TRIMESTER TEST

World Literature
Trimester Exam (200 points)

We have not succeeded in answering all your problems. The answers we have found only serve to raise a whole set of new questions. In some ways, we feel we are as confused as ever, but we believe we are confused on a higher level and about more important things.

Your task: Answer the following questions in the format suggested for each question. Be sure to pay attention to the time – you must be finished with the test by 2:03.
You must discuss each of the five works somewhere in your test.

1. The Cycle of the Hero
Analyze Beowulf’s adventure in terms of The Cycle of the Hero. You must address each component of the cycle for full credit – use bullets to designate each component and be very specific. (20 points)

2. Literary Archetypes
Choose characters from any of the stories we have read and explain how they match the criteria for specific Literary Archetypes. You may choose any characters from any of the works, and you may use a character for more than one archetype; however, you must explain in detail how the characters meet the criteria, and you must address each of the eight criteria. You must write this in bulleted form. (40 points)

3. Characteristics of the Tragic Man
Analyze Hamlet in terms of the Characteristics of the Tragic Man. If you decide Hamlet is a tragic man, he must fit each of the criteria. You must state whether Hamlet is or is not a tragic man in a sentence at the beginning of your answer. The rest of the answer must be bulleted (60 points – awarded for accuracy and ease of reading)

4. HERO
Analyze three characters from any of the works we read in terms of heroic qualities. You should include at least three heroic characteristics for each character.
(30)

5. THEME
Compare three themes that are prevalent in the works that we read. For the answer to this question, you need to pick three themes that you want to compare and at least two works for each theme (you may choose the same works for each theme). Be sure to cite specific examples to support your ideas. (50 points)

Do NOT open your server. Save to the desktop and to your zip drive.
Time yourself carefully! Save often!

HAMLET Takehome Test

The test is due at the end of class on Wednesday, November 4th.

If you use ANY websites to help you with your answers, you must cite the source next to the information in the answer AND include the website information in your Work Cited. Failure to cite appropriately will result in a zero for this test.



World Literature
HAMLET Test
200 points
(180 for test answers; 20 for correct documentation of quotations and Works Cited as well as spelling, etc.)

Be sure to support your answers with Act.scene.line(s) cited like this:
“The time is out of joint” (1.5.210).

1. Hamlet’s relationships with the other characters in the play are complicated. Choose three relationships; analyze how Hamlet is impacted by each (three quotations – one for each relationship). 60 points


2. Revenge, redemption, loyalty, indecision, love, appearance vs. reality, and betrayal are significant themes in the play. Choose three of these and explain how each theme affects the characters and the outcome of the play (three quotations – one for each theme). 60 points




3. Has Hamlet changed?
You may compare the soliloquies from
1.2.133-164
2.2.575-636
3.1.63-99
4.4.33-69
or you may use other textual evidence that you have prepared to answer this question (three quotations – beginning, “middle,” and end). 60 points





Work Cited
Shakespeare, William. Hamlet. Folger Shakespeare Library Edition.
Barbara Mowat and Paul Werstine, Eds. NY: Washington Square Press, 1992.


Spelling and other language issues do count! Be sure to attach a Works Cited.

HAMLET Act 5

Questions I ask myself:
Did Hamlet truly love Ophelia?
Did the queen know about King Hamlet's murder? Was she complicit?
Why does Ophelia drown herself -- is there evidence in the play that she is pregnant? Why can't she have a proper church burial?
Is Hamlet "mad"? going through the stages of grief? bi-polar? selfish and self-centered? indecisive because of "the devil"? How would you categorize him.

Refer to themes in the unit plan and other theme ideas you have from your own reading. What themes most apply to your reading of the play? (I would add indecision, rash behavior, and loyalty.)

HAMLET Act 4

“To be or not to be” and other soliloquies
Hamlet's soliloquies comprise an important portion of the reading.
Discuss why they are important and what function they serve, based on
your readings so far.
Also, identify and discuss themes that are presented that do not
appear on your pretest focus.

Consider Ophelia's madness after her father's death and her "song" in Act 4. She presents each character with a flower. Discuss why she would give these particular flowers to the characters she gives them to.
Ophelia’s Flowers
Rosemary--remembrance, to Laertes
Pansies--thoughts, also to Laertes
Fennel--flattery, to King
Columbines--thankfulness, to Queen
Rue--sorrow, also to Queen
Daisy--a warning to women who are too easily persuaded to love, to
Gertrude
Violets--faithfulness, cannot give--explanation toward Horatio

HAMLET Act 3 Theme Considerations

Redemption
Friendship/Loyalty
Revenge
Regret
Betrayal

HAMLET on YouTube

From Mrs. Lebo:

YouTube and Hamlet (Branagh or Gibson)
You want to search for either the Kenneth Branagh version (the version we started watching) or the Mel Gibson one. The Branagh version is very true to the text and over-dramatized as Shakespeare probably would have enjoyed. It also does a better job of illustrating the Fortinbras issue.
The Gibson version is a bit more Freudian and condensed but more user friendly and enjoyable. Just search each movie version and watch whatever scenes are most helpful to you. They have key scenes already identified for you, or you can search by act.



Both are good. Just different. :)

HAMLET Act 2 Relationships and Betrayal

What do you learn about Hamlet in Act 2? Every time I read the play, I wonder if Hamlet really loves Ophelia or if he is actually "playing" her like her dad (Polonius) and brother(Laertes) say he is. I hear his words and see how he behaves toward her, and also wonder if he is "mad" like Polonius says, or if he is just trying to sort things out.
One way that Shakespeare's characters share their true feelings is through soliloquy. I need to review the soliloquy on 117-118 to help me decide.

As you read Act 2, you might want to discuss how the themes are portrayed.

HAMLET Act 1 -- Group Discussion Blog

Get together with your discussion group and decide how you want to manage the discussion -- daily? every other day? specific focus? anything that comes to your mind? any insights you may have? any questions you may have?

By Tuesday, November 3rd, your group should have had at least six discussion posts; you may, however, want to keep discussion of previous posts ongoing as you learn more about Hamlet and about the other characters' relationship with Hamlet as well as themes.

I will post ideas or questions throughout the reading that may help focus your discussions, but these will only be suggestions.

My vision is that your blog discussions will fuel class discussions as we work through the intricacies of the play.

My first suggestions are:
1. Write a very short summary of Act 1
2. Reread Hamlet's soliloquy on page 29. What does that tell you about Hamlet?
3. What is Machiavellianism, and how does it relate to the play?
4. What themes are beginning to develop in Act 1?

BEOWULF Take Home Test DUE AT THE END OF CLASS ON THURSDAY

BEOWULF Unit Test = 200 points
Answer the following questions in complete paragraphs; be sure to include examples for each question and quotations as indicated with appropriate citation after each quotation. You will need nine quotations.
Ex. “I ended his reign, avenged his crime” (Raffel 84).
YOU MUST HAVE A WORKS CITED (WORTH 10 POINTS) -- SEE BEOWULF UNIT PLAN ON THIS BLOG PAGE

1. Literary scholars contend that Beowulf is the quintessential good vs. evil story.
Explain how the poem depicts good vs. evil by citing at least three examples. You must have THREE QUOTATIONS (one for each example); also, make sure your “argument” is clearly written and supported by evidence from the story.
60 points

2. How would you describe Beowulf’s attitude toward life – his beliefs and values? You must have TWO QUOTATIONS cited correctly to support your opinion.
40 points

3. Is Beowulf a braggart or is he honest? Is he guilty of hubris? State your opinion and support with specific examples and ONE QUOTATION cited correctly.
30 points
4. Choose three themes from Beowulf besides good vs. evil. Explain how they are implicated in the poem using at least one quotation for each theme -- THREE QUOTATIONS TOTAL.
60 points

This is a “Bonus” question and will be evaluated separately from the test. It is worth 30 points as a separate assignment.
5. In what ways has the “world view” of hero changed from the Beowulf poem era to today? Cite specific examples from both the epic translation that we have read and from the Grendel excerpt that Mr. Osterhaus read, as well as your own experience. You will NOT need a quotation for this question.

BEOWULF Theme List

You may copy and paste this list to your own list on the previous post about themes. You may post as a comment to the theme post or on your own page.

Loyalty
Leadership
Role of Women

BEOWULF ALL BLOGS

All blogs for BEOWULF must be completed before class on Wednesday.

Beowulf Themes

Make a list of themes. The person with the longest list (appropriate for the story) will receive a "golden" prize. Due Wednesday.

Quotations for Beowulf

Take time today to find quotations to match the Pretest Focus. You will need quotations for at least five themes (see Sparknotes and Pretest Focus) plus the hero qualities, braggart or hero, pagan vs. Christian, beliefs and values. That is a total minimum of 9 quotations. More would be better.
Post these on your blog page t prepare for the test.

BEOWULF -- The Singing, the Gift-Giving, and The Mother

The singing: note in the reading when the story is interrupted by the singer's stories of days and heroes past. What do you think is the significance of these "flashbacks" in terms of a description of "hero"? Explain at least one incident when the singer sings.

The Gift-Giving: Describe several instances in the story when Beowulf and/or his men are given gifts of gold or some other honor. What do you think is the significance of this Gift-Giving?

The Mother: briefly describe the feat of Beowulf in his battle with Grendel's mother. Make a list of hero traits that Beowulf exhibits.

Beowulf -- Hero or braggart? (This post is graded)

Is Beowulf a true hero or just a braggart with an incredible ego problem?

Support your answer with at least two specific examples from your reading so far (Ch. 1 - 25)

This post is worth 30 points and will be evaluated according to the clarity of your position and the thorough explanation of your two examples.

BEOWULF Unit Plan

BEOWULF Unit Plan
October 13th –October 22st
Text:
Raffel, Burton, Trans. BEOWULF. NY: Signet Classic, 1963.
Student Responsibilities:
• Review Sparknotes – take notes on your blog page
o Key Facts
o Plot Overview
o Principal Characters – make a list
o Themes
• Post responses to blogs as assigned
• Take notes and/or annotate text during the reading – questions or comments you may want to post or bring up during small group and large group discussion
• Jot down page and line numbers for quotations you may want to use to support your test answers – see test focus below
• Participate in small and large group discussions
Readings Due Dates:
• October 13th: Grendel: reading by Mr. Osterhaus
• October 14th : Complete Grendel post; read Prologue to Chapter 8
• October 15th: No class – continue reviewing Sparknotes; post assigned blog
• October 16th: Read Chapters 19-25; post assigned blog
• October 19th: Read Chapters 26-32: post assigned blog
• October 20th: Finish the book; post assigned blog
Assessment Discussion and Test
• October 20: Large Group Discussion
• October 21: Final BEOWULF Test
Vocabulary -- kenning
Pretest Focus
• Analysis of characters in terms of hero qualities – Germanic Heroic code/Grendel
• Character Analysis of Beowulf – hero or braggart (hubris)?
• Evidence of pagan and Christian influence on the poem
o Ritual
o View of after-life
o Other?
• Evidence of Good vs. Evil theme
• The giving of gifts theme – gold, weapons, etc.
• Beowulf’s beliefs and values (i.e. belief in legacy . . .)

Beowulf Unit -- GRENDEL Reading

What do you think is the author's view of "hero" in the excerpt from GRENDEL that MR. Osterhaus read. Support your idea with at least one specific example from the story.We will be returning to this blog as we read BEOWULF.

Quest For Immortality Blog Presentation

How do common day quests for immortality parallel that of Gilgamesh'? Identify common elements and use those in your discussion. Think of this as an essay question except you are using outside research in addition to your book as resources.

You have already started this; now it has a bit more focus. Continue or revise as needed.

Presentations should be roughly two minutes. 50 points

Gilgamesh Unit Test

The Epic of Gilgamesh
Test – 100 Points
Copy and paste the test to the desktop.
Complete your Work Cited – see Unit Plan for the book you read (Sanders).

Before you begin taking the test, read all of the directions.
Save the test with your last name/Gilgamesh Test (Smith/Gilgamesh test). Drop in khosch drop box at the end of the period. If you finish early, work on your blog for Thursday.

Read all of the questions – set up a time limit for each question based on the points possible.

1. Identify a character for each of the Literary Archetypes -- you may use a bulleted format (See Concept Packet). Be sure to include at least one quotation for this question.

You must cite the correct text in parenthesis after the quotation.
Ex. “There is a plant that grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in taking it, then your hands will hold that which restores his lost youth to man”(Sanders 58).


Answer the following questions in complete paragraphs; be sure to include examples and a quotation for each question. You must cite the correct text in parenthesis after the quotation.
Ex. “There is a plant that grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in taking it, then your hands will hold that which restores his lost youth to man”(Sanders 58).


2. How is loss of innocence depicted in this story? Why is it a common theme in literature? Consider other “loss of innocence” stories or characters and the elements they share. 20 pts

3. Explain what Gilgamesh gets, or will get, at the end of his life (besides a funeral). Consider what he seeks and what he will actually leave behind. Why is leaving a legacy still important to us today? 20 pts

4. Love can take on many forms. Discuss how love is depicted as a theme in this story. Indentify the kind of love, how it is expressed and developed, and why it is essential to the characters involved. 20 pts

Quest for Immortality

Quest for Immortality
Man's resistance to his own mortality is part of the human condition. The measures we take to prevent the inevitable range from the extreme to the bizarre.
In preparation of reading Gilgamesh, we want you to put your minds into the present day condition of defying mortality. Take some time to explore on the Internet how man searches for immortality.
Post your findings on your blog. Include visuals...videos, images, etc. in addition to text or links to valuable resources. Conclude with a synopsis, in your own words, of what you have discovered about man's quest for immortality.

The Theban Plays Test

The Theban Plays Test (150 points)
Open www.hoschworldlit.blogspot.com
Copy and paste the test to a word document. Save to the desktop as your last Name ThebanPlaysTest.doc (Thurm ThebanPlaysTest.doc). You must include a quotation for each question (four quotations total) cited correctly (Sophocles 81). Be sure to attach the Work Cited. Drop in khosch drop box.
You must answer questions 1 and 2.
Then choose 2 from among questions 3, 4, 5, 6, 7, and 8. Remember to time yourself carefully – 10 minutes per question. Delete the questions you do not answer. Be sure to add the Work Cited at the end of your test.
1. Which Blog do you want graded: “Conscientious Objection” or “Ignorance vs. Guilt”? (30 points) I want you to grade Blog #

2. Anaåålyze Oedipus as the Tragic Man. Use your handout and address all 7 elements in list form– 1. A Belief in His Own Freedom: 2. A Supreme Pride: (40 points)
Theme questions are worth 40 points each --- pick two.
3. One of the most significant rituals in Greek society was the “proper burial of the dead.” Discuss how this ritual is portrayed in Antigone.

4. A significant theme in The Theban Plays is the idea of free will vs. fate. Discuss how the purpose of prophecy and free will vs. fate are related.

5. At the end of both plays, the characters exhibit extreme despair. Compare the characteristics of the despair of Oedipus and Creon.

6. “Individual vs. State” is a question people often grapple with. We might call it “for the good of the whole.” Both Oedipus and Creon believe they must be strong rulers for the good of all citizens. Explain how the plays show that a ruler may not always do the right thing for “the good of the state” by ignoring individual rights.

7. Explain in detail the irony of this statement: “The blind see.”

8. In what ways do Oedipus, Creon, and Antigone show integrity?

Work Cited
Sophocles. The Theban Plays. Trans. Robert Fagles. NY: Penguin Books, 1984.

"Ignorance vs. Guilt"

If a person does not know, is that person still guilty of grievous crime?

Consider the plight of Oedipus and a modern day example.
What would you do if you were on the jury at the Oedipus trial? What would you do if you were on the jury in a modern day trial?
What would cause you to vote one way or another? Values? Beliefs? Evidence? Society Norms? Other information?

The Theban Plays -- Despair

What is the meaning of "Despair" and how does this theme manifest itself in both plays?

Antigone on YouTube

Take some time to watch Antigone by Sophocles (1984 TV) Juliet Stevenson -- there are 11 parts.

Antigone "Conscientious Objection"

What is "conscientious objection"?

In what ways does Antigone demonstrate conscientious objection?

In your opinion, did she do the right thing? Explain your view in terms of how 21st Century citizens might view her actions.

Describe a situation when a citizen of the 21st Century in another country might feel compelled to become a "Conscientious Objector" or describe a situation from the past in the United Sates when people did become "Conscientious Objectors" (1849? 1968-1973?). Be sure to include the reason(s) why a citizen might do this and compare that to Antigone's reason(s).

Author Choices

Post your author and book title here.

King Oedipus Theme

Theme addresses a "Big Question" that relates to the "Human Condition." Think about how Oedipus has changed from the beginning of the play to the end. List at least three possible themes that address the big questions that still concern us today.

Remember to mark page numbers for quotations you may want to use on the test.

Syllabus Reminder for last seven weeks

Note Author Project Due Date -- November 10th

Week Five: September 21-25
o Theban Plays test September 25
o Introduce World Author Project -- Final presentation due November 10th
Week Six: September 28-October 2 (MIDTERM 2nd)
o Gilgamesh:
o Prose: http://books.google.com/books?id=qAuBm0Ikw70C&printsec=frontcover&dq=epic+of+gilgamesh&as_brr=3&rview=1#v=onepage&q=&f=false
o Verse: http://books.google.com/books?id=VBoVAAAAYAAJ&printsec=frontcover&dq=hamlet&as_brr=3&rview=1#v=onepage&q=&f=false
Week Seven: October 5-9
o Gilgamesh test October 9
Week Eight: October 13-16 (Inservice 12th)
o Beowulf : http://books.google.com/books?id=CcMDLQSuecIC&printsec=frontcover&dq=beowulf&as_brr=3&rview=1#v=onepage&q=&f=false
Week Nine: October 19-22 (No school 23rd)
o Beowulf test October 22
o Hamlet: http://books.google.com/books?id=VBoVAAAAYAAJ&printsec=frontcover&dq=hamlet&as_brr=3&rview=1#v=onepage&q=&f=false
Week Ten: October 26-30
o Hamlet
Week Eleven: November 2-6
o Hamlet test November 4
o Author Project Work
Week Twelve: November 9-13 (End of Tri 13th)
o World Author project due November 10
o Final Comprehensive exam

World Author Project

World Lit Independent Novel Project

The focus of this project is the human condition. You have been asked to read a novel of world focus that illustrates this concept

In a PowerPoint presentation, you will identify and discuss 5 key concepts that illustrate how your novel demonstrates the human condition from a world view (as opposed to a solely “American” view). Remember, part of the selection process was that this was not an American author.

The focus question:
How are culture, race, religion, relationships, beliefs and values, or other world views conveyed through the understanding or depiction of the human condition in your novel?

Your PowerPoint should not exceed 15 slides; the presentation should be between 3-5 minutes in length. Do not just read your slides; be prepared to discuss and present your information, filling in the blanks from your personal repertoire.
You must have 5 direct quotes from your novel to support your key concepts choices along with 5 visuals to further illustrate each concept. You must have a works cited for your novel and images using proper MLA format.

Your book and your brains, will be your only sources, other than your visuals. This is not a research project, but rather an application of your personal understanding and knowledge of the human condition as it is portrayed in your novel through the lens of a different world view than your own. Your in-depth understanding of your novel is essential to the success of this project (reading the novel more than once would be a great benefit).

Your presentation should be thesis-driven, meaning you have a definitive focus with five examples to support. Your thesis should be clear, concise, one sentence, “new, true, and important.”

Thesis: 25 pts
Explanation of 5 Key Concepts: 100
Visuals: 25 pts
Direct Quotes: 25 pts
PowerPoint Format: 25 pts
Works Cited: 25 pts
225 pts

Remember to PRACTICE! You are the expert!

King Oedipus

What is Jocasta'view of the integrity of the gods? How do you know this?

At one point during Oedipus' encounter with Creon,they fling these words at each other:
"'I must rule'" (195).
"'Not if you rule unjustly'" (195).
What does this mean in terms of theme (see pretest focus)?

The big question is whether Oedipus is guilty if he did not know. Describe how he comes to his epiphany -- include his denials.

In what ways has the role of the chorus changed?

Tiresias (Teiresias) Encounters Oedipus

Describe Tiresias. Explain the encounter between Teiresias (the blind man who "sees") and Oedipus. Find quotations.

What does this encounter tell you about Oedipus?

The Role of the Chorus

Describe the role of the Chorus (what are they saying and to whom they are talking. Reference Chorus on pages 168-170 or pages 30-31 and pages 186-187 or bottom of page 39.

The Theban Plays Introduction

Talk about what you learned about the story of Oedipus from what you read in the introduction.

What did you learn (or what questions do you have) about the play from what you have seen and read so far?

"The Theban Plays" Unit Plan

Theban Plays Unit Plan
September 14th -September 25th
Text: Sophocles. The Three Theban Plays. Trans. Robert Fagles. NY: Penguin Books, 1984.
Student Responsibilities:
• Read Introductory material for each of the two plays
• Participate in the in-class reading – take roles
• Post daily responses on blog for each day’s reading
• Take notes and/or annotate text during the reading – questions or comments you may want to post or bring up during small group and large group discussion
• Jot down line numbers for quotations you may want to use to support your test answers
• Participate in small and large group discussions
Oedipus the King:
• September 14th: Introductory information; start reading the play, Oedipus the King
• September 15th: Read to the end of page 185 -- blog
• September 16th: Read to the end of page 211 -- blog
• September 17th: Read to the end of page 223 -- blog
• September 18th: Finish the play -- blog
Antigone
• September 21st: Introduction information; start reading the play, Antigone: 57-77 -- blog
• September 22nd Read 78 – 106 -- blog
• September 23rd: Read 107 – 128 -- blog
Assessment Discussion and Test
• September 24th: Large Group Discussion; finish blogging
• September 25th: Final Theban Play Test
Pretest Focus
• Purpose of the chorus
• Concepts
• Analysis of The Tragic “Man” based on the Aristotle’s definition
• Analysis of hero qualities – Oedipus and Antigone – blog generated list
• Discussion of theme – proper burial of the dead; conscioentious objection; individual versus state; conscience versus law; moral or Divine law versus human law; hubris; purpose of prophesy; the blind “see”; loyalty; free will vs. fate; ritual; despair; integrity; ignorance is an excuse; others that may come up during discussion


http://www.quotationspage.com/quotes/Sophocles

The Odyssey Book XXIII

Why Does Penelope still doubt Odysseus even when he reveals himself? In what ways does Book XXIII depict the human condition (human emotions)?

For the Cycle of the Hero -- Triumph is what they each going after. Look at the Cycle of the Hero graphic in your purple packet. The Triumph choices are at the bottom of the circle. Telemachus' Triumph is different from Odysseus' Triumph, but they get what they are going after in Book XXIII.

The Odyssey Book XXII

Describe what happens in Book XXII. As a citizen of the 21st Century, what do you think of Odysseus and Telemachus by the end of Book XXII?

Were their actions justified in terms of the Homeric Hero? Explain.

Be sure to continue marking quotations to support your answers on the test (refer to the pretest focus.) You will need six quotations:
1. Support for hero traits (Homeric and/or 21st Century)
2. Support for the theme intervention of gods (especially Athena)
3. Support for the theme disguise
4. Support for a theme of your choosing
5. Support for Key Features of Myth
6. Support for Team TO's Cycle of the Hero

The Odyssey Book XXI

Consider the role of women in the Odyssey. What have you learned about how "Homer's" society would have viewed women?

What are you learning about Penelope in Book XXI?

In what ways are characters loyal or disloyal to Odysseus?

Predict what you think will happen in Book XXII.

Team TO's Threshold Crossing

Here's a little gift since we did not read Book XX. You will find Telemachus' threshold crossing into Team TO's adventure on page 407 in Book XX. Telemachus is responsible for Odysseus' threshold crossing into their adventure. You will find that at the top of page 412 in Book XX.

The Homeric Hero

The following is an excerpt copied from Professor Roger Dunkle of Brooklyn College concerning the Homeric Hero (see Work Cited below). This should help you to think about the differences between what the society of Homer’s time thought of “hero,” and what we citizens of the 21st Century think of “hero.”

“The code which governs the conduct of the Homeric heroes is a simple one. The aim of every hero is to achieve honor, that is, the esteem received from one's peers. Honor is essential to the Homeric heroes, so much so that life would be meaningless without it. Thus, honor is more important than life itself. . . . A hero's honor is determined primarily by his courage and physical abilities . . . The highest honor can only be won in battle. . . . Homeric heroism is savage and merciless. Thus the hero often finds himself in a pressure-filled kill-or-be-killed situation. Success means survival and greater honor; failure means death and elimination . . . The Homeric hero is also fiercely individualistic; he is primarily concerned with his own honor and that of his household,6 which is only an extension of himself. . . . The Homeric hero is supremely concerned with the reaction of his fellow heroes to his actions, since ultimately it is they alone who can bestow honor.”

Work Cited
Dunkle, Roger. The Classical Origins of Western Culture. Online. The Core Studies 1 Study Guide. Brooklyn College Core Curriculum Series, 1986. http://depthome.brooklyn.cuny.edu/classics/dunkle/studyguide/homer.htm

Juxtaposition of T's and O's Cycle of the Hero

The question on the test about the Cycle of the Hero is asking for an analysis of the cycle when Telemachus and Odysseus become like one hero ("Team TO"). Your task is to analyze their cycle together starting with their call to their adventure to kill the suitors. The following chart is an analysis of the cycle of the two individual heroes.

Juxtaposition of The Hero Cycle for Telemachus and Odysseus

Telemachus Cycle
Call to Adventure – Athena says go find your father
Helpers: Athena and Eurycleia (the “nanny”)
Threshold Crossing – goes into his father’s house to stand up to the suitors (steps into his father’s shoes)
Tests: dealing with the suitors’ insults; challenging the townspeople to support him. we have not read the books where he has to go to several different city states to talk to the kings who served with Odysseus on
Helpers: Athena
Triumph –what he is going after = Father Quest (search for his father)
Threshold Crossing: crosses back over the seas to get to Ithaca

Odysseus Cycle
Call to Adventure – Trojan War is over – Odysseus’ heart calls him home
Helpers: Other Greek kings; Athena
*Threshold Crossing – gets on his ship to sail back to Ithaca (but is thwarted by Poseidon)
Tests: all the stuff he goes through in the flashbacks
Helpers: Athena
Triumph –what he is going after = sacred marriage
Threshold Crossing: Poseidon’s last “hit” before Odysseus can be at home

Below are the elements of the cycle that you must identify for Team TO's cycle:
Telemachus and Odysseus (Team TO)Combined
Call to Adventure for Telemachus and for Odysseus:
Helpers:
Threshold Crossing into their combined adventure:
Tests:
Helpers:
Supreme Ordeal:
Threshold Crossing for Telemachus:
Threshold Crossing for Odysseus:
The Triumph for Odysseus:
The Triumph for Telemachus:

The Odyssey Book XIX (Book XX optional)

The Odyssey
Book XIX (Book XX optional)
Once again, Odysseus spins an elaborate tale of his background, this time for Penelope. Why does he do this? What do you understand about Penelope after reading Book XIX? The nurse, Eurycleia, has a vital role in the rest of the story. What is her relationship with Odysseus and with Penelope? What do you learn about Eurycleia’s character? What is Penelope planning on page 398?

Book XX describes more detail about the rudeness of the suitors. Reading this book or at least the summary will give you a better idea about why Odysseus and those who love him are so violently angry.

Continue to take notes on your notes page about the role of Athena and the role of disguise in the epic. Also, consider how dreams and omens are used to predict the future.

The Odyssey Books XIV and XV

The Odyssey Books XIV, XV (optional)
In Book XIV, the reader is introduced to Emmaeus. What kind of guy is he? What do you learn about his relationship with Odysseus and his family? Why do you think Odysseus (disguised as a poor beggar) tells Emmaeus the “tall tale” about where he has been and what he has been doing (page 279+)? How does Emmaeus treat Odysseus? Why?

For your notes page: keep a log of rituals (other than the Hades ritual)

In Book XV, the stories are in “real time” – Telemachus’ return home is juxtaposed with Odysseus’ experience still disguised as a beggar. He continues to test Emmaeus’ loyalty. Reading this book, or at least the summary, will further your knowledge about specific themes and Key Features of Myth, but it is not required reading, nor do you have to blog about it. If you do the reading, keep your ideas on your notes page.

The Odyssey Book XI

The descent into "hell" is a very common theme in the stories of many cultures. In Book XI, Odysseus continues his narrative of his trials -- this time it is the story about how he was compelled to make a trip to the underworld, in Greek mythology this is Hades.
Be very specific in your comments to this post.
Describe in detail the ritual Odysseus must perform: why he does it, what he does, and what happens each time he performs it. (This would specifically address one of the Key Features of Myth.)
In your opinion, who are the most important "shades" Odysseus meets and speaks to. Explain why you think this.
What specifically does Odysseus learn about his future?
After reading the entire book, what have you learned about Odysseus in terms of his hero qualities (both Homeric and 21st Century)- be specific.

The Odyssey Books IX and X

Book IX is Odysseus' recounting of his conflict with the one-eyed Cyclops, Polyphemus. In Book X, Odysseus relates the story of the death of his men and his encounter with the goddess, Circe. Include both books in your responses to the following questions. Post your responses so everyone can read what you think.

In your opinion, does Odysseus show he is a good and revered leader in this story? Support your ideas with specific examples from both books.
Aristotle defines "hamartia" as a "fatal flaw" (see the Tragic Man in your purple packet). According to Aristotle, the most common tragic flaw is "supreme pride" ("hubris"). What is the tragic flaw (or flaws)of Odysseus, in your opinion? Support this with specific examples from the Mandelbaum translation.
Why is it significant that Zeus rejects the sacrifice of the best ram by Odysseus at the end of Book IX? (Consider the events of Book X)
Note the frequent mention of the giving or the confiscating of goods and riches. Why do you think this is significant?

Post answers to these questions on your notes page. Be sure to refer to the pretest focus as you think about the stories you are reading. It is a VERY good idea to mark page numbers for quotations that you will need to support your answers in the test.

Continue to keep a list of examples that support the "Key Features of Myth."
Continue to keep a list of heroic qualities for both Odysseus and Telemachus. Read the "Homeric Hero" excerpt in your notes packet. Begin thinking about the comparison or contrast between your idea of a hero and the Homeric hero.
Continue to keep a list of themes.

Odyssey Books II and V

Post as a discussion; be specific:
What is your impression of the suitors? What do you think about Penelope and her actions in Book II? How is Telemachus changing? What has happened at the end of Book II?

What is the relationship between Odysseus and Calypso? What is your opinion of Odysseus in Book V? Why does Poseidon react the way he does? How does Book V end?

Discuss the intervention of the gods in both Book II and Book V.

Post on your notes page:
Continue working through the Cylce of the Hero for both Telemachus and Odysseus.
Begin analyzing the Key Features of Myth (From your notes packet).