Greek Mythology
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Zeus *God of the Sky and Ruler of the Olympian Gods. He Is Lord of the Sky, the Rain God
Greek Mythology *Myths - Traditional stories about god and heroes. *The Greek people believed in many gods and goddesses. They were thought to have affected people's lives and also thought to shape events. *The gods and goddesses were thought to control nature. Some examples of the control over nature are: Zeus ruled the sky and threw lighting bolts, Demeter made the crops grow, and Poseidon caused earthquakes. *The 12 most important gods and goddesses lived on Mt. Olympus. Mt. Olympus was the highest mountain in Greece. Zeus *God of the Sky and Ruler of the Olympian gods. He is lord of the sky, the rain god. *He is represented as the god of justice and mercy, the protector of the weak, and the punisher of the wicked. Poseidon *God of the sea and protector of all the water. *Widely worshiped by seamen. *His weapon is a trident, which can shake the earth, and shatter any object. *He is second only to Zeus in power amongst the gods. *He was greedy. He had a series of disputes with other gods when he tried to take over their cities. Hades *Hades is the god of the undedrworld and ruler of the dead. *He is also the god of wealth, due to the precious metals mined from the earth. *He is a greedy god who is greatly concerned with increasing his subjects. Hestia *She plays no part in myths. *She is the Goddess of the Hearth, the symbol of the house around which a new born child is carried before it is received into the family. -
The Cambridge Companion to Greek Mythology (2007)
P1: JzG 9780521845205pre CUFX147/Woodard 978 0521845205 Printer: cupusbw July 28, 2007 1:25 The Cambridge Companion to GREEK MYTHOLOGY S The Cambridge Companion to Greek Mythology presents a comprehensive and integrated treatment of ancient Greek mythic tradition. Divided into three sections, the work consists of sixteen original articles authored by an ensemble of some of the world’s most distinguished scholars of classical mythology. Part I provides readers with an examination of the forms and uses of myth in Greek oral and written literature from the epic poetry of the eighth century BC to the mythographic catalogs of the early centuries AD. Part II looks at the relationship between myth, religion, art, and politics among the Greeks and at the Roman appropriation of Greek mythic tradition. The reception of Greek myth from the Middle Ages to modernity, in literature, feminist scholarship, and cinema, rounds out the work in Part III. The Cambridge Companion to Greek Mythology is a unique resource that will be of interest and value not only to undergraduate and graduate students and professional scholars, but also to anyone interested in the myths of the ancient Greeks and their impact on western tradition. Roger D. Woodard is the Andrew V.V.Raymond Professor of the Clas- sics and Professor of Linguistics at the University of Buffalo (The State University of New York).He has taught in the United States and Europe and is the author of a number of books on myth and ancient civiliza- tion, most recently Indo-European Sacred Space: Vedic and Roman Cult. Dr. -
7Th Grade Lesson Plan: It's Greek to Me: Greek Mythology
7th grade Lesson Plan: It’s Greek to me: Greek Mythology Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the edu- cator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or a home-school setting. This particular lesson plan is primarily effective in a classroom setting. Assessment strategies and rubrics are included. The lessons were developed by Lisa Van Gemert, M.Ed.T., the Mensa Foundation’s Gifted Children Specialist. Introduction Greek mythology is not only interesting, but it is also the foundation of allusion and character genesis in literature. In this lesson plan, students will gain an understanding of Greek mythology and the Olympian gods and goddesses. Learning Objectives Materials After completing the lessons in this unit, students l D’Aulaires’ Book of Greek Myths by Ingri and will be able to: Edgar Parin D’Aulaire l Understand the Greek view of creation. l The Gods and Goddesses of Olympus by Aliki l Understand the terms Chaos, Gaia, Uranus, Cro- l The Mighty 12: Superheroes of Greek Myths by nus, Zeus, Rhea, Hyperboreans, Ethiopia, Mediter- Charles Smith ranean, and Elysian Fields. l Greek Myths and Legends by Cheryl Evans l Describe the Greek view of the world’s geogra- l Mythology by Edith Hamilton (which served as a phy. source for this lesson plan) l Identify the names and key features of the l A paper plate for each student Olympian gods/goddesses. -
MYTHOLOGY MAY 2018 Detail of Copy After Arpino's Perseus and Andromeda
HOMESCHOOL THIRD THURSDAYS MYTHOLOGY MAY 2018 Detail of Copy after Arpino's Perseus and Andromeda Workshop of Giuseppe Cesari (Italian), 1602-03. Oil on canvas. Bequest of John Ringling, 1936. Creature Creation Today, we challenge you to create your own mythological creature out of Crayola’s Model Magic! Open your packet of Model Magic and begin creating. If you need inspiration, take a look at the back of this sheet. MYTHOLOGICAL Try to incorporate basic features of animals – eyes, mouths, legs, etc.- while also combining part of CREATURES different creatures. Some works of art that we are featuring for Once you’ve finished sculpting, today’s Homeschool Third Thursday include come up with a unique name for creatures like the sea monster. Many of these your creature. Does your creature mythological creatures consist of various human have any special powers or and animal parts combined into a single creature- abilities? for example, a centaur has the body of a horse and the torso of a man. Other times the creatures come entirely from the imagination, like the sea monster shown above. Some of these creatures also have supernatural powers, some good and some evil. Mythological Creatures: Continued Greco-Roman mythology features many types of mythological creatures. Here are some ideas to get your project started! Sphinxes are wise, riddle- loving creatures with bodies of lions and heads of women. Greek hero Perseus rides a flying horse named Pegasus. Sphinx Centaurs are Greco- Pegasus Roman mythological creatures with torsos of men and legs of horses. Satyrs are creatures with the torsos of men and the legs of goats. -
Aspects of the Demeter/Persephone Myth in Modern Fiction
Aspects of the Demeter/Persephone myth in modern fiction Janet Catherine Mary Kay Thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Ancient Cultures) at the University of Stellenbosch Supervisor: Dr Sjarlene Thom December 2006 I, the undersigned, hereby declare that the work contained in this thesis is my own original work and that I have not previously in its entirety or in part submitted it at any university for a degree. Signature: ………………………… Date: ……………… 2 THE DEMETER/PERSEPHONE MYTH IN MODERN FICTION TABLE OF CONTENTS PAGE 1. Introduction: The Demeter/Persephone Myth in Modern Fiction 4 1.1 Theories for Interpreting the Myth 7 2. The Demeter/Persephone Myth 13 2.1 Synopsis of the Demeter/Persephone Myth 13 2.2 Commentary on the Demeter/Persephone Myth 16 2.3 Interpretations of the Demeter/Persephone Myth, Based on Various 27 Theories 3. A Fantasy Novel for Teenagers: Treasure at the Heart of the Tanglewood 38 by Meredith Ann Pierce 3.1 Brown Hannah – Winter 40 3.2 Green Hannah – Spring 54 3.3 Golden Hannah – Summer 60 3.4 Russet Hannah – Autumn 67 4. Two Modern Novels for Adults 72 4.1 The novel: Chocolat by Joanne Harris 73 4.2 The novel: House of Women by Lynn Freed 90 5. Conclusion 108 5.1 Comparative Analysis of Identified Motifs in the Myth 110 References 145 3 CHAPTER 1 INTRODUCTION The question that this thesis aims to examine is how the motifs of the myth of Demeter and Persephone have been perpetuated in three modern works of fiction, which are Treasure at the Heart of the Tanglewood by Meredith Ann Pierce, Chocolat by Joanne Harris and House of Women by Lynn Freed. -
Caitlin Mckevitt EFRT 449 Greek Mythology Lesson Plan Day 1
Caitlin McKevitt EFRT 449 Greek Mythology Lesson Plan Day 1 Discuss with the students Aphrodite, Apollo and Ares. Aphrodite o Family: As one of the twelve main gods, Aphrodite’s relatives and offspring appear in many well-known myths. Below are the beginnings of a chart of Aphrodite's family, including her children by various mortals and gods. Students can then use this chart to learn about Aphrodite and her family and to create a family tree for the goddess. Family Member Relation Uranus Father Zeus Father Dione Mother Erinyes Sisters Giants Brother/Sister Aeneas by Anchises Son Lyrus by Anchises Son Eros Son Priapus Son Harmonia by Ares Daughter o The Many Faces of Aphrodite: As the goddess of Love, Aphrodite has a reputation in ancient Greek texts as both a positive and a negative force. The anthropomorphic version of Aphrodite possesses all manner of allurements that can be both good and bad. Aphrodite could represent purity and what the Greeks considered the common act of sexual intercourse. Students should look at following primary text entries for Aphrodite and investigate the many aspects of Aphrodite’s “personality.” o Associated Items & Beings: A god or goddess alone is inadequately defined since the people, beings, animals and things associate with a god or goddess say a lot about them. Through visual aids and texts, students can learn about the whole god or goddess by the items, people, beings, animals, and things that accompany them or that are used in their exploits. o Epithets: The names of gods and goddesses are often accompanied by a finite number of traditional epithets that describe the personality or associations of the divinity. -
Flowers in Greek Mythology
Flowers in Greek Mythology Everybody knows how rich and exciting Greek Mythology is. Everybody also knows how rich and exciting Greek Flora is. Find out some of the famous Greek myths flower inspired. Find out how feelings and passions were mixed together with flowers to make wonderful stories still famous in nowadays. Anemone:The name of the plant is directly linked to the well known ancient erotic myth of Adonis and Aphrodite (Venus). It has been inspired great poets like Ovidius or, much later, Shakespeare, to compose hymns dedicated to love. According to this myth, while Adonis was hunting in the forest, the ex- lover of Aphrodite, Ares, disguised himself as a wild boar and attacked Adonis causing him lethal injuries. Aphrodite heard the groans of Adonis and rushed to him, but it was too late. Aphrodite got in her arms the lifeless body of her beloved Adonis and it is said the she used nectar in order to spray the wood. The mixture of the nectar and blood sprang a beautiful flower. However, the life of this 1 beautiful flower doesn’t not last. When the wind blows, makes the buds of the plant to bloom and then drifted away. This flower is called Anemone because the wind helps the flowering and its decline. Adonis:It would be an omission if we do not mention that there is a flower named Adonis, which has medicinal properties. According to the myth, this flower is familiar to us as poppy meadows with the beautiful red colour. (Adonis blood). Iris: The flower got its name from the Greek goddess Iris, goddess of the rainbow. -
A Story of Five Amazons Brunilde S
Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Classical and Near Eastern Archaeology Faculty Classical and Near Eastern Archaeology Research and Scholarship 1974 A Story of Five Amazons Brunilde S. Ridgway Bryn Mawr College, [email protected] Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/arch_pubs Part of the Classical Archaeology and Art History Commons, and the History of Art, Architecture, and Archaeology Commons Custom Citation Ridgway, Brunilde S. 1974. A Story of Five Amazons. American Journal of Archaeology 78:1-17. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/arch_pubs/79 For more information, please contact [email protected]. A Story of Five Amazons* BRUNILDE SISMONDO RIDGWAY PLATES 1-4 THEANCIENT SOURCE dam a sua quisqueiudicassent. Haec est Polycliti, In a well-knownpassage of his book on bronze proximaab ea Phidiae, tertia Cresilae,quarta Cy- sculpturePliny tells us the story of a competition donis, quinta Phradmonis." among five artists for the statue of an Amazon This texthas been variously interpreted, emended, (Pliny NH 34.53): "Venereautem et in certamen and supplementedby trying to identifyeach statue laudatissimi,quamquam diversis aetatibusgeniti, mentionedby Pliny among the typesextant in our quoniamfecerunt Amazonas, quae cum in templo museums. It may thereforebe useful to review Dianae Ephesiaedicarentur, placuit eligi probatis- brieflythe basicpoints made by the passage,before simam ipsorum artificum, qui praesenteserant examining the sculpturalcandidates. iudicio,cum apparuitearn esse quam omnes secun- i) The Competition.The mention of a contest * The following works will be quoted in abbreviated form: von Bothmer D. -
Sage Is , Based Pressure E Final Out- Rned by , : Hearts, Could Persuade
Xerxes' War 137 136 Herodotus Book 7 a match for three Greeks. The same is true of my fellow Spartans. fallen to the naval power of the invader. So the Spartans would have They are the equal of any men when they fight alone; fighting to stood alone, and in their lone stand they would have performed gether, they surpass all other men. For they are free, but not entirely mighty deeds and died nobly. Either that or, seeing the other Greeks free: They obey a master called Law, and they fear this master much going over to the Persians, they would have come to terms with more than your men fear you. They do whatever it commands them Xerxes. Thus, in either case, Greece would have been subjugated by the Persians, for I cannot see what possible use it would have been to to do, and its commands are always the same: Not to retreat from the fortify the Isthmus if the king had had mastery over the sea. battlefield even when badly outnumbered; to stay in formation and either conquer or die. So if anyone were to say that the Athenians were saviors of "If this talk seems like nonsense to you, then let me stay silent Greece, he would not be far off the truth. For it was the Athenians who held the scales in balance; whichever side they espoused would henceforth; I spoke only under compulsion as it is. In any case, sire, I be sure to prevail. It was they who, choosing to maintain the freedom hope all turns out as you wish." of Greece, roused the rest of the Greeks who had not submitted, and [7.105] That was Demaratus' response. -
Arcturos 3 Viktoros Ougo Str
WOLF A challenge to meet and learn about the judicious management of wildlife in the Greek countryside ARCTUROS 3 VIKTOROS OUGO STR. ñ 546 25 THESSALONIKI GREECE ñ TEL. +30 31 554623 ñ FAX +30 31 553932 ñ http://www.forthnet.gr/arcturos ñ e-mail: [email protected] The wolf: a constant presence in the myths, the traditions, and the daily life of Greece The wolf (lykos) is conspicuously there when he was writing his denote the presence of wolves: present in ancient Greek Inquiry into animals. The chapter there are the villages of Lykotrihi mythology. on wolves includes the myth and Lykostani near Dodona, of Apollo’s birth on the island Lykostomo near Kavala, Lykos The retinue of the goddess of Delos, according to which near Filiates, Lyki near Edessa, Artemis included a wolf, as well his mother, Leto, transformed Lykodromi and Lykovouni near as other animals. into a wolf, voyaged to Delos Xanthi, Lykoyanni in Emathia, from the land of the and Lykovrissi in Attica; and Lykeios, ‘lupine’, is one of the Hyperboreans accompanied by such names as Lykorrahi, most common epithets applied a pack of wolves. Lykorema, and Lykolakka are to Apollo, god of light, which commonly encountered in the tells us something about the In another myth, Zeus turned mountains. origin of the Greek words lykofos Lycaon, mythical King of Arcadia, (lit. ‘wolf-light’) and lykavyes and his sons into wolves after There is a surprising number (lit. ‘wolf-dawn), which mean they had served him a of wolf-related place-names in ‘dusk’ and ‘daybreak’ sacrilegious meal. -
1 Divine Intervention and Disguise in Homer's Iliad Senior Thesis
Divine Intervention and Disguise in Homer’s Iliad Senior Thesis Presented to The Faculty of the Undergraduate School of Arts and Sciences Brandeis University Undergraduate Program in Classical Studies Professor Joel Christensen, Advisor In partial fulfillment of the requirements for the degree of Bachelor of Arts By Joana Jankulla May 2018 Copyright by Joana Jankulla 1 Copyright by Joana Jankulla © 2018 2 Acknowledgements First and foremost, I would like to thank my advisor, Professor Joel Christensen. Thank you, Professor Christensen for guiding me through this process, expressing confidence in me, and being available whenever I had any questions or concerns. I would not have been able to complete this work without you. Secondly, I would like to thank Professor Ann Olga Koloski-Ostrow and Professor Cheryl Walker for reading my thesis and providing me with feedback. The Classics Department at Brandeis University has been an instrumental part of my growth in my four years as an undergraduate, and I am eternally thankful to all the professors and staff members in the department. Thank you to my friends, specifically Erica Theroux, Sarah Jousset, Anna Craven, Rachel Goldstein, Taylor McKinnon and Georgie Contreras for providing me with a lot of emotional support this year. I hope you all know how grateful I am for you as friends and how much I have appreciated your love this year. Thank you to my mom for FaceTiming me every time I was stressed about completing my thesis and encouraging me every step of the way. Finally, thank you to Ian Leeds for dropping everything and coming to me each time I needed it. -
Studies in Early Mediterranean Poetics and Cosmology
The Ruins of Paradise: Studies in Early Mediterranean Poetics and Cosmology by Matthew M. Newman A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Classical Studies) in the University of Michigan 2015 Doctoral Committee: Professor Richard Janko, Chair Professor Sara L. Ahbel-Rappe Professor Gary M. Beckman Associate Professor Benjamin W. Fortson Professor Ruth S. Scodel Bind us in time, O Seasons clear, and awe. O minstrel galleons of Carib fire, Bequeath us to no earthly shore until Is answered in the vortex of our grave The seal’s wide spindrift gaze toward paradise. (from Hart Crane’s Voyages, II) For Mom and Dad ii Acknowledgments I fear that what follows this preface will appear quite like one of the disorderly monsters it investigates. But should you find anything in this work compelling on account of its being lucid, know that I am not responsible. Not long ago, you see, I was brought up on charges of obscurantisme, although the only “terroristic” aspects of it were self- directed—“Vous avez mal compris; vous êtes idiot.”1 But I’ve been rehabilitated, or perhaps, like Aphrodite in Iliad 5 (if you buy my reading), habilitated for the first time, to the joys of clearer prose. My committee is responsible for this, especially my chair Richard Janko and he who first intervened, Benjamin Fortson. I thank them. If something in here should appear refined, again this is likely owing to the good taste of my committee. And if something should appear peculiarly sensitive, empathic even, then it was the humanity of my committee that enabled, or at least amplified, this, too.