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Materials Compiled By Nada Salem Abisamra
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The
Odyssey
(Robert Fagles' version)
"By its evocation of a real or imaged heroic age, its contrasts of character and its variety of adventure, above all by its sheer narrative power, the Odyssey has won and preserved its place among the greatest tales in the world. It tells of Odysseus' adventurous wanderings as he returns from the long war at Troy to his home in the Greek island of Ithaca, where his wife Penelope and his son Telemachus have been waiting for him for twenty years. He meets a one-eyed giant, Polyphemus the Cyclops; he visits the underworld; he faces the terrible monsters Scylla and Charybdis; he extricates himself from the charms of Circe and Calypso. After these and numerous other legendary encounters he finally reaches home, where, disguised as a beggar, he begins to plan revenge on the suitors who have for years been besieging Penelope and feasting on his own meat and wine with insolent impunity."
The Reader's Catalog.
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The Odyssey
Introduction
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Author: Homer...
Date: 9th or 8th century B.C.The authorship of The Odyssey (and The Iliad) is not known for sure; the epic poems were passed down through an oral tradition and Homer, a figure whose existence cannot be proven, is only the name the ancient Greeks themselves attached to the poems. Whether he was the primary author of the poems, the primary recorder of the oral tradition of the poems, or a figment of someone's imagination, may never be known. However, the two works ascribed to him are of supreme importance in European classical tradition. The Odyssey is the story of Odysseus, the cleverest of the Achaeans, who have just defeated the Trojans in the ten-year siege of Troy. While all the other Achaean leaders have returned to their homes, Odysseus endures a voyage filled with monsters, meddling gods, and other obstacles that lengthen his journey home to ten years. The poem tells both the story of his voyage and his experiences along the way, and the story of Penelope, his wife, who is faithfully waiting at home for him. She is under great pressure to re-marry and her numerous suitors are staying at her house, depleting her wine and food stores, because her son Telemakhos is too young to stop them. Halfway through the poem, Odysseus arrives home, and disguises himself as a begger while he plots how to get his revenge on the vile suitors. The story is one of hospitality and human kindness towards others, but it is also an exploration of story-telling, as Odysseus and others in the story demonstrate the very kind of oral storytelling that has allowed The Odyssey to survive so many centuries.
http://www.heysmarty.com/bookportal.asp?portalid=25
Map of the Odyssey
Background In the tenth year of the Trojan War, the Greeks tricked the enemy into bringing a colossal wooden horse within the walls of Troy. The Trojans had no idea that Greek soldiers were hidden inside, under the command of Odysseus. That night they emerged and opened the city gates to the Greek army. Troy was destroyed. Now it was time for Odysseus and the other Greeks to return to their kingdoms across the sea. Here begins the tale of the Odyssey, as sung by the blind minstrel Homer.
http://www.mythweb.com/odyssey/background_s.html
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Trojan WarHelen of Troy, daughter of Zeus and Leda, is the most beautiful woman in the world. She chooses Menelaus, King of Sparta, to be her husband and the other Kings of Greece swear an oath to support their alliance. Paris, son of Troy’s King Priam, sees Helen and desires her. She has, according to the playwright Marlowe, “the face that launched a thousand ships” because all the kings of Greece rallied to get her back. Aphrodite, goddess of love, helps Paris to kidnap Helen because he had chosen her (Aphrodite) to receive a golden apple marked “to the fairest” in a contest on Mt. Olympus between Aphrodite (Venus) and Athena.
Following the kidnapping of Helen, the other Kings of Greece join Menelaus to fight the city of Troy and return Helen to Sparta. This is when The Trojan War began. For nearly 10 years the Greeks besieged Troy. Homer's other epic, The Iliad, concerns this siege and the many individual battles that were fought between heroes on both sides. (It also chronicles the involvement of the supreme gods, who descended from Mount Olympus to take sides in the contest.) Great warriors emerge and their fate is told again in The Odyssey. For example, Achilles and Agamemnon, Greek warriors, and Hector, the greatest Trojan Warrior. Finally, Achilles kills Hector. The war ends with a gift from the Greeks, the Trojan Horse. The Greeks build the Trojan horse and hide warriors inside while pretending to sail away. That night, the Trojans take the horse into the city and during the night the Greek warriors creep out and they open the city’s gates. The Greeks sack the city and win the war. The Trojan Horse is the idea of the Greek Warrior Odysseus. The story of The Odyssey is Odysseus’ journey home. It is now 20 years since he has seen Penelope and his son Telemachus.
http://www.yale.edu/ynhti/curriculum/units/1987/2/87.02.02.x.html
The Corinthian Temple of the god Apollo, who sided with Troy in the Trojan War.
The Odyssey: Adventure Map
| 1-Mt. Olympus | 6-Aeolia's Island | 11-Scylla & Charybdis | ||
| 2-Troy | 7-Laestrygonians | 12-Calypso | ||
| 3-Cicones | 8-Circe's Kingdom | 13-Ithaca | ||
| 4-Lotus Eaters | 9-Land of the Dead | |||
| 5-Cyclops | 10-Sirens |
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GENERAL DEFINING FEATURES of the EPIC GENRE
What is A Myth?
A myth is a story. Myths were told or written to answer some of the biggest questions a person could ask -- Who are we? Where did we come from? Why do these things happen? A myth is often a story of gods and goddesses, heroes, great deeds, and supernatural powers. It may explain things that are mysterious or unknowable to us. In ancient times, myths sometimes explained things that we now understand through science, like the movement of the stars and planets and the changing of the seasons.
Who wrote the myths? Ancient Greek myths evolved over hundreds of years. At first the stories were simply told by one person to another. Details changed with each telling and the stories passed through many generations this way. Eventually, some of the myths were written down. Many of the Greek myths that we know today were first recorded by the poets Homer and Hesiod in the 8th century BC.
What were the gods like? The most powerful Greek gods lived high atop Mt. Olympus. They looked and acted much like humans, but they were more powerful, beautiful, and far more gifted. The gods also had human feelings and emotions, like love, anger, and jealousy. They married, had children, fought with each other, and generally acted like the Greek people they ruled.
For example Aphrodite was the goddess of love, Dionysus was the god of wine, and Zeus was the king of the gods.
Aphrodite,
goddess of love
Each god had a special area of influence, such as love, war, hunting, music, or agriculture. Many of the best-known gods had temples dedicated to them. People thought that the gods would treat them well if they brought offerings of grain or animals to these temples. Learn more about Greek mythology. Stories of ancient gods and heroes. (click here)Search this Site with Google:
THE GODS in The Odyssey
1) Zeus (Jupiter, Jove). The sky and weather god, especially of rain and lightning. As the King of the gods, he legitimates the cosmic and human orders. Thus, Zeus is the god of civilization and protects human socio-political institutions, e.g. contracts, oaths and the laws of hospitality.Zeus' attributes include: the scepter, scales, aegis, ram and lion. He is depicted at the prime of life, full of strength and vitality, with beard and long flowing hair.
Links to original stories about Zeus 2) Hera (Juno). Zeus' sister-wife, and therefore the queen of heaven. Hera is the god of weddings and marriage. She is far more important in cult than in literature.
Hera's attributes include: crown or headdress, scepter, wedding veil, peacock, and esp. the cow.
Hera's portraits are studies in regality, stateliness. Like her husband, she is depicted in the prime of life.Links to original stories about Hera 3) Poseidon (Neptune) Brother of Zeus, Poseidon embodies the elemental forces of nature. He is the god of water, both salt-water and fresh-water springs, earthquakes and of horses.
Poseidon's attributes include: trident, dolphin, horse, bull, and the beak of a ship. Without these attributes, his portrait is impossible to distinguish from that of Zeus.
Links to original stories about Poseidon 4) Demeter (Ceres). Goddess of agriculture, especially of cereal grains. Demeter is also a fertility goddess.
Demeter's attributes include: sheaf of grain, a headdress (called a polos), scepter, torch, sacrificial bowl.
Links to original stories about Demeter 5) Athena (Minerva). Born from the head of Zeus (Zeus had swallowed her mother Metis before she could give birth). Athena is the god of civilization and of war. Thus, she protected the state and was patron to men's and women's handicrafts. She was also the goddess of intelligence. Just as she was born without a mother, Athena remains eternally virgin.
Athena's attributes include: helmet, shield, spear, aegis, Nike, lamp, distaff, owl, snake and the olive. Athena is represented as a warrior maiden, in her twenties.
Links to original stories about Athena 6) Dionysos/Bakkhos (Dionysus/Bacchus/Liber). Born from the thigh of Zeus (Zeus had been tricked into killing his mother with a thunderbolt). Dionysos is the god of vegetable life, especially the grapevine and ivy. As such he is the god of wine, fertility and poetry (both song and drama). Dionysos is the god of altered states, of madness (perceived as possession) no less than drunkenness, and his powers disrupt the social order.
Dionysos' attributes include: grapevines, ivy, thyrsos, kantharos (drinking cup), deer and fawn skins, leopards, their skins and leopard drawn chariots, Satyrs, Pans, Bacchantes, and the phallus, especially the erect phallus. Dionysos is frequently, though not always, represented as bearded
More about Dionysos
Links to original stories about Dionysos7) Apollo (Apollo). The twin brother of Artemis by Leto, Apollo is the god of prophecy, healing, and the arts (music, poetry, dance). He was not originally a sun-god, as is often said (that was Helios); but was connected with the sun at least by the fifth century B. C. Like his sister, Apollo is a god of archery; in contrast to her, he is god of domestic animals, flocks and herds.
Apollo's attributes include: tripod, omphalos, lyre, bow and quiver of arrows, crown of laurel, hawk, raven or crow, fawn. Apollo is always depicted as a young man without beard and his portraits represent the Greek ideal of youth and manly beauty.
Links to original stories about Apollo 8) Artemis (Diana). Artemis is depicted as an athletic maiden, more attractive and more erotic than Athena, less voluptuous than Aphrodite. The twin sister of Apollo by Leto, she is the mistress of wild animals and a goddess of hunting and archery in general. She is also the goddess of virginity and protects women in childbirth. She is not properly a moon goddess, as is often said; but she does have an early connection with the moon through her identification with the chthonic Hekate, who was in turn identified with Selene, the personified moon.
Artemis' attributes include: bow and quiver of arrows, short hunting dress, buskins, ribbon in her hair, deer, wild goat, boar, bear, quail, torch.
Links to original stories about Artemis 9) Aphrodite (Venus). Born from the semen of the castrated Ouranos which impregnated the ocean on which it fell (Homer follows Near Eastern tradition in making her the daughter of the sky-god, Zeus, by Dione). Aphrodite is the goddess of love, and hence of fertility, beauty and sexual desire.
Aphrodite's attributes include: mirror, apple, dove, gold, beautiful clothing and cosmetics. Aphrodite represents the ideal of feminine beauty for the Greeks: soft features, smallish breasts, rather heavier than the hunter Artemis or warrior Athena.
Links to original stories about Aphrodite 10) Hermes (Mercury). The son of Zeus and Maia. Hermes is a trickster (a figure well-known from folklore) and a thief. He also crosses the borders between worlds. As such, Hermes was the messenger-god and was sometimes said to convey the souls of the dead to Hades (psychopomp). Thus, he was the patron of the traveler, herald and thief. Hermes was also a god of commerce and, like Apollo, of domestic livestock and music.
Hermes' attributes include: hat, herald's staff, winged sandals, short cloak, tortoise-shell lyre, ram, shepherd's staff. Hermes is said to be a young man in Homer; elsewhere he is often depicted with a beard.
Links to original stories about Hermes 11) Ares (Mars). The son of Zeus and Hera, he is the god of war, although from Homer on, his role has been in large part usurped by Athene. Ares is sometimes made to be the husband of Aphrodite.
12) Hephaistos (Hephaestus/Vulcan/Mulciber). The son of Zeus and Hera, he is the smith-god and patron of men's handicrafts. Also worshipped as the god of volcanoes and of fire. Sometimes said to be the husband of Aphrodite.
Hephaistos' attributes include: smith's apron, hammer, anvil, bellows, forge, fire. The god is depicted as lame.
13) Hades/Pluton (Pluto or Dis) As brother of Zeus, he is an Olympian, but he does not live in heaven. Hades rules the underworld/netherworld. He is also a god of fertility and wealth.
Hades' attributes include: cap of darkness, scepter, throne, chariot and horses.
14) Hestia (Vesta). The eldest or the youngest daughter of Kronos. Hestia was the virgin god of the hearth.
http://www.facstaff.bucknell.edu/gretaham/Teaching/mythclass/mythreader/godsajaxdemeter.htm#gods
When you look at the night sky you see constellations named
for heroes and heroines of ancient Greek mythology.
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- Heroes: Why do societies create heroes? What values do we expect our heroes to represent? What values did the Greeks expect their heroes to represent? How does the idea of the "tragic flaw" change the way we look at our heroes? Do we look for tragic flaws today?
- Journeys: Almost all societies contain myths/stories of "The Journey." Why? What is the attraction we have to journeys? What are some of the American Journeys? What lessons, what themes, what values do we see played out in the stories of journeys? (Specific to 'The Odyssey: What was the difference between Odysseus' journey and Telemachus' journey?)
- Character: Whose story is this? Who is the main character, Odysseus or Telemachus? (I love this idea, because we got around the idea of which character changed over the course of the story. Is Odysseus' story really just a vehicle for showing Telemachus' coming of age?) There is so much potential for debate here. We spent a day on it, complete with a homework writing assignment, but next year, I will probably spend much more time with it.
- Gender Roles: What are the gender roles of the characters? Looking at Circe, Calypso, Nausikaa, Penelope, what are the different roles women seem to play in Greek society? What are the roles of men, especially if we are to look at the sympathetic characters of Odysseus and Telemachus?
http://www.beaconschool.org/~clehmann/education/odyssey.html
Do you think that the days of Odysseus as a hero are over or will they continue on Ithaca? .
How does his head help him in difficult situations?.
How are the suitors treating his memory?.
Is there anyone else in this book who could be considered a hero?.
What about Penelope or Telemachus?.
Does being a hero automatically mean that one is a good leader?http://curry.edschool.virginia.edu/curry/class/edlf/589_004/Christie_Belardo/projectsuccess.html
Before the actual reading of the story, it is helpful to make students aware of some of the elements involved in this work. The following activities are designed to get students involved in their reading by encouraging them to think about some of these elements. These activities can be done by small groups or as individual assignments. It will be helpful to have the resultant products shared with the whole class.
http://www.penguinputnam.com/static/packages/us/academic/resources/guides/homer/frame.htm•Interview someone who has been on an interesting trip, possibly one that entailed some type of danger or excitement. Write a poem accurately depicting the journey, using as much detail and description as possible.
•Have you ever wanted to know what people said and thought about you when you weren't around? If you could disguise yourself in some way and be around the people you know, how would you carry it out? Describe your ideal disguise and a scenario that you imagine would take place if you could be "a fly on the wall."
•Do you believe in guardian angels? Explain and give examples.
•What are your strengths and weaknesses? Describe them and how they affect your life.
•Interview someone whose long-lost relative or friend eventually returned. Describe the experience. Don't forget to include the person's feelings throughout the entire experience.
- Describe what the term hero means to you.
- Name a hero in your life and describe why you consider them your hero.
- Tell about a journey you once took.
- Predict why you think a poem as old as The Odyssey might still be valuable today.
- What kinds of qualities does a good leader have?
- Draw a picture of what a cyclops might look like.
- Make a travel brochure of the Lotus Island.
- What kinds of obstacles do people today have to try and overcome?
- What kinds of qualities does Odysseus have that make him a good leader?
- What kinds of qualities does Odysseus have that make him a good friend?
- 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?
- Write an entry that Odysseus might write in his ship's log.
- 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.
- Make a detailed chart comparing and contrasting Odysseus and Eurylochus.
http://www.kcte.org/lesson-plans/odyssey/forgy4.html
After a student chooses an area of interest, the classroom then becomes a research center for him/her to find ways of discovering information needed to complete his/her project. The student is then responsible for sharing the knowledge discovered with the class, as an oral presentation, a tangible demonstration and a written description of the project.
- Research the costumes worn during Ancient Greece and create an illustrated catalog of these designs or actually create an imitation of one of these designs. The actual costume could be life-sized or doll-sized.
- Research the types of food eaten in Ancient Greece or Modern Greece and create a cookbook or bring in samples of these dishes to share with the class.
- Research the weapons at the time of the poem and create a book of weapons.
- Using paint, clay or another art medium, create a depiction of a scene from the poem or demonstrate various Greek gods/goddesses.
- Make a comic book based on some aspect of Ancient Greece or illustrating the story of The Odyssey.
- Create a video, complete with costumes and sets appropriate to Ancient Greece, depicting a scene(s) from The Odyssey.
http://www.kcte.org/lesson-plans/odyssey/forgy4.html
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Writing Assignment:
Write one of the "Further Adventures of Odysseus"
- No length requirement as long as all questions are answered:
- Where did Odysseus go?
- Why did he go there?
- What did he do there?
- How did he get away?
- Story must be proof-read (by student, help from classmates allowed):
- correct spelling
- correct grammar
- neatly printed ("publish-able")
- Must be accompanied by illustration:
Finished assignments will be bound
- Must fit details of story.
- Must be in color.
http://voyager.snc.edu/lesson7web/day2.html
Designing A Mythology Game
Designing a mythology game provides students with an ideal opportunity
to put their creative imaginations to work. Allow them to use their
expertise and enthusiasm to create a board game based on the famous
adventures of the Greek heros and heroines. Stories rich in details and
adventures include: Jason's quest for the Golden Fleece, the Labors of
Hercules, the adventures of Theseus, or Odysseus and the Cyclops.
Students choose a favorite story and note the details they wish to include
in the game. They write a rule book and design and produce the
necessary accessories: board, cards, dice, spinners, etc. Invite your
students to exchange their games and provide feedback to each other on
the ease of use and playability of their creations.
http://www.mythweb.com/teachers/tips/tips.html
Values Discussion On The Nature Of Heroism
Tales from the past generally equate heroism with physical strength and
raw courage in the face of danger (see the stories of Hercules, Theseus
and Bellerophon). Recently, however, new definitions of heroism and
new kinds of heroes have emerged. To many, research scientist Jonas
Salk, astronaut John Glenn and civil rights leader Martin Luther King are
contemporary heroic types on the American scene. They do not slay
monsters or engage in bloody battles, but they have captured the
imagination of many Americans. What qualities of heroism, redefined, do
they possess? It is possible that they will some day find their place in the
myths our generation leaves as a legacy to future ages?In another sense, POWs, sports figures, actors and actresses and some
holders of high office are looked at as heroes. Write a paper based on the
question, "Who is your hero...and why?" These additional questions will
aid your students in developing their essay: What are some of the traits
that make this person a hero to you? Are these heroic traits parallel in
some way to the traits of the ancient heroes you have learned about from
the Greek myths?
http://www.mythweb.com/teachers/tips/tips.html
Greek Mythology And The Arts
The Ancient Greeks used the myths in all varieties of their artwork.
Architecture, sculpture, painting, pottery, metalwork, jewelry, weaving
and embroidery showed how important the myths were in the lives of the
people. Listed below are a variety of activities that will allow your
students to expand their knowledge of Greek mythology and arts. Visits
to libraries and museums as well as access to reference books you may
already have in your classroom will aid your students in the following
projects.- Visit an art museum. See the sculpture, pottery, jewelry and coins of
ancient Greece. Record the myths that inspired them. Draw sketches of
some of your favorite items.- Find photographs of the famous buildings of ancient Greece
(Parthenon, Knossos, Delphi). Prepare a short report about one or two
of them.- Find sketches of the Doric, Ionic and Corinthian styles used in classical
architecture. Write a short paper in which you identify the differences
between the styles.- Find pictures of Greek vases. List the myths that were used in the
decoration of the vases.- Model a figure out of clay of one of the heroes or gods from the myths.
- Make your own design on paper to be used for one of the following: a
vase, a shield for a hero or a robe for a goddess.- Create a panel mural depicting one of your favorite myths.
Students Can Be Mythmakers
There are a variety of other ways that students can work creatively
with myths. The activities described below can be adapted for use at any
level.- A valuable experience for students is writing, telling and illustrating
their own myths. These can be recorded in little booklets and compiled in
a class anthology. Your students can write a myth explaining a natural
phenomenon or create a story with a moral lesson. Some students may
want to think of an emotion (love, envy, fear or jealousy) and write an
adventure using that emotion as the theme. After the myths have been
written, invite your students to read their myths to the class.- Assign each student or pair of students a character from the Greek
myths (Daedalus, Persephone, Athena, Pan, etc.). Ask them to find out
who their character is and what significance he or she plays in the myths.
Upon completion of their research, have each student or pair present a
short oral report to the class.- Impromptu role playing offers students an opportunity to interpret
the Greek myths. Ask your class to brainstorm a list of characters and
their corresponding adventures. Begin with a dramatic incident such as
Odysseus being held captive by Polyphemus the Cyclops and let your
students build in as much action and dialogue as they wish. Medea
reacting to being abandoned by Jason after aiding him in his quest offers
the basis for an interesting monologue. Your students may want to refine
their role-playing by trying many versions, discussing them and taping the
best. They can combine their episodes into a dramatic collage or present
one-act plays complete with props and costumes based on specific
episodes.- Every day we come across references to myths, especially in
advertising. Encourage your students to watch for these and bring in
examples for discussion. Why do florists use Mercury (the Greek
Hermes) as a symbol for their delivery service? Why is a magazine of the
arts called Daedalus? And so on. Ask your students to create their own
ad campaign (using a real or imaginary product) that features one of the
gods or heroes from the Greek myths.- Have your students pick a character from the Greek myths and create a
"family tree" based on the information they can find about the various
gods, goddesses and heroes who have passed through their character¹s
life. If your student picks Medea, he or she would probably want to
include Jason, Theseus and King Aeëtes in the family tree. Family trees
can be illustrated with pictures and accompanied by short descriptions of
each individual's respective importance in the character's life.
Interviews
Another prewriting idea to help students invent stories for articles
requires a prompt for five minutes of writing. "You are a famous reporter
and have been given an exclusive interview with _________. What juicy
information would your readers want to know?" They can choose any
mythological character to fill in the blank, or the class can brainstorm a
list of names like Medusa, Orpheus, Daedalus, King Minos, etc.
Quotes
Designed to inspire quotes in interviews, this activity can also generate
dialogue for stories. Put the names of mythological characters on strips of
paper and have students draw one out of a hat. Ask them to write as
many direct quotes as possible for that character. For example, the
Cyclops might be overhead saying, "I've had my eye on Odysseus for a
while." Five minutes of prewriting can generate a variety of quotes.
Stories
This fifteen-minute activity groups three students who collaborate on a
story. Given five minutes each, students take turns writing. The first
student might begin, "A king once turned his daughter into a golden
statue." Supplying details to develop the story, the second student uses
the five minutes to write the body, and the last person ends the story. If
each student begins a story during the first five minutes, all three have the
chance to write a beginning, middle and end.
Advertisements
Before having your students prewrite the advertisements, ask them to
bring an advertisement from any newspaper which satisfies this question:
"What product would a specific mythological character advertise?" The
following day, tape the ads on the chalkboard. Popular ads might include
beauty products, florists, automobiles, speedy services, clothes or bottled
water. Choosing one of the ads, students prewrite for ten minutes. Offer
them colored markers if they want to illustrate. Keep the advertisements
on the board to inspire further writing.
"Dear Aphrodite"
Once students develop a feeling for the style of writing used in tabloids,
give them the option of using that style to write pieces found in other
newspapers. "Dear Aphrodite" letters, complete with answers from the
love goddess, in the style of "Dear Abby," provide more prewriting
practice for their newspaper. Students write a "Dear Aphrodite" letter,
exchange it with another person, and then write a response.
Letters to the Editor
Because letters to the editor are based on current topics, ask your class
to help you list a few on the board. Once you have a list, students can
brainstorm specific myths that match the topics. Some examples of topics
and myths are theft (Jason and the Golden Fleece), drinking (Polyphemus
and Odysseus), marital problems (Zeus and Hera) and kidnapping
(Hades and Persephone). For the ten-minute prewriting, students choose
one and express their opinions in letters to the editor.
Classified Advertisements
The question, "What would a mythological character have to sell?"
provides a prompt for a five-minute prewriting. Students make their own
lists which might include thunderbolts, archery lessons, love potions,
dating services, marriage counseling or muscle fitness. With a combined
list of suggestions, each person chooses one from the list and writes for
five to ten minutes.
Obituaries
A newspaper isn¹t complete without an obituary column. For this activity,
the class brainstorms a list of heroes in mythology that might include
Odysseus, Hercules, Achilles or Jason. They write for five minutes about
one of the heroes. Creating the details of the hero¹s life can point a
student in the direction of a future piece for the newspaper.Each prewriting activity can be followed by a voluntary sharing by
reading to the class. Once past the prewriting phase, students go on to
choose those pieces that they want to draft. From the drafting phase,
they move to shaping, revising and editing all articles. To facilitate the
composing process, group, peer and teacher conferences are used. If
there is time, conduct a mini-lesson on writing interesting leads and using
a journalist¹s questions. Class time can be used to assemble the paper. It
is amazing how someone in each group is an artist while another has a
computer to print the paper.Students will take great pride in their creativity while you can take greater
pride in their application of writing skills to a new subject.
http://www.mythweb.com/teachers/tips/tips.html
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Suggestion for Block Division
Each class period/block being approximately 90 minutes long, could be divided into three sections. The first thirty minutes would be spent orally reviewing what was read the day before and writing journal entries. The second thirty minutes would be spent reading The Odyssey. It is suggested that the reading be done orally in class for the first two weeks and then later be done silently depending on the ability level of the class. In the event that certain pages are not covered in class, the student will be responsible for finishing the reading for homework. The third thirty minutes would be spent on writing activities or completing the written questions.http://www.kcte.org/lesson-plans/odyssey/forgy4.html
How to Teach The OdysseyResearch Projects: (Assign beforehand)
(The links provided on this page are not enough for the projects: the students need to do further research using books, videos, additional Internet sites... Visual aids [ posters, powerpoint presentations, video clips...] are a must.)
- Ancient Greece.(puzzle).(include daily life + way of thinking/culture + beliefs + Map + Greek Mythology quiz)+ what is a myth?)
- Gods in Greek Mythology
- Epic Genre Vs. Picaresque Novel
- Homer's Iliad & Homer
- Trojan War
- The Odyssey: Background & Characters
Additional links
Glossary of related terminology
Poetry- Glossary
The Trojan War- An Illustrated Companion
Epichttp://www.webenglishteacher.com/homer.html
http://www.entrenet.com/~groedmed/greekm/ody.html
http://www.homestead.com/hagerstownddiercks/files/Odysseus_as_a_good
_guy_and_a_bad_guy.jpg
http://www.art.man.ac.uk/clah/ugrad/ca1100.htm
http://www.li.suu.edu/library/courses/HUM101/Homintro.htm
http://www.empire.k12.ca.us/capistrano/fables,.htm
(Fables, myths, and epics)
http://www.pantheon.org/mythica.html (encyclopedia)
http://www.online-literature.com/homer/odyssey/
http://lessonplanet.teacherwebtools.com/search/redirect?lpid=4124&mfcount=
12&mfkw=Odyssey&startval=0
1- Ancient Greecea- Introduce Greek mythology and its importance.1. Ask students what they know about Ancient Greece. On the side blackboard, record pertinent details.
2. Use the scientific and literary contributions to society to demonstrate and discuss the importance of the Greeks beyond maritime culture.3. Use vocabulary words derived from Greek and Roman myths to transition into mythology. The use of audiovisuals to reinforce these words is strongly recommended.Philosophy (Socrates, Plato, Aristotle) History (Herodotus) Science/Mathematics (Pythagorus) Plays, poems, myths (Homer) 4. Ask students how much they know about Greek mythology. On a side blackboard, record pertinent details. Remember which students are especially knowledgeable on the subject so that you may utilize them for leading classroom discussion.Atlas Ocean (Oceanus) Achilles heal/tendon (Achilles) Python Caduceus Panic (Pan) Odyssey (Odysseus) Other words from their weekly spelling/vocabulary list are very likely derived from Greek or Roman mythology
5. Give brief introduction to Greek pantheon and heroes. Move onto tales of Odysseus and his Odyssey.
6. Ask students comprehension questions as a review.Who was Odysseus? What did the Romans call him? (Ulysses) What was his nickname? ("Wily Odysseus") This makes him a hero in the Odyssey, why does it make him a villain in later tales?Where was he from? (Ithaca) What war is he famous for fighting in? (Trojan War) Did he want to fight in it? Why not? Was the war worth fighting for him? For anyone?What was his famous invention that won that war? (Trojan Horse) What does this have to do with his nickname?What caused his Odyssey? (the gods were angry at him and kept him from home) Were they angry at him for good reason?What are some of the problems and monsters that he faced? (Cyclops, Scylla, harrowing of Hades etc.) How does he handle the problems? What does that tell us about him? What can we learn from it?
ExtensionHave students plot the course of Odysseus and his crew over the Mediterranean and calculate the distance traveled.
b- Mythology for the Classroom by Michael Conte, Jr.3- Epic Genre4- Homer's Iliad & The Trojan War
The Task
The student will...read background information on the character of Odysseus. read summaries of each book completed. complete questions about the epic. compose a 3-5 page essay about Homer's Odyssey. play the Odyssey Game. place each completed activity in Odyssey folder to turn in for evaluation by teacher. Resources
Homer was one of the greatest epic writers of all time. Use the information below to guide you on your journey from Troy to Ithaca.1. Learn about the life of Odysseus before he goes off to the Trojan War. This link has much great information about the life of Odysseus before, during, and after the Trojan War and his journey home.
2. If you do not understand what is happening, read the summary of each book. This will help explain what is happening in the story. This link gives you a brief summary of each book. To advance you must click on the arrow at the bottom of the page.
3. These questions on the Odyssey will be helpful to you as you read the epic. This link has great questions. The questions are objective, yet you will use your higher order thinking skills.
4. These essay topics will help your understanding of the interpretation of Homer's Odyssey. This link provides several essay topics about the Odyssey. Some are general, but some are very comprehensive and require a deep understanding of the epic.
5. Who will you be as you experience the journey of Odysseus in the Odyssey Game? This site is great. This game is much fun as you decide who you want to be and the journey you will take. You must make rational decisions and use your head as you journey to Ithaca.
The Process
1. Learn about the life of Odysseus before he goes off to the Trojan War. Before you begin reading the Odyssey, read about the life of Odysseus. Place a brief summary of his life in your folder.2. If you do not understand what is happening, read the summary of each book. This will help explain what is happening in the story. After you complete each book of the Odyssey, read the summary to be sure that you completely understand what is happening in the epic. Use the provided checklist to check each book read and the date completed.
3. These questions on the Odyssey will be helpful to you as you read the epic. Answer the questions about the Odyssey as you read. Be sure to place your answered questions in your Odyssey folder.
4. These essay topics will help your understanding of the interpretation of Homer's Odyssey. Choose an essay topic and complete a 3-5 page essay about Homer's Odyssey. Your completed essay should be placed in your folder for evaluation.
5. Who will you be as you experience the journey of Odysseus in the Odyssey Game? Choose a character (Odysseus, Penelope, or Telemachus) and play the game. If you have read the epic you should not have any trouble deciding which path to choose. This activity is for your enjoyment. You should have items 1-4 in your folder and your folder turned in to me before you begin playing the game.
Learning Advice
Make a timeline of Odysseus' adventures. This will help you keep on track. As you read, answer the questions provided. This will keep you on task and will also help your understanding of the epic. DO NOT GET BEHIND. Getting behind could be costly.Conclusion
Remember that you must have each completed activity (1-4) placed in your folder to turn in to me. This folder will complete your grade and study of Homer's Odyssey. I hope you have enjoyed your journey to Ithaca. Keep up the good work.http://teach.fhu.edu/technology/EDU506/Webquests/odyssey/odyssey.html
7- The Odyssey and The Morte Darthur: Reading and Making Observations for Writing and Discussion by Marie Pat Casey8- Make sure the students understand the Odyssey.
1. Review details of Odysseus and the Odyssey
(Questions & their Answers)2. Writing Assignment:
Write one of the "Further Adventures of Odysseus"
- No length requirement as long as all questions are answered:
- Where did Odysseus go?
- Why did he go there?
- What did he do there?
- How did he get away?
- Story must be proof-read (by student, help from classmates allowed):
- correct spelling
- correct grammar
- neatly printed ("publish-able")
- Must be accompanied by illustration:
Finished assignments will be bound.
- Must fit details of story.
- Must be in color.
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Posted Mon Oct 11 19:47:48 PDT 1999 by Melissa Smith (thetaphi25@aol.com).
Pflugerville HS, Pflugerville, TX US
Materials Required: VCR, The Odyssey, Superman the movie
Activity Time: varies depending on amount of classwork
Concepts Taught: epic hero, compare/contrastAfter reading the Odyssey and discussing the characteristics of an epic and an epic hero, I have the students watch Superman, the movie. Many of them have never seen it before and think they are getting a "break" form school. After the movie, I list all the characteristics of an epic hero on the board:
1. hero is of imposing stature (teach physical as well as social stature)
2. hero and/or style is grand, yet simple
3. setting is vast
4. hero has super-human courage and strength
5. hero faces supernatural forces.I had the kids put each of these topics on a blank piece of paper and fold the paper in half. They then brainstorm on these characteristics as they apply to Odysseus and Superman. Using whatever writing procedure you like, the students may now proceed with a compare/contrast paper. As we are on an accelerated block, this kills two birds with one stone.
Word of caution.... make sure the kids understand the difference between the character having these characteristics as opposed to the story. Sounds simple, but it threw off MANY of my freshmen. For instance, they would say Odysseus had a vast setting, not Odysseus's story.http://teachers.net/lessons/posts/1347.html
Summary of "The Odyssey"Odysseus' return from Troy, chronicled in the Odyssey, took ten years and was beset by perils and misfortune. He freed his men from the pleasure-giving drugs of the Lotus-Eaters, rescued them from the cannibalism of the Cyclopes and the enchantments of Circe. He braved the terrors of the underworld with them, and while in the land of the dead Hades allowed Thiresias, Odysseus' mother, Ajax and others to give him adivice on his next journey. They gave him important advice about the cattle of the sun (which Apollo herds), Scylla and Charybdis and the Sirens. From there on the travels were harder for Odysseus, but they would have been much worse of it wasn't for the help of the dead.
With this newly acquired knowledge, he steered them past the perils of the Sirens and of Scylla and Charybdis. He could not save them from their final folly, however, when they violated divine commandments by slaughtering and eating the cattle of the sun-god. As a result of this rash act, Odysseus' ship was destroyed by a thunderbolt, and only Odysseus himself survived. He came ashore on the island of the nymph Calypso, who made him her lover and refused to let him leave for seven years. When Zeus finally intervened, Odysseus sailed away on a small boat, only to be shipwrecked by another storm. He swam ashore on the island of the Phaeacians, where he was magnificently entertained and then, at long last, escorted home to Ithaca.There were problems in Ithaca as well, however. During Odysseus' twenty-year absence, his wife, Penelope, had remained faithful to him, but she was under enormous pressure to remarry. A whole host of suitors were occupying her palace, drinking and eating and behaving insolently to Penelope and her son, Telemachus. Odysseus arrived at the palace, disguised as a ragged beggar, and observed their behavior and his wife's fidelity. With the help of Telemachus and Laertes, he slaughtered the suitors and cleansed the palace. He then had to fight one final battle, against the outraged relatives of the men he had slain; Athena intervened to settle this battle, however, and peace was restored.
SEARCH For IDENTITYAccording to Bernard Lievegood, an important development during adolescence is
"learning to accept oneself (and thereby being able to answer questions for oneself and making choices and decisions). This is the same as being able to start bearing one’s own, individual, responsibility." Bernard Lievegood
"To sum up, we may say that the central problem is: Who am I? What do I want? What am I capable of? The individual who has failed to ask these questions in this phase of life—even if only by realizing that he suffers from not knowing the answers—has failed to lay the foundations for the awakening of his psychological being, so that he runs the risk in the important middle phase of his life of finding himself stuck at the passionately vital stage, an eternal adolescent who in his appreciation of values remains dependent on what the world thinks of him, or who, on account of his own insecurity, continues to kick against the world."
In class discussion students should be asked if they agree with the two statements by Lievegood and whether or not they have thought about these questions in regard to their own lives. Do they think that Telemachus could answer these questions if someone were to pose them to him? Would his answers to the question be different at the beginning of the Odyssey from what they would be at the end of the story?
Today’s high school students are faced with a world that presents ever more complex choices: for example, careers, family, morality, and so forth. In order to choose wisely, young people need a strong sense of who they are, where they are going and what choices will get them there.
The teacher should ask the students to consider how they would feel and how they would act if they were in the position of Telemachus. Would they, as teenagers, feel capable of taking the initiative to try to rid the household of the suitors, or would they, like Telemachus, feel paralyzed and resort to fantasies? Can they recall an incident or a situation in their lives where they felt unable to act without some magical or superhuman force such as the gods or fate or superman? Telemachus at this point, is still a child who is waiting to be told what to do by the “grownups” whoever they might be. The students should be invited to question whether they think of themselves more in terms of being children or of being adults.Do any events or rituals in the lives of the students function as an initiation or a ritual passage from childhood to adulthood?
What does it mean to the students to be a mature man? What do they expect to be like when they are in their thirties, forties or fifties? Are there phases in a man’s life just as there are phases in a boy’s life? Bernard Lievegood comments on this period in a person’s life."I have said before that the beginning of the forties is a sort of a fork in the road leading to the rest of our lives. Either the road goes downhill, together with the biological functions of the body and mind, or it leads into totally new territory in which quite different creative powers are awakened."
Who is Odysseus? Is he a vital hero with whom students can identify, or is he simply an older man past his prime, a hero from a by-gone era? First of all Odysseus is the son of Laertes, the husband of Penelope, and the father of Telemachus. He is one of the heroes of the Trojan War, an ancient historical legend which was the focal point of Homer’s poem, the Iliad. In the Odyssey, Odysseus is a man of courage, of integrity, of complexity, and of maturity. He is also “nobody” as he introduces
himself to Polyphemus, the Cyclops. To George E. Dimock, Jr. who translates his name literally from the Greek, odyssasthai, he is a “causer of pain” and a “sufferer of pain” or, in general, he is “Trouble”.
Although Penelope is a key character in the poem, students may have a hard time identifying with her life. I think that a modern teenager would have difficulty imagining a faithful, twenty-year wait for a husband who might never return. Penelope is not the usual Twentieth Century heroine. She is, however, a woman of great inner strength who manages to outwit the suitors for three
years by unweaving at night the shroud for Odysseus’s father Laertes that she weaves by day. When she finally yields to the pressure to choose a husband from among the suitors, she devises the test of the bow since she is unwilling to settle for a new husband who is less than the equal of Odysseus. She outwits Odysseus, the master of trickery and cunning, by telling the servant to take the bed that Odysseus used to sleep in and place it outside the room. Odysseus falls for her trick; he protests
that he himself had constructed his bed, building it into the trunk of an old olive tree that grew in the bedroom. Such a bed could not be moved anywhere. At this point Penelope finally lets down her guard and agrees that the man who had arrived in Ithaca as a ragclad beggar has passed her test of identity and must be her husband. Thus Penelope, wise, shrewd, and prudent, is reunited with her husband. Whether or not the students identify with the life of Penelope, they are likely to be able to appreciate her strength, her intelligence, and her cunning throughout the ordeal of her long wait for Odysseus.
Can the teenager in high school today identify with Nausicaa? Is she too innocent, too tied to her parents and the strict behavioral code that they impose on her? She has not had the travels of Telemachus to initiate her into the wider world. She is, however, a person of the students’ own age who faces many of the same problems that they do. Will she marry? Whom will she marry? How will she choose her husband? How will she please her parents and the society in which they live, and, at the same time, please herself? While she does not have the freedom of many young girls today, she is direct and assertive and confident in her dealings with the naked stranger. She is graceful and gracious in her manner and also sensitive and perceptive in the way that she sizes him up. How would the students treat such a stranger in similar circumstances? Can they appreciate the
qualities of a girl like Nausicaa?http://www.yale.edu/ynhti/curriculum/units/1983/2/83.02.02.x.html
http://www.randomhouse.com/acmart/odyssey.html (teachers' guide- v good)
http://www.penguinputnam.com/static/packages/us/academic/resources/guides/
homer/frame.htm (excellent!)
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Directly Related Links
*The Odyssey Illustrated*The Odyssey: Lesson Plan
Students will understand the following:
1. Literature originally presented in one genre can, with care, be adapted to another genre.
2. Adapters of a literary work into drama must consider dialogue and stage directions.*The Odyssey Lesson Plan Ideas
*Background Material: The Trojan War
*THE ODYSSEY Translated by Robert Fagles
*Homer, The Odyssey. Translated by Robert Fagles
Posted for course use only.*Homer's Odyssey resources on the Web
*The Odyssey [UNABRIDGED]- By Robert Fagles
*Novel Analysis: Odyssey (Novel guide)
*Study Guide for Homer's Odyssey *****
*Research Guide to Homer's Odyssey
*GENERAL DEFINING FEATURES of the EPIC GENRE
*About.com page for Gods & Goddesses
*The Illiad and The Odyssey*******
Background + Story + Analysis
Bartleby.com — the preeminent Internet publisher of literature,
reference and verse--the most comprehensive reference site on the Web.Search this Site with Google:
*American Literature Extra Glossary Terms
*The Epic of Gilgamesh
An Outline with Bibliography and Links*Ancient Greece: Core Values Internet Resource Library
Curriculum : Unit 5 Ancient Greece : Sites for Kids*Ancient Greece Curriculum : Unit 5 Ancient Greece
Educational Projects*Ancient Greece- For Schools (BBC)
*Greek Civilization- Syllabus
With study guides*Comparison/ Bible & The Odyssey (not free!)
A 5 page comparison of the first chapter of the Hebrew Bible and Homer's epic poem, 'The Odyssey.' Throughout history, from the time of the earliest civilizations, there have been literary compositions that attempted to explain life and the consequences of human action as it might relate to divine will. Each culture has addressed the relationship to the divine its own fashion. Homer expressed this for the ancient Greeks and unknown Hebrew scholars recorded the oral traditions of the Jewish tribes. No additional sources cited.
Filename: 99bibody.wps*Internet Classics
E-text of the Odyssey for downloading, plus links, discussions, and more.*Mythology
A great place to start with Greek mythology. Includes an online fun quiz, an alphabetical list of the immortals, and more.*Mythweb
At this site you will find a short version of the epic; teaching tips; and a character index.*Greek Mythology Link
A complete guide to all the individuals in mythology, with stories and information for each.*Climbing to the Top of Mount Olympus
A complete unit of study on mythology for middle school students.*Study Guide for Classical Love Poetry
Need some poetry to compliment your unit? Check out the study guide on this site!
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Page created on March 1, 2002 || Last updated on May
20, 2002
Copyright © 2002-2009 Nada Salem Abisamra
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