Essential Questions:
Do the personal decisions that one makes affect others?
What traits make a good leader?
What makes a hero?
What makes a good follower or “team player”?
Can pride be both positive and negative?
Do heroes have to be perfect?
Do the attributes of a hero remain the same over time?
Do the roles (and definition) of a “hero” vary in different cultures?
How/Do our decisions and actions reveal who we are as a person?
During difficult times, what motivates people to keep going?
How does the journey shape the hero?
What’s more important: taking on a challenge or overcoming the challenge?
In times of adversity, do family relationships/bonds help people to survive?
Is violence as vengeance a part of human nature?
Can music make people do things that they ordinarily wouldn’t?
Is the fact that Polyphemus is both a cannibalistic brute and a gentle shepherd paradoxical, or
does everyone’s character have elements of both good and bad?
Would you like to know your future? What would be the benefits of knowing your destiny? The
risks?
Is the female “power” the Calypso has over Odysseus merely fictional, or does this kind of sway
exist in real life?
Companion Texts and Videos
- “The Iliad” - http://classics.mit.edu/Homer/iliad.html
- Intro. to Joseph Campbell online: http://www.thewritersjourney.com/hero%27s_journey.htm
- Psychological examination of Odysseus: http://phenomenologicalpsychology.com/2007/07/
odysseus-moods/
- The Twelve Labors of Hercules: http://www.perseus.tufts.edu/Herakles/labors.html
- Oedipus the King: http://classics.mit.edu/Sophocles/oedipus.html
- “Superman Actor Became Champion for Paralysis Research”
http://mythologyteacher.com/documents/ChristopherReeveArticle.pdf
-“Where I Find my Heroes” by Oliver Stone http://mythologyteacher.com/documents/
WhereIFindMyHeroes.pdf
Related Activities/Assignments
“The Odyssey” Portfolio
1. Choose a quote from the invocation, “Tell the Story.” Write the quote at the top of your
paper, then create your own story based on the quote. Your story must just embody the
spirit of the quote; it is not relegated to what you know about Odysseus, or even to the
mythological world.
Write the invocation to another hero’s life. It should mirror the style of Homer’s invocation.
2. Calypso Project
Creative Possibilities: “Calypso the Sweet Nymph”
Write your own song or poem about Calypso.
Provide a visual representation for Calypso and her island.
Modernize the dialogue between Odysseus and Calypso. Rewrite this scene in either dramatic or
prosaic form.
Write a travel advertisement for Calypso’s island.
Write Facebook profiles for Calypso and Odysseus.
3. Summarize and give an opinion on the following excerpt from The Hero with 1000 Faces, by
Joseph Campbell.
The cosmogonic cycle is presented with astonishing consistency in the sacred writings
of all the continents, and it gives to the adventure of the hero a new and interesting
turn; for now it appears that the perilous journey was a labor not of attainment but of
reattainment, not discovery but rediscovery. The godly powers sought and dangerously
won are revealed to have been within the heart of the hero all the time. He is “the king’s
son” who has come to know who he is and therewith has entered into the exercise of his
proper power – “God’s son,” who has learned to know how much that title means. From
this point of view the hero is symbolical of that divine creative and redemptive image
which is hidden within us all, only waiting to be known and rendered into life. (30-31)
*** Joseph Campbell from The Hero With 1000 Faces
4. Cyclops Project
Please choose one of the following:
Represent “The Cyclops” adventure in comic form.
Create a visual representation of Polyphemus. Write a description of “your” Cyclops, and
why you chose to portray him in the way that you did. The description should be in complete
sentences, and should be at least one page.
Compose a poem, song, or rap about Odysseus’ adventure with the Cyclops. The piece should
be at least 24 lines long.
Chart Odysseus’ adventure on the Cyclops’ island on a timeline. Write what actually happened
to the top of the line, then imagine a different choice that he could have made at that juncture,
and describe that choice below the line. For your imaginings, you may treat each incident as a
separate action – independent of the others.
Write a dramatic version of Odysseus’ adventure with the Cyclops.
Write a newspaper article detailing “The Cyclops” adventure.
Tell the tale of Polyphemus from the Cyclops’ point of view. This may be done in several
different forms – prose, poetry, and documentary are a few examples.
Modernize the tale of the Cyclops. Imagine a modern “monster” – either real or imagined.
Imagine a similar confrontation with that “monster.” (ex. The Cyclops could be a mafia boss
named Cy, and instead of eating O.’s men, he could be executing them. --- or the monster could be
a post apocalyptic Zombie --- whatever!)
5. Write a short essay in which you examine the human construct of witches and wizards. Why
has every culture around the world created the idea that there are people who have super-human
powers?
6. On my Moodle page, under the “Classical Literature” toggle is a Monster Webquest. Please
use these websites, as well as others that you might find when Google searching “monsters”
to find a monster that interests you. Please, write a brief description of that monster at the top
of your paper, then write a story around the monster. The monster may be either protagonist or
antagonist, and the story may take place in any time or setting.
Monsters webquest: use the following websites as guides in finding YOUR
monster.
http://www.k-international.com/blog/monsters-from-around-the-world/
http://www.bellaterreno.com/art/greek/greekmonsters.aspx
http://www.monstropedia.org
http://www.timelessmyths.com
http://www.draconian.com/history/history.htm
7. After reading, “The Cattle of the Sun God,” please look to the Moodle links to Belloc’s
“Cautionary Tales for Children.” In class we discussed the common elements of a cautionary tale
– please make note of the commonalities that Homer’s “Sun God…” tale and these dark rhymes
share, then write a cautionary tale of your own. It may be either prose or poetry.
Cautionary Tales for Children - Belloc
http://www.gutenberg.org/files/27424/27424-h/27424-h.htm
8. Read the additional “Father and Son Reunion” writings that correlate with the similarly titled
section of “The Odyssey.” Fill out the attached worksheet. (I can send you these writings /
worksheet if you would like.)
9. Write the “Disguise” short story. The instructions are below.
Imagine a situation in which you are so well disguised, no one in the world would
recognize you. Write a short story about this experience.
10. Answer the “Test-Ritual” question below.
11. You will need to have filled out three graphic organizers – two for the “Elements of the Epic
Hero” comparison (one for Odysseus and one for the Epic Hero of your choosing), and one Venn
Diagram for the “Oh Brother Where Art Thou” / “The Odyssey” compare and contrast. You may
use either of these comparison brainstorms as the basis for one compare / contrast essay.
Epic Hero Cycle graphic organizer - http://edsitement.neh.gov/sites/edsitement.neh.gov/files/
worksheets/Elements%20of%20the%20Epic%20Hero%20Cycle.pdf
All of these Portfolio Submissions will be given a classwork grade based on the attached rubric.
You will then choose three to upgrade to “project quality.” Each of these will be given a project
grade using a separate rubric.
The Challenges: Mental vs. Physical
Odysseus faced many challenges during his journey. For the most part, his trials involved
physical danger. By contrast, Penelope’s trials were more subtle and posed fewer physical
challenges, but challenged her mental strength. Consider both Odysseus’ and Penelope’s plights,
and develop examples and ideas to illustrate the trials and tribulations of each character. Point
out the similarities and the differences. What mental strengths did they each endure? What
physical strengths did they each endure? Explain. (Note: some of your conclusions--especially
about Penelope-- will be speculative.) You must come up with at least 6 examples. Also, in your
opinion, explain which is worse: the physical or mental? You may write out bullets to brainstorm,
but the final product should be in paragraph format.
Rubric:
I clearly express the challenges that Odysseus faces both physically and/or mentally and show an
in-depth understanding of the text and his character with my response.
/12 points
I clearly express the challenges that Penelope faces both physically and/or mentally and show an
in-depth understanding of the text and his character with my response.
/12 points
I use at least 6 relevant examples and details from the text in both responses (combined) to
support the text.
/12 points (2 points each)
I clearly explain my opinion about which type of struggle is worse and support it with textual
evidence.
/10 points
My responses are free of grammatical, spelling, and punctuation errors.
/4 points
Total
/50 points
Press Conference: After the Battle
Odysseus has vanquished his enemies and reclaimed his rightful place in Ithaca. Now he must
face reporters who want to know what happened during his twenty-year absence. They also
want him to defend his actions. What questions will they ask? How will Odysseus answer.
Also, questions will be asked of Penelope, Telemachus, Circe, Calypso, Polyphemus, or any
other minor characters of your choice! What questions will be asked of them, and how will
they respond? You must write FOUR questions and FOUR detailed, thought-out responses for
Odysseus and ONE other character. Your responses should also reference the text.
Rubric:
My questions are well-thought out and show my understanding of the text and the character’s role
within the text.
/16 points (2 points per question)
My responses are well-thought out, articulated, and written clearly to show an in-depth
understanding of the characters and the text (through the use of specific examples).
/40 points (5 points per response)
My responses are free of grammatical, spelling, and punctuation errors.
/4 points
Total
/60 points
Tracing Odysseus’ Journey- The Odyssey Part I
1) Map out Odysseus’ Journey in Part One of The Odyssey. Discuss the following information for
each book:
●
their location
●
the god(s)/goddess(es) Odysseus and his men encounter
●
what obstacles they face
●
who helps them
●
the outcome
●
any other important information related to that particular book (a summary)
*Make sure you have a detailed summary.*
2) Additionally, describe how the events within each book add to Odysseus’ development as
an epic hero. (What types of choice does he have to make? How does he go about making
these choices? What skill/flaw is highlighted? What else do his actions/choices say about his
“character”?)
*Hint: You’re basically creating a detailed timeline of important events.*
3) Lastly, choose one of the books, and create a comic strip/visual that illustrates the events that
have taken place. The comic strip should have at least 3-4 panels.
Epic Hero/Story Creation
Performance Task:
Students will create their own epic story similar to The Odyssey centered around an epic hero of
the class's creation. Each student will be responsible for writing a chapter of the book, creating
a particular struggle for their Odysseus character to face. The class will determine which war
Odysseus is returning from, the names of the characters, and the places where he will go. Students
will create a Google Earth map of their character's journey. This performance task orignally
appeared in English Journal, "Bringing Homer's Odyssey Up to Date: An Alternative Assessment,"
v86 n1 p65-68 Jan 1997.
Joseph Campbell Biography Excerpt for Summary
Joseph Campbell (1904-1987)
An excerpt from Phil Cousineau's introduction to The Hero's Journey: Joseph Campbell on His
Life and Work:
Joseph Campbell's long odyssey through the seas of ancient mythology was as much a spiritual
quest as it was a scholarly one. Through his prodigious readings, writings, and travels, as well
as his crossroad meetings with many of the century's most influential men and women, he
discovered remarkable parallels in our world's mythological heritage and reinforcement for the
deep conviction he had held since he was a young student: that there is a fundamental unity at
the heart of nature.
"Truth is one, the sages speak of it by many names," he often quoted the Vedas. To synthesize
the constant truths of history became the burning point of his life; to bridge the abyss between
science and religion, mind and body, East and West, with the timeless linkage of myths became
his task of tasks.
"My hope," he wrote in his preface to The Hero with a Thousand Faces, "is that a comparative
elucidation may contribute to the perhaps not-quite-desperate cause of those forces that are
working in the present world for unification, not in the name of some ecclesiastical or political
empire, but in the name of human mutual understanding."
Campbell's comparative historical approach to mythology, religion, and literature, in contrast
to the conventional scholar's emphasis on cultural differences, concentrated on similarities.
He was convinced that the common themes or archetypes in our sacred stories and images
transcended the variations or cultural manifestations. Moreover he believed that a re-viewing
of such primordial images in mythology as the hero, death and resurrection, the virgin birth,
and the promised land--the universal aspects of the soul, the blood memories--could reveal
our common psychological roots. They could even show us, as seen from below, how the soul
views itself.
"Myths are the 'masks of God'," he wrote, "through which men everywhere have sought to
relate themselves to the wonders of existence." The shock of recognition we receive from the
timelessness of these images, from primal cultures to the most contemporary, he believed, was
an illumination not only of our inward life but of the same deep spiritual ground from which all
human life springs.
Summary: