MYTHOLOGY: IT’S GREEK TO ME
Lesson 1: The Greek Creation Myth
Materials: Greek Creation Myth (below); copies of tiered assignments cut
out and placed on colored paper.
Objectives: Students will
 demonstrate what they already know about mythology.
 be introduced to and apply skills of analysis to the Greek myth of
creation.
 understand and apply vocabulary and characters related to this unit of
study.
 relate the myth of creation to the culture that produced it.
 be introduced to tiered assignments, student choice options and other
differentiation strategies.
Procedure:
 Prior to the reading of the Greek myth of creation, make sure students
know and understand the terms anthropomorphic, supernatural, and
immortal.
 Students are assigned to groups based on the results of their pretest.
Foundation and Step I students will listen to a dramatic retelling of the
Greek myth of creation and then complete an assignment.
 Those students who have demonstrated prior knowledge of this myth
or who have demonstrated the ability to work independently (with
minimal direct instruction) can begin their Step II assignment, while
the teacher works with the students in the other two groups. There are
also alternative Mythology Tic-Tac-Toe Menu options for this unit.
They can be used to motivate students who need something outside
the routine.
 Read the attached Greek creation myth that has been rewritten and
edited especially for middle school students. (See the Works Cited
page for the sources used in my adaptation.)
 Optional: Play appropriate background music. Show a picture of a
Grecian urn (or other visual) on an overhead as the students listen.
 Students will keep a record of all assignments and their thoughts from
class discussions and activities in a mythology journal.
1.
 An extension activity is suggested (see p. 6). The tic-tac-toe menu
options are designed for gifted students, but they should be offered to
any motivated student. They can also be used as alternative activities
for students who are capable of independently absorbing the material
presented in class. A project or series of small projects can replace
the regular classroom work.
2.
The Greek Creation Myth Part I
In the beginning, before there was earth, ocean, and sky, there was
Chaos— a shapeless void of confusion. But within Chaos the seeds of the
universe were all jumbled together. No particular element had its own
identity—the sky had no air; the oceans had no water; and the earth had no
particular shape.
From Chaos came three immortal beings: The Earth Mother or
Gaea; Tartarus, the ruler of the darkest depths of the Underworld; and
Eros or love.
Gaea created the starry skies called Uranus and the sea called Pontus.
Gaea and Uranus created three monstrous beings called the Hundredhanded Giants. These were large and frightening with fifty heads and one
hundred extremely strong arms and Uranus feared their potential power.
Uranus, therefore, imprisoned them in the Underworld where they would
live forever in total darkness. Of course, the Hundred-handed Giants hated
their father Uranus with a passion.
Some time after this, Gaea and Uranus created three Cyclopes. Their
appearance was unique in that each one had only one huge wheel-shaped eye
in the middle of his forehead. The Cyclopes became the first immortal
craftsmen in that they were very strong and highly skilled. Uranus feared
their power and was jealous of their strength and skill, so he bound them in
chains and hurled them back into Gaea where they fell for nine days and
nights and finally came to rest in the Underworld with their three monstrous
brothers. Here they remained imprisoned and their hate for their father built.
Next, Gaea and Uranus created the first generation of immortal gods,
called the Titans. There were thirteen of them and together they controlled
all the major functions of the universe or brought forth powerful children
who did. The youngest and cleverest of the Titan children was Cronus.
Cronus hated his tyrannical father and wanted his power for himself.
Meanwhile, Gaea was searing with rage over what had happened to
her offspring, the Hundred-handed ones and the Cyclopes. Uranus did not
care that many of his children hated him. He was unaware that Gaea was
planning revenge.
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Gaea fashioned a huge sickle out of flint and asked the Titans for help
in avenging Uranus’s wicked behavior. But the Titans were too terrified of
their father and turned away. Only the youngest, Cronus, had the courage to
respond, “Mother, I will help you avenge cruel Uranus, because he alone is
to blame for his evil deeds, and I have no love for him in my heart.”
Gaea’s spirits were lifted. Cronus’s courage inspired a willingness to
help in the other brothers and sisters, and so Gaea rejoiced.
Gaea hid Cronus in the darkness by the sea and gave him the weapon
she had made, warning him to be careful of its deadly sharpness.
Soon Uranus arrived and lay down upon the shore to sleep, unaware
of the awaiting treachery and doom. In the darkness, he could not see the
huge sickle waving above him. Quickly, Cronus mutilated his father and
threw his body parts into the sea. Uranus screamed out in agony--for
immortality is not a shield against pain. With his wife and children against
him, Uranus realized he was no longer in control and his rule ended.
The sea carried Uranus’s body away and his blood was absorbed by
Gaea. From this blood, in time came the fierce and intimidating three
Furies. These monstrous females were disgusting in appearance with eyes
dripping poisonous tears and fiery, scorching breath. They would destroy
any mortal child who killed a parent or blood relative, pursuing the murderer
until he became insane.
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Tiered Assignment for Lesson 1
Foundation:
Use the word bank below to fill in the story with what you have
learned about the Greek myth of creation. When you have finished,
check your work with the answer sheet provided. Keep this paper in
your mythology journal.
In the beginning, there was only emptiness and confusion that was
called ___________. From this emerged the first three deathless or
___________ beings: _____________, the earth mother; Tartarus, the being
who ruled the darkest depths of the Underworld; and Eros, the god of love.
Earth mother gave birth to the starry sky called ____________, and then
brought forth the mountains and sea.
Earth mother and sky became the parents of three monstrous children
called the ________________________________. These were confined to
the Underworld by their father who feared their potential power. As a
consequence, the monsters hated their father passionately.
Next, earth mother and sky brought forth three one-eyed beings called
the ______________________. They were skillful and strong and became
the first immortal craftsmen. Again, their father became jealous and afraid,
and so bound them with the strongest chains and hurled them back into their
mother’s body. They finally reached the dismal ______________________
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where they remained imprisoned with their other three brothers. They and
their brothers detested their tyrannical father.
Earth mother and sky next bore the first generation of immortal gods,
called the ________________. These gods either controlled the major
functions of the universe or became the parents of powerful children who
did. The youngest and cleverest of these gods was called _____________,
and he hated his father’s great power.
Earth mother was sad and angry about the fate of her offspring who had
been banished by their father, and so she planned _____________
for their father’s cruelty. She fashioned a weapon and gave it to her
youngest son who used it to overthrow his father. Earth mother absorbed the
blood shed and in time brought forth more monstrous beings: the three
______________ and a new group of powerful Giants.
WORD BANK
Cyclopes
Cronus
Furies
Gaea
Chaos
Titans
Uranus
revenge
Underworld
Hundred-handed giants
Immortal
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Step I: After listening to the Greek creation myth, answer each of the
following questions to show your understanding. Keep a record of your
answers in your mythology journal. When you are finished, discuss
your answers with someone else in your group.
1. Demonstrate your understanding of the role that each of the following
played in this myth: Gaea, Uranus, Hundred-handed giants, Cyclopes,
Cronus, Furies (Hint: draw, dramatize or other)
2. Analyze the reasons why the Greeks created this myth.
3. Compare/contrast the gods with mortals. What are some of the traits
they share? How are they different?
Step II: Think about the way the Greek myth of creation reflects the
attitudes of the ancient culture that produced it. Then, in your
journal:
1. Locate a creation myth from a culture other than Greek (i.e. Norse).
Compare/contrast the myths.
2. As you think about the creation myth, which images stand out in your
mind? Evaluate the effects these images might have had on the
ancient Greeks. What purpose did they serve? Justify your answer.
3. Think about something people have said they have seen today, which
so far, has not been proven. Create a brief myth that offers an
explanation.
**Extension Activities: Choose an activity from the “Mythology” Tic-TacToe Menu to work on independently. (See attached)
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Lesson 2: The Greek Creation Myth Part II/Cronus
Objectives:
 Students will compare/contrast the beliefs of ancient Greek culture
with their own culture and beliefs.
 Students will understand that the Cronus myth illustrates the Greek
belief that one generation often repeats the mistakes of the other.
 Students will give examples from their own experiences to illustrate
the above belief.
 Students will compare/contrast the reign of Uranus with the reign of
Cronus.
 Students will evaluate the importance of fate and prophecy to the
ancient Greek culture.
Materials: Copies of the myth available from the school library, placed on
a cart in the classroom; (also see my own version of the myth, attached)
tiered assignments printed on different colored paper.
Procedure:
 Prepare all the students for reading by discussing the meaning of
prophecy and fate in the context of mythology.
 Students choose their own book for the reading of this myth.
 After students have worked on their tiered assignments, they will
come together for a whole class discussion of the important concepts.
 Provide a table in the back of the room with paper and art materials.
Use the unfinished pictures activity (lines and unfinished shapes).
Students can complete the picture related to mythology and provide
captions for their work. Background music may be played. This will
stimulate students who need a creative outlet, a break from the
routine, or who finish early.
7.
Tiered Assignment for Lesson 2
Foundation: After reading this myth, work alone or with a partner in
your group. Jot down answers to the following questions in your
mythology journal. Be prepared to share your thoughts during the
whole class discussion that follows.
1. What is a prophecy? Why did the prophecy told to Cronus make him
feel insecure and afraid?
2. What did Cronus do to his children that provides an example of one
generation repeating the events of the previous one?
3. How did Rhea outsmart her husband?
4. What role did Zeus play in freeing his brothers and sisters?
Step I: Working alone or with a partner in your group, answer the
following questions. Be prepared for a whole class discussion that will
follow.
1. What is a prophecy and what effect did the prophecy have on Cronus?
2. Compare/contrast Uranus’s rule with Cronus’s rule. Was the son any
wiser than the father? Give reasons for your opinion.
3. What role does Rhea play in this myth?
Who is the wisest divinity divinity in this myth? Give reasons for
your opinion.
4. Analyze the role of “fate” in this myth. How important is the role of
fate in this myth?
Step II: Working alone or with a partner in your group, answer the
following questions and be prepared to share your answers with the
whole class during discussion.
1. The late Greeks gave Cronus the title of “Father Time”. With his famous
sickle, Cronus would harvest the grains for all time. Find as many words
as you can that are related to Cronus and the concept of time. Explain
each word.
2. Contrast/compare the image of Cronus with the sickle and our image of
“Father Time”. What about the “Grim Reaper”? How do these images
connect to ancient mythological beliefs?
3. What is “irony”? Find at least one example of irony in this myth.
4. Analyze and evaluate the role that “fate” plays in this myth. Why can’t
Cronus, being immortal and very powerful avoid his fate? Argue for or
against the role of fate in everyday events.
8. (continued)
Whole Group Closure: “Would You Rather?”
Would you rather be…
Gaea or Uranus? Why?
Uranus or Cronus? Why?
Cronus or Rhea? Why?
Cyclops or Hundred-Handed Monster? Why?
Lesson 3: The Rule of Zeus
Objectives:
 Students will perform a short play about Zeus overthrowing his father
and becoming the head god of the Olympians.
 Students will identify instances of irony in Zeus’s overthrow of
Cronus.
 Students will compare/contrast characterisitics and qualities of gods
and goddesses to those characteristics humans possess.
 Students will understand the role fantasy played in the creation of the
myths.
Materials: Copies of the following play for each participant. (**I read a
few versions of the myth and some I would not want middle schoolers to
read in class. I rewrote the myth as a play to be read aloud; teachers should
feel free to make any changes suitable for their particular class.)
Procedure:
 Assign parts for the following play, which lends itself to melodrama
(or slap-stick if you choose).
 Small props may be used if time permits.
9.
“Along Came Zeus”
Script: Robin Ciporkin
Narrator: For ten long and dark years, the children of Cronus fought their
father, who had refused to give up his power, along with the powerful
Titans. Both sides wanted control of the universe. Alas, neither side was
succeeding in establishing order and the gods were quite worried that the
war would never end. Fortunately, Gaea who was still concerned about
freeing the Hundred-handed Giants and the Cyclopes, decided to help.
Gaea: Listen my children, I want all my creations to be free, including the
Hundred-handed giants and the Cyclopes. You must free them from the
Underworld where Cronus imprisoned them. You will be able to
win
the war against the Titans if you can do this.
Zeus: Brothers, we must go to the kingdom of Tartarus and set our uncles
free! Are you with me?
Poseidon and Hades: You can count on us!
Narrator: The three gods descended into the depths of the Underworld
where they killed the guard and released their uncles from chains.
Cyclops1: We three are so grateful to be free that we have gifts to bestow.
To Zeus we give the spectacular and mighty thunderbolt and lightning! This
will make you invincible among all.
Cy 2: To you, Hades, we give the helmet of invisibility. You may wear it
whenever you wish.
Cy 3: To our dear nephew Poseidon we give the three pronged spear or
trident. With it you can cause storms at sea and earthquakes on land!
Zeus: Uncles, drink this nectar and eat this ambrosia and you will be strong
again.
Narrator: When the Hundred-handed ones and the Cyclopes were ready to
return to the world of sunlight, Zeus spoke to them seriously.
10.
Zeus: Uncles, we have been fighting the Titans for many long years without
prospect of victory for either side. We ask you to join your strength with
ours in order that we may achieve victory and power.
Giants: Because you have freed us from the bondage of eternal darkness,
we will certainly help you defeat the Titans.
Narrator: So with their new weapons and strong allies, the children of
Cronus resumed their battle against the Titans. There was a horrible
rampage and Zeus evoked his full power. He gathered the clouds and hurled
thunderbolts and lightning upon his enemies. This caused a great fire. The
Hundred-handed ones used all their arms to hurl rocks and boulders upon the
Titans who at last retreated to the depths of the earth.
Hades: Brothers, we must bind these Titans in heavy chains and keep them
in Tartarus for all eternity.
Poseidon: I will place bronze gates in a wall surrounding Tartarus and
transform this dark, dismal place into an inescapable prison.
Zeus: And to the Hundred-handed Giants, I give the honor of guarding our
great enemies forever.
Giants: We hate our enemies so much that we are willing to dwell for all
eternity in the dark land, isolated from the other immortals.
Zeus: And as for Atlas, the strongest Titan, you are condemned for all
eternity to bear the weight of the earth on your shoulders and the sky upon
your raised hands to keep it from crashing into the earth!
Narrator: And so a new age began. Mount Olympus was to be the dwelling
place, where most of the gods and goddesses would live. The three brothers,
Zeus, Poseidon and Hades drew lots to establish dominions.
Zeus: I am king of the gods, and my dominion is the great sky.
Poseidon: I am god of the vast oceans. I can cause the seas to be calm or
violent according to my moods. I will teach men to build ships and tame
horses for transportation and labor in the fields.
11.
Hades: I am god of the Underworld, which pleases me for I like to spend
many hours alone away from others. I will teach mortals to treat the
dead with respect. I will establish funeral ceremonies and burial rites.
Narrator: Next, Zeus assigned a domain to each of his other brothers and
sisters.
Hestia: I am goddess of hearth and home. I will teach mortals how to build
and safeguard their houses.
Demeter: I am goddess of the grain and harvests. I am responsible for the
fertility of the earth and will teach man to harvest and preserve corn and
prepare it for eating.
Hera: I am queen of Mount Olympus and goddess of marriage and
childbirth.
Zeus: Under my leadership, the gods will help mortal man lead a better life.
Men must be fair with one another, avoid violence, and solve arguments in a
lawful manner. Those mortals who act unjustly will be punished.
Narrator: Other monstrous beings tried to overpower Zeus and the
Olympian gods, but without success. Zeus established order in the universe
and the immortals were so pleased that they were willing to defend Zeus
against any threat to his authority.
Think-Pair-Share Activity for “Along Came Zeus”
Directions: Use the Think-Pair-Share model to engage students in
discussion based on the play they have just performed. Whole group
discussion follows the sharing in partners.
1. What changes does Zeus bring about in the organization of the
universe?
2. Compare/contrast Zeus and Cronus. Is the son better than the father?
Explain.
3. How were the dominions of the gods and goddesses decided? Was
this a wise way to decide who rules what? Why or why not?
12.
4. What other types of natural phenomena might be attributed to one of
Gaea’s children?
5. What role did fantasy play in the development of mythology?
6. What characteristics and qualities do the gods and goddesses possess?
Contrast and compare these to characteristics and qualities of humans.
Alternative choice for highly motivated students: Instead of the above
assignment, students may read the myth about Zeus and the great flood.
Compare/contrast this myth with flood/deluge stories of other civilizations.
(There are many.)
Lessons 4, 5,6,7:
Objectives:
 Students will understand how the ancient Greeks viewed the role
Demeter and Persephone played in the changing of seasons and
compare/contrast these beliefs with contemporary ideas.
 Students will have the opportunity to apply forced connections to
topics they have covered in mythology.
 Students will rewrite a myth from an alternative point of view.
 Students will evaluate the actions of characters in the myths as to
productive or unproductive behavior.
 Students will
Materials: The following myths Demeter and Persephone,
Daedalus and Icarus, Prometheus, and Pandora are all are available in
McDougal Littell anthologies. In addition, books may be brought into the
classroom from the school library on a cart. This will allow students to see
the varieties of each myth. It also allows students to choose books on their
own reading level. Particular anthologies and titles of myths are listed in
“Works Cited”, at the end of this unit.
Procedure:
 Students should read the myths.
 Tiered assignments, whole group discussions and extension activities
follow.
 Creative Connections: Set up a table in the back of the room (or
provide a creative corner for “Four-Box Synectics.” The teacher calls
small groups of students, a few at a time, to be “trained” in the
synectics process while the rest of the class is reading and doing their
tiered assignments. Once students understand the process, they can try
it themselves, whenever they need a break in the routine, or whenever
they finish their assignments and have down time. There are
laminated synectics boards made from bright card stock available in
the Sage room. The students write random objects on post-its and
place one post-it in each box. They then use a trigger word or phrase
to create a simile or metaphor.
**For example: Pandora’s box is like a clock because_________________.
Lesson 4: Demeter and Persephone/ Tiered Assignment
Foundation:
1. Why does Hades leave his underground realm?
2. Why does Hades fall in love with Persephone?
3. What does Demeter do in response to loosing her daughter?
4. How do Persephone’s and Demeter’s actions affect the world?
Step I:
1. How do you feel about Demeter’s reaction to the disappearance of her
daughter?
2. Why did Zeus intervene and what did he decide to do?
3. Role-play an interview between a Greek parent and a child in ancient
times. The parent must answer the child’s questions about the seasons.
4. Compare/contrast the actions of Zeus, Hades and Demeter in this
myth. Which god took his/her duties the most seriously? Explain.
5. What are some themes represented by the Demeter/Persephone myth?
Step II:
1. Assume you are Hades. Write a letter to Demeter explaining why you
want Persephone to be your wife. What will she do for your
kingdom?
2. Role-play the following situations for the class:
 Demeter and Hades each come before Zeus and plead their case
for Persephone to remain with them.
 Persephone discusses her preference with Zeus.
 The other gods and goddesses offer opinions.
Lesson 5: Daedalus and Icarus/Tiered Assignment
Foundation:
1. Why was Daedalus exiled from Athens?
2.
3.
4.
5.
6.
Who or what is the Minotaur?
What task does Daedalus perform for King Midas?
Why does Midas punish Daedalus? How does he punish him?
How does Daedalus solve the problem he and his son have?
Do you think the gods are fair to Daedalus?
Step I:
1. In the story of Daedalus and Icarus, how do the gods treat Daedalus?
Evaluate their actions based on your understanding of Daedalus’s
behavior.
2. What do we learn about Daedalus when he chose to fly away with
Icarus? What other choices did he have? Should he have made a
different decision? Why or why not?
3. What was Daedalus’s reaction toward his invention? How did Icarus
feel about it? How do the characters attitudes affect their actions?
Step II:
1. Rewrite the myth from Icarus’s point of view. Explain how he felt as
he watched his father build the wings. Explain his attitude toward the
escape. What went through his mind as he flew?
2. Put Daedalus on trial for the murder of his son. Make sure there is a
defense attorney and a prosecutor. Use available evidence to
convince the jury (class) of Daedalus’s guilt or innocence.
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3.
After reading the myth of Prometheus, discuss whether or not a
scientist should consider inventing something that could be a
detriment to mankind. Think about the ways creativity/inventiveness
can free man from the limitations of life. In what ways do the myths
of Daedalus and Prometheus illustrate both the benefits and the
dangers of the creative/inventive process?
Lesson 6: Prometheus: Tiered Assignment
Foundation:
1. Explain the argument between Prometheus and Zeus. Why is fire so
important and what would our life be like without it?
2. What motivates Prometheus to rebel against Zeus? What is more
important to Prometheus, his desire to help humans, or independence
and freedom from the gods?
3. Why would Prometheus endanger himself just to make life better for
man? Is there anything for which you would risk your life? Explain.
Step I:
1. Compare/contrast Prometheus and Hephaestus. Do you have any
friends that remind you of Hephaestus? Do you know anyone who is
like Prometheus? Explain.
2. What motivates Prometheus to help humans? Why does he rebel
against Zeus? Do you agree or disagree with his actions. Explain.
With a partner, act out an argument between Zeus and Prometheus.
Present both sides without breaking character.
3. Do you sympathize more with Zeus or Prometheus? Why? Is
Prometheus more of a hero or villain? Defend your point of view.
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Step II:
1. In this myth, fire is a metaphor. Can you think of some forms of
energy used in the modern world? Can you explain the metaphor?
2. What qualities does Prometheus embody that are characteristic of a
“hero”? What about character flaws?
3. To the ancient Greeks, the worst sin was “hubris”. Look up the term
and find a basic definition. In what ways does the Prometheus myth
illustrate this concept and teach a lesson?
4. Are there good and bad things about technology? Make a Venn
diagram that illustrates some good and bad technological inventions
which can bring destruction or improvement in society. Which
inventions fall into both categories? (For example, an airplane can be
a mode of transportation or a carrier of bombs.) What is the theme(s)
of the Prometheus myth?
Prometheus: Extension Activities
 Think of people in history whose courage or suffering reminds you of
Prometheus. Compare/contrast the heroic behavior of one or more of
these people with that of Prometheus.
 Choose a figure from public life or the media who has risked his/her
reputation for the good of society. Prepare an oral, visual or written
presentation in which you adopt this person’s point of view and
defend his/her actions.
 Who wins the contest of wills—Prometheus or Zeus? Elaborate.
 Within the classroom, set up a trial by jury in which Prometheus must
defend himself and be judged as guilty or innocent of treason against
Zeus.
 Prometheus actually means “foresight”. In what way(s) does foresight
play an important role in this myth?
 The Prometheus myth contains many paradoxes. The word “paradox”
is Greek in origin. A paradox is an idea that combines two opposites,
each of which is true. For example, Prometheus is both a hero and a
villain. Can you think of any more paradoxes?
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Lesson 7: Pandora/ Whole Class Activity
Materials: Books and online sources with folktales and myths from
other cultures which deal with the creation of humans.
Procedure: Lead a whole group discussion focusing on the questions
below. There is an extension activity that follows.
 How was the first woman created in all these tales? What are
some similarities and differences in the tales? (For example, in
Hawaiian mythology, woman was created out of man’s shadow.)
 What is a stereotype? Brainstorm some examples of gender
stereotyping in the media, etc. In what way is Pandora a
stereotype? What similar stereotypes do you find in the myths of
other cultures?
 Sigmund Freud said, “Anatomy is destiny.” What does this
expression mean? During ancient times, society had different
expectations for men and women. In what ways does this myth
illustrate the differences in these expectations. Compare/contrast
these ancient ideas with ideas of today’s world. (Note recent
popularity of “stay-at-home dads” and “mannies”)
 How would the story change if women were created first and
Pandora were a man?
Extension: Role-play Pandora being interviewed by Dr. Phil.
In the interview, make sure Pandora is asked why she opened the jar.
She must defend her actions. Prometheus and Epimetheus are invited
on the show to be interviewed and share their feelings about the whole
situation. Remember to stay in character. The audience may ask
questions.
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Lesson 8: Heroes: Yesterday, Today, Tomorrow
Materials: Film clips from The Odyssey, Jason and the Argonauts, Robin
Hood, Star Wars, etc.
Procedure:
 Introduce the concept of archetypal hero through film clips (5-8
minutes each)
 Think-pair-share, brainstorming, journal activity, and a whole group
activity follow.
Characteristics of a Hero
“Think-Pair-Share” Activity:
1. Why do we cheer for these characters? Why do we like them? How
are we like them? How are they different from us?
2. What makes a hero?
3. Isn’t it amazing how every culture, in every time has had heroes—
why is this so?
Whole Group Brainstorm: What characteristics do heroes of different
cultures have in common? (Write responses on board)
Journal Activity: Write a brief entry about the heroes that have influenced
you and why. (Share thoughts.) Are the heroes you wrote about in your
journals similar to the role models in our culture? Who are the role models
in our culture?
Whole Group Brainstorm: Write the word “culture” on the board and have
students brainstorm definitions. Discuss the following:
1. What are the tangible things that help to define culture (i.e.
geography, time and place, etc.).
2. What are the less tangible things that help to shape culture (i.e.
religion, values, role models, media, school, families, progress).
3. How does culture contribute to shaping individuals? How has culture
influenced the way you dress? comb your hair? the way you behave
and your manners? the way you dance? the types of music you
choose, etc.?
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4. Who are the athletes, actors, and public figures that have influenced
our idea of the hero?
5. Can ordinary people become heroes?
Lesson 9: The Hero’s Journey and Quest
Materials: Copies of the following hero myths: Perseus and the Medusa,
Heracles, Theseus, and Jason. (mythology books and/or online sources)
Procedure:
 Arrange students in groups—foundation, Step I and Step II.
 Distribute a different hero myth to each group, considering the
reading level of the books available and matching to group.
 An alternative grouping would be to mix up the students and have
them read the same story but on their own reading level. There are
multiple versions of each myth.
 Groups are to read and then organize, prepare and present a 3 to 5
minute skit based on their reading.
 Brainstorm with the class a rubric for an oral performance.
 Provide each group with identical materials for props and costumes:
tin foil, bubble wrap, card board paper rollers, yarn, string, newspaper,
construction paper, rubber bands, paper clips, glue, tape, and markers
Allow a few minutes (15?) for prop and costume making.
 Students prepare and rehearse skits.
 Students perform skits. The teacher uses the rubric to grade the groups
and the students may evaluate the performances as well.
 Explain to students that epic heroes (i.e. Odysseus) share similar
traits. Follow with whole group discussion below.
Discussion: What are the elements common to all the heroes in these
myths? (Answers follow)
 Did any of the heroes have an unusual birth?
The hero’s father was usually immortal and the mother mortal; he was
born into royalty since his mother was usually a queen or princess.
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 Was prophecy important in these tales?
There was usually a prophecy that frightened the family into
abandoning the hero as an infant. The infant survives the ordeal,
having been rescued by a family of humble origins, or an animal that
secretly rears him.
 What childhood and young adult experiences do the heroes have
in common?

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
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
Some accomplishment in childhood usually indicates potential. As
soon as the hero matures, he takes on a dangerous adventure.
Did any of the heroes have similar experiences?
A difficult and long journey takes the hero far from home and forces
him to perform at least one dangerous feat such as killing a powerful
king, a ferocious beast or a monster.
What common things occur as a result of the heroic journey?
An area of the world becomes more civilized because the hero
provides safety, knowledge, order, etc.
Are there any heroic journey patterns?
The hero often must face death itself by traveling to an unsafe area
such as the darkest reaches of the Underworld. The hero returns from
this ordeal, receives honor and fame, and marries a princess.
Do any of the heroes suffer?
In addition to the dangerous ordeals and encounters with horrible,
supernatural creatures, the hero often suffers in his marriage. Often
the hero makes an error in judgment due to an excess in a basically
admirable characteristic such as excessive pride—hubris. As a
consequence the hero looses admiration, respect and the good will of
mortals and immortals alike. He is then forced to leave his country.
He suffers a lot and finally recognizes his error. Usually he
experiences an unusual and violent death and his burial is without
honor.
Why are the heroes remembered?
After death, the hero’s suffering is remembered and his errors are
forgiven. He wins immortal fame, however; his children did not
inherit the throne. During his life, he usually had good intentions and
always kept his dignity.
What qualities would make a person a hero in ancient Greece?
(Courage, creative thinking, intelligence, physical strength, etc.)
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Lesson 9: Extension Activities
1. Read parts of Homer’s Odyssey. Note the characteristics of the epic
hero.
2. Compare/contrast heroes from different ancient cultures.
3. Compare/contrast a favorite Greek hero with a favorite modern hero.
4. Read one or more news magazines (i.e. Time). Make a list of people
who might be considered heroic. List the people and state what
positive contributions they are making to society.
5. Create your own heroic adventure set in ancient or modern times.
6. Prepare a biography of a hero of any time.
7. Rewrite a section of one of the hero myths from an unexpected point
of view (i.e. one of the gorgons tells the story of Perseus).
8. Write a 13th labor for Heracles set in modern times.
9. Create journal or diary entries describing one or more parts of a hero’s
journey.
10.Create and deliver a monologue for a hero in disgrace. Stay in
character.
11. You are a newspaper reporter assigned to cover the story of the
Argonaut’s voyage. Write a front page story covering one of their
adventures.
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Lesson 10: The Olympians
Materials: Copies of myths available in anthologies as well as library
books on a cart in the classroom; tickets to Mt. Olympus (see below);
optional videotaping equipment
Procedure:
 When students enter the classroom, they receive a ticket to a new TV
show, “Mt. Olympus.” They keep the ticket until later.
 Students may work alone or in groups. They will choose a myth, read
and present it to the class in the form of a TV news item.
Presentations may last from 3 to 4 minutes. The news item should
explain a moment of action in the myth.
 A few suggestions of myths a listed below.
Athena
Psyche
Arachne
Hermes
Phaethon and Apollo
Dionysus
Aphrodite
Hephaestus
Echo and Narcissus
 After presentations are finished, students fill out their ticket and turn it
in as they leave.
Presentations may include:
 A headline which is to be spoken
 A scripted news item to be read by one or two newsreaders in the TV
studio
 On the spot reporting and witnesses
 Description of place where the action occurs—describe location to
audience
Ticket to Mt. Olympus
Something new I learned today:_______________________________
__________________________________________________________
__________________________________________________________
Some characteristics shared by gods and goddesses with humans
include:___________________________________________________
__________________________________________________________
The best part was____________________________________________
__________________________________________________________
One question I have:_________________________________________
__________________________________________________________
__________________________________________________________
_Lesson 11: Bloom Question Strip Activity
Materials: One set of question strips for each group in the class. Only the
higher order thinking questions of the Taxonomy are used—analysis,
synthesis and evaluation. This will encourage all students to stretch.
Note: I have used this activity in place of a more traditional assessment at
the end of the unit. Students write the questions in groups using the sentence
strips, discuss the answers, and then answer the questions individually
instead of an objective test. This lesson takes two class periods.
Procedure:
 Divide students into groups. Four or five groups of four to five
students is suggested.
 Distribute one set of question strips to each group. (Five question
strips per group works well.)
 Student groups brainstorm all the vocabulary and terms associated
with mythology and write these on post-it notes. They then use the
post-its to complete the questions.
 Working individually, students answer the questions they have asked
in essay format.
In case students need help, a few ideas for terms and words include:
prophecy
anthropomorphic
immortal
jealousy
vengeance
muse
lyre
trident
oracle
nemesis
patriarchal/matriarchal
retribution
Styx
Olympus
narcissus
hubris
omen
deity
fate
destiny
realm
**add names of mythological characters, heroes, etc.
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Mythology/Multiple Intelligence Choice Activities
“Great Art Lives”
Analyze the myths you have read in this unit. Think about the reasons why
classical mythology has endured throughout the ages. What makes the
characters so enduring?
Imagine that you are living in ancient Greece. You have been hired to create
a mythological masterpiece that will incorporate the themes and characters
so important to the ancient Greeks.
Your work may be in the form of a mural, a tapestry, a poster, a sculpture,
door art, or an architecturally inspired creation. Consider mosaics, frescoes,
metal work, clay, wood and other natural materials. You might add
quotations, in Greek of course!
“The Great Dionysia”
Pretend that you are an ancient Greek dramatist. You are going to enter a
drama contest called “The Great Dionysia.” Winning this contest would put
you in league with Aeschylus, Sophocles, and Euripides. Choose a myth that
you would like to see performed and then:
 Plan out the design of the theatre
How will it look?
Any scenery? Props?
How will the myth be staged?
 Consider how costume would be used.
 Will special effects be used? How will they be done?
 Will there be any music?
Which instruments will be used? Any song? Sound effects?
Poetry?
 Will there be art involved?
 Analyze your ancient Greek audience.
What aspects of the performance do you want to appeal to them the
most? How will you accomplish your goal?
Read over your plan and evaluate the effect you think your play will
have on your audience.
 Present your plan to our classroom audience in a creative way.
“And the Winner Is”
The Greeks understood the close relationship between learning and having
fun. Their word for education “paideia” was almost identical to their word
for play, “paidia”. Research games played in ancient Greece. Create your
own game based on characters, plots, terms, vocabulary and themes from
mythology. The game must be able to be played in class. It should have
printed rules. It must be visually pleasing, neat and organized and it must
teach the players all about mythology.
“A Mathological Tale”
In myths and tales from around the world, the number 3 and triangles have
always symbolized dynamic processes. This is often why fairytales grant
three wishes and mythological heroes encounter three monsters or tasks (or
multiples of 3). Write a tale of your own involving logical/mathematical
riddles and/or geometrical shapes. For example, your story could be based
on using magic squares to get out of a square labyrinth. Could there be
supernatural creatures involved? A “mathological” hero and helpers?
“Calling All Heroes”
Compare/contrast the heroes of mythology to real life heroes in fields such
as medicine, politics, sports and the arts. Analyze the ways the media
presents these real life heroes.
Come up with your own list of people you’d like to nominate as real life
heroes. These may be friends, relatives, teachers, religious leaders,
community leaders, etc. Decide on a way to best showcase these people who
you believe are worthy of the title of “hero.” (Hint: photo gallery, magazine
article(s), news report, etc.) Actually go through the nomination process.
“Gotta Dance”
Analyze the themes and characters in mythology and the way they might
inspire movement and rhythm. Choreograph a dance based on your
inspiration. It may be any style that you feel is suitable for the themes and
characters you are presenting. You should include suitable music and
consider designing suitable costume elements such as a mask. Perform your
dance or submit a video recorded at home.
“A Garden for the Muses”
You have been hired to design a garden in honor of the Muses.
Your garden must be inspired by mythological themes and characters.
Include visual designs of the garden. Research plants with mythological
names. Will you include any of these in your garden? Consider each plant,
flower, tree, shrub, etc. Will there be any topiary? What shapes will you
use? Will you include statues? Will there be any water in your garden? Will
there be animals with homes in your garden? Decide on a creative way to
present the visuals of your garden. Feel free to include names and labels.
Make sure you explain the connections to mythology.
“Apollo’s Lyre”
Listening to various pieces of music with mythological themes (i.e. Daphnis
and Chloe). Think of the ways mythology has inspired people in the arts
throughout time. Compose a piece of music inspired by mythological
themes. Your piece may be modern or jazzy or any style uniquely your own.
Give your piece a title. Play it for the class or submit a CD or other
recording.
Alternatives:
Create a song with lyrics inspired by mythology. Sing it for the class or
submit a recording. (Hint: this could be a ballad.)
“A Hero’s Dreams”
Create a series of journal entries for one of the Greek heroes or for a
character in a minor role in one of the hero tales you have read. You could,
for example, adopt the point of view of one of the Argonauts in the Jason
story. Your character must have a name and you must reveal his/her traits
through the journal. Try to bring this character to life by sharing hopes,
dreams, and thoughts. Make the journal look and feel authentic. Hand done
illustrations would be welcome. The character does not have to be mortal.
“Homer is Alive and Well”
Create a modern epic based on current events and real life people. In writing
your modern epic, follow the conventions listed below. You should use two
or more of the following sources in writing your epic: the front page of a
newspaper, a recent obituary, a 20th or 21st Century piece of art, and/or a
musical selection. Give your epic a title.
1. An epic is a long narrative poem told in formal style or elevated tone.
2. The setting may be a nation, the earth, or the universe.
3. There is always a hero with superhuman powers. The hero usually has
an unusual birth and is often raised by foster parents. The hero
embodies traits valued by that society and the theme of the epic is
always based on values of that society.
4. The hero’s quest is riddled with difficulties and conflict is central to
the plot of the epic.
5. The hero must enter the world of the unknown in order to accomplish
his task and fulfill the quest.
6. The hero interacts with mythological characters that often help him.
Characters are often stereotypical.
7. The hero, however; always has a human weakness.
8. **The story always begins in medias res (in the middle of the action).
Think about: universal themes, setting, protagonists and antagonists,
supernatural/mythological characters, stereotyped characters, an engaging
plot involving the hero’s quest, a conflict, rising action, the climax, and a
resolution/denouement.
“All in the Family”
Compare and contrast two or more sets of mythological mothers and fathers.
Next, compare them to television and/or movie moms and dads. Analyze
visible traits and inner, invisible qualities such as honesty and stinginess.
Decide on a creative way to show your ideas. (Hint: Venn diagrams, TV or
movie review, magazine, etc.)
Works Cited
Mythology and You, Donna Rosenberg and Sorelle Baker (National
Textbook Company, Lincolnwood, Illinois, 1984.)
Mythology, Edith Hamiltion (Penguin Group, New York, 1969.)
Don’t Know Much About Mythology, Kenneth C. Davis (Harper, New York,
2005.)
The Everything Classical Mythology Book, Lesley Bolton (Adams Media,
Avon, MA, 2002.)