Teachers’ Guide Mythology: The Gods, Heroes, and Monsters of Ancient Greece by Lady Hestia Evans • edited by Dugald A. Steer • illustrated by Nick Harris, Nicki Palin, and David Wyatt • decorative friezes by Helen Ward Age 8 and up • Grade 3 and up ISBN: 978-0-7636-3403-2 $19.99 ($25.00 CAN) ABOUT THE BOOK Mythology purports to be an early nineteenth-century primer on Greek myths written by Lady Hestia Evans. This particular edition is inscribed to Lady Hestia’s friend John Oro, who was embarking on a tour of the sites of ancient Greece. Along his journey, Oro has added his own notes, comments, and drawings in the margins — including mention of his growing obsession with the story of King Midas and a visit to Olympus to make a daring request of Zeus himself. This guide to Mythology is designed to support a creative curriculum and provide opportunities to make links across subjects. The suggested activities help students make connections with and build on their existing knowledge, which may draw from film, computer games, and other popular media as well as books and more traditional sources. We hope that the menu of possibilities presented here will serve as a creative springboard and inspiration for you in your classroom. For your ease of use, the guide is structured to follow the book in a chapter-by-chapter order. However, many of the activities allow teachers to draw on material from several chapters. For instance, the storytelling performance activity outlined in the section “An Introduction to Mythology” could also be used with stories from other chapters. Likewise, many of the activities focused on The Odyssey would apply equally well to the chapter on the Trojan War. Candlewick Press Mythology Teachers’ Guide BEFORE READING DISCUSSION POINTS ACTIVITIES 1. Do students know the word mythology? In ON DISPLAY what context have they heard it? Encourage them to draw as widely as possible on their Involve the class in making a display or class own cultural references. Students may, for “museum.” It might include such elements as: instance, be familiar with stories, books, • books about ancient Greece and Greek films, comic strips, or the computer game mythology Age of Mythology. Invite them to share the • postcards, photographs, and travel posters myths they know with a partner or in a showing Greek monuments small group. • travel souvenirs such as postcards, photos, 2. After discussing students’ prior knowledge and other materials collected by students of the subject, ask them to propose a who have visited Greece, who may wish to definition formythology. Encourage them add informative labels to use a range of dictionaries to check their • maps and a globe suggestions. Write the dictionary definition on a large sheet of paper and display it in • dictionaries for identifying word origins the classroom. TRANSFORM YOUR CLASSRooM 3. Explain that different cultures give rise Consider transforming the entire classroom to their own mythologies and that there into a Greek temple. Run a frieze along the are many similarities among them, such top of the wall, perhaps depicting the twelve as creation stories and hero tales. Note labors of Heracles or the voyage of the Argo that there are also clear differences among (see the page borders in Mythology). Invite cultural mythologies. Ask students to point students to help create Greek columns from out clues from the cover of Mythology that paper and use them to designate display areas. suggest which culture it draws from. 4. Talk about the image in the center of the cover. What does it suggest? Some possibilities for discussion include heroes, monsters, action, and the forces of good and evil. 5. Discuss the word ancient. Have students provide a dictionary definition. Make a timeline and place the ancient Greek Empire on it. (Note that there are differences of opinion but that historians generally use the dates between 1000 BCE and the death of Alexander the Great, in 323 BCE. Make sure students understand the use of the terms BCE and CE.) Candlewick Press Mythology Teachers’ Guide TITLE PAGE SPREAD DISCUSSION POINTS ACTIVITIES 1. Encourage students to consider the story HOW A-MUSE-ING! that is being set up. What image do they have of Lady Hestia Evans? What image Have students read Lady Hestia Evans’s do they have of John Oro? poem “O Muses.” Then have them research the Greek Muses and create a chart listing 2. What do the students think has happened the Muses and their areas of influence. They to John Oro when he writes, “I feel I can might illustrate the chart with these or other no longer hold this pen”? Encourage them works of art, located via the Internet or other to predict how the story will unfold. sources: 3. Work with students to create character • Birth of the Muses, by Jean-Dominique profiles based on the information presented Ingres (Louvre) in this first spread and the inferences they can make. • Minerva Visiting the Muses, by Jacques de Stella (Louvre) • The Reign of the Muses, by Lorenzo Costa (Louvre) BON VOYAGE Have students imagine that they are preparing for a tour to Greece. Lead a role- play in which you take the part of tour leader and students respond as if they are fellow travelers. Ask students to reflect on their expectations for the voyage: What preparations would they make? How would they feel about leaving family behind? What means would they use to get there? DEAR DIARY Following the role-play above, invite students to write from the point of view of their character. For instance, they might write a diary entry in the voice of a traveler who is leaving for Greece the next day. Candlewick Press Mythology Teachers’ Guide 3 Spread 2: AN INTRODUCTION TO MYTHOLOGY ACTIVITIES ODE ON A GRECIAN URN Ask students to find pictures of Greek pottery IT’S GREEK to US throughout Mythology and in other books, as The booklet titled The Basics of Ancient well as Internet sources. Have them research Greek may serve as a basis for the following the images and decorations they find on the activities: pottery. Ask them to identify recurring pot • Ask students to decipher the names of the shapes, including the following examples: gods printed in the gold borders on the • amphora: a large, tall urn that often has cover of Mythology. two handles; used for storing wine, corn, • Have students write their own names in oil, and honey Greek characters. This could be done on a • hydria: a narrow-mouthed vessel with a lid computer using an appropriate font. for carrying • Invite students to research the modern • khyton: a character-shaped vessel used for Greek alphabet. Challenge them to find wine drinking ways in which it differs from the ancient • krater: a large, wide-mouthed vessel used Greek alphabet. for mixing water and wine; often placed in the center of a room • kylix: a two-handled flat drinking cup • oinochoe: a tall, narrow-mouthed jug with a pouring spout Pottery may also inspire students’ own artwork. For instance, suggest that they make a still-life drawing of vases and urns based on Greek shapes. Candlewick Press Mythology Teachers’ Guide Spread 2, continued IT’S WONDER-FUL A CLASS Act Explain to the class that the statue of Zeus Use the following steps to prepare for a at Olympia was one of the Seven Wonders of storytelling performance: the Ancient World. Have students research • Provide small groups with copies of the this magnificent work in a homework stories mentioned in the Introduction. assignment, using the following prompts. These include tales of Zeus’s battle with Before they begin, show them how to cite his father, Cronus; Dionysus and the their sources and ask them to use more than pirates; Midas and his golden touch; one source to check their information. Atlas’s punishment; and the twelve labors • Describe what is known about the statue of Heracles. of Zeus, including its sculptor, dimensions, • Ask each group to read the story aloud, and what materials it was made of. then retell the story in a storytelling circle. • Present a complete list of the Seven • Provide each group with a large sheet Wonders of the Ancient World, noting of paper on which they can storyboard which are still in existence. their myth. (This will serve as a visual aid for the storytelling performance.) Ask students to draw six to eight key scenes, making sure to include the story’s beginning, its developing conflict, and its resolution. Invite them to add dialogue in speech bubbles, if they wish, or sound effects (such as the sound of the sea or a battle). Explain that the drawing should be collaborative, involving the participation of everyone in the group. • Ask the groups to decide how they will perform their stories. Invite them to use instruments or sound collage in addition to acting out sections of dialogue. • Have the groups perform their stories for their own class, another class, or a school assembly. Candlewick Press Mythology Teachers’ Guide Spread 3: THE OLYMPIANS AND THE WORLD ACTIVITIES Once students have completed their research, it may be used as a springboard to create one THE JOURNEY of the following: Make an enlarged copy of the map in this • a travel brochure chapter and display it alongside a map of • a short tourist information film modern Greece. As students read each • a tourist information leaflet subsequent chapter of Mythology, ask a volunteer to chart the corresponding segment • a web page for the city of John Oro’s journey on the map of ancient ALL IN thE FAMILY Greece using yarn and pushpins.