Norse Mythology Review

Copy and paste the following names and places into your blog. Define and explain them as review for Wednesday's test. I will be checking your blogs Tuesday after school. Your blog must have all names listed and defined. This review assignment is worth 20 points. j

Also, post one image and cite your sources using MLA standards.

1. Vikings
2. Ginnungagap
3. Nifleheim
4. Muspellheim
5. Yggdrasil
6. Asgard
7. Midgard
8. Hel
9. Bifrost Bridge
10. Ymir
11. Odin
    
12. Frigg
13. The Valkyries
14. The Norns
15. Thor
16. Balder
17. Njord
18. Frey
19. Freya
20. Idunn
21. Loki
    
22. Fenrir
23. Jormungandr
24. Ragnarok
25. Runes

Answer these questions in preparation for Wednesday's test. Bring your answers and ideas with you to class Tuesday. These questions will be worth 10 points. Due Tuesday.

1. Why do the gods care when Idunn is kidnapped?
2. From reading the myths of Northern Europe, what do we learn about their culture and values. Be specific. Support your claims with examples.
3. Who is more like Prometheus, Loki or Odin? Support your decision.
   
4. Identify three other ways in which Norse mythology is like other myths that we have studied so far. Be specific.
5. Provide three reasons that Loki is such a popular figure?
   

Introduction to Norse Mythology

Sedna Interview

More Tools...

What do you all think of creating your own WIKI? Check out my one week wiki project with Hot Springs students...Could we do better? You bet we could.

Gabcast! FHS Mythology #5

Native American Mythology Mini-Research Project

Objectives:

1. Students will become familiar with the beliefs and culture of the native tribes of Montana.
2. Students will improve sentence fluency using transitions.
3. Students will apply Modern Language Association (MLA) standards when citing text and image sources.

Bibliography Note Card (20 points)

• Find a myth (institutional, ritual, or entertainment) from a Montana tribe.
• Record pieces of information required to cite a source.
• Take notes on your myth (Who? What? Where? When? Why? How?)

Summary (40 points – 20 points Rough Draft/20 points Final Draft)

• Write a summary of selected myth using 6 higher-level transitions.
• Minimum 100 words.
• Underline transitions.
• Typed or handwritten.

Image (10 points)

• Find or create a visual image to accompany myth.
• One found/preexisting image is required.

MLA Citation (20 points)

• Cite source and image(s) using MLA standards.

Extra Credit (20 points)

• Post audio recording of original myth using Gabcast.

Cool Free Web Tools

1. Post an audio content to your blog using Gabcast.

Gabcast! FHS Mythology #1



2. Post a Powerpoint presentation to your blog using Slideshare.

Halverson, Caity. "The Three Nations." Powerpoint Presentation. March 2007.

The Three Nations

View SlideShare presentation or Upload your own.



3. Create a multimedia project to which people may add comments using Voicethread.

4. Create a different blog using Tumblr.

FHS Library MLA Citation Handout

Use the FHS Library MLA Citation Handout to cite your sources (including images) and avoid plagiarism.

Citing Images, Sound or Video Clips

In order to cite an image, sound or video clip, you need to have the following pieces of information. Information needs to be listed in this order as a continuous line of text, with information carrying over to additional lines indented. Follow punctuation standards as provided.

Author (if available)
"Title/Description"
Date of Publication (MLA Standards - Date Month Year; no dashes or abbreviations)
Medium (sound clip, painting, photograph, map)
Title of web page/site
Date of download/access.
Web Address

Author (Last name, first name). "Title or Description." Date of Publication. Medium. Title of Page. Date of Access. URL Address.



Nightowl. "Myths of the World." 1947. Collage. Joseph Campbell Mythology Resource Page. 27 October 2008. http://www.geocities.com/Athens/Sparta/9277.

Final Evaluation Project

Students will be in the writing center for the next three days completing their final project for Quarter 1 evaluation.

Posting/Linking Mythology Definitions

1. Use the 3 different search/evaluation tools from yesterday's lecture to find QUALITY websites that connect your definitions/examples to information, pictures, stories found on the internet.

2. Evaluate 2 of your linked sites using the criterea from the handout.

3. Post your definitions for the 13 definitions we have been working with from class.

Myth

Hero

Hero Journey

Universal

Cyclical

Life from Death

Duality

Cosmology

Archetype

Creation

Matriarchal

Patriarchal

Sacrifice

Write your definitions using complete sentences and complete thoughts. Do not just list words and phrases from your notes.

4. Provide examples for each word/definition from our readings and discussions.

Enuma Elish and Osiris, Iris, and Horus

Read another version of the Mesopotamia creation myth in your World Mythology books (page 153-158) and they Egyptian myths of Osiris, Iris and Horus (162-168).

Answer these questions.

Senior Seminar Thank You Letter Addresses

Addresses for Senior Seminar Thank You Letters

Online Source Evaluation Lecture

We will soon begin researching for a new project and I want to make sure that we have the tools and knowledge for effectively evaluating online resources and information.

Today's lecture focuses on applying the 5  W's of asking questions to online source evaluation.

Who is the author?  Who publishes the information on websites?

What is the quality of the content?  Is it biased?  What is the tone?  

Why is the information being published?  Inform? Persuade? Sell?

Where is else is the information being used? Who has links to that information?

When was the information published?  Last update?  Is it current?

3 Great tools you should use when asking and answering these questions:

1.  Google Scholar

2.  Google Advanced Search

3.  Google Search - Link:  URL

Introduction to Matriarchal vs. Patriarchal Societies

Students will become familiar with two new vocabulary terms for future readings and further investigation into world mythologys.

Matriarchal
Patriarchal
Sacrifice

We will also expand our existing definitions:

Archetype
Hero
Heroic Journey

Introduction to World Mythology

We are turning in our Edith Hamilton books and getting into our World Mythology books. Unfortunately, the school does not have enough copies for every student, so all sections will be sharing a class set that will stay in the classroom. However, if you want to check out your own copy for missing homework and/or fun, there are extra copies in the Book Room. Feel free to visit Ms. Skaggs and get yourself your own copy.

Today we will be reading the Introduction (pages xv-xx) and generating at least three thoughtful questions for class discussion.

Assignments Due!

4 Assignments you need to have done by the Wednesday, October 15:

1. Letter to Parents (Juniors) OR Letter of Thanks (Seniors)
2. Creation Chart (Examples of Creation, Duality, Life from Death for Egypt, China, Mesopotamia readings)
3. 10 Myth Vocabulary/Definintions
4. Blog Posting - Post something to your Myth Blog (essay, NVR, definitions)

Writing Center: Letters and Blog Postings

Today and tomorrow we will be in the Writing Center catching up on all our writing projects.

There are a series of tasks that you must complete over the next few days:

1. Letter of Thanks. You need to follow the guidelines and formatting criteria outlined in letter that is linked in this post. Print one copy, have it proofread by another student, make corrections and reprint. Turn in by the end of class Wednesday.

2. Interpretation Essays. You need to revise your interpretation essays making corrections based on Ms. Turcotte's comments and recommendations for grammar and spelling. Post your final essays to your blog. Go to blogger.com and sign in using your email and password.

Reminder: For those of you who did not create a blog, Ms. Turcotte created one for you. Your username is fhsmyth#@gmail.com. Your password is turcotte.

3. Finish your Non-Verbal Representation (NVR). See earlier postings on this blog for instructions. Publish your NVR to your blog. If you did a Powerpoint, you will need to save your file as a picture.

4. Mythology Academic Vocabulary. Enter your vocabulary words and definitions as another new post on your blog. Write vocabulary definitions in complete sentences. Also, provide examples for each term using a complete sentence.

5. Blog Comments. View other mythology student blogs by visiting fhsmyth.blogspot.com. Click on the comment link at the end of each post and leave an supportive and academic comment for your peers. Read their essays. Look at their NVR's. Compare definitions and examples.

6. If you finish early. Create links for your definitions and examples to online dictionaries, wikipedia, and other great websites related to mythology. Or explore Twitter, Gabcast, and/or Voicethread, which are great web tools that I want to use. What do you think about them? Leave me a comment here.

Egyptian, Mesopotamian, and Chinese Creation Myths

ATTENTION SENIORS: You need to select your favorite workshop and/or presentation from Friday's Senior Seminar. You need to write down your favorite and include 5 specific reasons that it was your favorite. This is due Tuesday, October 14. You will be writing a formal thank you letter expressing your gratitude and confirmation of what your learned from a given presenter. Letters must be typed and turned in at the end of class Tuesday, October 14.

Students will have class time to (re)read the creation myths from Egypt, Mesopotamia, and China. You need to complete the creation chart for these three cultures for Tuesday.

Vocabulary Review: Please define the following terms for Wednesday, October 15:
1. Myth
2. Hero
3. Hero Journey
4. Universal
5. Cyclical
6. Archetype
7. Duality
8. Creation
9. Cosmology
10. Life from Death

Senior Seminar

Since most students will be absent from class because of the Senior Seminar, sophomores and juniors will have an opportunity to catch-up on missing work and draft letters to their parents/adults informing them about their future plans.

Universal and Cyclical Creation Myths

Students will extend the ideas of mythology and heroic journeys as being universal and cyclical by comparing the creation myths from four different cultures.

Students will provide examples of creation, duality, life coming from death, and heroic journeys as being universal and cyclical.

Hero Posters

Students will transfer their quotes from their readings/research of their Greek hero and create an attractive poster that illustrates the hero's cyclical journey.

Posters due Thursday.

Independent Hero Project

Students will create a poster and selecting quotes to demonstrate their understanding of the Hero Journey.

Independent Hero Project description and expectations.

Homework: Find quotes from your selected hero myth for the 16 components of the Hero Journey.

Counselor Visit

Ms. Barber will be visiting with juniors and seniors about post-graduation plans and Senior Seminar, which is Friday, October 10.

Evaluation of Hercules Quotes

Students will evaluate the quality and effectiveness of student-selected quotes that are to validate their application of details from Hercules adventures to fit the Hero Journey.

Criteria for effective quotes:

1. Specific.
2. To the point.
3. Descriptive.
4. Accurate.
5. Identifiable to the component being illustrated.

Students will share and evaluate each others' quotes in a group discussion.

Hercules

Reading Quiz: Hercules

Student will practice applying the components of the Hero Quest to the adventures of Hercules.

Students will select a quote from Hamilton text to validate their application of Hero Quest components.

Homework: Select and read a hero myth (Hamilton 122-246).

The Universal and Cyclical Hero Quest

Students will develop an definition for the terms universal and cyclical and apply them to the Hero Quest.

Students will diagram and label the component of the Hero Quest.

Students will use the Hero Quest cycle to illustrate the heroic adventures of the Egyptian sun god, Ra.

Homework: Read Hercules (Hamilton 167-179)

Ignorance is Bliss?

Reading Quiz on the Myths of Prometheus and Pandora.

Class discussion on the two myths.

Hero Quest

Students will be able to recognize and define the universal components of the Hero Quest as outlined by scholar, Joseph Campbell.

Homework assignment: Read the myths of Pandora and Prometheus in Edith Hamilton's book (page 70-77).

Interpretation Essay - Non-Verbal Representations

We will be traveling to the computer lab to complete and edit our essays. When you finish, you may try and post your essay to your blog. See Posting Instructions here.

Also begin working on your Non-Verbal Representation. Don't know what a non-verbal is? Click here.

Peer Edit and Review of Interpretation Essays

Students will be working in groups of threes to help revise and edit their interpretation essays. Each group will have an three experts: one for grammar/spelling, one for ideas, and one for organization.

Students will be graded on participation.

Greek Mythology Test

Today is a test day. Students who are absent should download the study and be prepared to take the test within two days after returning to school.

Greek Myth Review - "Bluff"

Copies of the study guide will be distributed and students will participate in a review game to prepare for Wednesday's test on Greek Mythology.

Life after High School - Counselor Visit

Ms. Barber will be visiting our Mythology class and preparing us for the upcoming events for juniors and seniors that will help prepare them for their futures.

College Fair - Thursday, September 25 8:15-11:30 at Flathead High School.
Be sure to select at least three booths that you plan on visiting. Register for the College Cash at www.montanacolleges.com/scholarships for the chance to win $1000.

Senior Seminar - October 10 (8:00-3:15) at Flathead Valley Community College.

Juniors and Seniors planning to attend college need to register for the ACT/SAT/PSAT. For dates and times, visit your guidance counselor.

Interpretation Essay

Students will be expected to write an essay interpreting a Greek romance myth of their choice. They will be working in small groups to collaborate ideas and analyze myths, but essays must independently written.

Interpretation Essay assignment expectations, question prompts, and outline templates.

Assignment Due Dates:

Monday - Select and read myth.
Tuesday - Group discussion and collaboration.
Wednesday - Finish notes and complete outline.
Thursday and Friday - Work days in the Writing Center.

Essays due Friday, September 19 at 4:00.

Blog Account

1. Set up an email account if you do not have one.

2. Go to blogger.com and set up a blog.

Your username and password should be your email address and same password.

Your blog title should be:
Myth – Period (#) 2008-2009.

Your display name should be:
first name last name initial

Your blog address should be:
FHS first name last name initial 2009 (blogger will automatically add a “blogspot.com”).

3.Send Ms. Turcotte an email (jsturcotte@gmail.com) with the copy and pasted address of your final blog address. View your blog first and then copy and paste the address into an email message. Please copy and paste so that spellings and numbers are exact.

4. Type up your “Expanded Definition of Myth” and enter it as a new post in your Myth blog OR post a paragraph summary of the three different levels of interpretation that can be used when reading myths.

3 Levels of Interpretation

Today's lecture focuses on three different levels of interpretation that should be considered when reading and analyzing mythology. These three levels are based on the the differences in the physical, social, and personal realms of existence. It is an objective of the course to consider the complexity and depth of the "entertaining stories" as a way to relate mythology to our own lives and make comparisons between cultures, regardless of time or place.

Demeter and Dionysus Discussion

In small groups, discuss the questions on the handout. Each member is responsible for participating in the discussion and composing an independent written response. I recommend taking notes while people are sharing ideas and then taking a few minutes to draft your own summary of main ideas and points discussed. Be comprehensive and specific in your responses. Discussion and note-taking should take place in class; be sure to cover all questions before bell. Completed answers will be due Thursday, 9/11/08.

Charades of the the Underworld

Become familiar with these names and places associated with Hades, the Greek underworld. Most information can be found on pages 39-40 in Hamilton text. You may have to use the index for a few.

Tartarus
Erebus
Acheron
Cocytus
Charon
Cerberus
Elysian Fields
Phlegethon
Styx
Lethe
Tantalus
Sisyphus

As a team design and perform a charade/silent skit for each of the names and places of the underworld listed below. Your team will need one charade for each name/place.

Homework: Two Great Gods of the Earth

Demeter (Ceres)
Dionysus (Bacchus)

Read pages 48-64 (Hamilton).

Write a 10 sentence summary for each god (20 total).

Due Wednesday, September 10

Deity Pie Chart

1. Review your adjectives for 12 major gods and goddesses.

2. Identify at least five deities with whom you can relate (those who possess similar characteristics as yourself).

3. Decide what percentage of each god/goddess you have in yourself.

4. Make a chart that represents your divine make-up. Include percentage number, quality, and deity.

The Lesser Gods

View SlideShare presentation or Upload your own.

Major Greek Gods/Goddesses

We will be taking the Gates McGinnitie Testing (Vocabulary/Reading Comprehension) Thursday and Friday.

12 Major Greek Gods/Goddess Charts (pages 34-36) - Due Friday

Greek Name / Roman Name.

Domain (god/goddess of what?). (2)

Characteristics / Personality Traits. (3)

Symbol. (1)

Color (Pick a color that represents domain/characteristics). (1)

Modern Figure / Representative of Stereotype. (2)

n

Creation Discussion

Syllabus Quiz

Discussion - Universal Creation Themes
3 Common Images: egg, void, water
Duality
Life out of Death
Cyclical Worlds

Expanding "Mythology"

Lesson Objective:
Students will develop a more comprehensive and positive definition of "mythology."

Thanks to Herodotus, an ancient Greek historian, the definition of mythology often inspires a negative impression of a culture's beliefs and values because he claimed that only words rooted in tangible fact and identifiable authors should be considered logical. Since the majority of myths originated in an oral tradition, many myths are therefore often dismissed as lies, fabricated stories, or entertaining tales. As a class, we worked to expand our definition and understanding of what is mythology.

Students took notes and participated in group discussion.

Homework: Write a well-developed paragraph summarizing what was discussed in class and identify how your definition/understanding of "myth" has changed. Due: Weds. 9/2/08

Course Materials

Syllabus

Policies and Procedures

Mythology - Period 1

Amy
Joe
Tiffany
Andrew
Matthew
Clayton
Rachel
Micheal
Alecia
Samantha
Dylan
Julia
Steven
Zach
Kassy
Jon
Jess
Jessie
Austin

Mythology - Period 2

Shelby
Chauncey
Brooke
Justin
Portia
Becca
Ashley
Heather
Kayla
Ariel
Chase
Tony
Richard
Marlow
Zane
Nikki
Geoff
Chelaine
KC
Shonnie
Ryan
Alex
Katelyn

Mythology - Period 6

Dennis
Star
Dustin
Gus
Leah
Collin
Bill
Drew
Michael
Jeffrey
Alicia
Emma
Garth
Jacob