Title: Mythology - The Past Meets the Present

Authors: Elaine Ardeneaux
School Library Media Specialist
Archbishop Shaw High School
1000 Barataria Blvd.
Marrero, LA 70072
504 340-6727

Laurie A. Bartley
School Library Media Specialist
Allen Ellender Middle School
4501 E. Ames Blvd.
Marrero, LA 70072
504 341-9469

Curriculum Area: Language Arts

Curriculum Connections: art, music, psychology, geography, history

Grade Level: 9-12

Introduction:

The primary purpose of this activity is to help students become aware of classical mythology and understand how this genre has influenced later time periods, including modern times. The study of classical mythology can provide a vehicle for understanding the everyday world, other literary genres, works of art, and works of music.

Prerequisites:

1. Basic knowledge of definition of mythology.
2. Basic knowledge of the characteristics of mythology.
3. Basic knowledge of the purpose of gods/goddesses, heroes/heroines.
4. Basic knowledge of characters/gods/goddesses, heroes/heroines.

Learning Expectations/Outcomes: (Include IP2 Standards)

Information Literacy Standards for Student Learning:

1. Accesses information efficiently and effectively
Indicators: 1, 2, 3, 4, 5

Suggested activities:
Research the background of the mythological character.
Identify specific Internet resources for the character.
Locate pictures and/or photographs of character.

2. Evaluates information critically and competently
Indicators: 1, 2, 3, 4

Suggested activity:
Compare/contrast information from two different reference sources of characters.

3. Uses information effectively and creatively
Indicators: 1, 2, 3, 4

Suggested activity:
Plan an imaginary trip to Greece or Rome (historical facts, descriptions of important sites, and information on costs).

4. Pursues information related to personal interests
Indicator: 1

Suggested activity:
Careers: What occupation/job description would mythology character have today? Research that career.
Create a job resume for god/goddesses, heroes/heroines.

5. Appreciate literature and other creative expressions of information
Indicators: 1, 3

Suggested activities:
Develop original myth of god/goddess or hero/heroine.
Draw a picture of character and his/her symbol.

6. Strives for excellence of information seeking and knowledge generation
Indicators: 1, 2

7. Recognizes the importance of information to a democratic society
Indicators: 1, 2

Suggested activity:
Compare/contrast world origin myths from three other cultures to Greek world origin myths.

8. Practices ethical behavior in regard to information and information technology
Indicators: 1, 2, 3

Suggested activity:
Cite all print and nonprint sources using proper MLA form.

9. Participates effectively in groups to pursue and generate information
Indicators: 1, 2, 4

Suggested activity:
Peer evaluation: Students evaluate both written and spoken projects
(Form provided by teacher)

National English Language Arts Standards

Range, breadth, and diversity of texts: Fiction, Nonfiction, Classic, Contemporary, Internet;
Reading strategies: prior experience, interactions with order, knowledge of word meaning and other texts, and word identification;
Speaking and written communication strategies: conventions, style, and vocabulary selection;
Writing process strategies/application of speaking and written communication: gaining a working knowledge of language structures and conventions;
Research and inquiry: approach to inquiry and use of research materials;
Accomplish personal purposes (learning, enjoyment, and exchange of information): uses spoken, written, and visual language

Materials/Sources needed:
Reference books;
Computers with CD-ROM drive, Internet access, and printers;
Presentation software such as Powerpoint (optional).

Strategies:

The suggested teaching period for this assignment is one to two weeks. The library research should be done after mastery of prerequisite material. Collaboration between teacher and school library media specialist is necessary in order to determine information literacy model to be utilized and to specify depth of topic coverage. Questions to be answered may be modified depending on student capability. Students can do the assignment individually or in groups.

Prior to class visitation to the media center, the school library media specialist will

1. Compile and bookmark appropriate Internet sources.
2. Acquire both nonfiction and fiction books related to mythology.
3. Identify and inform both the teacher and students of the appropriate subject headings for efficient searching of the OPAC.

On the first library day, the school library media specialist will introduce the library resources: Online databases and indices, reference books, Internet access (methods and searching skills), appropriate computer software for both research and student presentations.

Model questions for mythology:

What is the name of the character?
Are there any other names by which he/she is known?
What is the significance ("claim to fame") of the character?
Write a personality profile of character.
Provide a genealogy chart including parents and offspring (where appropriate).
Find a reference to the character in another literary genre. Quote and cite.
Find a picture of your character. Cite resource.
What is the Norse equivalent of your character?
Find three words used in English whose origin can be traced to your character. Give etymology.
Find two geographic references to your character.
What occupation/job description would your character have today?
Find your character in several sources. How do these sources agree? How do they disagree?

Career Research:

Research the occupation your character would have today. Include the following information: job description, working conditions, salary, hours, education and training, certifications, professional associations/societies, qualifications, employment outlook, advancement, related occupations.

Related topics/searches:

Read the Greek story of the creation. Find creation myths from two other cultures. Compare/contrast.
Research Narcissus. Research narcissism. Explain why the disorder was named this.
Research Oedipus. Research Oedipus Complex. Explain why disorder was named this way.
Create an original myth. Choose one of the following:

1.God/Goddess - Include the following information: parents (both divine), Greek name, Roman name, realm, symbol. Explain the significance of each. Integrate criteria into a story.

2. Hero/Herione - Include the following information: parents (one divine, one mortal), enemy (whom he/she defeats), love interest. Integrate criteria into a story.

3. Gem/Flower - Write a story in which main characters become or cause the creation of a gem or flower.

Evaluation/Critique:

A collaborative effort between the teacher and school media specialist to evaluate the criteria and standards is the first step in the process.
Grading criteria handed out previously will be checked for accuracy and critical thinking skills.
Research paper with works cited page as well as an oral presentation will be evaulated per previous handout.

All questions should be answered.

Travel videos will be presented and evaluated.

Suggested fiction reading list:

Arms, Gary. Mythology Smart Junior: A Journey to the Land of Legend. New York: Random House, 1997. 0-67978375X
Four friends travel to the land of mythology for a variety of adventures and learning experiences.

Barthe, John. Chimera. London: Deutsch, 1974. 0-233965513
A retold legend unfolds for the modern reader.

Crowley, Aleister. Golden Twigs. Chicago: Teitan Press, 1988.
The king of wood--The stone of Cybele--The oracle of the Corycian cave--The burning of Melcarth--The hearth--The old man and the peepul tree--The mass of Saint Secaire--The god of Ibreez.

Saberhagen, Fred. The Face of Apollo. New York: Tor, 1998. 0-312866232
Apollo's story is retold through a series of adventures that a modern reader can relate to.

Select a character from the list below: