The Odyssey Common Core Lesson Plans

The Odyssey – Common Core Lesson Plans

Intro:

Journal: What is a hero? Choose a person you admire. This can be someone you know or someone famous.

______Would you call this person a hero? Explain your reasons.

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Spiderman Clip:

What is Aunt Mae’s definition of a hero?

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What is your definition of a hero?

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Essential Question:

To what extent is the concept of the hero and the hero’s journey useful to society as a whole?...To the individual trying to understand their own life?...To the reader of fiction analyzing for theme?

(2 Articles)

What importance do role models and every day heroes have in shaping our culture? Explain your answer.

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Matt Winkler TeD Talk introducing the Hero’s Journey Stages

Journal: “What is the metaphoric cave you fear to enter?”

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The Odyssey

The Epic – Read pages 804-806 in your Glencoe textbook and answer the following questions:

1.) How was knowledge stores before the invention of writing?

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2.) How were classic Greek tales kept alive?

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3.) What is the name of one of the greatest poets from ancient Greece?

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4.) What part of Ancient Greece was he from

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5.) What two epic poems did he write?

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6.) Describe how ancient Greece developed at the time of Homer.

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7.) What did Homer write about?

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8.) Why were Homer and his audience fascinated by the Mycenaean era?

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9.) How did Homer compose his poems?

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10.) Why did Homer use repetition?

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List the main characteristics of epic poetry:

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Epic Narration – List all the elements found in an epic poem:

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What is the Odyssey about?

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Read Part I of The Odyssey pages 813-828-

Part I Study Guide

1. Use of the expression: “Man skilled in all ways of contending”

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2. Odysseus’ status at the end of the Trojan War and why.

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3. What values are reflected through mythology?

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4. Who are the Phaecians?

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5. What does Odysseus learn from his experiences with the Cicones?

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6. What happens on the Island of the Lotus Eaters?

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7. What faults are revealed in Odysseus from his time with the Cyclops?

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8. How does Odysseus escape the Cyclops?

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9. Who gets mad at Odysseus because of the Cyclops and why?

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10. What is the significance of Nobody in the story of the Cyclops?

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11. What is an epic simile?

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Read Part II of The Odyssey pages 833-845-see questions on study guide

Part II

1. What happens with Aeolus’ gift to Odysseus? Why is it sort of tragic?

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2. Who are the Laestrygonians?

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3. What does Circe do to Odysseus’ men? What does she force Odysseus do to save them?

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4. Who is Tiresias and where is he?

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5. How does Circe feel about Odysseus?

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6. How does Circe warn Odysseus?

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7. What happens with the sirens? What does it reveal about Odysseus’ growth as a character?

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8. Who are Charybdis and Scylla?

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9. Why does Odysseus feel guilt when his men encounter Scylla?

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10. Why do Odysseus’ men refuse to continue on their journey when passing the island of the cattle of the sun?

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11. Know the sequence of events that leads to Odysseus’ men eating the cattle of the sun.

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12. What is Eurylochus’ reasoning for breaking his oath?

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13. What happens next after Poseiden destroys Odysseus’ ship, drowning his men?

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14. What are the temptations of pain and pleasure that Odysseus endures?

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15. Who is Calypso?

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Show TeDTalk by Simon Sinek.

1.) Summarize the arguments Sinek makes about what true leadership entails.

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2.) Then respond to the following prompt: To what extent is Odysseus a good example of the qualities of leadership discussed by Sinek? Support your position with examples from The Odyssey.

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Hero’s Journey – Odyssey Articles

Leonid Fridman’s opinion piece appeared in the New York Times on January 11, 1990, as part of a continuing series of essays called ”Voices of the New Generation.” Appropriately enough, Fridman is a founding member of the Society of Nerds and Geeks, an organization that began at Harvard University where, at the time the piece was written, Fridman was enrolled in the doctoral program in mathematics.

America Needs Its Nerds - Leonid Fridman

There is something very wrong with the system of values in a society that has only derogatory terms like nerd and geek for the intellectually curious and academically serious.

A geek, according to Webster's New World Dictionary is a street performer who shocks the public by biting off heads of live chickens. It is a telling fact about our language and our culture that someone dedicated to pursuit of knowledge is compared to a freak biting the head off a live chicken.

Even at a prestigious academic institution like Harvard, anti-intellectualism is rampant: Many students are ashamed to admit, even to their friends, how much they study. Although most students try to keep up their grades, there is a minority of undergraduates for whom pursuing knowledge is the top priority during their years at Harvard. Nerds are ostracized while athletes are idolized

The same thing happens in US elementary and high schools.

Children who prefer to read books rather than play football, prefer to build model airplanes rather than get wasted at parties with their classmates, become social outcasts. Ostracized for their intelligence and refusal to conform to society’s anti-intellectual values, many are deprived of a chance to learn adequate social skills and acquire good communication tools.

Enough is enough.

Nerds and geeks must stop being ashamed of who they are. It is high time to face the persecutors who haunt the bright kid with thick glasses from kindergarten to the grave. For America’s sake, the anti-intellectual values that pervade our society must be fought.

There are very few countries m the world where anti-intellectualism runs as high in popular culture as it does in the US. In most industrialized nations, not least of all our economic rivals in East Asia, a kid who studies hard is lauded and held up as an example to other students.

In many parts of the world, university professorships are the most prestigious and materially rewarding positions. But not in America, where average professional ballplayers are much more respected and better paid than faculty members of the best universities.

How can a country where typical parents are ashamed of their daughter studying mathematics instead of going dancing, or of their son reading Weber while his friends play baseball be expected to compete in the technology race with Japan or remain a leading political and cultural force in Europe? How long can

America remain a world-class power if we constantly emphasize social skills and physical prowess over academic achievement and intellectual ability?

Do we really expect to stay afloat largely by importing our scientists and intellectuals from abroad, as we have done for a major portion of this century, without making an effort to also cultivate a pro-intellectual culture at home? Even if we have the political will to spend substantially more money on education than we do now, do we think we can improve our schools if we deride our studious pupils and debase their impoverished teachers?

Our fault lies not so much with our economy or with our politics as within ourselves, our values and our image of a good life. America’s culture has not adapted to the demands of our times, to the economic realities that demand a highly educated workforce and innovative intelligent leadership.

If we are to succeed as a society in the 2lst century, we had better shed our anti-intellectualism and imbue in our children the vision that a good life is impossible without stretching one's mind and pursuing knowledge to the full extent of one’s abilities.

And until the words "nerd” and “geek” become terms of approbation and not derision, we do not stand a chance.

Notable Speech
Real Heroes

By Alaric J. Fox, J.D.

Ladies and gentlemen, as trite as it may sound, it is an honor and a privilege to join you this evening as we collectively recognize this group of Connecticut’s finest officers. I am humbled by the opportunity to share my thoughts, as well as our collective appreciation and admiration for tonight’s honorees.

In his workCommon Sense,author Thomas Paine wrote that “…the harder the conflict, the more glorious the triumph. What we obtain too cheaply, we esteem too lightly.” While Paine’s words were offered in the context of the sacrifices associated with the Revolutionary War, his meaning, of course, was that we value things in life more significantly if we have worked to achieve them and that if recognition comes too easily, we do not appreciate it is as we would have if we had worked for it.

Shortly tonight’s honorees will receive awards commemorating and memorializing their respective contributions to their communities and to our state. As the officers are called forth, I ask them to consider Paine’s words. These plaques and proclamations only symbolize the great triumphs the honorees have received in our noblest of professions. They merely are a token of the collective enthusiasm for the dedicated self-sacrifice and desire you have shown to make your town or city, our state, and our nation an ideal place in which to live and work—simply a better place. Do not view this evening’s recognition too cheaply. Please understand that we acknowledge that what you have done means so much more that what we can convey in a simple plaque or certificate.

Significant Impact

As I reflect on a law enforcement career that has spanned 29 years and included service at the local, federal, and state levels and on my involvement in the representation of officers subject to civil litigation, I consider it natural to question whether I or we make a difference. To answer that question, I think of children in broken homes whom we have cared for and realize that we have saved lives, even if I cannot empirically prove this fact. I think of the cycles of domestic violence abuse that we have broken by removing batterers from homes and realize that we have saved lives, even if I cannot empirically prove this fact. I think of the thousands, the tens of thousands, of intoxicated drivers who we have taken off of Connecticut’s roadways and realize that we have saved lives, even if I cannot empirically prove this fact.

And, yes, I think of each of the individual actions of the troopers and police officers that join us here this evening, and I realize that you have saved lives, even if I cannot empirically prove this fact. We do not know who those victims or their families would have been. In some way, they do not even know who they would have been. But, the victims certainly are out there. You are to be commended, rightfully honored, and thanked by us for your efforts. My words, whether poorly described or eloquently articulated, offered on behalf of all of us here this evening cannot possibly capture in adequate fashion our amazement at the loss that you prevented and the heartache that you have saved.

Real Heroes

We live in a world that employs the termherofar too loosely. We overuse it for movie stars, politicians, and professional athletes. And, while such individuals might have unique, singular abilities and while they might, on occasion, even engage in heroic efforts, they are not our true heroes. As the parents of a 9-year-old son and a rather precocious 11-year-old daughter, my wife and I strive to teach them well. Likewise, I proudly share with you that tonight’s award recipients and countless others like them who toil every day in virtual anonymity or, perhaps, even in obscurity are our true heroes.

Ladies and gentlemen, those before you have—

§  demonstrated professionalism under the most trying of circumstances;

§  embodied patience when others long since would have walked away;

§  demonstrated humanity toward people who some might say deserved none; and

§  shown dedication to duty as the clock ticked long past the end of their scheduled workdays and those of their family members (many are here this evening) who waited patiently at home.

Therefore, I am pleased to recognize you as the best of the best, those who have stood and said, “I can do that,” “I can give more,” or “I will walk in harm’s way.” This salute to our finest officers constitutes the best we have to offer.

Why is that? Surely, my fellow baseball fans in attendance know that young, amateur talent is judged primarily on the so-called five tools—batting for average, hitting for power, running bases with skill and speed, throwing well, and fielding ably. As it happens, a close friend of mine, a professional baseball scout, shares with me a sixth, rather underrated, attribute that teams assess—heart, spirit, and inner-core value and determination. He shares with me that, unfortunately, this trait cannot be measured with a stopwatch, tape measure, or radar gun; as a result, it is difficult to assess. Many baseball fans can imagine an entire team consisting of multiples of their favorite player. I see this trait of heart, spirit, inner-core value, and determination as the common characteristic in our profession, and I see it so profoundly represented among you here.

Conclusion

In closing, I share with you that while I was a young child, my father, a career Hartford, Connecticut, Police Officer, fashioned himself as an amateur historian and never missed an opportunity to perplex me or my younger brother with quotes far above our young, immature brains. He shared with me the following quote from Abraham Lincoln’s first inaugural address in 1861: “Let us all appeal now to the better angels of our nature.” Although unprepared as a child to remotely grasp this phrase at that time, I understand it now. Lincoln asked all of us to do the right thing, even in the face of adversity—to step forward where others decline to tread. Ladies and gentlemen, tonight’s honorees have appealed to the better angels of their nature, and we are a better community because of it.