Name __________________________________ Period __________ Date _________________
The Gods of Early Man (Titans)
1.
2.
3.
4.
Classical Greek Gods (Olympians and later)
1.
2.
3.
4.
5.
6.
7.
1
Name __________________________________ Period __________ Date _________________
For the ancient Greeks, mythology served as science, entertainment, history, and
later, religion.
Myths
1.
2.
3.
4.
5.
Origin of the Greek Gods
Gods did not create the universe; it created them!
__________
The Titans are the
elder gods who were
the first race.
There were 12 total6 men and 6 women.
They were enormous in
size and strength.
No Light
No Order
__________ AND _________
(Uranus)
(Gaea)
__________
(Rhea & Cronus)
The Olympian gods
lived on top of
Mount Olympus and
drank nectar and
interacted with
humans.
___________________
(The children of Rhea and Cronus)
2
Name __________________________________ Period __________ Date _________________
Olympian Gods and Goddesses
Roman Name
Symbol
Realm or Powers
Zeus
Poseidon
Hades
Hestia
Hera
Ares
Athena
Apollo
Aphrodite
Hermes
Artemis
Hephaestus
3
Name __________________________________ Period __________ Date _________________
Family Tree of the Gods
***First there was chaos***
Husband and Wife
Parents:
Children: The
Titans; The 12
Elder Gods
Brother and Sister
Husband and Wife
Husband
And Wife
Grandchildren:
The
Olympians
Goddess of
hearth and
home
Ruler of the
Underworld
King of the
Gods,
Ruled the
Heavens
Queen of the
Gods,
Protector of
married women
Ruler of the
Ocean
Goddess of the
Harvest or
Corn
Great Grandchildren: Of
Zeus and hera
God of Smiths
and Fire
Other children of zeus:
*Sprung from
Zeus’s head
fully grown
and in armor.
Goddess of
Wisdom, War
and Weaving
Messenger
God
God of
light,
music
and
poetry
spun,
assigned,
and cut the
Thread of Life
Preside
over
social
occasions
Goddess of
Youth
Nine total
for Art &
Science
*Born
from sea
foam;
Goddess
of love
and
beauty
God of War
Goddess of
the moon
and the hunt
Hours,
Seasons, and
Justice
4
Name __________________________________ Period __________ Date _________________
Mythology Vocabulary
Directions: Using a dictionary, write the complete definition of each of the following
vocabulary words.
CulturePolytheismMonotheismMatriarchalPatriarchalPersonificationAuthorityCommunity-
5
Name __________________________________ Period __________ Date _________________
Study Guide for Edith Hamilton’s Mythology
The bold page numbers correspond with the blue cover “Everbind” Edition.
The italicized page numbers correspond with the black cover “Perma-Bound” Edition.
Directions: After reading the listed pages, answer the corresponding sentence on a separate
piece of paper. Remember to restate the question and use complete sentences!
The Lesser Gods of the Earth in “The Gods” (pp. 41-44 / 41-46)
Identify the following creatures and give multiple details about each one:
1. Pan:
2. Silenus:
3. Leda:
4. The Sileni:
5. The Satyrs:
6. The Centaurs:
7. The Gorgons:
8. The Graiae:
9. The Sirens:
The Two Great Gods of Earth (pp. 48-50 / 51-55)
1. Who were the two great gods of earth? Why are they “altogether different” from other gods?
3. Why was it natural that they should be worshiped together? Explain.
4. During what season were they different? Why would that season be a time of sadness?
6
Name __________________________________ Period __________ Date _________________
Lesser Gods PAGES 36-44 / 34-46
Greek
Roman
Symbol
1. Goddess of corn or agriculture _____________ _____________ _____________
2. God of wine and revelry
_____________ _____________ _____________
3. God of nature and flocks
Origin of “panic”
______________ ______________ ______________
4. God of love: son of Venus
_____________ _____________ _____________
5. Goddess of Youth: cupbearer
_____________ _____________ _____________
6. Goddess of the Rainbow
Messenger to the Gods
_____________ _____________ _____________
7. Goddesses of joy and gratitude, and bringers of beauty to young girls including Good
Cheer, Mirth, and Splendor:
8. Goddesses of Destiny, including the Spinner, Disposer of Lots, and the Cutter:
9. Goddesses of song, poetry, and the arts and science. There are 9 of them including
Dance, History, Comedy, Tragedy, Lyric Poetry, Epic Poetry, Love Poetry, Astronomy,
and Songs to Gods:
10. The “Old Man of the Sea” _________________ and his daughters________________
11. The “Trumpeter of the Sea”__________________________
12. King of the Wind ________________________
Winds
North____________ South____________ East _____________ West____________
13. Nature goddesses usually depicted as a beautiful woman. _______________________
Sea Water______________ Water (brooks and streams)_________________
7
Name __________________________________ Period __________ Date _________________
Group Members:
1.
Visual Myth Project
2.
4.
5.
3.
Myth:
Directions: Your groups will be creating a visual project that tells the story of your myth.
What does this mean exactly? This project will have SEVEN (7) steps that each member will
need to work collaboratively to complete. Each step is outlined in detail in this packet which
can be found on my website. Please read and complete all steps entirely to ensure full credit.
This assignment is worth a total of ___________ points.
My presentation date is ____________.
Step 1: Close read and analyze. This project will require that each of your group members
know and understand your myth completely. Your first task is to close read the myth
individually and create a one page summary. Be sure that you accurately describe the events in
the myth in chronological order using specific details. It may be necessary to use multiple
sources. Make sure to cite information as you go along. For this portion of the assignment,
each summary should be IN YOUR OWN WORDS. Finally, you will need to create a Works
Cited page of Edith Hamilton’s Mythology as well as any additional sources you used.
Step 2: Plot Diagram: Each member should complete the plot diagram chart. Make sure to
list all vital characters, themes, settings, conflicts, and basic information needed to understand
the story. This should act as a basic visual representation of your summary.
Step 3: Answer teacher provided specific myth questions: As a group, you will
complete the myth questions provided by the teacher pertaining to your specific myth. Each
question needs to be answered in a well written paragraph, with citation included. These
questions will be inserted into your final presentation, so it is important to answer them
accurately and completely! For this portion of the assignment, each paragraph may be written
collaboratively, but each student should have the information copied in his/her own packet.
8
Name __________________________________ Period __________ Date _________________
Step 4: Brainstorming: As a group you will need to choose how to present your myth to the
class; you may make a poster board, a diorama, or some other type of visual guide (check with
Ms. G first).
Option 1: Poster
As a group, you may create a poster to present to the class. This poster should include:
 a plot diagram
 a visual of the climax of your myth in color
 the myth specific questions answered (typed; restate the question; complete sentences)
 a one page summary explaining your myth
 additional visuals to make your myth come to life!
Option 2: Diorama
As a group, you can create one diorama to present to the class. This 3-D model representation
of your myth should:
 be at least the size of a shoebox and in color
 include a plot diagram on the back of your box
 the myth specific questions answered (typed; restate the question; complete sentences)
 a one page summary explaining your myth
Option 3: PowerPoint
As a group, you can create a PowerPoint presentation to present your myth. Your presentation
should consist of 8-10 slides and include:
 a plot diagram
 a visual of the climax of your myth in color
 the myth specific questions answered (restate the question; complete sentences)
 a one page summary explaining your myth
 additional visuals to make your myth come to life!
Step 5: Arts and Crafts
It’s time to create the various visual presentations you will use to tell your story. You will have
limited class time to put together your visuals, so make sure to work diligently and together
with your group members to create something beautiful and neat. Make sure all required
components are present.
Step 6: Rehearse! Rehearse!
Before presenting to the class, it is important for groups to practice your presentations. All
group members should present to the class; make sure to divide up the presentation equally.
Make sure you present both the myth and the questions to the class. Practice, practice,
practice! A smooth presentation is a good presentation!
Group presentations should total to 4-5 minutes, while answering the myth specific questions
and describing, in detail, the events of their specific myth.
Step 7: Presentation
On your designated due date, you will present your myth to the class as a group.
9
Name __________________________________ Period __________ Date _________________
Plot Diagram
Myth:
3
Climax
2
1
Exposition
4
Resolution
5
1.
2.
3.
4.
5.
Main Characters:
Settings:
Conflicts:
Themes:
10
Name __________________________________ Period __________ Date _________________
Step 3: Answering myth-specific questions.
Multimedia Presentation Guide Questions
The Myths of Prometheus and Pandora
1. Why was Zeus angry with Prometheus?
2. What parts of the animal were sacrificed to the gods?
3. Who is Pandora and who was she given to?
4. What happened when Pandora’s curiosity was too powerful to ignore?
5. What was Prometheus’ punishment for his misdeeds?
6. What did these stories teach man about the Gods?
The Myths of Narcissus, Echo, and Adonis
1. Who is Narcissus and what was his major flaw?
2. Who is Echo and what was her fate?
3. Where does Echo live now?
4. What was Narcissus’ fate?
5. Who is Adonis and what famous goddesses loved him?
6. What is Adonis’ fate?
7. What do these 3 myths have in common?
The Myth of Pyramus and Thisbe
1.
2.
3.
4.
5.
6.
7.
Why were Pyramus and Thisbe not allowed to be together?
How do the lovers continue to meet and communicate?
How do the lovers miss one another at their meeting at Ninus’ tomb?
What is Pyramus and Thisbe’s fate?
What is symbolic about the mulberries?
What Shakespearean plays allude to this myth? How?
How are the Gods characterized in this myth?
The Underworld and Myth of Orpheus and Eurydice
1. Who rules the underworld?
2. What are alternative names for the underworld?
3. Who is the aged boatman who ferries the souls of the dead across the water?
4. Who is Cerberus?
5. Who passes judgment on the wicked?
6. What are three rivers that separate the underworld from the world above?
7. Why did Orpheus have such a gift for music?
8. How did Eurydice die?
9. What actions did Orpheus take after Eurydice’s death? What was his plan?
10. What was the fate of Orpheus and Eurydice’s love?
11. What was the fate of Orpheus?
11
Name __________________________________ Period __________ Date _________________
12. What was unique about the myth and the underworld?
The Myth of Baucis and Philemon
1. Why did Zeus (Jupiter) and Hermes (Mercury) come to Earth in disguise?
2. How did the town’s people treat them?
3. Who are Baucis and Philemon and how did they treat the Gods?
4. What did Zeus (Jupiter) and Hermes (Mercury) do to the town and Baucis and Philemon’s
house?
5. What is the symbolism of the intertwining oak and linden trees?
6. What is the concept of Xenia and what did it mean to the people who followed it? How does
this myth exemplify Xenia?
7. Although this myth was shorter, it displayed many characteristics and qualities that the gods
possessed. Identify at least 5.
The Myth of Hercules
1.
2.
3.
4.
How is Hercules characterized as a person?
What happened to Hercules wife and children and who is to blame?
Why did Hercules have to perform the 12 Labors?
What were the 12 Labors of Hercules?
12
Name __________________________________ Period __________ Date _________________
Group Members:
1.
Visual Myth Project
4.
2.
5.
3.
6.
Myth:
Group Participation (10 Points)
 Did all students participate in the presentation?
 Does the group show evidence of cooperation?
Summary Essay/ Close Reading/ Works Cited: 50 Points
 Do you have a completed summary?
 Does your summary accurately follow the plot of the myth?
 Is your works cited properly formatted and contain all sources?
 Is the myth close read and marked up?
 See included rubric for the written portion
Visual Presentation (60 Points)
 Is your visual presentation the result of creativity and hard work?
 Are all group members behaving professionally (ex. there is no laughing in the
background; everyone in the group takes the project seriously)?
 Are all required components present and accurate in the presentation?
 Are the myth specific questions accurate, portrayed correctly, and easy to see?
 Is the presentation well-rehearsed?
 Does your presentation manage to tell the story well and convey its meaning?
Teacher Comments
Group Grade: _______________/120
13
Name __________________________________ Period __________ Date _________________
Myth Summary Script
Grading Rubric
Grading Markers: Each of the following elements of writing will be evaluated. The
achievement markers below define the level in which the student should be effectively using
each element.
+ the student has mastered and exceeded the achievement marker
 the student has mastered the achievement marker
- the student is approaching the achievement marker
-
Focus: The text focuses on a topic to inform a reader with ideas, concepts, information, etc.
_____ Marker: The text focuses on a topic to inform a reader with ideas, concepts, information, etc.
Development: The text presents relevant facts, definitions, concrete details, quotations, and
examples. The conclusion ties to and supports the information/explanation.
_____ Marker: The text provides facts, definitions, details, quotations, and examples that attempt
to develop and explain the topic. The conclusion merely restates the development.
Audience: The author anticipates the audience’s background knowledge of the topic.
_____ Marker: The text addresses the needs of the audience.
Cohesion: The text uses appropriate and varied transitions to link the major sections of the text,
creates cohesion, and clarifies the relationships among complex ideas and concepts.
_____ Marker: The text uses words, phrases and clauses to link the major sections of the text. The
text connects the topic and the examples and/or facts.
Language and Style: The text presents a formal, objective tone and uses precise language and
topic-specific vocabulary to manage the complexity of the topic.
_____ Marker: The text presents a formal, objective tone and uses precise language and topicspecific vocabulary to manage the complexity of the topic.
Conventions: The text demonstrates Standard English conventions of usage and mechanics along
with discipline- specific requirements.
_____ Marker: The text demonstrates Standard English conventions of usage and mechanics along
with discipline- specific requirements.
_____ Average
_____ Letter Grade
14