “The Epilogue” below and follow the guidelines.

The PrologueThe Project

The Epilogue Remember, all three stages must be completed.

See you on the other side!Go to STAGE THREE: The Epilogue

STAGE THREE: The Epilogue

You will complete the Final Stage independently.

This stage will require some homework time.

STAGE THREE: The Epilogue

Final Task: Poets Extraordinaire

You will demonstrate your appreciation of the Ultonian and Fenian Cycles by creating an original piece of poetry focusing

on one of two Celtic Literary Cycles.

The poem must contain alliteration and a minimum of 14 lines.

1.Read the Ultonian Cycle excerpts listed below

Birth of Cuchulainnthe Naming of CuChulainnCuCuhailainn Trains ...The Cattle Raid of Cooleythe Combat with Ferdiad and CuchulainnDeath of the BullsThe Awakening of UlsterThe Death of Cuchulainn

Cuchulainn

Magic and Mythology

2.Read the Fenian Cycle excerpts listed below: (You may read additional excerpts if you would like.)

The Coming of FinnThe Boyhood Deeds of FionnThe Hunt for Slieve CuilenHow Fiionn Became Grey-hairedFionn's HouseholdFionn's MadnessDarmaid and GrainneThe Death of FionnFionn Mac Cumhail (Finn MacCool)Magic and Mythology

“Back:” to Ultonian Cycle list

3. Create an original poem using one of the Ancient Celtic Cycles as your focus.

Your poem must contain some alliteration and be a minimum

of 14 lines.

The poem subject may be about any aspect of the heroes and/or their stories.

You are honoring the heroes, their quests and what they stood for in their culture.

Ancient Celts held poetry and poets in very high esteem.

Your poetry must reflect this cultural value.

In other words, create the most awesome poem you have ever written!

Hint: You may want to look at the POETS EXTRAORDINAIRE PROJECT RUBRIC to see expectations of the final presentation. 4. Revise and rewrite

Proofread your first draft. Make certain that your word

choices are accurate and reflect the mood and of your poem

5. Final DraftType the final draft of your poem. Save it to a disk as a

Word Document.

6. Submit CopySubmit your computer disk and a print copy of your

poem to the teacher. “Back:” to Project

instructions

7. EvaluationComplete the self-evaluation process and submit a

formal typed copy to your teacher.

Complete the Web Quest evaluation process and submit a formal typed copy to your teacher.

CONGRATULATIONS! You have successfully completed your

WebQuest experience.

It is my sincere hope that you have…

…gained knowledge of the presence of archetypes in Ancient Celtic Literature

…gained knowledge of the importance of religion in the Ancient Celtic culture

…gained an appreciation of Ancient Celtic Literature and its place in Literary history

…gained an understanding of the role history plays in literary culture.

“Next” to view WebQuest Resources

Print Sources

Myths and Their Meanings: Celtic Fairyland by Max J. HerzbergAllyn and Bacon, Inc. 1964 ISBN # 0-205-0001-4

“Celtic Gods and Heroes” http://realmagick.com/articles/10/1310.html

Celtic Gods and Heroes: Introduction to Celtic Mythology by John Patrick Parle

Celtic Gods and Heroes: Celtic Gods of Mainland Europe by John Patrick Parle

Celtic Gods and Heroes: The Gods of Ancient Ireland by John Patrick Parle

Multimedia SourcesAncient Celtic Images PowerPoint

Internet Sources

Celtic Folklore http://www.sacred-texts.com/neu/celt/index.htm

Tuatha De Danann Ahttp://en.wikipedia.org/wiki/Tuatha_De_Danann

Tuatha De Danann Bhttp://www.timelessmyths.com/celtic/danann.html

Ulster Cycle http://en.wikipedia.org/wiki/Ulster_Cycle Magic and Mythology: Cuchulainn

http://www.shee-eire.com

Cuchulainn of Muirthemne http://www.sacred-texts.com/neu/celt/cuch/index.htm

Fenian Cyclehttp://en.wikipedia.org/wiki/Fenian_Cycle

Magic & Mythology: Fionn Mac Cumhaillhttp://www.shee-eire.com

Myths and Legends of the Celtic Race: Tales of the Ossianic Cyclehttp://www.ardue.org.uk/library/book5/ossian.html

Irish Mythology

Tuatha De Danann

Web Page Citations

On-Line Encyclopedia

Citing Electronic Sources

Brochure Templates 1

Brochure Templates 2

Understanding Archetypes

Understanding Literary Archetypes

The Celts: Encarta

Ancient Celts: Wikipedia

World of Ancient Britons

Celts vs. Greeks or Romans

Brochure/ScrapbookBeginning Developing Proficient Exemplary

Project 0-5 points 6 - 10 points 11 - 15 points 16-20 points

ContentNo product produced; very little evidence of work or

effort

Information was incomplete or

contained many errors.

Information was complete and accurate. All major elements of the subject addressed.

Information is comprehensive and worthwhile without being overly long.

Subject was explained in detail.

DesignNo product produced.; very

little effort of product design

Product was laid out in a confusing manner.

Colors or images were inappropriate or garish.

Product was organized with appealing theme

and appropriate images.

Product displays an exciting and interesting

design with pleasing colors and images that

contribute to understanding.

Mechanics No product produced; very little material to assess

Writing was confusing or difficult to read.

Text contained many errors in grammar and/or spelling.

Writing was clear and interesting with a

moderate amount of errors.

Writing was easily understandable and

exciting to read. Text contained few or no

errors.

Organization No presentation given.

Presentation was haphazard and

confusing. Little or no print materials or

presentation aids used.

Presentation was moderately well

planned. Adequate print materials or

presentation aids used.

Presentation was planned in a logical manner. Print materials or presentation

aids useful for others interested in the topic.

Delivery No presentation given.

Presentation was not rehearsed. Presenters were confused and

difficult to understand.

Presentation was rehearsed. Presenters shared tasks and were

understandable.

Presentation was well rehearsed and coherent. Presenters shared tasks

equally.

Ancient Celtic Literature Interview with

Gods and GoddessesBeginning Developing Proficient Exemplary

Project 0-5 points 6 - 10 points 11 - 15 points 16-20 points

ContentNo product produced; very little evidence of

work or effort

Information was incomplete or contained

many errors.

Information was complete and accurate. All major elements of the subject addressed.

Information is comprehensive and worthwhile without being overly long.

Subject was explained in detail.

DesignNo product produced.;

very little effort of product design

Product was laid out in a confusing manner. Colors

or images were inappropriate or garish.

Product was organized with appealing theme

and appropriate images.

Product displays an exciting and

interesting design with pleasing colors and

images that contribute to understanding.

MechanicsNo product produced; very little material to

assess

Writing was confusing or difficult to read. Text

contained many errors in grammar and/or spelling.

Writing was clear and interesting with a

moderate amount of errors.

Writing was easily understandable and

exciting to read. Text contained few or no

errors.

Organization No presentation given.

Presentation was haphazard and confusing. Little or no print materials or presentation aids used.

Presentation was moderately well

planned. Adequate print materials or presentation

aids used.

Presentation was planned in a logical

manner. Print materials or presentation aids

useful for others interested in the topic.

Delivery No presentation given.

Presentation was not rehearsed. Presenters were confused and

difficult to understand.

Presentation was rehearsed. Presenters shared tasks and were

understandable.

Presentation was well rehearsed and

coherent. Presenters shared tasks equally.

Ancient Celtic Literature Poets Extraordinaire

Beginning Developing Proficient Exemplary

Project 0-5 points 6 - 10 points 11 - 15 points 16-20 points

ContentNo product produced; very little evidence of work or effort

Information was incomplete or contained many errors.

Information was complete and accurate. All major elements of the subject addressed.

Information is comprehensive and worthwhile without being overly long. Subject was explained in detail.

DesignNo product produced.; very little effort of product design

Product was laid out in a confusing manner. Colors or images were inappropriate or garish.

Product was organized with appealing theme and appropriate images.

Product displays an exciting and interesting design with pleasing colors and images that contribute to understanding.

MechanicsNo product produced; very little material to assess

Writing was confusing or difficult to read. Text contained many errors in grammar and/or spelling.

Writing was clear and interesting with a moderate amount of errors.

Writing was easily understandable and exciting to read. Text contained few or no errors.

Organization No presentation given.

Presentation was haphazard and confusing. Little or no print materials or presentation aids used.

Presentation was moderately well planned. Adequate print materials or presentation aids used.

Presentation was planned in a logical manner. Print materials or presentation aids useful for others interested in the topic.

Delivery No presentation given.

Presentation was not rehearsed. Presenters were confused and difficult to understand.

Presentation was rehearsed. Presenters shared tasks and were understandable.

Presentation was well rehearsed and coherent. Presenters shared tasks equally.

Ancient Celtic Literature Archetypes PowerPoint

Beginning Developing Proficient Exemplary

Project: 0 – 5 points   6-10 points  11-15 points 16 – 20 points 

ContentIncludes little essential information and one or two facts

Includes some essential   information with few citations and few facts.

Includes essential inform-ation with most sources properly cited. Includes enough elaboration to give readers an under-standing of the topic.

Covers topic completely and in depth. Includes properly cited sources and complete inform-ation. Encourages readers to know more.

Design

Includes 3 slides or less. Few graphics from outside sources. No custom animations in transitions.  No advanced features such as sounds (transition, voiceover, or music), digital photos, videos, and/or internet links. Title slide, table of contents, and bibliography requirements are not met

Includes 6 slides or less. Fewer than 6 graphics from outside sources. Fewer than 6 custom animations in transitions. 2 advanced feature such as sound (transition or music), digital photos, video, or internet links.  Title slide, table of contents, and bibliography requirements are not fully met.

Includes at least 9 slides, at least 9 graphics from outside sources and at least 9 custom animations in transitions. 4 advanced features, such as sounds (transitions or music), digital photos, video and/or internet links. Title slide, table of contents, and bibliography are included.

Includes 12 or more slides, 12 or more graphics from outside sources, 12 or more custom animations in transitions. 6 or more advanced features, such as sound (transitions, voiceover, or music), digital photos, video and/or internet links. Title slide, table of contents, and bibliography are included. Citations for bibliography follow acceptable format. (Citation Maker may be used.)

MechanicsIncludes more than 5 grammatical errors, mis-spellings, punctuation errors, etc.

Includes 3-4 grammatical errors, misspellings, punct-uation errors, etc.

Includes 1-2 grammatical errors, misspellings, punctuation errors, etc.

Grammar, spelling, punctuation, capitalization are correct. No errors in the text.

OrganizationPresentation given with little or no attempt to organize material or thoughts.

Presentation was hap-hazard and confusing. Little or no print mater-ials or presentation aids used.

Presentation was mod-erately well planned. Adequate print materials or presentation aids used.

Presentation was planned in a logical manner. Print materials or presentation aids useful for others interested in the topic.

Delivery

Great difficulty commun-icating ideas.  Poor voice projection.   Little preparation or incomplete work

Some difficulty comm-unicating ideas, due to voice projection, lack of preparation, or incomplete work

Communicates ideas with proper voice projection. Adequate preparation and delivery.

Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.  Maintained eye contact and audience's attention.