Nathan AndersonEngl. 5922Unit Plan – Mythology

Mythological Structure: The Hero, The Protagonist, and The Journey

Prefatory StatementA unit on mythology covers so much more than just the literature itself. Along

with a form of literature that differs a bit from the “classical” literature that is out there, mythology introduces students to different cultures, beliefs, views, and ways of looking at the world around them. All too often students get the idea that literature is worlds away from them and that it has no relation to their lives. Through this unit the students will discover the make-up of mythology, the connection it has with a culture, and hopefully, through looking at another culture, the connections that tie us all together.

There are a few things that should be looked at as goals for this unit. First off, this unit should broaden the student’s experience with the literature that is out there, and the cultures that relate to it. I’d like for the students to “take off the blinders” and look beyond our own culture. Secondly, I’d like to develop their creative writing skills. The only way to improve one’s writing is to physically sit down and write. Writing their own myth will both spur students’ creativity and advance their writing skills structurally. Finally, I am looking to get the students to not only retain the information that is presented to them but also to apply it in a useful and enjoyable manner. You can feed students as much information as you want, but if they don’t see a use for it and cannot apply it then the information means nothing and is not retained.

Much of the work done throughout this unit will deal with constructing knowledge and sparking thought in order for the students to create their own myth. A number of class periods will be dedicated to reading and quizzing on The Odyssey. After reading The Odyssey the students will be given a few lessons on the make-up of myths, with examples relating back to the book. Information on mythological make-up cited in this unit can be found in Joseph Campbell’s The Hero With A Thousand Faces. A paper dealing with how The Odyssey follows “classical” mythological structure will fit right in at this point. Following this, a number of shorter myths from various cultures (Roman, Egyptian, Norse, and Hindu) will be read over a period of days. A short test on the make-up of mythology--how myths are structured, how cultures relate to myths/the importance of them, and how well the student is able to apply the rules of mythology to a myth--will then be given. The final assessment will be a set of exercises culminating in the creation of a myth by a group of 4 students. This myth will be created after they have completed a WebQuest that lets them explore a culture, mythology, and mythological gods. This WebQuest taps both visual/spatial intelligence through a display of mythological gods and verbal/linguistic intelligence through writing in the creation of the myth. Though individual work takes place during this WebQuest, group work will dominate the exploration of mythology and the creation of the myth.

I chose to use The Odyssey for the main reading because it is one of the quintessential myths present in “classic” literature. It possesses excellent examples of the

different aspects of mythology. The interest of the students will be acquired and retained because it is an enjoyable read with a storyline that moves along quite nicely. Comparing The Odyssey with mythology from other cultures will give the students good comparisons/contrasts of mythology from culture to culture and also will demonstrate the structures that are followed throughout mythology. All too often we focus solely on Greek mythology and fail to look at the mythology that is present from other countries and cultures. The WebQuest will tap the student’s interest in computers/the Internet and use that energy to obtain knowledge. Rather than the traditional format of teacher-led learning, the students are taking the initiative to acquire the information and will utilize it and apply it to create a myth of their own.

Class SpecificationThis unit is geared for an 11th grade classroom. The students should be somewhat

familiar with mythology by this point and able to look at and understand the various aspects of it. The content and application of it is not overly challenging, so it could be adapted for a younger age group, but there are topics and activities present that may be more appropriate for older students such as discussions regarding Odysseus’ captivity and actions while on Calypso’s island or the intensity and duration of the WebQuest and myth writing. Being that a lot of the information needed to write the myth is present in the WebQuest, access to the Internet is paramount for this unit.

Significant Assumptions Students will come into this lesson with at least some knowledge of mythology,

The Odyssey, Homer, Greek gods, etc. Students are able to apply both classroom and inferred knowledge towards a final

product. Knowing the structure of mythology will better allow the students to understand

and compose it. Students are somewhat proficient at looking beyond their own culture, and

discovering another. Daily reading assignments will be completed by their due date (usually a day or

two in the future). Working in groups will allow the students to collaborate and pool their learning

for an outstanding final product.

Desired Outcomes/Standards/Objectives to be MetThe Minnesota Graduation Standard for Learning Area Three: Arts and Literature, Literary and Arts Creation and Performance – Creative Writing reads:

In creative writing, a student shall demonstrate understanding of the elements, techniques, and processes of creative writing and how works of creative writing are structured; and, in creative writing, the student shall create or perform, or both, an original creative writing presentation including a single complex work or multiple works.

This standard will be the central focus of this unit. Although it starts off with more reading than writing, the unit gradually moves into structure of writing and ends up with

the students immersed in it. The following sub-points of this standard will be met through this lesson:

The student demonstrates elements and skills of creative writing; The student demonstrates artistic decisions to communicate intent; The student demonstrates a sense of an artistic whole;

Sub-points from this standard can be added or taken away as the instructor sees fit. Demonstrating a consideration of audience, and using multiple sources for critique and feedback can be worked into the unit somewhat easily depending upon the desired length of it.

Aside from the Minnesota Graduation Standards, the desired outcomes for this unit are as follows:

Students will demonstrate a knowledge of The Odyssey following their reading of the novel.

Students will be able to apply knowledge learned throughout the unit. Students will understand and demonstrate knowledge of the structure of

mythology. Students will be able to compare and contrast mythology through different

cultures. Students will demonstrate a recognition and understanding of the abundance of

worldwide mythology/literature. Students will develop their group-work skills through the WebQuest.

o Cooperationo Interactiono Division of laboro Interconnection of ideas and work between memberso Working towards a goal as a group

Possible Whole-Class Activities In-class reading of The Odyssey. Discussion about assigned reading.

o “Fishbowl” discussionso “Passing the conch”o “Popcorn” discussions

Reading of related myths (Roman, Norse, Egyptian, Hindu). Discussion about the application of mythological structure to myths. Viewing images of mythological figures/gods. Whole-class debate on the importance of mythology to a culture. Viewing the TV movie The Odyssey (1997). Presentation of mythological god displays. Presentation of myths.

Possible Small-Group Activities Small-group discussions about text. Construction of mythological gods display through WebQuest. Peer revision/editing of myth.

Presentation of a chapter of The Odyssey. Assignment and presentation of a myth from another culture.

o Summary of mytho The myth’s relation to the cultureo Examples of structure found in myth

Possible Individual Activities Individual reading of The Odyssey. Research for mythological gods display and creation of myth during WebQuest. Paper showing the structure of mythology in The Odyssey. Personal journaling.

Ongoing Activities Study and application of structure to mythology (emphasis on application) on:

o The Odyssey o The Story of Romulus and Remus (Roman)o Thor’s Journey to Utgard (Norse)o The Myth of Isis and Osiris (Egyptian)o The Story of Lord Ganesh’s Creation (Hindu)

Journaling throughout the unit.

Student Resources The Odyssey Handouts on myths from 4 other cultures Handouts on mythological structure Access to Internet during WebQuest portion of unit

Organization of Unit

Unit Launch/Anticipatory Set/Set InductionWeek 1 / Day 1*As there is a great deal of information in this lesson, some can be trimmed or modified as needed to fit into the class time allotted. This lesson would fit nicely in a block schedule.*ObjectivesBy the end of this lesson students will have learned:

how epic poetry relates to Greek mythology the background of and an introduction to The Odyssey the background of Homer and his role in Greek culture the hierarchy of Greek mythological gods

RationaleIt is important for students to learn about Greek mythology as a whole because it

is not only a key section of literature containing some of the greatest epics ever told but also is an excellent introduction to a culture outside of their own. Greek mythology broadens the students’ views of the world around them. Studying a belief system that is

different than one’s own opens different doors and views, oftentimes sparks curiosity because of the differences present, and can build a tolerance or understanding for differing beliefs. It is my intention to harness this curiosity and foster it so it grows into a genuine interest. This interest hopefully will center on mythology, but my main focus is to cultivate it so it grows into a way of thinking and a state of mind. I would like students to think outside of their worlds and recognize the mass of literature that is present in various other cultures.

Methods Show the following movie titles in groups of five to the students, giving them

ample time to think about each movie grouping.o Braveheart , Gladiator, Star Wars, The Godfather, The Shawshank

Redemption, Titanic, Rocky, Stand By Me, Schindler’s List, Dances With Wolves, Apollo 13, Saving Private Ryan, Raiders of the Lost Ark/Indiana Jones and the Temple of Doom,

Ask students if they can come up with a general category for these movies.o Work towards epic works

Ask students to come up with characteristics of these movies from their previous knowledge.

o Work inductively towards a definition of “epic” Go over each movie if necessary to get the ball rolling and students thinking about

epics.*10-15 minutes for above activities* Write student definition of “epic” on board or overhead. Write “official” definition of “epic” next to student definition

o “An extended narrative poem in elevated or dignified language, celebrating the feats of a legendary or traditional hero

Group students in fours and let them decide upon a movie that they would like to apply the rules of an epic to. Give them 5-10 minutes to discuss and analyze the movie. Once the groups are finished, have them present their movie and how it is considered an epic.

o Each group must have a different movieo Must hear from each member of the group

*10 minutes for above activities* The Odyssey was one of Greece’s first great epics, along with The Iliad. Written by Homer

o Probably Ioniano Tradition holds it that he was blindo The Odyssey and The Iliad were passed down through oral tradition

Could this change the story through time? Are oral tradition and written word the only forms of passing on

stories? The Iliad , set during the Trojan War, tells the story of the wrath of Achilles; The

Odyssey tells the story of Odysseus as he travels home from the war.

Mythological gods ruled the world the Greeks lived in at that time. Put up “family tree” of gods and give copies to students.

o Chaos – the beginning of all Out of him spawned Gaea, Tartarus, Eros, and Erebus

o Gaea and Uranus had a son, Cronuso Cronus and Gaea then had 5 children, The Olympians

Zeus – ruler of the gods Hades – ruler of the Underworld Hestia – goddess of the hearth; plays little role in myth Poseidon – god of the sea Demeter – goddess of the earth and harvest

Gods could control “mortals” as they saw fit; played with them like pawns. Many times the gods were ruthless and spiteful towards each other and towards

mortals. Gods could take the shape or form of anything they wanted (inanimate object,

mortal human, another god, etc.).*20-40 minutes for above activities depending upon class time available; short break may be necessary to retain students’ attentions* Give students in-class journaling assignment; can choose one of the following

topics, or come up with their own.o Knowing what you do now from the lesson, describe what the term hero

means to you.o Name a hero in your life, and describe why you consider them your hero.o Tell about a journey you once took.

Journal along with the students and invite them to share with the class. Share your own journaling with the class if at all possible.

*10-15 minutes for above activities* Hand out The Odyssey to the students and give assignment. Have students read in class if there is time remaining at end.

Homework Read first chapter of The Odyssey and bring in two (2) written questions or

comments from the reading.AssessmentI will know that the students retained the information I presented, and applied it to the text by:

The questions they bring in to class on the reading (insightful, understanding, questioning, thought-provoking, etc.)

Discussions and questions that arise during whole-class lecture Seeing that they finished the reading and can make connections with the book to

the movies mentioned at the beginning of the lesson

Week 1 / Day 2Begin class by going back to the movies mentioned in the first day. Ask students

if they can see the connection with these and heroic/poetic Greek epics. If necessary, devote a bit of time to explaining the connection. Devote the first portion of class to a discussion and review on the first chapter of The Odyssey.

What did you see as the role of Athena in chapter 1? Can you think of any examples of modern day “gods” who help out “mortals”

as Athena is soon to do with Telemachus and Odysseus? Inquire as to the students’ feelings on the gods assisting mortals.Have students get into groups of four and share the two questions or comments

they brought in about the reading. Bring the class back together as a whole and address some unanswered questions. Collect questions/comments from students.

Begin reading chapter 2 aloud in class. Encourage students to read aloud. Assign remaining part of chapter 2 for homework.

Assign a chapter/group of chapters to each group and let them know that they will be responsible for presenting this chapter(s) on the day it is covered. Students will be responsible for quizzes on various chapters of the book. After that, each group is responsible for teaching their assigned chapters.

Week 1 / Day 3Start with a quiz on chapters 1&2. Recap chapters 1&2. Address any questions

or comments that may arise. Begin a discussion with the students once all quizzes have been turned in:

What role do you see the gods playing in The Odyssey so far? Why is honor so important to mortals? Mortals honor the gods with gifts of sacrifice, wine, and gifts. In what ways are

these honors justified, and in what ways are they carried too far? Have you ever been adventurous and gone off on your own, as Telemachus did, at

the risk of your safety?Introduce Calypso and Nausicaa to the class. Short lecture. Finish class with

journaling: What kinds of qualities does a good leader have? Predict why you think a poem as old as The Odyssey (written ~800 BCE) might

still be valuable today.Assign chapter 3 for the next day. Let students know that they will be getting

together on day 4 in their groups and discussing the chapters that will be assigned to them, and eventually presenting them to the class. Use the groups they formed on day 2 in which they discussed the questions/comments they brought in on that day. Their presentations will be graded, so they should be fairly thorough.

Week 1 / Day 4Recap chapter 3. Address any discussion questions or comments that arise.

Collect journals from previous day. Assign the remaining chapters of The Odyssey to each group (nine groups, two chapters per group). Have students get into groups and begin looking over and discussing ideas for their chapters. No reading assignment or journal.

Week 1 / Day 5Day five is a bit more laid-back than the first four days were. Using what the

students know about Homer, Greek mythology, Greek gods, and The Odyssey, create

Mythological Jeopardy, or some other game like that to get the students out of the rut of read-quiz, read-quiz. Assign chapter 4 for next class period.

Week 2 / Day 1Begin with a quiz on chapter 4. Organize students into a circle (if possible) and

“pass the conch” to spur discussion (designate one object that the speaker is to hold when s/he is speaking; when this object is being held no one else may speak). Students should give one comment, question, memory, etc. on the book thus far. Recap what has happened thus far in the book if anything hasn’t been covered. Read chapter 5 aloud in class and encourage student reading. Assign remaining part of chapter 5 for class tomorrow.

Week 2 / Days 2-5Most of week two is devoted to in-class reading and discussion on chapters 4-6.

Assign them as you may see fit and administer quizzes in the same manner. Later on in the week let students know that they will be presenting their chapters to the class starting in week 3. Group 1 – Ch. 7 & 8 (week 3 / day 1)Group 2 – Ch. 9 & 10 (week 3 / day 1)Group 3 – Ch. 11 & 12 (week 3 / day 2)Group 4 – Ch. 13 & 14 (week 3 / day 2)Group 5 – Ch. 15 & 16 (week 3 / day 3)Group 6 – Ch. 17 & 18 (week 3 / day 3)Group 7 – Ch. 19 & 20 (week 3 / day 4)Group 8 – Ch. 21 & 22 (week 3 / day 4)Group 9 – Ch. 23 (week 3 / day 5)*The remainder of the book will be presented by the students/“divide and conquer”. Remind students that quizzes will be given and their success depends upon the quality and depth of the presentations.*

Week 3 / Day 1Recap what has happened thus far in The Odyssey. Let students know that they

may be quizzed on the material that is being presented by each group. Have groups 1 and 2 present chapters 7 through 10 to the group. Address any questions or comments that my have come up. Begin introducing mythological structure (Campbell’s The Hero With a Thousand Faces) and how it relates to The Odyssey. End class with journaling:

What kinds of qualities does a good leader have? Are these qualities present in any characters in The Odyssey?

What might a Cyclops look like? Are the obstacles that Odysseus has to overcome different than the obstacles we

have to overcome today? Back-up your answer.

Week 3 / Day 2Mythological Structure*As there is a great deal of information in this lesson, some can be trimmed or modified as needed to fit into the class time allotted. This lesson would fit nicely in a block schedule.*ObjectivesBy the end of this lesson students will have learned:

When referring to mythological structure, what is meant by:o The Call to Adventureo Refusal of the Callo Supernatural Aido The Crossing of the First Thresholdo The Belly of the Whale

How mythological structure relates to The Odyssey. The happenings in chapters 11-14 in The Odyssey.

RationaleIt is important for the students to know and understand the structure of mythology

because it allows them to look at mythology in a more objective manner. No longer is the story just a culmination of actions and interactions that are thrown together. It now has a structure and purpose for being the way that it is. In looking at the structure of mythology it is important to be able to apply it to something concrete. By relating the structure of mythology to The Odyssey the students are able to visualize exactly how this structure is built.Methods

Administer quiz on the presentation of chapters 7-10. Recap what happened in chapters 7-10. Facilitate any discussion or questions that may arise. Collect journals from previous day.*20-30 minutes for above activities* Mythology follows a structure, not unlike the framework in a building or

directions for a model car; each piece has a purpose and builds off of/supports another piece.

There are three main aspects to most all mythology:o The Departure – leaving friends/family/homeland for an adventure or callo Initiation – the body of the journey; the trial and tribulationso The Return – coming back home, victorious/honorable in the eyes of all

The main point we’re going to focus on is The Departure.o Begins with the call to departure or adventure. The protagonist is

tempted to leave in hopes of adventure and seeking out of lost lands. Odysseus leaving Ithaca for the Trojan War Leaving to fight for his homeland Called out by the gods Story of The Iliad

o The protagonist then most often refuses the call. Odysseus didn’t initially want to leave for Troy for fear of losing

his family.

Most often takes some coercion to leave. In the end, the protagonist leaves his homeland and family for his

call to armso During the departure, the protagonist usually receives some supernatural

aid. Odysseus and the Ithacans convinced to leave for Troy by Apollo Aided by Achilles during the Trojan war Athena helped out Odysseus multiple times before his departure,

and during his journey to Ithacao The protagonist then goes on to the crossing of the first threshold.

Forced to stay on Calypso’s island; convinces her to let him leave Poseidon tosses Odysseus around the sea, but he does survive Odysseus’ first of many thresholds is crossed

o Finally, the protagonist goes through what Campbell calls the belly of the whale.

The thought is that the protagonist is dead, and they will never return home; they are swallowed up “in the belly of the whale”

Odysseus tells Penelope that if he were not to return that she should remarry

Everyone thinks Odysseus has perished and Penelope is devastated Penelope is convinced into remarriage, but holds out in hope that

Odysseus will return Pass out handout that sums up each of these topics. An in-depth description of

each can be found in Campbell’s The Hero With a Thousand Faces.*30-40 minutes for above activities depending upon class time available; short break may be necessary to retain students’ attentions* Let students know that we will next move on to Initiation, which deals with the

main body of Odysseus’ journey home. Groups 3 and 4 should present chapters 11-14 of The Odyssey. Spark discussion questions if students fail to.

o Why do you think the Greeks had so much reverence and respect for the Underworld and the dead?

o Have you ever had an experience in your life when you had to tread carefully and skillfully between two problems/issues as Odysseus had with Scylla and Charybdis?

o Athena interacts with Odysseus many times anonymously. Why do you think she does this? Why not just come down as a goddess and give him aid?

*15 minutes for above activities* If time remains, have students journal:

o Write an entry that Odysseus might have written on his ship’s log or during his long return home

o If someone says to you "Beware of Greeks bearing Gifts" what would this be in reference to and what could it possibly mean to you?

*10-15 minutes for above activities*

Homework Through a 2-3 page paper, apply the structure of mythology brought up in class

yesterday, today, and tomorrow to The Odyssey in a more in-depth manner than during the lecture. Focusing on one specific topic/aspect of structure and its relation to The Odyssey should be encouraged over lightly covering a number of different topics. Due by day 5 of week 3.

Bring in comments and discussion questions on the structure of mythology and how it relates to The Odyssey.

AssessmentI know that the students will have applied and embedded the structure of mythology by:

The papers they hand in on day 5 The questions brought in the following day Comments and discussions about structure in the following days

Week 3 / Day 3Recap and discuss chapters 11-14. Groups 5 and 6 should present chapters 15-18.

Start small-group discussion on the following questions: What did they like about the chapters? Dislike? What is the significance of Odysseus not revealing himself right as he gets home? Have you ever had a time in your life when you had to hold back information, or

not reveal yourself as Odysseus had? In today’s society, do you see any examples of Odysseus’ and Telemachus’

father/son relationship?If possible, move the small-group discussions to a whole-class discussion. Facilitate the discussion as needed. Move into Campbell’s section entitled Initiation. The following points should be covered:

The Road of Trials The Woman as the Temptress Atonement with the Father Apotheosis The Ultimate Boon

Remind students that groups 7 and 8 are presenting on day 4.

Week 3 / Day 4Quiz on chapters 15-18. Recap and discuss chapters 15-18. Before groups 7 and

8 present, have students map out Odysseus’ journey on a map of ancient Greece. May need to bring in a map that has already been produced and help students along. Groups 7 and 8 should now present chapters 19-22. If time remains, and Internet access is readily available, go to www.yahoo.com and type in “Odysseus’ journey” (see attached maps). Should be able to get a few good links to maps of the journey. Compare this with the students and discuss as necessary.

Week 3 / Day 5Recap and discuss chapters 19-22. Have group 9 present chapters 23 and 24.

Discuss with students their overall impressions of the book. Did you enjoy the book?

Was it difficult to read or keep straight at any time? Why do you think The Odyssey is as popular today as it was when it was merely

oral tradition? What are some of the timeless issues in this story? Have you ever experienced hardships and pressed on through them as Odysseus

did?Now that their brains are working a bit, move on to some in-class journaling to finish up the class:

Human weakness plays a big part in this story. Tell what Odysseus' weakness is and why Homer might have wanted to include this in his story.

Is this simply the story of a journey, or is it something more? What would it have been like if we had heard this story through word of mouth,

rather than reading it? Would it have enhanced the story, taken away from it, or keep it basically the same?

Imagine life from Penelope’s point of view. Write a short narrative or journal entry in her own words as she waits for Odysseus’ return.

Week 4 / Day 1Begin with a wrap-up of The Odyssey. Recap the main points in the book.

Address any questions that the students may have. Finish up on the structure of mythology by going over Campbell’s section entitled Return. This lesson should include the following points in this section:

The Magic Flight – Odysseus lands on Ithaca, but doesn’t know how or where he is; MAGICAL!

The Crossing of the Return Threshold – at this point Odysseus realizes where he is at, and “crosses over” per se back into his own world

Master of the Two Worlds – Odysseus was victorious over the gods’ attempts to thwart his return

Freedom to Live – a new life with Penelope and TelemachusCollect papers assigned on day 2 of the previous week.

Week 4 / Day 2Cultural Mythology*As there is a great deal of information in this lesson, some can be trimmed or modified as needed to fit into the class time allotted. This lesson would fit nicely in a block schedule. *ObjectivesBy the end of this lesson students will have learned:

About mythology from different cultures How much of it is similar/tied together The structure of mythology as it relates to their assigned myth Group working skills

RationaleIt is important for students to learn about mythology from other cultures because

it opens their eyes as to what is out there regarding world literature. Oftentimes when we

speak of mythology, we are talking mainly about Greek mythology. By taking a few days to read, study, and present mythology from cultures other than Greek, the notion of mythology being solely Greek is countered. It “takes off the blinders” when dealing with mythology and world literature. Also, the stories provide a good look into the culture itself. By reading the literature and myth of a culture we are able to gauge quite well what that culture values, how it functions, etc. This is important as it asks students to look outside of their Americanized culture and relate to a different one.Methods

Inquire if students know of any mythology outside that of Greeko Record on board

Continue with inquiry on any myths known from different cultures Mythology spans multiple cultures, not just Greek or Roman

o Nordico Egyptiano Hinduo Roman

Inform students that we’ll be reading a few myths from different cultures and comparing them to the rules of classical mythology

“Myths” in some cultures are very similar to the Bible in Western culture. Certain cultures take extreme offense by referring to their traditional stories parables as “myths;”

*10-15 minutes for above activities* Depending upon time constraints read one or many of the following myths:

The Story of Romulus and Remus, Thor’s Journey to Utgard, The Myth of Isis and Osiris, and The Story of Lord Ganesh’s Creation (myths located at end of unit; use one or all as time permits)

*20-40 minutes for above activities depending upon the number of myths read* Go over myths that were read and have students pick out points of mythological

structure May want to skip longer myths, or just analyze parts of them due to time

constraints Fill in points that students may have missed, or areas that may need changing Stress to students that myths abound across cultures, not just Greek*15-20 minutes for above activities* Put students in groups of three and assign them either Roman, Egyptian, Nordic,

or Hindu mythology. Let them know that they will be working in groups for the next two days researching a myth from their culture and presenting it to the class on day 5 of week 4.

The presentation should cover both the similarities to Greek mythology and the aspects of mythology from Campbell’s The Hero With A Thousand Faces.

For the remainder of class have the students work in their groups analyzing and recording the myth they were assigned to.

AssessmentI will know that the students retained the information I presented by:

The amount of questions and comments brought up after reading the myths The students’ abilities to apply mythological structure to the myths

The enthusiasm and drive they bring into the research the following day

Week 4 / Day 3Research and group work in the library. Utilize Internet if possible, but make sure

to keep students on task.

Week 4 / Day 4Similar to day 3; make changes as needed.

Week 4 / Day 5Presentation of myths to class. If wanted/needed, a short test on the make-up of

mythology, how myths are structure, how cultures relate to myths/the importance of them can be administered. Although the presentations will display the students ability to apply the rules of mythology to other cultures, a test can be added in if the instructor sees fit.

Week 5 / Day 1Move to the computer lab and introduce the WebQuest to the students. Explain

that the WebQuest covers some of the information covered in class, but goes more in-depth and asks them to apply the knowledge they will learn. Give a quick overview of what will be done throughout the WebQuest:

Research on the cultural area that the group presented on earlier Exploration of the mythology related to that culture Comparison/contrast of the different gods from culture to culture Writing of their own myth

o Campbell’s guidelines for a myth should be loosely/basically followed for this myth; being that this is a short(er) myth it is difficult to include them all. May want to require 1/2/3/(?) aspects that Campbell introduces in his book (use judgment according to class).

Spend the remainder of the hour going over the Introduction, Task, and Procedure 1 of the WebQuest. Save Procedure 2 for tomorrow if possible.

Week 5 / Day 2Continue with the WebQuest in the computer lab. Move on to Procedure 2.

Students should group up in the groups they did their presentations in. Discuss with the class whether they would like to keep the same culture, or research a different one. Get students rolling on Procedure 2 and brainstorming once they have completed the computer part of the procedure.

Week 5 / Day 3Have groups work on their visual displays in the classroom. Have resources

available for the students should they need them (poster board, markers, crayons, pictures of various gods, examples of displays, etc.). Keep students on task while working. Collaboration among groups is all right as long as the students are centered on their displays. Multiple heads are better than one or two.

Week 5 / Day 4

Continue with the visual displays. Move one to Procedure 3 of the WebQuest if necessary and a lab is available.

Week 5 / Day 5Continue with the WebQuest in the computer lab. Move on to Procedure 3. Give

students a quick mini-lesson on the aspects of writing/stories: plot, setting, character development, rising action, climax, falling action, and conclusion. This portion of the WebQuest is done individually, but if students are struggling badly they can pair up and work on the myth together. Some ideas for a myth are: a journey (by a god or mortal), a lesson/moral, creation, how the god got their duties, punishment/praise of mortals, war, etc. The due date for this myth is day 2/3 of week 6.

Week 6 / Day 1Use class time for in-class writing of the myth. Try to have a computer available

so students can go back to the WebQuest to access websites for information.

Week 6 / Day 2/3 (depending upon how myth is progressing)Have students hand in their myths and comment on them. What did everyone

write about? Was the WebQuest effective in helping them write their myth? Did they enjoy writing the myth? Do a quick wrap-up on mythology as a whole and how it all can be tied together.

Supporting Materials for Teachers Who Teach the UnitCampbell, Joseph. The Hero With A Thousand Faces. New Jersey: Princeton

University Press, 1973.

Greek gods family treehttp://www.hol.gr/greece/godsft.htm

Map of Athens/Troyhttp://www.southwestern.edu/academic/classical.languages/images/greece.html

Map of Odysseus’ Journeyhttp://geocities.com/Athens/8497/journey.htmlhttp://mockingbird.creighton.edu/english/fajardo/teaching/eng120/odyjour.htm

WebQuestwww.d.umn.edu/~ande2569/webquest

GradesStudents will be graded primarily on the WebQuest display and myth, but the periodic quizzes and tests will play a factor in the overall grade of this unit.

50% - WebQuest myth

30% - WebQuest display15% - Mythology tests5% - Mythology quizzes

Quizzes

Chapters 1 & 2

1) Penelope and Telemachus’ house suffers from an infestation of:

A) RelativesB) RatsC) SuitorsD) Vines

2) What was Penelope making in order to delay re-marriage?

A) A blanketB) A shroudC) A tapestryD) A grand feast

3) Which of the main gods disliked Odysseus, and for what reason?

4) For what reason was Telemachus leaving Ithaca?

5) What characteristics do you see coming out in Telemachus thus far? What kind of person do you see Telemachus as? Support your answer with details from the first two chapters.

Chapter 4

1) How does Menelaus know Odysseus?

2) For what are Menelaus and Helen celebrating when Telemachus arrives?

3) What do the suitors begin planning when they hear of Odysseus’ return?

A) A welcoming ceremonyB) An ambush of himC) Kidnapping PenelopeD) Taking over Odysseus’ house

4) Judging by the way Telemachus was treated when he arrived in Lacedaemon, what role does hospitality play in Greek culture? Is there importance placed upon it? Give an example from the chapter.

5) Much of the information we learn about Odysseus is through the medium of storytelling. Nestor, Menelaus, and Helen all recount stories of Odysseus and the Trojan War. Building off of your answer to the previous question, why do you think storytelling is so valued by the Greeks? How does it relate to the Greek view of hospitality?

Chapters 7-10

1) How does Odysseus get into Phaeacia without being harassed?

A) Zeus disguises him as a beggarB) He sneaks in under the cover of nightC) The king states that he is an honored guest and is to not be botheredD) Athena puts a protective mist over him

2) What prompts Odysseus to take part in the Phaeacian games?

3) Give a quick summary of how Odysseus escapes from the cave of Polyphemus.

4) Chapters 9-12 deal with Odysseus telling the story of his journey up to that point. As has been stated before, oral tradition is highly valued in Greek culture. List some examples of other cultures that value oral tradition/storytelling and give examples to back it up.

5) Give an example of how temptation is illustrated in chapter 10.

Chapters 15-18

1) T/F In Sparta Helen sees an eagle carrying a goose in its talons and interprets it as an omen that the suitors at Odysseus’ home will steal Penelope from him.

2) Explain the irony of having Odysseus and Telemachus meet in the swineheard’s hut.

3) Why didn’t Telemachus reveal Odysseus’ return to his mother Penelope?

4) What kind of match was Odysseus challenged to while he was disguised as a beggar?

A) BoxingB) RunningC) Discus throwingD) Wrestling

5) Prior to chapter 18 the suitor are not described much in detail or individually. In chapter 18 though we get a good picture of a few of them. How do these descriptions aid in setting the scene for Odysseus’ planned attack on them?

Relevant Myths

Romulus and Remus: The Founding of Rome (Roman)

Romulus and Remus were the legendary founders of the city of Rome. As tradition has it, his younger brother, Amulius, overthrew Numitor, king of Alba Longa. Fearing that Numitor’s daughter, Rhea Silvia, might eventually have sons who would have a better claim to the throne than he, Amulius forced her to become a vestal virgin, which meant she had to take a sacred vow of chastity.

But Mars, the god of war, came to her in the temple, and she gave birth to twin sons—Romulus and Remus. Intending them to drown, Amulius had the infants abandoned on a trough in the Tiber River. But their trough floated down the river, coming to rest at a site near a sacred fig tree, where one day they would found their city. A she-wolf and a woodpecker, both sacred to their father Mars, found the infants and suckled and fed them. Eventually they were discovered by a herdsman who, along with his wife, raised them to adulthood.

As young men, Romulus and Remus gathered around them a band of hardy, adventurous companions. With this band, Romulus and Remus killed Amulius, and returned their grandfather Numitor to the throne. Afterward, the twins established a town at the site where they were saved from the death that Amulius had intended for them.

When Romulus built a wall around the new city, Remus, taking it as a challenge, leapt over the wall, at which Romulus grew angry and killed him. Romulus then named his city after himself and offered asylum to exiles and fugitives in order to enlarge the city’s population. Then, to get wives for the men of his city, Romulus invited the neighboring Sabines to a festival. When the Sabines were too drunk to fight, the Romans abducted

their women, an act known as the rape of the Sabine women. Although the Sabines intended to attack Rome, to retrieve the women and regain their honor, the women, who had by then married their captors, persuaded the Sabines to make peace with Rome instead.

As one of the conditions of the peace treaty, Romulus had to accept Titus Tatius, the Sabine king, as his co-ruler, but Titus Tatius died soon afterward, so Romulus was again the undisputed king of Rome. He ruled for many years, until one day he mysteriously disappeared in the midst of a violent storm. The Romans believed he had been transformed into a god, and they worshipped him as the god Quirinus.

http://mt.essortment.com/romulusremus_rxjk.htm

Thor's Journey to Utgard (Norse)

This tale begins with Thor journeying in his goat drawn chariot with Loki as his companion. One night they came to a farmer's home where they got lodgings for the night. Thor killed and skinned his goats and placed the meat in a cauldron over the fire. When they were cooked, Thor and his companion sat down to supper and invited the farmer and his wife and their children to share the meal with them. Their son was called Thialfi and their daughter Roskva. Thor spread the goatskins out away from the fire and told the farmer and his household to toss the bones upon the skins. Thialfi, the farmer's son, took hold of a thighbone and split it open to get at the marrow. Thor stayed there that night and just before daybreak got up and dressed. Thor took Mjollnir, raised it and consecrated the goatskins. The goats were reformed and stood up, but one of them was lame. Upon seeing this Thor declared that the farmer or one of his household had not treated the bones with proper care. Thor grew enraged, he clasped his hammer so tight that his knuckles went white. The farmer and his family grew afraid and cried out to be spared and offered to atone with all their possessions. When Thor saw their terror his wrath left him and he calmed and accepted their children as settlement. Thor charged the farmer with the care of the goats and Thor, Loki, Thialfi, and Roskva continued the journey to Utgard.

Thor started on his journey east to Jotunheim and all the way to the sea. He crossed the sea and when he went ashore Loki, Thialfi and Roskva were with him. The companions journeyed on foot for the day and that night found themselves in a large wood. Thialfi, who was the fastest of runners, carried the sack holding their provisions. As darkness came the companions began looking for some sort of lodging in which to spend the night. After some searching they found a strange building with an opening that seemed to take up one entire side of the structure. The companions settled in but were awakened at midnight by a great earthquake. They woke and sought shelter farther inside the building and came at last to a side chamber halfway down the right side of the building. Thor positioned himself at the entrance of this chamber and prepared to defend himself against whatever might come while his companions went into the chamber and resumed sleeping.

When the dawn arrived Thor went out and discovered the source of the ground shaking. A little way's off a giant was asleep and snoring mightily. As Thor sighted the giant, the giant awoke and stood. It is said that for once Thor was afraid to strike with Mjollnir. Instead, he asked the giant his name. The giant replied that he was called Skrymir and said he did not need to ask who was questioning him for he knew it was Thor of the Æsir. Skrymir then asked if Thor was making off with his glove. Skrymir reached over and picked up his glove and it was then that Thor realized the strange building was the giant's glove and the side chamber had been the thumb. Skrymir asked if Thor and his companions wished to travel with him since they were going in the same direction and Thor agreed. Skrymir then picked up his sack and prepared his breakfast while Thor and his companions moved a short way off and did the same. Skrymir then suggested they pool their food and took the companions sack and placed it in his own. After tying up the sack they set off towards Utgard. Skrymir took great strides and late in the evening found them a lodging beneath a large oak tree. Skrymir laid down to sleep and tossed the sack to Thor saying he and his companions should prepare their supper.

Thor took the sack and tried to untie it but no matter how hard he labored, he couldn't loosen a single knot or move a single strap end. When he realized his efforts were getting nowhere he grew angry. Gripping Mjollnir he stepped to where Skrymir was sleeping and struck at his head. Skrymir awoke and asked if some leaf had fallen upon his head. He then asked Thor if his company was done eating and was ready for bed. Thor replied they were just getting ready to sleep. The companions moved under another oak tree and tried to sleep. At midnight Thor was awakened by Skrymir's snoring such that the forest resounded. Thor got up and, gripping Mjollnir tightly, went to where Skrymir lay and swung the hammer quickly and hard down the center of Skrymir's head. Thor felt the face of the hammer sink deeply into his head. At that moment Skrymir awoke and asked if some acorn had fallen on his head. Seeing Thor, Skrymir asked what he was doing. Thor backed away and said he had just awoken and that it was midnight and still time to sleep. Thor then resolved that if he got a chance for a third blow Skrymir would never open his eyes again. Just before dawn Skrymir was deep asleep and Thor got up and ran at him swinging Mjollnir with all his might and struck at the temple. The hammer sank in up to the handle but Skrymir woke and stroked his cheek asking if there were any birds in the tree above him, commenting that he thought he had felt some droppings from the twigs above as he was waking.

Seeing Thor awake Skrymir said it must be time to wake and dress. Skrymir told Thor that it was not far to the castle called Utgard and that he had heard the companions whispering that he was a person of no small build. Skrymir said the men of Utgard are bigger than he is and that Thor and his companions would be better off to turn around and not journey to Utgard. Skrymir also offered advice to the companions not to act big in Utgard, as the men there would not take kindly to those actions. Skrymir told the companions that if they were determined to go on, they should travel east while his path lead north to the mountains. Skrymir took the sack, turned north, and set off for the mountains.

Thor and his companions set off to the east and by midday they saw a castle standing in an open field. They gazed up at the castle and had to bend their heads back until they touched their spine to see up over the castle. They approached the castle and came to a shut gate across the entrance. Thor went to the gate and tried to open it but could not. However, by struggling they were able to squeeze between the bars and thus they came into the castle. Once inside they saw a great hall with an open door and they went inside. There they saw a great number of people seated on two benches and most of them were a fair size. Next they came before the king, Utgartha-Loki, and addressed him. It was some time before the king turned to them and when he did he bared his teeth in a smile and said, "News travels slowly over long distances. Or am I wrong in thinking that this little fellow is Oku-Thor (Thor the Charioteer)? You must be bigger than you look to me." He then asked what feats they intended to perform saying no one is allowed to stay in Utgard unless he has some art or skill in which he is superior to most.

Loki answered from the back that he could eat faster than anyone there. Utgartha-Loki smiled at this and called forth Logi to compete with Loki. A trencher was set between the two contestants and it was piled with meat. Loki and Logi sat at opposite ends and each ate as quickly as he could. They met in the middle and while Loki had eaten all the meat on his half of the trencher, Logi had devoured the meat, bones and the trencher itself and it seemed to everyone that Loki had lost the contest.

Next Utgartha-Loki called to Thialfi and asked what feat he would perform. Thialfi said he would run a race with whomever Utgartha-Loki put forward. They all went out to a space where the ground was flat such that it would make a good course for running a race and Utgartha-Loki called forth a boy named Hugi and bade him run a race with Thialfi. They started the first race and Hugi was so far ahead that he turned back and to meet Thialfi at the end of the race. Utgartha-Loki then told Thialfi he would have to make a greater effort if he was going to win the contest but did say never before had people come to Utgard who seemed able to run as fast as Thialfi. They then began another race and when Hugi got to the end of the course and turned back Thialfi was still an arrow shot behind. Then Utgartha-Loki said that Thialfi had run a good race but he no longer had confidence that Thialfi would win the contest. Then they started a third race and Hugi reached the end of the course and turned back before Thialfi had gotten halfway. Everyone agreed then that the contest was decided.

Utgartha-Loki then asked Thor which of his accomplishments he would display before them. Thor replied he would most willingly engage in a drinking contest with someone. Utgartha-Loki said that would be fine and called for the horn the men of the court were used to drinking from. The horn was brought to Thor and Utgartha-Loki said the horn is considered to be well drunk if it can be emptied in a single draught, but some people drain it in two though no one is such a poor drinker that he can not empty it in three. Thor looked at the horn and thought it was not very big, though it was long. He began to drink and took great gulps intending to empty the horn in one drink. When he ran out of breath and straightened himself he looked in the horn to see how his drinking had progressed and saw that there was very little difference in the level of the horn now compared to before he had drunk. Utgartha-Loki said it was a good drink, and not excessive, but he

wouldn't have believed it if anyone had told him that Thor would not have drunk a greater draught. He then said he was sure Thor was intending to finish off the horn with his second draught. Thor made no comment and was determined to drink a bigger draught. He struggled with the drink as long as his breath held out but found that the tip of the horn would not go as high as he would have liked. When he lowered the horn and looked into it this time it seemed that the level in the horn had gone down less than it had the previous time. Utgartha-Loki then asked Thor what was the matter. Was he keeping back for a third draught, and if he was it would have to be the biggest one yet. Utgartha-Loki then said Thor would have to give a better accounting of himself in other contests if the dwellers of Utgard were going to consider him as great a man as the Æsir claimed he was. At this, Thor grew angry and put the horn to his mouth drinking as hard as he could for as long as possible and when he ceased drinking and looked into the horn this time he saw that he had made the most difference, though the horn was still not empty. Thor handed the horn to Utgartha-Loki and would drink no more.

Utgartha-Loki then told Thor it was clear he was not as great as they had heard. He asked if Thor wanted to try other contests, as it was clear he was getting nowhere with the horn. Thor said he would try other contests, though he would have been surprised if drinks such as he had taken would have been reckoned so slight in Asgard. He then asked what contest Utgartha-Loki offered now. Utgartha-Loki told Thor how the lads in Utgard, though it did not seem that significant, would lift his cat off the ground. He went on to say that he would not have mentioned it to Thor, had Thor not already shown that he was less impressive than had been heard. A big gray cat then ran into the hall and Thor strode forward and took hold with one hand under its belly and lifted it up. But the cat arched its back as much as Thor stretched up his hand and when Thor had stretched up his hand as much as he could the cat lifted only one paw from the floor. Utgartha-Loki then said the contest had gone as he expected as the cat was rather big and Thor was short and small compared to the men there in Utgard. Thor responded by saying, "Small as you say I am, just let someone come out and fight me! Now I am angry!"

Utgartha-Loki looked about the hall and replied that he saw no one there who would not think it demeaning to fight with Thor. He then called for his old nurse, Elli, saying she had brought down people who seemed no less strong looking than Thor. Then came into the hall an old crone and Utgartha-Loki said she was to have a wrestling match with Thor. When they wrestled the harder Thor strained against her, the firmer she stood. Then the old woman started trying some tricks, Thor began to lose his footing, there was some hard pulling and it was not long before Thor fell to one knee. Utgartha-Loki then went forward and stopped the wrestling and said there was no point to Thor challenging anyone else in the hall to a fight.

It was now late and Utgartha-Loki showed Thor and his companions to where they could spend the night and they received hospitable treatment. When dawn came Thor and his companions got up and dressed and prepared to set off when Utgartha-Loki came to them and had a table laid out for them. There was no lack of good cheer, food and drink. When they had finished eating they set off and Utgartha-Loki traveled with them out of the castle.

As they parted Utgartha-Loki asked Thor how he thought his expedition had gone and whether he had come up against any person more powerful than himself. Thor replied that he could not deny he had suffered great shame in their dealings and that, "I know you will say I am a person of little account and it is that which upsets me." Then Utgartha-Loki spoke and said now that they were outside the castle he would tell Thor the truth. He said, "You would never have been allowed in the castle if I had known what strength you possessed or how close you would bring us to disaster." He told Thor how he had deceived him and had been the one who met them in the forest. He explained how the sack had been fastened with a trick wire and how he had moved a mountain in front of Thor's blows and the three valleys they had seen in a mountain near the castle were the results of Thor's three strikes at Skrymir. He then explained that it had been the same with the contests in Utgard.

When Loki engaged in the eating contest, his opponent Logi was wildfire and it burned the trencher as quickly as the meat. When Thialfi had engaged in the race with Hugi, it was Utgartha-Loki's thought against whom he raced and Thialfi was not likely to be able to match his speed. When Thor was drinking from the horn and it seemed to be going slowly a great miracle had occurred. The other end of the horn was connected to the sea and that when they next came to the sea they would see what a lowering of the level Thor had made with his drinking. (This is now called the tides.) When Thor next attempted to lift the cat from the floor, it was no cat, but was Jormungand and its length was hardly enough so that both its head and tail were touching the ground. When Thor was wrestling with Elli, he was wrestling against old age and no one, should they get old enough to experience old age, will escape being brought down by it. Utgartha-Loki then said that it would be better that Thor never return to Utgard for next time he would defend his castle with similar tricks or others such that Thor would get no power over him.

Upon hearing all this Thor grasped his hammer and prepared to strike, only to find Utgartha-Loki gone. He then turned for the castle, intending to destroy it, but the castle was gone and there was only open meadow. He then turned back and returned to Asgard, though he was determined to challenge Jormungand again and it did happen as told in the story Thor Goes Fishing.

http://www.hurstwic.org/history/articles/mythology/myths/text/thor_utgard.htm

The Myth of Isis and Osiris (Egyptian)

Osiris was an earthly ruler who was popular with his subjects. His brother, Set, was jealous of this popularity and plotted against Osiris. Set's plans to be rid of his brother started when he secretly obtained his brothers measurements and had a magnificent casket made to fit.

This casket was in the form of a human shaped box. Set then organized a large feast to which Osiris and a number of others (usually given as 72) were invited. At the height of the festivities Set produced the casket and announced that it would be given to whomever it fitted.

All the guests tried the casket for size, but none fit into it until finally Osiris stepped into the casket. Set immediately slammed the lid closed and sealed the casket shut with molten lead. The sealed coffin was then thrown into the Nile.

Isis was devastated at the loss of her husband and searched for the casket throughout Egypt and then overseas. She eventually eventually found it where it had come to rest in the roots of a massive tree.

Isis then returned the coffin to Egypt for a proper burial. For safekeeping she concealed it in the marshes beside the Nile. Unfortunately for Isis, Set found the casket while out hunting and was so enraged he chopped the body of Osiris into pieces and scattered the parts throughout the land of Egypt. Poor Isis had to then set out again looking for the parts of her husband. Eventually she found all the parts except one and reassembled Osiris and wrapped him in bandages.

In some accounts Isis breathed life back into Osiris' body and it was then that Horus was conceived. This was a more magical event than it seems, considering the one part of Osiris that Isis couldn't find.

The young Horus then went out to battle his uncle Set and to avenge his father’s death. After a series of fights detailed in “The Contendings of Horus and Set” neither god was able to secure an overall victory. Ultimately Osiris was declared king of the underworld, Horus king of the living, and Set ruler of the deserts as the god of chaos and evil.

http://www.meta-religion.com/World_Religions/Ancient_religions/Egypt/myth_of_isis_and_osiris.htm

The Story of Lord Ganesh’s Creation (Hindu)

Lord Ganesh is the virtual son of Lord Shiva and goddess Parvathi. The story of creation of Ganesh is a very fascinating one.

A long, long time ago when Lord Shiva was away fighting for the gods the lady of the house, goddess Parvathi, was left alone at home. On one occasion she needed someone to guard the house when she was going for a bath. Unable to think of an alternative, she used her powers to create a son, Ganesh. She instructed Ganesh to keep strict vigil on the entrance to the house and not to allow anyone into the house. Ganesh agreed and stayed on the strictest of strict vigils.

In the meantime Lord Shiva returned happy after a glorious victory for the gods, only to be stopped at the entrance by Ganesh. Ganesh, acting on Parvathi's orders verbatim, did not allow Shiva to enter the house. Lord Shiva was enraged beyond control and in a fit of rage slashed off the head of Ganesh. In the meantime Parvathi came out from her bath and was aghast at the scene. She was very angry at her lordship for what had happened and explained him the situation.

Lord Shiva wanted to make it up to Parvathi very badly. He agreed to put life back into Ganesh by putting the head of the first sleeping living creature that came in sight that was sleeping with its head to the north. He sent his soldiers to go in search of the creature. The first creature, which came in sight, was an elephant. So, Lord Shiva re-created his son with the head of the elephant. Hence, the trunk of Lord Ganesh.

Parvathi was still not totally happy with the deal and wanted more. Then Shiva granted Ganesh a boon that before beginning of any undertaking or task people would worship Lord Ganesh. Thus the reason for worship of Ganesh before start of any work.

http://members.tripod.com/~srinivasp/mythology/ganesha.html

Ganesh and Murugan’s Race

On an occasion, Shiva and Parvathi had been given a fruit by the gods and both the sons Ganesh and Murugan (Kartikeya or Skanda or Kumara Swamy) wanted it. Some legends claim the dispute was about who was elder of the two.

Anyway, the parents then suggested that the one who circled the world three times and came back first would get it as a prize. Murugan got on the peacock, his vahana, and flew around the world stopping at all sacred spots on the way and offering his prayers. But at every major stop, he would find Ganesh ahead of him and was perplexed.

Ganesh understood that his vehicle, the mouse, would not be able to compete with Murugan’s peacock and he could never beat him. But he thought for a while and came up with a solution. He walked around his parents, Shiva and Parvathi, three times, with great devotion. When his parents asked him why he was not circling the globe, he answered that his parents are the whole world. “I need go no further to travel the whole world,” replied Ganesh. Murugan on returning back learned of this, accepted the superiority of Ganesh, and bowed to him.

http://members.tripod.com/~srinivasp/mythology/ganesh3.htm