1. PART A: Which of the following identifies a central idea of the text? A. Jackie Robinson s undeniable talent made it easy for coaches and team

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2 1. What is this poem mostly about? A. how war is sometimes unavoidable B. how men should fight back courageously to die honorably C. how difficult it is to fight when you are outnumbered by the enemy D. how a group of noble men can always defeat a vicious enemy 2. What is the purpose of the first 4 lines? A. to use a comparison to show how they will not die without a fight B. to paint a picture of a noble death C. to suggest that hogs are indecent and weak creatures D. to accuse the enemy of acting like common house pets 3. What is the purpose of the alliteration in line 4? A. It repeats a letter sound to imitate the sound of giggling. B. It draws readers in to create a smooth flow. C. It repeats a letter sound to highlight the insults being made. D. It draws readers attention to the playful mood of the poem. 4. What is the meaning of lines 7-8? A. that the enemy are a bunch of emotionless monsters B. that dying honorably forces even the enemy to pay their respects C. that they are ready to fight back against the enemy despite the dire circumstances D. that they are united as one front against an un-unified enemy 5. PART A: In line 8, "constrained" means about the same as A. Revived B. Forced C. Invited D. Proud

3 6. PART B: Which phrase from the poem provides the best clue to the meaning of "constrained"? A. "If we must die, O let us nobly die" (Line 1) B. "Making their mock at our accursed lot" (Line 4) C. "In vain; then even the monsters we defy" (Line 6) D. "We must meet the common foe!" (Line 9) 7. In the last 2 lines, the diction portrays the enemy as: A. Brave B. Honorable C. Trapped D. Weak 8. Which single word helped you choose the answer to #7? A. murderous B. cowardly C. pressed D. fighting 9. PART A: The tone of this poem can be described as: A. Hopeful B. Cautious C. Inspirational D. Critical 10. PART B: Which two phrases helped you answer Part A? A. "be like hogs" B. "hunted and penned" C. "let us nobly die" D. "O kinsmen!" E. "let us show us brave" F. "lies the open grave" 11. According to the speaker, how should a person face death? Explain your answer in detail. 12. Based on your own experience, how do people face death? Cite evidence from your own life, and other literature, art, or history in your answer. 13. Consider the time period during which McKay wrote If We Must Die. How might the social conditions of the era and McKay s experience as a black writer in Harlem have informed his views on death and bravery? 14. In the context of this poem, what does it mean to be brave? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

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5 1. PART A: Which of the following identifies a central idea of the text? A. Jackie Robinson s undeniable talent made it easy for coaches and team members to accept him, despite the racial tension of the era. B. While Jackie Robinson faced racial discrimination early on in his life, this stopped once he became the first African-American Major League Baseball player. C. As the first African-American Major League Baseball player, Jackie Robinson was significant in the increased racial diversity that followed in baseball and in other aspects of American culture. D. Once Jackie Robinson left baseball, the impact he had on the sport dwindled, and the racial diversity present on teams decreased. 2. PART B: Which section from the text best supports the answer to Part A? A. African-American fans flooded to Dodgers games, and even the general public and the press had a mostly positive view of the team s newest addition. (Paragraph 10) B. The racism from other teams only united the Dodgers, however, and the team grew more accepting of him. (Paragraph 11) C. Robinson was 36 and starting to feel the effects of his age. In 1956 he did not dominate the league as much as he used to, partially because of side effects he suffered from diabetes. (Paragraph 13) D. Robinson also made important racial breakthroughs in the sports world. The first baseball player to break the color barrier in 60 years, he paved the way for many future African-American and minority athletes. (Paragraph 15) 3. PART A: What is the meaning of combative in paragraph 5? A. Compliant B. Ready to fight C. Ineffective D. Reckless 4. PART B: Which detail from the text best supports the answer to Part A? A. Even early in his life, Robinson confronted racism head on. (Paragraph 5)

6 B. When the U.S. entered World War II, Robinson enlisted in the army. (Paragraph 6) C. He never saw direct combat, but his military career was marred by racial problems. (Paragraph 6) D. Robinson boarded a non-segregated bus, but he was instructed to sit in the back anyway. (Paragraph 6) 5. How does paragraph 8 contribute to the development of ideas in the text? 6. In your opinion, why did Branch Rickey ask Jackie Robinson to not fight back against discrimination? Why was this considered having guts? How would this idea be treated today? 7. In the context of the article, what makes a hero? How did Jackie Robinson s accomplishments in baseball make him a hero to many? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 8. In the context of the article. how has America changed over time? How has America changed in its treatment and acceptance of people of color? In what capacity did Jackie Robinson represent the beginning of this change? 9. In the context of the article, how does a person overcome adversity? How did Jackie Robinson overcome the discrimination he experienced (in life and in baseball) despite being told not to fight back? How did Robinson continue to challenge discrimination during this time? Pairing Questions for "If We Must Die" and "How Jackie Robinson Changed Baseball" 1. Part A: Which of the following best identifies Jackie Robinson s and Claude McKay s shared perspective on standing up for what one believes in? A. It is best to stand up for what someone believes in because that person will likely help others. B. It is best to stand up for what someone believes in because justice will prevail. C. It is best to stand up for what someone believes in, even if there could be severe consequences. D. It is best to stand up for what someone believes in, but they should give in if the situation becomes difficult or dangerous. 2. Part B: Select TWO quotations that best support the answer to Part A. A. UCLA had some of the most racially integrated college sports teams at the time, but Robinson was still among a very small minority of nonwhite athletes on all his teams. ( Jackie Robinson, Paragraph 4) B. In 1938, while still at junior college, he was arrested after disputing the police s detention of one of his black friends. ( Jackie Robinson, Paragraph 5) C. As he stepped onto the field as first baseman in 1947, Jackie Robinson became the first Major League baseball player to break the color barrier since ( Jackie Robinson, Paragraph 9) D. round us bark the mad and hungry dogs, / Making their mock at our accursèd lot. ( If We Must Die, Lines 3-4) E. What though before us lies the open grave? ( If We Must Die, Line 12) F. Like men we'll face the murderous, cowardly pack, / Pressed to the wall, dying, but fighting back! ( If We Must Die, Lines 13-14) 3. How did Jackie Robinson embody the type of heroism identified in If We Must Die?

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8 1. How does the author characterize Theseus in the story? Cite evidence from the text in your response. 2. PART A: How does the interaction between Theseus and King Minos in paragraphs contribute to the plot as a whole? A. It establishes King Minos as Theseus central challenge in the labyrinth, setting up the king s battle with Theseus. B. It creates an atmosphere of fear which remains with Theseus as he travels the labyrinth. C. It helps the reader to fully visualize the new setting of Crete through the eyes of Theseus. D. It further contrasts King Minos villainous ways with Theseus bravery, setting Theseus up as the hero. 3. PART B: Which later quote from the story confirms your answer to Part A? A. Theseus walked carefully through the dark, foulsmelling passages of the labyrinth, expecting at any moment to come face-to-face with the creature. (Paragraph 19) B. He was picked up between the Minotaur s horns and tossed high into the air. When he landed on the hard cold stone, he felt the animal s huge hooves come down on his chest. (Paragraph 20) C. As the Minotaur bellowed in his ear and grabbed at him with its hairy arms, Theseus found a strength which he did not know he possessed. (Paragraph 21) D. Theseus felt all over the floor in the pitch darkness and kept thinking he had found it, only to realize that all he had was a long wiry hair from the Minotaur. (Paragraph 23) 4. PART A: What does the word tyrant most closely mean as it is used in paragraph 7? A. A person who runs a country B. A leader who torments people C. A solider who is ready to fight D. An innocent young citizen 5. PART B: Which quote from later in the story best supports your answer to Part A? A. As the ship docked in Crete, King Minos himself came down to inspect the prisoners from Athens. (Paragraph 11) B. He enjoyed the change to taunt the Athenians and to humiliate them even further. (Paragraph 11) C. Those are brave words for one so young and so feeble. (Paragraph 15) D. Standing behind the king, listening, was his daughter, Ariadne. (Paragraph 16)

9 6. How do the actions of Ariadne help further the plot? Cite evidence from the text in your response. 7. If it weren t for Ariadne, do you think Theseus would have been able to get out of the maze? Use details about the maze and Theseus character to support your ideas. 8. How does the ending of the story change your opinion of Theseus character? Do you think the gods should punish him? Why or why not? 9. The Ancient Greeks often told myths to explain how things came to be and to teach a lesson. What do we, as readers, learn from this myth about power? How can power corrupt people? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 10. In the context of this myth, what makes a hero? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

10 1. Why does the author choose to call the individuals who worked on the Underground Railroad conductors? A. They were responsible for driving the trains that took slaves from slavery in the South to freedom in the North. B. Even though it was not an actual railroad, the conductors were individuals responsible for helping slaves travel from the South to the North. C. They conducted trains and boats that took fugitive slaves back to their masters in the South. D. They carried pistols on their hips that were known by people in the North as conductors. 2. Which phrase from the text does the author use to support their argument that a wide variety of people worked for the Underground Railroad? A. Railroad activists helped individual fugitive slaves find the light of freedom. (Paragraph 2) B. Often whites would pretend to be the masters of fugitives to prevent their capture. Sometimes lighter-skinned African Americans took this role. (Paragraph 3) C. Most of the time, however, slaves crept Northward on their own, looking for the signal that designated the next safe haven. (Paragraph 4) D. "Perhaps the most outstanding conductor of the Underground Railroad was Harriet Tubman. (Paragraph 5) 3. How does paragraph 5 contribute to the ideas developed throughout the text? A. The paragraph provides an example of a famous train conductor who shipped pistols to the North to help them win the war. B. The paragraph is used to show that Harriet Tubman is the only true hero of the Underground Railroad. C. The paragraph is used to provide an example of a famous woman who worked on the Underground Railroad and the great impact she had on history. D. The paragraph is used to demonstrate that most of the slaves that escaped to the North were shipped to the North on boxes in trains. 4. Which phrase best describes the relationship between slave catchers and the conductors of the Underground Railroad? A. They worked together towards a common goal. B. They were united in trying to provoke a war. C. They were in disagreement about the value of property. D. They represent the opposite sides of the conflict. 5. What is the central idea of the text? Cite specific evidence from the text to support your answer. 6. Why do you think people were willing to risk their lives to work on the Underground Railroad? Do they deserve to be called heroes? Why or why not? 7. The article begins by stating: Any cause needs speakers and organizers. How were the conductors of the Underground Railroad able to organize a safe route for slaves to escape? What issues facing society today do you think people need to organize a solution to? What would be a good solution for that issue? Pairing Questions for "Theseus and the Minotaur" and "The Underground Railroad" 1. PART A: Which of the following qualities led to Theseus and Harriet Tubman s successes? A. bravery in the face of danger B. patience despite pressure C. tolerance of others who think differently from them D. knowledge of their enemies

11 2. PART B: Select TWO quotations that best support the answer to Part A A. Theseus insisted that he understood the dangers but would succeed. I will return to you, father, cried Theseus, as the ship left the harbour wall, and you will be proud of your son. ( Theseus and the Minotaur, Paragraph 9) B. Then I wish you good luck, my son, cried his father, I shall keep watch for you every day. If you are successful, take down these black sails and replace them with white ones. That way I will know you are coming home safe to me. ( Theseus and the Minotaur, Paragraph 10) C. Theseus walked carefully through the dark, foul-smelling passages of the labyrinth, expecting at any moment to come face-to-face with the creature. ( Theseus and the Minotaur, Paragraph 19) D. This was indeed risky business, because slave catchers and sheriffs were constantly on the lookout. ( The Underground Railroad, Paragraph 5) E. She threatened to shoot any slave who had second thoughts with the pistol she carried on her hip. ( The Underground Railroad, Paragraph 5) F. When the Civil War broke out, she used her knowledge from working the railroad to serve as a spy for the Union. ( The Underground Railroad, Paragraph 5) 3. What motivations do Theseus and Harriet Tubman share?

12 1. PART A: Which of the following best explains the purpose of the details provided in paragraph 13 and paragraph 14? A. To provide readers with details of why Schultz conducted the interview with Gies in the first place. B. To illustrate the great risks Gies was willing to take to help Jews seek refuge during the Holocaust. C. To explain the location of the events of the Holocaust and Frank s family. D. To contrast the heroism of Gies with the cruelty of the Nazi forces. 2. PART B: Which of the following paragraphs from later in the interview reinforces the answer to #1? A. 15 B. 16 C. 18 D PART B: Which of the following TWO phrases best proves your answer above? A. nothing extraordinary (paragraph 14) B. a very common person (paragraph 15) C. remarkable qualities (paragraph 16) D. act boldly (paragraph 16) E. hadn t been destroyed or taken. (paragraph 18) 3. PART A: What does the word modesty most likely mean as it is used in paragraph 16? A. Heroism B. Success C. Remorse D. Humbleness

13 5. Which of the following is the main reason Gies preserved Frank s diary? A. Gies wished to return the diary to Anne s father, Otto, the only surviving member of the family. B. Gies knew that the diary would be of great importance to the world and therefore decided to preserve it. C. Gies wanted to prove to the Nazi soliders that the Frank family would never be forgotten. D. Gies sought to return it to Anne in order to bring her joy. 6. Explain Gies motivation for helping Jewish families during the war. 7. Is Gies a hero or is she, as she suggests, just a very common person? Cite examples from the story and in real life. 8. Can common people be heroes? Cite examples from literature and real life. 9. Why do you think more people didn t take the risks Gies took to help?

14 1. PART A: Which of the following statements best describes a central idea of the text? A. Ida B. Wells was an amazing journalist and should be better appreciated. B. Escaping a problem doesn t solve it, even if it keeps you safe. C. Post-Civil War United States, especially in the South, was an unjust place for former slaves. D. Ida B. Wells faced discrimination and, spurred by tragedy, spoke out against it. 2. PART B: Cite a piece of evidence from the text that supports the answer to Part A.

15 3. How does the train scene contribute to the author s explanation of Ida B. Wells lifetime? A. The scene illustrates the unfair treatment and hostility people of color faced and against which Ida B. Wells fought. B. The scene serves as the last straw, motivating Ida B. Wells to speak out against injustice. C. The scene on the train illustrates the heightening tensions between blacks and whites during Wells life. D. The scene on the train provides an example of the daily injustice of segregation in transportation, which, according to the text, was just starting at this time in Wells life. 4. PART A: What does the term "exodus" most closely mean as used in paragraph 20? A. Freedom (from enslavement) B. Mass movement or immigration C. Decrease in money or income D. A story of a long, departing journey 5. PART B: Which of the following quotes best supports the answer to Part A? A. the widow moved her family to Indiana B. Many other black citizens were packing up and leaving C. losing labor and the money of the black people D. the new lives people were making for themselves 6. Although this text is non-fiction, much of it is told like a story. What is the author s most likely purpose for writing the text in this way? 7. In the context of this passage, what are the effects of prejudice? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 8. In the context of this passage, how has America changed over time? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 9. In the context of this passage, how do people create change? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 10. In the context of this article, what makes a hero? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

16 1. PART A: Which of the following best describes a theme of the poem? A. Tragedy and adversity builds character by testing people s patience. B. Resiliency and hope will help people get through even the toughest of times. C. The experience of fighting and war should teach everyone the importance of peace. D. Life should be spent celebrating rather than mourning, because adversity is temporary. 2. PART B: Which of the following quotes best supports the answer to Part A? A. My heart be brave, and do not falter so, / Nor utter more that deep, despairing wail. (Lines 1-2) B. Look up, and out, beyond, surrounding clouds, / And do not in thine own gross darkness grope (Lines 9-10) C. Rise up, and casting off thy hind ring shrouds (Line 11) D. Tho thick the battle and tho fierce the fight, / There is a power making for the right. (Lines 13-14) 3. How does the word choice in the poem contribute to its tone? A. The poem uses phrases such as bright and blushing morn, suggesting that the speaker is excited for what will happen in the future, contributing to a gleeful tone. B. The poem uses words such as despairing and drear, revealing that the speaker is upset about the current situation, conveying a pessimistic tone. C. The poem uses phrases such as my heart, implying that the speaker is addressing a loved one, contributing to a affectionate tone. D. The poem uses phrases such as rise up and fierce the fight, suggesting the speaker feels inspired to act, contributing to an impassioned tone. 4. How does the poem's use of imagery develop the theme of the poem? Cite evidence from the text in your answer. 5. How does the structure of the poem contribute to its meaning? Cite evidence from the text in your answer. 6. Why do you think the speaker cautions the reader not to grope in their own darkness? What does this mean? 7. In the context of this poem, how does a person overcome adversity? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 8. In the context of this poem, what does it mean to be brave? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. Pairing Questions for "The Story of Ida B. Wells" and "Sonnet" 1. Which statement best identifies a similar central idea in both The Story of Ida B. Wells and Sonnet? A. Fighting for a moral cause empowers people to act bravely in the face of threats. B. Setbacks are a normal part of life and can be overcome with hard work. C. Justice will prevail D. It is important to speak up for what one believes in. 2. What motivates the speaker in Sonnet and Ida B. Wells to act heroically? Over the course of this unit, you have gathered details from literary and informational texts about heroes. Use the evidence you have gathered to answer the question: Why do people act heroically? Support your answer using reasons and evidence from a variety of the texts covered in this unit: If We Must Die How Jackie Robinson Changed Baseball Theseus and the Minotaur The Underground Railroad Woman who Helped Anne Frank Ida B Wells Sonnet

17 Ancient Greece: The Birthplace of Western Individualism by USHistory.org, 2016

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19 Greek Government by Mark Cartwright, 2013

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21 Greek Society by Mark Cartwright from

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25 Book Nine: New Coasts and Poseidon s Son Part One: The Wanderings of Odysseus Book One: A Goddess Intervenes 1. Lines The epic opens with an invocation, or plea that the Muse help the speaker tell the story of Odysseus worthily. These lines also briefly introduce the plot and the epic hero Odysseus. Why are the details about the way in which Odysseus men were lost included in this invocation? 2. Synopsis. The italicized text summarizes the parts of the poem not included in this excerpt. This synopsis is about the events occurring in Ithaca as Odysseus tries to make his way home. When two plots happen at the same time they are called parallel plots. Describe the conflicts faced by Odysseus s family. 3. Describe how Odysseus would feel after ten years of being harried. 1. Lines 1-7. Epics are often characterized by long speeches made by the hero and other major characters. These speeches reveal important ideas about the hero s culture as well as his own character. How will Odysseus repay the hospitality shown by Alcinous? Why is this vow important? 2. Odysseus fought for ten years in the Trojan War, and he has spent ten more years trying to get home. What do the details in lines reveal about Odysseus s feelings? 3. Synopsis. The archetypal hero conforms to a pattern seen in heroes from other cultures and times. How does Odysseus display the characteristics of an archetypal hero in his encounter with the Cicones? The Lotus Eaters 1. Lines The poet flashes back in the next books of the poem. Although Odysseus is presently at the court of King Alcinous, he narrates events that have happened in the past. How do the Lotus Eaters pose a threat to Odysseus and his men? What does the description of the incident with the Lotus Eaters add to the epic? Why doesn t Odysseus elaborate further on his description of this incident? How does this encounter with the Lotus Eaters contrast with his approach to the Cicones? 2. Determine theme. Are the Lotus Eaters harmless? Odysseus is very forceful when he speaks to the crew and drags back three who succumbed to the effects of the lotus flower. Discuss the threat the Lotus Eaters pose to Odysseus and his men. What theme is developed through Odysseus s reactions? The Cyclops 1. Epithets are descriptive phrases that rename a person or a thing. They are used by the poet to convey descriptive information. Identify the epithet in lines and explain what you learn from it.

26 2. Lines An epic hero has some very human traits as well as those that define him as extraordinary. Note hoe the characteristics of Odysseus are seen through his decisions and actions. Why do you think Odysseus wants to visit the land of the Cyclopes? What does this action reveal about his character? Indirect Characterization 3. Lines What is foreshadowed by the description of the Cyclops? 4. Lines Why does Odysseus take the wine as well as his twelve best fighting men? Draw conclusions about whether or not this expedition is a good idea. 5. Lines Dialogue advances plot and reveals character. What do you learn from the dialogue between Odysseus and his crew? What is foreshadowed by the line no pretty sight, it turned out for my friends? 6. In narratives setting has an impact on the action. Look carefully at the details the poet chose to include about the Cyclops s cave. Reread lines What impression does this description provide of the Cyclops and his cave? What potential conflict is foreshadowed by these details? 7. What motivates Odysseus to explore and then stray in the Cyclops s cave? Summarize the subsequent effects of that decision. 8. An epic is a long narrative poem that includes many conflicts involving various mortals and immortals. Describe the Cyclops s attitude toward his guests. What does this attitude suggest about the possible conflict between the Cyclops and Odysseus? 9. Lines A character s reaction to conflict may reveal important qualities. Why does Odysseus lie to the Cyclops about the ship? What traits does Odysseus show in this exchange with the Cyclops? 10. A phrasal verb is a verb and another word that function together as one verb. But all the same I spoke up in reply (162). Up usually functions as a preposition, but in this sentence it does not introduce a prepositional phrase. Instead it forms a phrasal verb with spoke. Use context clues to define these phrasal verbs: find out (185), saw through (185), broke up (188). 11. Epic similes are comparisons developed at length that create a vivid image in the audience s mind and reinforce important ideas. How does the epic simile in lines intensify the impression of the strength of the Cyclops and the helplessness of Odysseus and his men? 12. Lines To make an epic exciting and suspenseful, events occur that complicate the hero s attempts to resolve the conflict. Why does Odysseus refrain from killing the giant? What does this mean for the resolution of the conflict? 13. How does the word ponderous make their situation almost impossible to escape? 14. Lines Some cultures admired courage and strength above all other qualities. Odysseus s traits reveal that Greeks also revered the ability to reason. Explain the good luck Odysseus has. Discuss how he takes advantage of the good luck and what that reveals about him. 15. What idea about the Cyclops is reinforced by the profusion of dung around his living quarters as well as the animals sharing it with him? 16. Lines Explain the irony of the gift the Cyclops says he will give to Odysseus. 17. Identify the epic simile in lines that describes how the Cyclops s eye is affected. How does this simile impact the audience s ability to visualize the action? 18. What was important to the ancient Greeks? The Cyclops are different in almost every way from Odysseus and his men. A foil is a character that provides a striking contrast with another character. This contrast highlights the characters differences. These differences and the attitude with which Odysseus views them reveal a great deal about what was important to the ancient Greeks. Contrast Polyphemus and Odysseus. Make sure to consider lifestyle, character traits, behaviors, values, and physical characteristics. Make an inference about Greek society based on these differences.

27 19. Lines Odysseus was the mastermind behind the plan that brought the ten-year Trojan War to an end. Presenting a large, wooden horse as an offering to the people of Troy provided the Greeks a hiding place from which to launch a surprise attack against the city. Explain how Odysseus s plan to escape the Cyclops is similar to his plan to win the Trojan War. 20. Idiomatic expressions do not mean what the words say. Use context clues to determine the meaning of each of the following idioms: played you a fool (319), like a charm (324), win the game (330), draw on all my wits (332), for dear life (333). 21. Lines Suspense is the excitement or tension readers feel as they wait to find out what happens. How does the poet create suspense in this part of the poem? 22. Is Odysseus s victory over his adversary completely admirable? Why or why not? 23. Lines Odysseus, as the narrator of the story, has the ability to choose what he does and does not tell. Why does Odysseus include his taunting of the Cyclops and the consequence? How does Odysseus view his own actions? 24. Lines In Greek literature, a prophecy, or prediction about the future, is fulfilled but not in the way anticipated by the person receiving it. Why is Polyphemus surprised by the fulfillment of the prophecy? What does the Cyclops s characterization of Odysseus as small, pitiful and twiggy suggest about the value of brawn versus brain in conflict? 25. Lines The consequences of a person s actions often help to reveal an important theme. What theme is conveyed by Odysseus s behavior in this part of the poem? 26. You can read an epic to learn more about the culture from which it arose. Use the actions of the characters to understand important customs and beliefs. Identify details that reveal the religious beliefs of the ancient Greeks. Discuss what the phrase share and share alike reveals about the relationship between Odysseus and his men. 27. Analyze author s choices. Is it better to know or not know what the future holds? The Cyclops s words foreshadow the trouble that lies ahead for Odysseus. What effect does the Cyclops s curse have on the poem? What does the poet include this information when it could easily have been left out? What ideas about destiny are suggested by the Cyclops s curse and the circumstances that led to it?

28 Book 10: Circe, the Grace of the Witch foreboding? What does his solution to the problem suggest about his feelings? 1. Synopsis. How has the Cyclops s curse already been fulfilled? 2. Explain what is being compared in the epic simile in lines What ideas about the character of Circe and future plot events are suggested by this simile? 3. Lines Why does Polites feel that Circe poses no threat? What makes Eurylochus fear a snare? 4. Multiple plots. Why must Odysseus go to the land of the dead? What does his willingness to do this reveal about his character? 5. How does Eurylochus react to his sense of Book 11: The Land of the Dead 1. Lines Details of the setting can create a certain mood, or atmosphere, in a work. Identify details that describe what Odysseus experiences as he waits in the pit. What mood is evoked by these details? 2. Explain what Odysseus s efforts to assuage the dead reveal about the Greek view of the afterlife. 3. A theme running through many epics involves the hero s descent to the underworld. Think about the significance of this journey for a true hero. What does the underworld represent? By returning from the underworld, what has the hero overcome? Explain the symbolism of the hero s visit to the underworld. 4. Explain Odysseus s objective in traveling to the underworld and filling a pit with blood. Describe the task that Elpenor wants Odysseus to undertake for him. 5. Lines Every culture has certain rituals and customs for treating the dead. What does Elpenor s request suggest about the Greek s view of the dead? 6. Lines An epic hero s fate is often of great importance to the gods and to the hero s homeland. Explain whether or not the prophecy from Tiresias will come true. Why or why not? Discuss which parts of the prophecy depend on the actions of Odysseus and his men. What does the prophecy s structure reveal about the Greek s view of fate? 7. How might Odysseus s conversation with his mother affect his desire to return home?

29 Book 12: The Sirens, Scylla and Charybdis 1. Lines Describe the threat posed by the sirens. Predict whether Odysseus will choose to hear the song. Why or why not? Why might Circe not want to advise Odysseus which route to take next? 2. Lines Greek myths sometimes explained natural phenomena. As seafaring people, the Greeks would be affected by hazards on the sea. Evaluate each of the three options that Circe describes for getting past Scylla and Charybdis. Are they all equal? Why or why not? What course will Odysseus most likely choose? Why? Discuss what dangers of the sea are represented by Scylla and Charybdis. 3. Contrast the behavior of Circe in this book with the sailors first encounter with her, in which she behaved abominably. 4. Lines Highlight the similes in pink, the metaphors in blue, and sensory/imagery in yellow. no one could look on her in joy. Her legsand there are twelve- are like great tentacles, unjointed, and upon her serpent necks are borne six heads like nightmares of ferocity, with triple serried rows of fangs and deep gullets of black death. 5. Lines Epic heroes often act consistently when confronted with certain situations. Summarize Circe s advice to Odysseus here. Based on Odysseus s actions in other episodes, will he follow her advice? Why or why not? 6. Lines Does Odysseus have the power to control his own fate? Explain. 7. An epic hero is characterized by extraordinary traits. Revisit your prediction from page 392 about how Odysseus might react to the Sirens. Reread lines How, once again, does Odysseus reveal his character through his decisions and his actions? 8. Lines The audience and Odysseus know what is coming next, but the sailors have no idea. Identify the details that describe the men s reactions to the uproar of the sea. In what ways does Odysseus show himself to be an able leader? 9. Why do you think the Sirens would sing to them? Why? Then explain that symbolism of these creatures is frequently discussed. One view is that they represent temptation; their song is whatever the person desires most in the world to hear. Discuss your ideas about what the Sirens represent in the poem and what they may be singing to Odysseus.

30 10. Lines Recall Circe s warning from earlier in Book 12 about what Odysseus should not do. Is his decision not to inform his men of Scylla s danger justified? Explain. Consider what is revealed by Odysseus s statement that Circe s/ bidding against arms had slipped his mind. 11. Lines Which aspect of Charybdis frightens the men more? How does the poet s diction convey this fearfulness? 12. Why might the sailors be motivated to keep going in spite of the travail? 13. Look for personification in lines What does each example help you visualize? 14. Lines Why doesn t Odysseus fight Scylla even though he is armed? What human emotions does Odysseus reveal in this passage? Part Two: The Homecoming Analyze Character Page 399 and Vocabulary Page 400 Book 17: The Beggar at the Manor 1. Lines A symbol is a person, place, object, or activity that stands for something other than itself. Look closely at the description of Odysseus s faithful dog Argos. In what way might Argos symbolize Ithaca since Odysseus has been gone? 2. Lines You know a great deal about Odysseus from the first part of the poem; however, he may reveal additional traits as he faces new challenges. Note how Odysseus hides his emotions in this scene. Why might this trait be important later in the poem? 3. Lines Explain the dramatic irony in this scene. Explain what it suggests about the future events in the poem. 4. What adjectives describe your feelings throughout the first part of the Odyssey? Reread lines Would you use same adjectives or different ones? How does the poet convey these feelings? Book 21: The Test of the Bow 1. Lines An archetype is a pattern in literature that is found in a variety of works from different cultures and time periods. Identify the archetypal figure in these lines. Explain how this image builds suspense. 2. Lines Penelope is an important character in her own right, although much of the poem so far has focused on Odysseus. What do Penelope s actions here reveal about her character?

31 3. Lines The first four books of the Odyssey which are not included in these excerpts, develop the plot of Penelope, Telemachus, and the suitors. This speech helps summarize what has occurred over the past twenty years. Identify the details that explain Penelope s conflict. What can be inferred from the requirements of the contest? 4. Lines Odysseus s disguise gives him the opportunity to observe the reaction of those around him. Why are the swineherd and cowherd described as downcast? What does their reaction lead Odysseus to do? 5. What kind of characters would commandeer someone else s house? What impression of the suitors does this word create? 6. Lines Archetypal characters such as Eumaeus and Philoetius appear frequently in literature and films. What trait do these two servants embody? Explain why this trait is valued by Odysseus especially at this particular time. 7. Lines Explain what you think will happen. What stage of the plot is approaching? 8. Explain how Odysseus will overcome the adversary with which he struggles with now. 9. Lines Look for idioms. What clues from the text help you figure out the meaning of each expression? What is the meaning of each expression? 10. Lines Identify the primary conflict. In what ways does dramatic irony add to the suspense of the scene for the audience? 11. Lines Explain the epic simile found in this passage. Why is this simile appropriate? 12. Lines The poet sets the mood with the single crack of thunder. Discuss why so few lines are devoted to Odysseus s actual winning of the contest. 13. Why might the scene in lines be considered epic? Book 22: Death in the Great Hall 1. Lines 1-4. Epithets are phrases that point out traits associated with a particular person, giving the audience a deeper understanding of character. Identify the epithets in these lines. What ideas are conveyed by this phrase? 2. Lines This passage contains epic conventions such as calling on the gods to assist the hero. Why does Odysseus invoke the name of Apollo? Discuss the strategy behind Odysseus s first shot. 3. Epics convey universal themes related to love, honor, and death. What idea about death is suggested in lines 9-13? What words describe the forcefulness of Odysseus s shot? What is the purpose of this description? 4. What does Antinous s continued revelry and his actions of drinking out of Odysseus s golden cup suggest about his character? 5. Lines Look for character s motivations as revealed through dialogue. Explain Odysseus s success in taking the suitors by surprise. What is the purpose of Odysseus s speech in lines 34-40? Explain why Eurymachus responds to Odysseus. 6. Why does Odysseus refuse to accept Eurymachus s offer of restitution? 7. Lines Explain what you learn about Eurymachus based on his conduct and words in this situation.

32 8. Lines A major characteristic of an epic is a battle described with specific details. How has the battle with the suitors taken on epic proportions? 9. How does Eurymachus know that Odysseus is implacable? 10. Lines How does Telemachus conduct himself in the conflict with the suitors? 11. Find and define the phrasal verbs in lines: 98, 99, 107, and Synopsis. What is Athena s motive in not assisting Odysseus and Telemachus yet? What does this reasoning suggest about the Greek view of the relationship between the gods and humans? Book 23: The Trunk of the Olive Tree 1. Lines What does the allusion to Hephaestus in convey about Odysseus s appearance? 2. Lines Explain the conflict that Odysseus faces in this book. Why is this conflict different than his other struggles? 3. Lines Symbols often help to convey theme. Describe the features of the bed. In what way might this bed symbolize the marriage of Odysseus and Penelope? 4. Lines How has Penelope resolved her conflict? In what ways does her solution show her to be well matched with Odysseus? 5. Think about the results of the contest. What emotions other than joy are causing her to be tremulous? 6. Lines Explain the epic simile. Why is this simile apt considering Odysseus s experiences? 7. Would Homer have ever dreamed that his characters and story would be the source of inspiration for countless writers? Performance Task Page 418, Vocabulary Page 419, and Absolute Phrases Page 420 From The Cruelest Journey: 600 Miles to Timbuktu Travel Writing by Kira Salak (page ) 1. Travel narratives are nonfiction, but they can include many elements that also make fiction compelling. One of these is the use of imagery. Reread lines 1-11 and identify the imagery Salak uses to communicate the tension she feels at the beginning of her trip. 2. Lines What does the dialogue between Salak and Modibo reveal about each person? 3. Travel narratives, like other nonfiction works, want to communicate a central idea. Identify the text evidence that shows how Salak feels at the beginning of her journey. How does she react to being called crazy? 4. Explain what details Salak provides to convey that the river flows circuitously. 5. Why did Salak decide to undertake such a dangerous journey? What does she say motivates her to choose this journey down the Niger? Is she clear about her motivation? 6. Lines What idea is Salak trying to support in lines Paraphrase the passage to explain the evidence that Salak provides for her central idea. 7. Lines Identify the details that contribute to the underlying tension of the scene as Salak prepares to depart. 8. Why does Salak think her answer to why she has chosen to take this journey is disingenuous? 9. Explain why Salak uses the word integrity to describe her trips. 10. Lines Cite details that describe the obstacle Salak faces in the first moments of her journey.

33 11. Lines Identify how Salak uses rhetoric to support her point of view. 12. What kinds of expectations does Salak say we often express when we embark on a trip? 13. Why do we do what we do? Based on what you have learned about Salak, and her discussion of her reasons for taking the trip, write a narrative with Salak as the protagonist, that takes place before she embarks on the journey. The story could be set in the United States, Africa, or elsewhere. It could be set several years in the past or the day before this excerpt begins. Include a suggestion of the purpose of Salak s journey and what her journey (and/or her general future) will be. 14. Lines To learn more about an author s thoughts and motivations in writing a text, it is important to think about the evidence the author provides in the form of details about life and people. Why do you think people take journeys? How does Salak show that she dismisses the idea that people take journeys only to see a place and learn about people? Paraphrase the passage as part of your answer. 15. What mood does Salak create in lines with the words that she uses to describe the river? Cite specific words and phrases that helped create that mood. 16. Authors of travel narratives frequently adjust the pacing, speeding up or slowing down events, by varying sentence length (syntax). Describe the pace of the narrative in lines How does the pace in lines change? Why is it significant that Salak varies the pacing at this point in the narrative? 17. Cite the part of the text that tells how Salak feels about the last obstacle she encounters as she nears the shore. 18. How does Salak s pursuit of her goal make her willing to undergo such discomforts and danger? As her objective nears, how does Salak cope with the difficulties she meets in the final stretch? What can you conclude about what kind of person she is? 19. How is the dialogue in lines 197 and 201 similar to the thinking of Modibo in lines 17-25? How does this dialogue also support Salak s own thinking in lines ? 20. Lines Sometimes an author s words are so precise that it is better to directly quote than paraphrase them. Cite evidence that reveals what Salak has learned about herself by the time she reaches Timbuktu. What are the consequences she will have to face? 21. Why does Salak believe her life was stagnant before she embarked on her journey? How is it different now? 22. Lines Why does Salak struggle to celebrate the end of her journey? What mood does she create with her description of crossing to the opposite shore? 23. Lines Paraphrase the final sentence. How does this conclusion relate to her central idea? Vocabulary Page 431 and Sentence Length Page 431 Close Reader Workbook from The Good Soldiers The Real Reason We Explore Space by Michael Griffin Pages An argument, the speaker or writer presents one or more claims, or positions, on a specific issue and supports them with reasons and evidence. Reread lines 1-17 and interpret Griffin s position on the issue of space exploration. 2. Why have logical reasons been the most important when Americans contemplate the future space exploration? 3. Reread lines to identify the reasons Griffin gives to support his claim.

34 4. Lines Griffin uses rhetorical questions in this passage. Why does he use them as evidence? Are these questions valid support for his approach in lines 30-49? 5. Explain the difference between intuitive reasons and logical reasons for doing something. 6. Lines To prove a claim, writers must provide credible reasons and evidence relevant to the claim. Explain how this passage relates to the reasons Griffin has put forth to prove his claim. 7. Reread lines to identify the reasons and evidence Griffin presents. Explain how the passage relates to his real reasons. 8. Explain Griffin s contention about the connection between cathedrals and the space program. 9. Why is it imperative that the space program provide concrete values to society? 10. Lines Infer the reason that Griffin introduces in this passage and explain how it relates to the earlier reasons he has cited. 11. Lines Parallelism is the use of similar grammatical construction to express ideas that are related or of equal importance. The repetition of parallel structures creates emphasis and unity. Identify examples of repetition and parallelism. Discuss the purpose of using this technique here and explore how it relates to Griffin s overall purpose in writing the article. 12. Does Griffin use rhetoric successfully? How does his rhetoric advance Griffin s purpose for writing the article? Performance Task Page 438, Critical Vocabulary Page 439, and Transitions Page 440 The Journey by Mary Oliver 1. Some poems are structured as a narrative. Other present images and ideas without a narrative structure. Does this poem have narrative structure? Support your answer. 2. Interpret the figurative meaning of the voices that cry, Mend my life! What literary device is it? 3. An extended metaphor shows many points of comparison and may be developed over the course of the entire work. How is the new voice and the act of striding deeper and deeper/into the world fit into the poem s extended metaphor? 4. What motivates the person in the poem to undertake the journey, even in the face of so many obstacles? What does the poem say about the pursuit of happiness? Analyze the Text and Performance Task Page 444 Unit 6 Performance Task Page

35 Theme: Fate and Free Will Topic Evidence Paraphrase Analyze Conclude/Connect The characters in the Odyssey are definitely not free to be you and me. Their destinies are just that: destiny, and there's not much room to change what's going to happen. Still, there is a way to change how they get there. Fate and free will aren't mutually exclusive, and even the gods have a lot of leeway in how they bring about what's fated. (Not to mention that they're subject to all the same fickleness of human emotion that we are). Add it all up, and you get a pretty flexible notion of just what "fate" means. (Zeus): 'Oh for shame, how the mortals put the blame on us gods, for they say evils come from us, but it is they, rather, who by their own recklessness win sorrow beyond what is given [ ].' ( ) Questions About Fate and Free Will 1. It's clear that Odysseus is responsible for his own actions, like telling Polyphemos his name. It's also clear that certain events are fated to happen from the start. How are both of these possible in the Odyssey? 2. What is the difference between "fate" and "luck" in the Odyssey? When do the characters ascribe events to the former, and when to the latter, and why? (And is "fate" always bad? Does it every seem to do good for anyone?) [Amphinomos] went back across the room, heart saddened within him, shaking his head, for in his spirit he saw the evil, but still could not escape his doom, for Athene had bound him fast, to be strongly killed by the hands and spear of Telemachos. ( ) How convenient: Odysseus wants four men to draw the short straws, and those four men just so happen to draw the short straws (or whatever they're using to cast lots). It seems like fate is on Odysseus' side.

36 Theme: Piety Topic Evidence Paraphrase Analyze Conclude/Connect In The Odyssey, piety involves way more than going to church on Sundays, and it has a lot more to do with your day-to-day actions than how you feel in your heart. Want to prove your piety to the gods? Better round up some goats, because you're going to need to get sacrificing. And feasting. And banqueting. And burying your friends properly. And making very sure that you never challenge and insult the gods in anyway. See? There's no way you could fit all that into an hour and a half on Sunday. Questions About Piety 1. Why do the gods care so much about the living respecting the dead? Are the dead more god-like than the living? 2. How are the suitors in taking advantage of Odysseus' house in his absence committing a crime against the gods? 3. How do the gods reward piety? Do we see any particular cases of the gods granting favors in exchange for earlier piety? (Polyphemos, in Odysseus' tale:) '"Stranger, you are a simple fool, or come from far off, when you tell me to avoid the wrath of the gods or fear them. The Cyclopes do not concern themselves over Zeus of the aegis, nor any of the rest of the blessed gods, since we are far better than they [ ]."' ( ) Eurymachos and the suitors disrespect the gods by dismissing Telemachos, who is favored by Athene, and Halitherses, who speaks the gods will. By laughing off the words of those through whom the gods speak, they are placing themselves in opposition to divine law. So they will be punished. Piety isn't just about sacrificing to the gods it's also about how you treat your fellow men. It's not quite "do unto others," but Odysseus is reminding the overly enthusiastic woman that these men are dead because the gods wanted it to be that way. Making a fuss about it just isn't respectful.

37 Theme: Justice Topic Evidence Paraphrase Analyze Conclude/Connect There may be a lot of justice in The Odyssey, but there isn't a court of law to be found. Justice seems to be based around some divine sense of cause-and-effect: there's a certain order and balance in the universe, and bad actions (like violating guest-host laws) nets you a bad return. But this isn't the kind of justice where they put you in a cushy prison and try to rehabilitate you. It's the kind where, if you throw a footstool at a beggar, you get an arrow in your heart and then your dad gets one in his head. Way harsh, Athene. Questions About Justice 1. What kind of justice system do the gods follow? What kinds of transgressions are punishable by death? 2. Is there even a system at all? If the gods are subject to the same whims, grudges, desires, and pettiness as the mortals, isn't "justice" (and especially "divine justice") as inconstant and illogical as basic emotion? 3. Why does Athene want all the suitors to die even the sort-ofcute-and-fuzzy ones? Is this "justice" according to the Odyssey? 4. How are random events like Elpenor's death justified? (Polyphemos, in Odysseus' tale:) '"Hear me, Poseidon, who circle the earth, dark-haired. If truly I am your son, and you acknowledge yourself as my father, grant that Odysseus, sacker of cities, son of Laertes, who makes his home in Ithaka, may never reach that home; but if it is decided that he shall see his own people, and come home to his strong-founded house and to his own country, let him come late, in bad case, with the loss of all his companions, in someone else's ship, and find troubles in his household." 'So he spoke in prayer, and the dark-haired god heard him.' ( ) (Odysseus:) 'O son of Polytherses, lover of mockery, never speak loud and all at random in your recklessness. Rather leave all speech to the gods, since they are far stronger than you are. Here is your guest gift, in exchange for that hoof you formerly gave to godlike Odysseus, as he went about through the palace.' ( ) Okay, notice Helios' words "just recompense." We're used to a system of justice where "recompense" means either a fine or a sometime behind bars. But Helios is working from a more eye-for-an-eye sense of justice: they killed my cattle, and now I want them dead.

38 Theme: Pride Topic Evidence Paraphrase Analyze Conclude/Connect Fair enough: Odysseus has a lot to be proud of. He's smart, strong, brave, and good-looking; he's married to a hot, loyal wife; and did we mention his pecs? Because he did. Yeah. He's kind of that guy. And a little bit of pride is just fine it helps get your name out there and win you immortal fame, the super important Greek concept of kleos. But too much pride, and you're going to start ticking people off or rather, the gods. And no matter how "godlike" Odysseus is, he's still a human. Questions About Pride 1. Is pride mostly good or bad in the Odyssey? 2. What is the difference between humility and straight-up weakness in the Odyssey? Which does Telemachos display? Is the answer to this question the same at the beginning of the epic as it is at the end? (Odysseus:) 'So they spoke, but could not persuade the great heart in me, but once again in the anger of my heart I cried to him: "Cyclops, if any mortal man ever asks you who it was that inflicted upon your eye this shameful blinding, tell him that you were blinded by Odysseus, sacker of cities. Laertes is his father, and he makes his home on Ithaka." ( ) It looks like Odysseus has learned his lesson since boasting to the Cyclops at least, part of his lesson. He's still claiming to be the best archer living, but key word living. He's going to claim that he's the best archer ever or anything. Because that would just be bragging. Odysseus isn't one to back down from a challenge, but Circe has news for him: there's no way out of Scylla and Charybdis without losing some men. The fact that Odysseus actually listens to Circe instead of trying to fight anyway shows us that just maybe he's starting to tamp down some of the pride that got him into this mess in the first place.

39 Theme: Lies and Deceit Topic Evidence Paraphrase Analyze Conclude/Connect In the Odyssey, honesty is most definitely not the best policy. In fact as we learn when Odysseus idiotically tells Polyphemos his name and address it's usually a pretty badpolicy. All the good guys tell lies: Telemachos sneaks away from his mom; Athene is constantly dressing herself up as some old man or other; and even Penelope comes up with a rad deception about Laertes' magically shrinking shroud. That's not even mentioning Odysseus, who's practically the king of lies. What makes all this deception acceptable to the gods? (Besides the fact that they do it themselves, all the time?) It's all for a good cause: reuniting Ithaka's First Family. Questions About Lies and Deceit 1. For what purposes is deception used in the Odyssey? Are these mainly benevolent? When (if ever) do we see deception being used for bad purposes? 2. Odysseus' cunning certainly gets him out of some tight spots, but does it ever work against him? 3. Is a particular sex male or female more associated with cunning and trickery? Which characters exemplify this? Which characters buck this trend? (Antinoös:) And here is another stratagem of her heart's devising. She set up a great loom in her palace, and set to weaving a web of threads long and fine. Then she said to us: "Young men, my suitors now that the great Odysseus has perished, wait, though you are eager to marry me, until I finish this web, so that my weaving will not be useless and wasted. This is a shroud for the hero Laertes, for when the destructive doom of death which lays men low shall take him, lest any Achaian woman in this neighborhood hold it against me that a man of many conquests lies with no sheet to wind him." So she spoke, and the proud heart in us was persuaded. Thereafter in the daytime she would weave at her great loom, but in the night she would have torches set by, and undo it. So for three years she was secret in her design, convincing the Achaians [ ]. ( ) (Polyphemos, in Odysseus' tale:) '"But tell me, so I may know: where did you put your well-made ship when you came? Nearby or far off?" 'So he spoke, trying me out, but I knew too much and was not deceived, but answered him in turn, and my words were crafty: "Poseidon, Shaker of the Earth, has shattered my vessel. He drove it against the rocks on the outer coast of your country, cracked on a cliff, it is gone, the wind on the sea took it [ ]." ( ) Odysseus uses his "disguise" to relive old memories and emotions. Notice, too, that he wants Demodokos to hurry up and get to the part of the story involving trickery!

40 Theme: Perseverance Topic Evidence Paraphrase Analyze Conclude/Connect First, Odysseus fights a 10- year-long war. Then, he almost loses his men to a bunch of druggies, is captured by a Cyclops, wins Poseidon's wrath, gets blown years off course, encounters an island full of cannibals, sees all his men turned into pigs and has to sleep with a with to get them turned back; goes to the underworld; passes a sixheaded man-eating monster and a giant whirlpool; loses all his men; and finally spends seven years as a sex slave to a goddess. Oh, and when he finally makes it home, he has to kill a hall full of suitors while disguised as a beggar. Through it all, he just keeps on keeping on, heading straight into one disaster after another because, shrug, that's just the way the gods want it to be. And you thought it was a feat of perseverance just to make it through the Odyssey. Questions 1. Which is a more vital skill for Odysseus on his journey home cunning or determination? 2. Odysseus is declared god-like in his ability to persevere. How is it that he possesses such "iron" determination? What is it about him and his experiences that might give him greater perseverance than other men? (Eurylochos, in Odysseus' tale:) '"You are a hard man, Odysseus. Your force is greater, your limbs never wear out. You must be made all of iron, when you will not let your companions, worn with hard work and wanting sleep, set foot on this land, where if we did, on the seagirt island we could once more make ready a greedy dinner; but you force us to blunder along just as we are through the running night, driven from the island over the misty face of the water."' ( ) Telemachos may think that he's enduring the suitors, but somehow he doesn't get much credit for it. What's the difference between Telemachos' perseverance and Odysseus'? Odysseus seems to make himself feel better by thinking that he just has to endure what the gods have designed for him. But seriously? Given what we know about the gods, this doesn't seem like a very comforting thought.

41 Directions: 1. Cut and paste the evidence and paraphrases in the correct boxes on your theme TEPAC charts. It needs to match the theme as well as the given evidence/paraphrase already on the chart. 2. Write the Topic Box 3. Write the Analyze Box From this, one can infer that L Engle makes this comparison because L Engle includes this to illustrate/emphasize/highlight The evidence highlights that illustrates refers to represents Possibly the character is represents This may suggest conveys implies 4. Write the Conclude/Connect Box clearly suggests To sum up In summary As one can see connects with connects to emphasizes (Eurymachos:) [ ] in any case we fear no one, and surely not Telemachos, for all he is so eloquent. Nor do we care for any prophecy, which you, old sir, may tell us, which will not happen, and will make you even more hated. Eurylochos reminds us that Odysseus is, well, god-like: normal humans can't really endure this much. (Maybe Eurylochos would feel differently if he had Penelope to come home to. Just saying.) As the herdsman Polytherses kills nasty suitor Ktesippos, he makes sure the guy knows exactly why this is happening: it's "in exchange" for the time he threw the hoof at Odysseus. It's another example of cause-andeffect justice. (Odysseus:) 'I know well how to handle the polished bow, and would be first to strike any man with an arrow aimed at a company of hostile men But I will say that I stand far out ahead of all others such as are living mortals now and feed on the earth. Only I will not set myself against men of the generations before, not with Herakles nor Eurytos of Oichalia, who set themselves against the immortals with the bow, and therefore great Eurytos died suddenly nor came to an old age in his own mansions, since Apollo in anger against him killed him, because he had challenged Apollo in archery.' ( ) (Odysseus:) 'Keep your joy in your heart, old dame; stop, do not raise up the cry. It is not piety to glory so over slain men. These were destroyed by the doom of the gods and their own hard actions [ ].' ( )

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43 Odysseus totally deserves a wife like Penelope. Her position as a married (and possibly) widowed woman may not give her much straightforward agency she can't exactly pick up a sword and start lopping off heads she does have her own sort of power: the power of lies. (Odysseus, to Demodokos): Come to another part of the story, sing us the wooden horse, which Epeios made with Athene helping, the stratagem great Odysseus filled once with men and brought it to the upper city, and it was these men who sacked Ilion. ( ) "Fate" seems little more like cause-andeffect than some divine master plan: if you goof things up by, say, telling the giant you've just blinded your name, then you're going to get Poseidon after you. That's just how it works. Not all divinities live on Mount Olympus. You have to be careful in The Odyssey, because there's always that chance that you're inadvertently ticking off some immortal with powerful connections like a close family tie to the god of the sea. Polyphemos wants revenge. But is it justice? Zeus lets it happen for a while, at least so we're inclined to think that maybe it is. The question is whether it's Odysseus' punishment for blinding the guy, or for being dumb enough to reveal his name. (Telemachos:) 'If only the gods would give me such strength as he has to take revenge on the suitors for their overbearing oppression. They force their way upon me and recklessly plot against me. No, the gods have spun out no such strand of prosperity for me and my father. Now we must even have to endure it.' ( ) Polyphemos is trying to trick Odysseus, but the man of lies is one (or two, or three) steps ahead of him. You can't play a player, especially when that player is worldrenowned for his game. (Odysseus, in his tale:) "Come then, goddess, answer me truthfully this: is there some way for me to escape away from deadly Charybdis, but yet fight the other off, when she attacks my companions?" 'So I spoke, and she, shining among goddesses, answered: "Hardy man, your mind is full forever of fighting and battle work. Will you not give way even to the immortals? She is no mortal thing but a mischief immortal, dangerous, difficult and bloodthirsty, and there is no fighting against her, nor any force of defense. It is best to run away from her." ( ) (Odysseus:) 'Next I told the rest of the men to cast lots, to find out which of them must endure with me to take up the great beam and spin it in the Cyclops' eye when sweet sleep had come over him. The ones drew it whom I myself would have wanted chosen, four men, and I myself was the fifth, and allotted with them.' ( ) Amphinomos, in a rare epiphany, realizes that what he has done as a suitor will bring death upon him. Is the fact that Homer tells us ahead of time of his death by Telemachos s spear a nod to some form of predetermination? (Odysseus:) 'Of all creatures that breathe and walk on the earth there is nothing more helpless than a man is, of all that the earth fosters; for he thinks that he will never suffer misfortune in future days, while the gods grant him courage, and his knees have spring in them. But when the blessed gods bring sad days upon him, against his will he must suffer it with enduring spirit. For the mind in men upon earth goes according to the fortunes the Father of Gods and Men, day by day, bestows upon them.' ( ) Odysseus managed to get (most) of his men off of the Cyclopes' island, but he just can't let a good thing be. He had to go and open his big mouth, practically giving Polyphemos his address and Facebook password. Smooth move, big guy. (Helios, in Odysseus' tale:) '"Father Zeus, and you other everlasting and blessed gods, punish the companions of Odysseus, son of Laertes; for they outrageously killed my cattle, in whom I always delighted, on my way up into the starry heaven, or when I turned back again from heaven toward earth. Unless these are made to give me just recompense for my cattle, I will go down to Hades' and give my light to dead men."' ( )

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45 Literary Analysis: What is the theme of the Odyssey? How is the theme developed? Find text evidence for each of the columns. Your text evidence needs to convey the theme Feelings of the main character Thoughts or Conversations What the main character learns Specific action or event Page: Page: Page: Page: Page: Page: Page: Page:

46 Odysseus In each section find a quote that demonstrates how Odysseus fits into each IB student s learner profile. Include the page number where your example can be located. Make sure you use correct punctuation with your quotation marks.