Global voc. (abbot, abdicate, absolutism, acid rain, the Acropolis, The Age of Enlightenment, imperialism, alloys, alluvial soil, ancestor worship [praying to one’s ancestors and believing that they have power, because they are still part of the community], assimilation (absorbing or being absorbed by another culture], autonomy [home rule, self rule])

 
 
Day 1: Complete web quest, Bess-permitting, with
 
<http://www.ancientgreece.com/ >
 
<http://www.museum.upenn.edu/Greek_World/Index.html >
 
<http://www.teacheroz.com/greeks.html >
 
<http://nadabs.tripod.com/odyssey/#res >
 
<http://www.studyworld.com/newsite/ReportEssay/literature/Novel%5CTheme_of_The_Odyssey.htm >
 
<http://members.aol.com/Donnclass/Greeklife.html >
 
<http://www.wsu.edu:8080/~dee/GREECE/SPARTA.HTM >
 
<http://ancienthistory.about.com/cs/greecehellas1/a/aa090898.htm >
 
<http://archaeology.about.com/library/weekly/aa092098.htm >
 
Student task: to tell, describe, identify, or show in writing how the information in these sites relates to what they know about The Odyssey. This report is due to <Turnitin.com> by the end of Day 3.
 
Day 2: Students take part in a third listening exercise after reviewing the format and prompts in Preparing for the Regents Examination. Time permitting, we will return to the Odyssey project.
 
 
Day 3: Return to assignment shown above for Day 1. Go on with: We look at, act out, reveal student understanding of key passages in the translation of The Odyssey in Elements of Literature, pp. 722-727, 747-757, 759-762: what do these pages reveal about characters and customs. They discover themes here, too, especially related to “coming of age” or “rite of passage” and love. (Continued on day 3). They develop pertinent questions and devise a way of publishing them.
 
 

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