Many cities did he visit, and many were the nations with whose manners and customs he was acquainted; moreover he suffered much by sea while trying to save his own life and bring his men safely home; but do what he might he could not save his men, for they perished through their own sheer folly in eating the cattle of the Sun-god Apollo; so the god prevented them from ever reaching home. Tell me, too, about all these things, oh daughter of Zeus, from whatsoever source you may know them. So now all who escaped death in battle or by shipwreck had got safely home except Odysseus, and he, though he was longing to return to his wife and country, was detained by the goddess Calypso, who had got him into a large cave and wanted to marry him.
Designing a mythology game provides students with an ideal opportunity to put their creative imaginations to work. Allow them to use their expertise and enthusiasm to create a board game based on the famous adventures of the Greek heros and heroines.
Stories rich in details and adventures include: Students choose a favorite story and note the details they wish to include in the game. They write a rule book and design and produce the necessary accessories: Invite your students to exchange their games and provide feedback to each other on the ease of use and playability of their creations.
Recently, however, new definitions of heroism and new kinds of heroes have emerged. To many, research scientist Jonas Salk, astronaut John Glenn and civil rights leader Martin Luther King are contemporary heroic types on the American scene.
They do not slay monsters or engage in bloody battles, but they have captured the imagination of many Americans. What qualities of heroism, redefined, do they possess? It is possible that they will some day find their place in the myths our generation leaves as a legacy to future ages?
In another sense, POWs, sports figures, actors and actresses and some holders of high office are looked at as heroes. Write a paper based on the question, "Who is your hero What are some of the traits that make this person a hero to you?
Are these heroic traits parallel in some way to the traits of the ancient heroes you have learned about from the Greek myths? Architecture, sculpture, painting, pottery, metalwork, jewelry, weaving and embroidery showed how important the myths were in the lives of the people.
Listed below are a variety of activities that will allow your students to expand their knowledge of Greek mythology and arts. Visits to libraries and museums as well as access to reference books you may already have in your classroom will aid your students in the following projects.
See the sculpture, pottery, jewelry and coins of ancient Greece. Record the myths that inspired them. Draw sketches of some of your favorite items. Prepare a short report about one or two of them.
Write a short paper in which you identify the differences between the styles. List the myths that were used in the decoration of the vases. Students Can Be Mythmakers There are a variety of other ways that students can work creatively with myths. The activities described below can be adapted for use at any level.
These can be recorded in little booklets and compiled in a class anthology. Your students can write a myth explaining a natural phenomenon or create a story with a moral lesson.
Some students may want to think of an emotion love, envy, fear or jealousy and write an adventure using that emotion as the theme. After the myths have been written, invite your students to read their myths to the class.Named a Best Book of by NPR, Library Journal, The Christian Science Monitor, and Newsday A Kirkus Best Memoir of Shortlisted for the Baillie Gifford Prize From award-winning memoirist and critic, and bestselling author of The Lost: a deeply moving tale of a father and son's transformative journey in reading--and reliving--Homer's epic masterpiece.
I have read and taught the Odyssey at least five times over the past twenty years. And Emily Wilson's version is a godsend.
It is, by far, the most readable version out there. Teaching The Odyssey. Materials Compiled By Nada Salem Abisamra. Group for Discussions on Facebook: Nada's ESL Island.
Join us there! Post/answer questions. The Odyssey (Robert Fagles' version) "By its evocation of a real or imaged heroic age, its contrasts of character and its variety of adventure, above all by its sheer narrative power, the Odyssey has won and preserved its place . With these words the Odyssey begins.
The poet asks for inspiration from the Muse and imagines her singing through him.
An ancient epic poem states at the outset, in capsule form, the subject of the work to follow, and this epic is no exception. In Greek mythology the Domos Haidou (House of Hades) was the land of the dead--the final resting place for departed souls. It was a dark and dismal realm where bodiless ghosts flitted across the grey fields of asphodel.
The Homeric poets knew of no Elysian Fields or Tartarean Hell, rather all shades--heroes and villians alike--came to rest in the gloom of Haides.
Saying that these women had fists to fight with and hands write with. These women had a hard time, but they continued to do great things and do things that were never done by a black person before.
These women were true heroes. Odysseus and the women in the poem have many similarities.