English & Technology Unit
Title of Unit Mythology Mystery Mania &emdash; An Internet Scavenger Hunt
Name Jennifer Levine
Subject Area & Grade Level English&endash;Grade 9
Fundamental Understandings In this unit students will be introduced to Ancient Greek history/life, the Ancient Olympics, the twelve Olympians, and various Greek myths. They will read these myths for literal and implied meanings, as well as identify and analyze key themes of the myths, such as Midas and the Golden Touch and Pandora’s Box. They will also identify and analyze characterization of the twelve Olympians. Students will use this introduction to life in Ancient Greece and to Greek mythology to compare/contrast their experiences in contemporary South Central, Los Angeles, to those of the ancient Greeks and the Gods and Goddesses. In this unit students will conduct Internet research, download graphics, create a personal email account, and email attachments.
Abstract:MYTHOLOGY MYSTERY MANIA&endash;An Internet Scavenger Hunt
Congratulations! You are about to embark on a two-week scavenger hunt via the exciting realm of the World Wide Web! Your mission is to complete 10 Internet adventures related to Greek Mythology. By the time you are finished, you will have a personal email account, proficiency in Internet research, and a wealth of knowledge about ancient Greece, the Gods and Goddesses, and various myths.
NCTE Standards for Language Arts: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Technology (ISTE) Standards:
1.Basic operations and concepts Students are proficient in the use of technology.
2.Social, ethical, and human issues Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3.Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity.
4.Technology communications tools Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5.Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Relevance. Students will acquire marketable technology skills: using search engines effectively and efficiently, downloading graphics, emailing attachments, navigating the web. Students will explore their own lifestyles and beliefs by comparing them to those of the Ancient Greeks. This unit will
also improve the collaborative learning experiences of students.
Context: Greek mythology is part of our school’s CORE literature. Before this unit, students must be able to independently write friendly letters, persuasive paragraphs, and narrative paragraphs. After completing this unit, students will acquire marketable technology skills: using search engines effectively and efficiently, downloading graphics, emailing attachments, navigating the web. Students will explore their own lifestyles and beliefs by comparing them to those of the Ancient Greeks.
Components of the unit: This unit is comprised of 10 different Task Cards, each containing a different set of Internet-based tasks. Taken as a whole, the unit provides students with an introduction to Greek Mythology&endash;the history behind mythology, the major players, and what we can learn from the ancient myths. Lesson 1&endash;Welcome to Greek Mythology!: Students will explore Ancient Greek history, as well as the history of the Ancient Olympic Games. Students will also research various definitions of mythology and compose a definition of their own.Lesson 2&endash;Who’s Who in Greek Mythology?: Students will investigate the major gods/goddesses of Greek Mythology. Lesson 3&endash;Mythological Teachings: Students will examine the teachings of several well-known myths.
Workforce Competencies:
Information Manager Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Effective Communicator Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays and computer-based programs.
Ethical and Responsible Workers Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making.
Resource Manager Students appropriately allocate time, money, materials, and other resources.
Cooperative Workers Students work cooperatively to successfully complete a project or activity.
Culturally Sensitive Leader Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups reject the stereotype of themselves and others and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds.
Pre-requisite Skills for Unit: Basic computing skills (using a mouse, launching applications, etc.).
Teacher Information for Unit: Preparing to teach the unit:
Here is the "Student Instructions Sheet" for the unit:
MYTHOLOGY MYSTERY MANIA&endash;STUDENT INSTRUCTIONS SHEET
Congratulations! You are about to embark on a two-week scavenger hunt via the exciting realm of the World Wide Web! Your mission is to complete 10 Internet adventures related to Greek Mythology. By the time you are finished, you will have a personal email account, proficiency in Internet research, and a wealth of knowledge about ancient Greece, the Gods and Goddesses, and various myths. Partners:
Your teacher will divide you into groups of 2. There will be NO changes made to the groups unless you can find a real job where you work by yourself and you never talk to/deal with/see anyone else.
Each member of the group is responsible for participating in each task. Translation: Partner #1 reads the instructions and writes the answers down while Partner #2 navigates the web as directed in the tasks.
Partners must take turns either during each task or when a new task is begun, so that each partner has the opportunity to use the Internet and write responses.
Partners will turn in one set of answers, unless specified in the task. Translation: Some activities require that each partner submit his/her own work. Tasks that require individual responses will have a ____.
Task Cards:
There are 10 purple colored cards located on the Teacher Table.
Each card has a list of activities that must be completed to be eligible for credit.
When all activities on the Task Card are completed, return the card (and your written work) to the Teacher Table and choose another Task Card.
If there are no other Task Cards available, your group has two options: read your Accelerated Reader book OR take an Accelerated Reader quiz. There is NO talking.
As soon as another Task Card becomes available, you must work on that.
Written Work Requirements:
Write both partners’ names on each piece of paper submitted to me. Each task requires a new paper.
Clearly label the top of your paper by writing TASK # à (Task Title).
If the activity is entirely computer-related, write the words [Completed] next to the number for that activity when it is completed.
When answering questions on your paper, please make sure you include the corresponding letter for that question.
Do NOT write the questions down. Instead, restate the questions to begin your answers. That way you’ll always be sure to use complete sentences.
For answers shared by the partners, only ONE partner needs to record the answer on his/her paper. The other partner writes "See (partner’s name)’s paper."
Assessment Information for Unit:
In order to grade the Task Cards, the requirements listed under "Written Work Requirements" and "Grading" from the Student Instructions Sheet must be met in order to be eligible for grading. Individual answer keys are listed within the lesson descriptions.Grading: In order to be eligible for credit, the following criteria must be met:
Enrichment/Alternative Activity for Unit:Although this unit was intended to be used by the whole class simultaneously, the Task Cards can be used individually as an alternate / enrichment activity whenever desired.
Technology Requirements/Integration for Unit:
Lesson 1&endash;Welcome to Greek Mythology!
Time Frame: _ week; 30-90 minutes per Task Card.
Grade: 9
Abstract: This lesson provides an introduction to Greek Mythology, and it is broken up into three student Task Cards:Task 1a: Students research several definitions of mythology. Then they create a personal definition of mythology, derived from prior knowledge, dictionary definition, and the explanations provided by specific websites. Students also answer comprehension questions and list and define three words previously unknown to them from the websites.Task 1b: Students explore the Ancient Olympics and have the opportunity to conduct research on their favorite contemporary sport. In the process, students become familiar with Internet jargon, such as URL, hits, and search engine.Task 1c: Students compare/contrast daily life in Ancient Greece with daily life in contemporary South Central, Los Angeles. Students compare/contrast slavery in Ancient Greece with the slavery experience of African Americans by conducting Internet research.
NCTE Standards for Language Arts:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Student Activities:
TASK 1a WHAT IS MYTHOLOGY?
Go to http://www.greekmythology.com and click MISSION. Read their mission to discover their definition of mythology.
Scroll down and click the NEXT PAGE arrow. Scroll down until you see the picture with the man’s head in the corner. Read the rest of this page, starting just below that picture with the words, "Myths in general had . . ."
Answer these questions about all that you have read so far: a) How was mythology used in Ancient Greece? b) Did the Greeks believe the myths were true stories?
Now that you have read this explanation of mythology, write one paragraph (at least 5 sentences) which explain the meaning of mythology to someone who has never heard of it before.
Find 3 words that you don’t understand in what you read on this website. Use the dictionary to define each word on your own paper.
TASK 1b WHAT WERE THE ANCIENT OLYMPIC GAMES LIKE?
Answer these questions: What is your favorite sport? Why?
To find out about the sports played by the Ancient Greeks, go to http://library.advanced.org/17709/sports/index.htm . Read the paragraph and then click ANCIENT OLYMPICS. Answer these questions:
a) Today boxers fight other boxers who are similar in size and weight. How were opponents selected in ancient Greece? b) What is pankration? c) During ancient Olympics wrestlers were allowed to break what part of the body during the match?
Until recently, we used the card catalog in the library to find books on whatever subjects we chose. When using the Internet, however, we use a "search engine," which is almost like an electronic card catalog. Instead of flipping through index cards to find our subject, we type in the subject we want to find and the search engine finds all the websites (rather than books) about our subject. Yahoo (www.yahoo.com ), Excite (www.excite.com) , Infoseek (www.infoseek.com ), and Searchopolis (www.searchopolis.com ) are several search engines you can use on the Internet to research any subject you want. Do you want to try using a search engine? Of course you do! Go to one of the search engines just mentioned.
In the SEARCH box, type in the name of your favorite sport, sports team, or athlete. Answer this: How many "hits" did your search find?
Choose one of the websites you found by completing your search and click the title of it to go to that site. Explore the site for several minutes [WARNING: Don’t stay here forever, even though you’re probably enjoying yourself right now.] Answer these questions: a) What is the address of the website (also called the URL)? b) Who created this site? c) Who is the intended audience of this site? d) When was the site last updated? e) What is one thing that you learned by visiting this site?
TASK 1c à WHAT WAS LIFE LIKE IN ANCIENT GREECE?
To find out about everyday life in Ancient Greece, follow these steps: a) Go to www.yahoo.com . Click ARTS/HUMANITIES. Click HUMANITIES in the right-hand column. Click CLASSICS in the left column. Click the first entry in the left column called ANCIENT GREEK HISTORY. Scroll down until you see a page called ANCIENT GREECE &emdash; ANCIENT ROME and click on the title. If the new page says "Evergreen School District Ancient Civilizations," congratulations! You made it! Now click anywhere to reach the main menu.
Click GREECE under "Everyday Life." Follow each link listed in the left frame.
Now that you know about the lives of ancient Greeks, pretend you’re planning to make a similar site about the lives of people in South Central, LA. Think about the issues of clothing, food, rules/privileges, relationships, hobbies, jobs, living conditions, education, duties/chores, and whatever other issues you feel are important. Answer these questions: a) What is life like for girls?
b) What is life like for boys?
c) What is life like for mothers?
d) What is life like for fathers?
e) What foods do you eat in your house and/or community?
How was slavery different for Ancient Greeks and African Americans? If you don’t know the answer, try doing a web search at www.yahoo.com .
Assessment: TASK 1a ANSWERS à WHAT IS MYTHOLOGY?
Completed
Completed
Here are the answers:
Mythology was used in Ancient Greece as a means to educate the masses, teach morals, and explain natural phenomena.
The ancient Greeks believed myths were more than just fictitious tales.
Answers will vary. Personal definition of mythology meant for someone who has never heard of the subject. This must be 1 paragraph (at least 5 sentences).
Answers will vary. Students should list 3 words from the myth that they didn’t understand and the dictionary definitions for them.
TASK 1b ANSWERS à WHAT WERE THE ANCIENT OLYMPIC GAMES LIKE?
Answers will vary. Personal response to: What is your favorite sport? Why?
The answers are:
Opponents were selected randomly since there were no weight classes.
Pankration was a grueling combination of boxing and wrestling.
Wrestlers were allowed to break their opponents’ fingers during a match.
Completed
Answers will vary. Response to: How many "hits" did you find for search for your favorite sport/team/athlete?
Answers will vary. Responses to the following questions:
What is the address of the website (also called the URL)?
Who created this site?
Who is the intended audience of this site?
When was the site last updated?
Did you learn anything? If so, what?
TASK 1c ANSWERS à WHAT WAS LIFE LIKE IN ANCIENT GREECE?
Completed
Completed
Answers will vary. Students should describe life in South Central in 1999 by answering the following questions in short paragraphs:
What is life like for girls?
What is life like for boys?
What is life like for mothers?
What is life like for fathers?
What foods do you eat in your house and/or community?
Answers will vary. Response should describe how slavery was different for Ancient Greeks and African Americans.
Lesson 2&endash;Who’s Who in Greek Mythology?
Time Frame: 1 week; 30-90 minutes per Task Card.
Grade: 9
Abstract: Students meet the famous figures in Greek Mythology in this lesson, which is broken up into five student Task Cards:Task 2a: is about the creation of human beings. It asks students to explain the three gifts they would have given to human beings.Task 2b: reveals the demons in mythology. Students download a graphic of their favorite demon and email it to the teacher as an attachment.Task 2c: introduces the twelve Olympians and requires students to complete an online quiz on the subject.Task 2d: presents a love myth and invites students to rewrite the ending, staying true to the characteristics of Orpheus and Eurydice.Task 2e: examines the heroes of mythology. Students write a persuasive paragraph/essay in the friendly letter format to Zeus. They must write in the voice of Hercules, using evidence from the myth to support their position.
NCTE Standards for Language Arts:3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Student Activities:TASK 2aà WHERE DID WE GET THESE CRAZY CREATURES CALLED HUMANS?:
Go to www.greekmythology.com . Click MYTHS. Click CREATION OF THE WORLD. Scroll down and click the NEXT PAGE arrow. Click JUMP TO THE HUMAN RACE.
Answer the following questions:
a) Why did the gods create human beings?
b) What gifts did Prometheus give to people?
c) How did Prometheus get into trouble? What was his punishment?
Personalize the story: If you were a God/Goddess in Ancient Greece, what three gifts would you have given to humans? Why?
List 10 concrete nouns that you can find in the myth.
TASK 2b WHO ARE THE DEMONS IN MYTHOLOGY?
Go to http://tqjunior.advanced.org/5830/demons.htm . Scroll down to the descriptions of the demons and read each one.
Answer these questions: a) What demon’s face turns people to stone? [Hint: There is more than one answer] b) What demon is part lion and part eagle? c) Medusa has many snakes on her head, but another demon is a snake with many heads. Who am I talking about?
Choose the demon you like the best. a) When you find the picture, use the mouse to put the arrow on top of the picture. b) Hold the mouse button down until you get a window listing your options. c) Click SAVE IMAGE AS. d) When the save screen appears, click DESKTOP. e) Choose to save to your DISK, which will probably be called DISK#1, DISK#2, etc., depending on the computer you’re using. e) Save your file as DEMON and click SAVE.
a) Go to your email account. a) Click COMPOSE. b) Write my email address in the TO box. c) Under subject write DEMON. d) Scroll to the bottom of your screen and click EDIT ATTACHMENT. e) Click BROWSE. f) Choose your DISK. g) Open your DEMON file. h) Click ATTACH THIS FILE. i) Click RETURN TO MESSAGE. j) Click SEND. k) Don’t to forget to SIGN OUT when finished with this task so no one can access your email account.
TASK 2c WHO ARE THE TWELVE OLYMPIANS?
Go to http://focusmm.com.au/olympian.htm . This is your opportunity to review the Gods/Goddesses we already studied in class. Reread these brief biographies of Zeus, Hera, Aphrodite, Hephaestus, and Ares. It’s also time to get to know the other Olympians, so read the biographies of Poseidon, Hades, Hestia, Athena, Apollo, Hermes, and Artemis.
Now that you’re an expert on the Gods/Goddesses, let’s test your knowledge with a quiz. What’s that? You’re not ready yet? Then take a few minutes to look over the biographies you just read. When you’re feeling confident, go to http://www.quizsite.com/quiz/literatu/mytholog/greek/index.html . Click START QUIZ. For Level, choose EASY. For number of questions, type 10 in the box. Click START TRIVIA QUIZ. Follow the directions on the screen to complete quiz.
When the quiz is over, scroll down to EMAIL YOUR QUIZ RESULTS. In the TO box, write my email address. In FROM box, write your email address. Click SEND.
TASK 2d WHO ARE ORPHEUS AND EURYDICE? (A GREEK LOVE MYTH)
Do you want to read a love story? Go to http://despina.advanced.org/23057/orpheus.html
Your task: Pretend you are a writer. You now have it in your power to change the fate of Orpheus and Eurydice. As a writer, how would you change the events of this story? Rewrite the ending of the story as you would like to read it. Would Orpheus still turn around? Would the two lovers survive? Would they die more painful deaths? Would they be separated in the afterlife? It’s all up to you! Be sure to indent your first paragraph. Your story should be at least _ page long. Please correct all spelling, punctuation, and grammar, and write neatly! [HINT! Try to make your story interesting by including descriptions of the people and places, the emotions of the characters, and the dialogue between the characters.]
TASK 2e WHO ARE THE HEROES IN MYTHOLOGY?
Answer these questions: a) What does the word hero mean to you? b) What types of characteristics does a hero have? c) Who is a hero to you and why?
Now it’s time to read about some heroes in mythology! Go to http://www.mythweb.com . Click HEROES. Click HERCULES, click Hercules’ FACE, and read the story of this magnificent hero.
Your job: Pretend you are Hercules, and you have just completed the 12 labors you read about. Write a letter to Zeus to persuade him to forgive you for killing your children. You will need to convince him that you have earned your forgiveness by completing the 12 labors. [NOTE: Be sure to follow the proper format for a friendly letter. If you don’t know this format, ask! Remember to indent each paragraph you use. Write at least _ page. Check your work for spelling, punctuation, and grammar mistakes, and write neatly!]
Assessment:TASK 2a ANSWERS WHERE DID WE GET THESE CRAZY CREATURES CALLED HUMANS?
Completed
The answers are:
The gods created human beings because they thought it would be interesting to create mortal versions of themselves to inhabit the earth.
Prometheus stole reason from Athena, and gave it to man. He stole fire from Hephaestus, and gave it to man. He also became protector of the human race and shared his knowledge with them.
Personal Response for: If you were a God/Goddess in Ancient Greece, what three gifts would you have given to humans? Why?
List of 10 concrete nouns from the myth.
TASK 2b ANSWERS à WHO ARE THE DEMONS IN MYTHOLOGY?
Completed
Here are the answers:
Answers may vary. Possible responses: The Gorgons (Euryale, Medusa, and Stheno) turn people to stone.
The Griffin is part lion and part eagle.
The Hydra is a snake with many heads.
Completed
Completed: EMAIL PICTURE TO TEACHER
TASK 2c ANSWERS WHO ARE THE TWELVE OLYMPIANS? No paper is required for this task. EMAIL QUIZ RESULTS TO TEACHER.
TASK 2d ANSWERS WHO ARE ORPHEUS AND EURYDICE? (A GREEK LOVE MYTH)
Completed
Answers will vary. Response to: Pretend you are a writer. You now have it in your power to change the fate of Orpheus and Eurydice. As a writer, how would you change the events of this story? Rewrite the ending of the story as you would like to read it. Would Orpheus still turn around? Would the two lovers survive? Would they die more painful deaths? Would they be separated in the afterlife? It’s all up to you! Be sure to indent your first paragraph. Your story should be at least _ page long. Please correct all spelling, punctuation, and grammar, and write neatly! HINT! Try to make your story interesting by including descriptions of the people and places, the emotions of the characters, and the dialogue between the characters.
TASK 2e ANSWERS WHO ARE THE HEROES IN MYTHOLOGY?
Answers will vary. Responses to the following questions:
Completed
Answers will vary. Pretend you are Hercules, and you have just completed the 12 labors you read about. Write a letter to Zeus to persuade him to forgive you for killing your children. You will need to convince him that you have earned your forgiveness by completing the 12 labors.NOTE: Be sure to follow the proper format for a friendly letter. If you don’t know this format, ask! Remember to indent each paragraph you use. Write at least _ page. Check your work for spelling, punctuation, and grammar mistakes, and write neatly!
Time Frame: _ week; 30-90 minutes per Task Card.
Grade: 9 Abstract: In this
lesson, students explore the teachings of two well-known myths by
completing two student Task Cards:Task 3a: presents the story
of Midas and instructs students to write a persuasive paragraph in
which they choose either wealth or wisdom, citing evidence from the
myth.
Task 3b: introduces Pandora’s Box. Students must create their
own myth that teaches an important lesson or that explains natural
phenomenon.
NCTE Standards for Language Arts:3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Student Activities: TASK 3a HOW CAN WE LEARN LESSONS FROM THE MYTHS?&endash;PART 1
Many myths were created to teach important life lessons to human beings. To read a famous myth that teaches us an important lesson, go to http://www.mythweb.com . Click ENCYCLOPEDIA. Click INDEX. When you see the alphabet bar, click the letter M. Click MIDAS and read the story.
Write an opinion paragraph (a mini essay in which you give your opinion on the assigned topic). Here is your topic: What do you think is more important&endash;wealth or wisdom? Why? Use details from the story you just read to prove your opinion! [NOTE: Be sure to indent each paragraph you use. Write at least _ page. Check your work for spelling, punctuation, and grammar mistakes, and write neatly!]
TASK 3b à HOW CAN WE LEARN LESSONS FROM THE MYTHS?&endash;PART 2
Many myths were created to teach important life lessons to human beings. To read a famous myth that teaches us an important lesson, go to http://tqjunior.advanced.org/5830/myths.htm . Scroll down until you see the name PANDORA and read her story.
Answer these questions: a) Why did Zeus create Pandora? b) What does Pandora’s name mean? c) What eventually causes Pandora to open the jar? d) What is inside the jar?
The myth of Pandora teaches us several lessons. One of these lessons is about the dangers of too much curiosity. It’s your turn to write a short myth. Here’s how to do it: a) Create your own God/Goddess. What does he/she look like? What are his/her special powers? What is his/her personality? b) Choose the lesson you want to teach or the natural phenomenon you want to explain. Do you want to teach a lesson about love, friendship, stealing, drugs, etc.? Do you want to explain how we got fire? Where allergies come from? How music comes out of the radio? c) Write your story! [NOTE: Be sure to indent each paragraph you use. Write at least _ page. Check your work for spelling, punctuation, and grammar mistakes, and write neatly!]
Assessment: TASK 3a ANSWERS à HOW CAN WE LEARN LESSONS FROM THE MYTHS?&endash;PART 1
Completed
Answers will vary: Write an opinion paragraph (a mini essay in which you give your opinion on the assigned topic). Here is your topic: What do you think is more important&endash;wealth or wisdom? Why? Use details from the story you just read to prove your opinion! NOTE: Be sure to indent each paragraph you use. Write at least _ page. Check your work for spelling, punctuation, and grammar mistakes, and write neatly!
TASK 3b ANSWERS HOW CAN WE LEARN LESSONS FROM THE MYTHS?&endash;PART
Completed
The answers are:
Zeus created Pandora to take revenge on Prometheus for giving man fire.
Pandora’s name means "gift of all."
Zeus had given Pandora curiosity, and one day her curiosity became overwhelming and she opened the jar.
Inside the jar were all the buzzing evils of the world: disease, envy, spite, revenge, anxiety, and misfortune.
Answers will vary: The myth of Pandora teaches us several lessons. One of these lessons is about the dangers of too much curiosity. It’s your turn to write a short myth. Here’s how to do it: a) Create your own God/Goddess. What does he/she look like? What are his/her special powers? What is his/her personality? b) Choose the lesson you want to teach or the natural phenomenon you want to explain. Do you want to teach a lesson about love, friendship, stealing, drugs, etc.? Do you want to explain how we got fire? Where allergies come from? How music comes out of the radio? c) Write your story! NOTE: Be sure to indent each paragraph you use. Write at least _ page. Check your work for spelling, punctuation, and grammar mistakes, and write neatly!