2014-2015 Ninth Grade Honors English
Summer Enrichment
([email protected])
Rationale
“Myths are humanity’s earliest imaginative attempts to explain the universe, its creation, and its working. The
study of mythology of a particular culture reveals the way of life and thought of that culture. Since western
civilization has much basis on Greek culture, literature and life are filled with allusions to Greek and Roman
myths. Artists and sculptors throughout the ages have used mythological stories as subjects. The modern
world, while seemingly far removed from these cultures, has only to turn on the television, look at a comic book
page, or watch a science fiction movie such as Star Wars to see mythology come alive.”
Because authors expect you to recognize the allusions which are made in their writing, you are asked to read
portions of Edith Hamilton’s Mythology as a preparation for the study of the classical and contemporary
literature which you will encounter not only in the ninth grade year but throughout your continued reading. In
order to retain this information about allusions, you are advised to create a notebook/project as a personal
reference piece. You are to view this as “your” book of notes, so feel free to have additional information. This
book of notes should be one that you keep for the next four years as a source of reference. You will continue to
use Hamilton’s Mythology text in the tenth grade, so consider this text as a double investment.
What you are to do . . .
1. Read the designated sections of Hamilton’s Mythology text and complete the tasks which follow.
2. Your work for this assignment should be written in black ink or typed and placed in a notebook or folder
with clasps. Do not use plastic sheet protectors, please.
3. Your work is due on the second day of class. Please, make sure that your name is visible on the outside
of your notebook or folder and that all work is labeled and in the order noted in the assignment. This
notebook will be your first test grade and should be an excellent one that reflects your comprehension
and work ethic.
Edith Hamilton’s Mythology: Timeless Tales of Gods and Heroes
This text may be found at any local bookstore, ordered online, or even accessed as a free online read.
At the end of the second week of school, all ninth grade honors students will also be assessed on basic
knowledge of Greek mythology which is from this assignment. Not only will you learn from the aspect of
written notes, but you will also have a review tool by means of your notebook prior to the assessment. The
following items noted in bold will be assessed at the end of the second week of school and the additional
information is a suggestion as to how to organize your notes. Your notebook should include the following
sections for this text.
Introduction
a) In earlier times, “the imagination was vividly alive and not checked by reason.” However, the
imagination of the primitive beings differed from the imagination of the Greeks. Explain the difference
between primitive and classical mythology.
b) How does Hamilton define and explain mythology?
Part One
a) Identify the twelve principal gods (Greek and Roman names). Include the characteristics and realm of
each as well as any symbols or animals associated with each. You may want to create a chart as a visual
representation of this information. An interesting addition is to include the relationship among the gods,
somewhat like their own family tree.
b) For the lesser gods, gods of water, and gods of the underworld, identify at least two facts about each.
Again, you may organize your information in note form with consideration of your ease of using it.
Remember details will help you later.
c) Chapter two addresses the gods of the earth. Include details about their origin, abilities and struggles.
Be sure to identify why these two are especially favored by man.
Part Two
Discuss the view of women held in the myth of Cupid and Psyche.
Part Three
a) Read the attached information “Defining a Hero” from Peter R. Stillman’s Introduction to Myth and
answer the questions at the end of the essay.
b) List the events/ people in the lives of the following heroes: Perseus, Theseus, Jason, and
Hercules. Also, read chapter fifteen “The Adventures of Odysseus.” Keeping the lists of
events/people in chronological order will assist in the understanding of each hero’s life.
c) Read the information “How to Identify a Hero, also by Stillman.” Write a well-developed
composition defending your choice of hero who best demonstrates these characteristics.
You may also be interested in reading about the Norse gods, especially if you are a fan of Thor or all of
The Avengers. : )
Reference handouts-------------------Defining a Hero
Read the following excerpt from Peter R. Stillman's Introduction to Myth and answer the questions at the end of
the article.
The bullfighter, the Grand Prix driver, the rodeo rider on the bucking horse -- each is a crowd pleaser, a star. why is
it that spectators single out such daredevils for special attention, devotion, near-worship? why is it that the casual baseball
fan has no difficulty ticking off the names of six good pitchers but probably can't recall three great second basemen? Why
are quarterbacks enshrined in the public memory while the names of linesmen quickly fade?
Most of us don't wonder about these matters, either because they aren't really important or, more likely, because we
grew up accepting them without question. What makes a hero is a fascinating question, however, with profound
implications. The types of heroes mentioned share common characteristics which suggest much about how we see ourselves,
determine our goals, and view our passage through life. To honor an individual, either real or legendary, with the exalted
title of hero, we must be satisfied that he has ably performed certain ritualized tasks and feats. Furthermore, his character
must be essentially noble. (Even great athletes often suffer public condemnation for unsuitable behavior off the field of play,
regardless of how well they perform while in uniform.)
A hero must leave behind him, or overcome, the weaknesses and temptations we give into; must be totally
committed to his heroic role; and must suffer dangers and agonies beyond those we are able to endure -- even if he suffers
them in a basically meaningless contest. Furthermore, he must act out his role alone. That he may at times be surrounded by
others has no bearing on his solitude. Most importantly, the hero must have a difficult goal, which he will reach on his own.
We honor running backs over receivers because the former are subjected to enormous physical punishment; bronco
riders over calf ropers because their feat is more nakedly dangerous than the other; pitchers over second basemen because the
former are cast in a lonely and harrowing role; and bullfighters over tennis players because of their ritual acting-out of the
drama of the single warrior pitted against the savage forces of nature. While it can be argued that all athletes have difficult
goals, we tend to admire, even stand in awe of, those who accomplish the most nearly impossible or most perilous ones.
To these characteristics -- all necessary to the conception of the hero -- should be added one more: the hero figure
must, despite his superhuman achievements, have something in common with even the meekest of people. It is essential that
we see in the hero many of the same qualities -- the raw stuff of heroism -- we find in ourselves. Within each of us dwells the
hero image although most of us are reluctant or afraid to act it out. Some of our fondest fantasies picture us in various
familiar heroic roles modeled on characters and situations we have read about or seen.
Not all of our heroes are athletes, of course, or famous warriors, or flinty-eyed tall-in-the-saddle saviors of the pretty
schoolmarm. These are obvious examples and perhaps a bit corny. They are, however, quite legitimate representatives of
mythological heroes through the ages. They are also useful in pointing the way toward deeper considerations about the
important function of the hero myth and its relationship to literary themes.
Identification with heroes has always provided a strong, guiding influence for both the individual and society.
Because the hero's achievements and high purpose establish positive, believable, and possibly attainable goals for everyone,
the individual tends to direct the better part of himself or herself toward the same goals. Courage, nobility, sacrifice,
fortitude, and grit are highly prized in nearly all societies. They help to assure the rightness of a society's values, institutions,
and actions. If a society's heroes personify these qualities, that society's members will aspire to them.
Furthermore, on a personal level, the hero figure points a way through life's most baffling and fearsome obstacle -death. No mortal quite understands it. It remains beyond the reach of any philosophy. Its biological explanation offers cold
comfort and fails to unlock its spiritual and intellectual secrets. Science offers one kind of truth -- a bleak one. But
mythology offers another, metaphorical truth, reassuring and humane. The hero endures. He has confronted death as well as
the agonies leading to it. He has crossed alone into unknown territory, suffered, and returned. So will we his experience tells
us. Thus, the hero tale brings back to us what we could otherwise not know: that we are not simply trapped, doomed; that
while we are often foolish, petty, selfish, we are also made of immortal stuff and are meant for more than a "brief candle"
length of life.
As you read the above essay, mark the text: underline and write comments on the copy to suggest your
thoughts. Then, write your responses to the following questions on a separate sheet of paper. Include both this
handout and your answers in your notebook.
1. The author says that our heroes "suggest much about how we see ourselves, determine our goals, and view
our passage through life." What does he mean?
2. List the qualities of a hero mentioned in the selection.
3. Of what importance are heroes to society? to an individual such as you?
4. Do you agree with the author's view of heroes? Why or why not? Be serious in thought. Would you add
anything to the list of heroic characteristics?
“How to Identify a Hero”
Read the following heroic characteristics as suggested by Peter R. Stillman in Introduction to Myth.
Heroes are often of obscure or mysterious origin.
They may be sons of gods or of royal parents. Their childhoods may be unusual; they may be left to die,
but then they may be rescued and brought up in poverty or isolation. Often they do not discover their real
parentage until they are older and can prove themselves through some sign.
Heroes are neither fools nor invincible.
Heroes, while they may be partly divine, are definitely human in their natures. They are subject to fear and
danger; they are not immoral but may suffer harm. Sometimes heroes are invulnerable except for one spot
on each of their bodies. Also, sometimes heroes may be defeated only with one particular weapon.
Heroes are called upon to make a journey or to follow a goal or quest.
Heroes frequently choose difficult or dangerous adventures. Sometimes they do not choose, but are chosen
for the adventures. They labor for the good of others by ridding a land of a hideous monster, or they seek
to bring back to their people some object that has been lost or stolen. Their quest may not always be for
something noble, but they follow through nobly and refuse to surrender.
The heroes’ ways are not always direct or clear to the heroes.
The way or path of life is never clear; therefore, heroes frequently become lost or must take detours or
solve riddles.
The heroes’ ways are beset with dangers, loneliness, and temptation.
Cruel kings, horrible monsters, dangerous seas—all these are physical dangers faced by heroes. Far more
dangerous may be the feeling of isolation or alienation as heroes go far from home alone. Heroes are often
tempted to give up or give in. Temptations appeal to their senses rather than to their intellect when they are
encouraged to rest, to eat a certain food, or to drink a certain wine. Women often appear as the most
dangerous temptation of all.
Many quest tales supply friends, servants, or disciples as company for heroes.
When heroes are given companionship, they are often still alone because the friends or servants do not
understand the quest or are not motivated by the sense of mission but by friendship.
Heroes have guides.
Frequently heroes receive help from unexpected sources, be they fairy godmothers or beautiful/ugly
witches or sorceresses. The heroes may be given a magic potion or weapon or simply information.
Sometimes guides are limited by powers stronger than their own; therefore, they can only help up to a
certain point.
Heroes descend into darkness and are not the same after emerging from the darkness.
Usually the final test of heroes is their descent, either physical or emotional, into some hell-like place of
suffering or death. The fear, loneliness, or despair experienced by heroes is a type of death-rebirth that
leads to enlightenment or maturity, changing heroes in some important ways.
What heroes seek is usually no more than a symbol of what they really find.
While the goal is usually something tangible, the success or achievement of that goal is somewhat more
spiritual. The maturity or growth of heroes becomes more important than the actual object of the quests.
With few exceptions, mythological heroes are male.
While women may be equally courageous and noble, they are not often seen in the role of hero. Women
provide protection, guidance, and knowledge for the hero; they give him the secrets of life.
If you desire to get ahead, you may want to read the following text
which will be assigned first semester.
Homer’s The Odyssey
This image is a Dover edition which may be ordered online for $2.70.
However, any prose version is acceptable and may also be an online full text read. A student may choose to
read the poem; however, this genre may be a bit more challenging at this time.