Big Myths

Language Study: The Greek Alphabet

While modern Greek is different from ancient Greek in many ways, it still uses the same basic alphabet. The Greek alphabet looks similar to the Latin ABCs we use today. Our alphabet, which is based on the Roman one, uses many ancient Greek letters but sometimes different sounds (e.g., p [rho] actually sounds like our r). The Greek letters all have names and capital and lowercase forms. The following chart shows the capital and lowercase Greek letters, followed by their names and the equivalent letter in English.

Αα [alpha] a

Вβ [beta] b

Гү [gamma] g

Δδ [delta] d

Еε [epsilon] e

Ζζ [zeta] z

Нη [eta] e, h

Θθ [theta] th

Ιι [iota] i

Κκ [kappa] k

Λλ [lambda] l

Μμ [mu] m

Νν [nu] n

Μξ [xi] x

Οο [omicron] o

Ππ [pi] p

Ρρ [rho] r

Σσς [sigma] s

Ττ [tau] t

Υυ [upsilon] u, y

Φφ [phi] ph

Χχ [chi] ch

Ψψ [psi] ps

Ωω [omega] aw

Heroes, Tricksters, and Monsters

Heroes are humans who are noted or admired for their daring actions, fantastic strengths, talents, outstanding achievements, or courage. They often display superhuman qualities and we are moved to try to emulate or admire them.

Tricksters are often mischievous, crafty, cunning, funny, and devious. They, however, teach humans valuable lessons. Tricksters can be a god, goddess, spirit, man, woman, or animal who plays tricks or otherwise disobeys normal rules. Explain why. Not to be confused with the European “tricksters”, many tricksters in First Nations narratives play tricks on others and sometimes on themselves. Why?

Note: First Nations tricksters go by many names. The plains Cree call him Wisakedjak, the Blackfoot call him Napi, the Ojibway call him Nanabush, the Sioux call him Iktomni, and others call him Coyote or Raven. In Greek narratives the trickster is often a cultural hero. Prometheus stole fir from the gods to give to humans. While being a trickster, he was also seen as a hero.

Monsters are imaginary or legendary creatures that combine parts from various animal and human forms. They often provide a challenge for the heroes of traditional narratives. In First Nations narratives, a hero such as Glooscap (an Eastern Aboriginal group) must deal with a water monster. In the Greek narratives, monsters are often depicted as enemies of the gods and a challenge for humans. The hero Heracles has to fight numerous monsters in his 12 labours.

First Nations Heroes, Tricksters, and Monsters

First Nations heroes come in many forms and include often extraordinary activities of otherwise normal people. A hero might have been involved in the creation of human beings, have played a part in bringing new technology or beliefs to a group, or in saving the people from catastrophes The actions of cultural heroes can change the course of a group’s history (e.g., White Buffalo Calf Woman brought the Lakota an important gift at a time when the people were hungry)

Before: A number of First Nations narratives tell the adventures of heroes who have powers that allow them to defeat dangerous foes, change shape, and transform other living things. Glooscap, for example, used his powers to slay giants, monsters, and evil magicians. He is also credited with teaching the Micmac to fish, hunt, weave, and tan hides.

During: What qualities does the storyteller admire in this hero?

After: What qualities of greatness did the Micmac expect their heroes to have? How did this hero show these qualities?

In First Nations’ narratives, “Trickster stories are especially important because they contain lessons about proper behaviour and respect“(Zimmerman, 2003, p. 75).

“Unlike heroes, tricksters tend to be unpredictable, selfish, and rascally, and they always have some exaggerated human characteristics. A trickster’s reckless behaviour brings change, but he usually has a humorous side. The trickster dupes others, but is always duped himself in the end. He has few morals or values and no control over his desires. Almost any animal can be a trickster” (Zimmerman, 2003, p. 76).

Note: First Nations’ tricksters should not be confused with the Euro-American fictional picaroon (rogue, thief, or scoundrel). One of the most important distinctions is that “we can see in the Native American trickster an openness to life’s multiplicity and paradoxes largely missing in the modern Euro-American moral tradition” (Ballinger and Vizenor, 1985, p. 55-59). Frequently the Trickster figure exhibits gender and form variability, changing gender roles. Such figures appear in First Nations narratives, where some believe they have a two-spirited nature.

Greek Heroes, Tricksters, and Monsters

Greek heroes usually had at least one immortal parent and the god usually played an active role in heroes’ lives. The gods could either aid or oppose the heroes’ quests. For the heroes of the Greek narratives, the most important goal was glory. They had to earn this through brave and noble deeds.

The Greek hero often encounters monsters, either real or in his or her imagination, and has to deal with them. Some of the most exciting ancient Greek narratives tell of the quests and adventures of demigods and heroes and their encounters with monsters.

Note: There were few Greek heroines. Women, however, often inspired a hero or helped him perform his deeds.

Representing:

Create an illustration that depicts a Greek monster.

Before: Perhaps the strongest human in all of the Greek narratives was Hercules. Hercules performed twelve seemingly impossible labours. Why?

During: How does each of Hercules’ twelve labours atone for his sins?

After: In completing these feats, Hercules depended on strength, stamina, intellect, or assistance from others. How did he accomplish each task? What personal quality did Hercules rely on most? If he lived today, what occupations might he be likely to follow?

Explain. What are some of our modern “monsters” that might be Hercules labours today?

Word Study:

What does it mean to have Herculean strength?

Before: What did Pelias ask Jason to do to prove his worthiness? Why did he do so? Why did Jason agree?

During: How does Jason overcome numerous obstacles and, in doing so, show heroism, strength, and favour of the gods?

After: What was unusual about the ship Argo and its crew? What hazards did Jason and his followers face on their voyage? How did they deal with each one?

What did Jason have to accomplish to gain possession of the Golden Fleece? How did he manage to succeed?

Before: What did Pelias ask Jason to do to prove his worthiness? Why did he do so? Why did Jason agree?

During: How does Jason overcome numerous obstacles and, in doing so, show heroism, strength, and favour of the gods?

After: What was unusual about the ship Argo and its crew? What hazards did Jason and his followers face on their voyage? How did they deal with each one? What did Jason have to accomplish to gain possession of the Golden Fleece? How did he manage to succeed?

Before: Theseus was known for his compassion, intellect, and heroic deeds. The most famous accomplishment took place inCrete where he entered the Labyrinth in pursuit of the Minotaur.

What is a labyrinth and what was the Minotaur?

During: How did Theseus defeat the Minotaur? What happened when Theseus returned to Athens after killing the Minotaur?

After: Why did Thesus choose to travel to Athens by the overland route rather than by sea? What does his decision reveal about this character? What was the code of justice Theseus followed in dealing with the bandits he found on his way to Athens? Do you agree with his choice of punishments? What qualities of greatness did the Greeks expect their heroes to have? Describe one event where one or more of these qualities is shown by a hero.

Writing: Write a narrative from the point of view of any of the so-called monsters that you encounter in this unit. Tell the story of what happened from the monster’s point of view. Cast the monster in a heroic light. The purpose of your narrative is to tell the story about what happened to you, the monster, through your eyes. Use a writing process to create your narrative.

Planning

: Consider these questions:

•Who is involved in the experience?

•Where and when did it happen?

•What happened?

•How did this experience make you feel?

•How did this experience teach you an important lesson?

Drafting

: Most narratives are organized in chronological order.

They tell the beginning, the middle, and the end. Try to:

•Catch the reader’s attention and set the stage for the story.

State the time and the place, introduce the main character
and his/her problem, and start the story from the monster’s

point of view (e.g., There I stood ,...).

•

Tell the reader what happened. Give enough detail for the reader to see and understand what is going on

(i.e., the action or what is happening) and your thoughts and feeling (as the monster). Use dialogue when you can. Organize the

story according to time (i.e., what happened first, second, third, and so on). Use transition words (e.g., before, immediately, later, next, soon, then, finally).•

Bring the incident to an end and explain how the events affected, changed, or moved you. Decide how the story will end and explain the ending clearly. Revising (Editing and proofreading):
After having written a first draft, review and revise your writing. When you are sure that you have said what you need to say and organized your ideas in the right order, proofread to make sure that you have clearly and correctly communicated your message. Add a strong title.

Greek Epics

Epics are long stories, often told in verse, involving heroes and gods. Many of them are anonymous. They have been passed on orally and are grand in length and scope. They provide a portrait of the legends, beliefs, values, laws, arts, and ways of life of a people. Homer’s Iliad and Odyssey are two examples of epic poems and tell the tale of the return of the hero Odysseus from the Trojan War to his home in Ithaca.

Self-reflection on Learning and Goal Setting

Goal : What have you learned in this unit, and how can you use what you have learned in the future? What questions did you raise in this unit? How did you seek out the answers? What could you add to this unit that students in the future would find interesting?

Unit Ending Assignments (Choice)

Create a Children’s Book or Comic. Traditional narratives teach us important lessons about human nature and life. Think back to the traditional stories you have studied and/or read. What story would be appropriate for younger children if it were rewritten or presented in a comic book format. Write and illustrate the story or create a series of sketches. After you have written or sketched your story, refine and revise your ideas into finished text or drawings. Carefully write captions for the drawings.

Saskatchewan Hall of Narratives. What are the important stories/narratives that all Saskatchewan people should hear and read? Research the different traditional stories that are an important part of the heritage of a particular group of people in Saskatchewan. Collect these stories and put them into an anthology that you create or make audio recordings of their retelling. Justify why these stories should be included in the Hall of Narratives.

First Nations Narrative Across Canada. There are many First Nation peoples across our country. Select one group that interests you and research and prepare a report on their world view and traditional stories. How are they similar and how do they differ from the stories that you have studied in this unit? How are the Saskatchewan First Nations people’s stories similar? Different?

Other Greek Gods and Goddesses. Choose a particular god or goddess to focus on. Find descriptions of the god’s actions, physical appearance, and relationships to other gods. Look for pictures of the god. In what stories did he or she play a part? With what historic events was he or she involved? Prepare a report for your class, including pictures, descriptions, and stories.

Traditional Narrative and Nature. Choose an aspect of nature that is explained by a traditional narrative that you have studied, and conduct research to find a traditional narrative from another culture that explains this phenomenon. Compare the two narratives. What are the similarities? What are the differences? Share your findings with the class.

The Olympic Games. One of the Greeks’ most sacred sites was the city of Olympia. Around 776 B.C.E., the Greeks began to hold races at Olympia as part of a festival for Zeus. These contests developed into the Olympic games; and by the sixth century B.C.E., people from all over the Greek world were attending them. What were the events that the Greeks participated in and how did those early contests evolve into our modern Olympic Games? Greek Narrative Modernized in the Media. Look through magazines and other forms of media for references to gods, heroes, or stories from Greek narratives. One example is Chronos, the Greek god of time, whose name is now a brand name used by a watch manufacturer. In what ways could characters and events from traditional narratives be used to sell products or promote ideas today? How could classical Greek names reflect modern products, services, and ideas? What products might be named after each of the following? Zeus, Poseidon, Athena, Aphrodite, Hermes, Persephone, Hades?