Humanities
High School for Contemporary Arts
Ms. Moore
katrinka85@nyc.rr.com
WEBQUEST
The
breakdown of the custom of hospitality in ancient Greece
INTRODUCTION
In the ancient
Greek culture shown in The Adventures of
Ulysses, there is a custom of hospitality towards strangers. Hospitality means giving welcome and being
helpful to people who are visiting you.
Whenever an unknown person came to a part of
The Greeks needed
hospitality because their means of traveling was very dangerous. The ships were small, and sailors might be
shipwrecked in a strange place.
This hospitality custom was in place because many Greeks
traveled by boat to other islands and peninsula. Everyone benefited if it was observed. It made it safe for people to come to new
places and allowed people to trust strangers.
The Phaeacians,
circled, showed hospitality to Odysseus (Ulysses).
The social problem: This custom of
hospitality was often observed, but sometimes it was broken, causing conflict
between groups of people. Sometimes the
host tricked the guest, tried to kill him, or would not let him leave. Sometimes the guests attacked the residents
and stole from them rather than asking for hospitality.
Here are three rules for hospitality:
1. The host should give the guest food and a
place to sleep.
2. The host should help the guest go on to his
or her next destination.
3. The guest should respect the host and the
property of the host.
You and your fellow group
members are leaders of different Greek islands. It is your job to analyze this present
policy of hospitality and find how it affects this social problem of disorder
and violence. How can you find a way to
have everyone obey the custom of hospitality?
The Task
Your task is
to complete two assignments:
·
First, provide examples from The Adventures of Ulysses of examples of
people breaking the custom. As the
leaders, you will present these examples of reasons that the custom needs to be
enforced.
·
Second, develop a way to enforce the
custom. To do this, you and the other
leaders will need to do research, brainstorm strategies, and come up with a
plan that everyone will agree to.
As part of your group task,
present the examples and your plan. For
the whole class, act out your roles as leaders of different Greek islands. Give an oral presentation that includes
illustrations of the evidence, causes, the policy, and the evaluation of the
policy. The illustrations could be shown
by a PowerPoint presentation.
Process
You will have
three members in your group. Each of you
will choose a role. You will fill out
the workshop for your particular task. To make sure you identify the problem so
that all group members understand it, all of you work together to fill out Worksheet #1. Then:
·
One of you will gather evidence of the problem. Worksheet #2
·
One of you will determine the causes of the
problem. Worksheet #3
·
All of you will brainstorm to develop a policy
to enforce hospitality.
·
One of you will evaluate the policy. Worksheet #4
Gather the evidence: You gather examples of the breaking of
hospitality rules in The Adventures of
Ulysses.
To show examples of incidents in
which people violated the custom of hospitality, look at these chapters in The Adventures of Ulysses by Bernard Evslin.
Prologue p. x
The Ciconians, pp. 4-9
The Cyclops’
Cave, pp. 16-26
Circe, pp.
47-70
Calypso, pp.
106-123
Nausicaa, pp. 129-146
The Return,
pp. 147-151
You need to choose which examples
you want to present. You want to
convince the whole group that developing a policy is necessary.
Determine the causes: Look at the examples from The Adventures of Ulysses (the
evidence). Then look at the web sites
that discuss the issue of hospitality in ancient
Develop a policy to
enforce hospitality: All of you work together to come up with a
policy that will make sure all Greeks observe the custom of hospitality. Use the evidence and the causes to help you
determine a policy.
Evaluate the policy: As you look at the worksheet, keep in mind
that the policy in place was a custom, not a government policy. Why does that make it hard to enforce?
Presentation
Share the problem and your policy
solution with the whole class. Act out
your roles as leaders of different Greek islands. Give an oral presentation that includes
illustrations of the evidence, causes, the policy, and the evaluation of the
policy. The illustrations could be shown
by a PowerPoint presentation.
Resources
On the custom of hospitality.
http://www.crowdog.net/hospitality.html
On aspects of daily life that
made hospitality important. Click on “Greek Families.” [How does the fact that the
Greeks took slaves affect the hospitality custom?]
http://members.aol.com/Donnclass/Greeklife.html#HOUSES
On how the geography of
http://www.museum.upenn.edu/Greek_World/Index.html
Images on hospitality for use in your presentation.
http://www.metmuseum.org/collections/view1zoom.asp?dep=13&full=0&mark=1&item=30%2E11%2E9
http://www.perseus.tufts.edu/cgi-bin/image?arch=1993.01.0668&type=vase
http://www.perseus.tufts.edu/cgi-bin/image?lookup=1990.24.0316
http://www.perseus.tufts.edu/cgi-bin/image?arch=1990.14.0147&type=vase
http://www.perseus.tufts.edu/cgi-bin/image?arch=1990.34.0552&type=vase
EVALUATION
|
High School for Contemporary Arts Group Presentation on Greek Hospitality Oral
Presentation and PowerPoint |
|
Names of Group
Members: ________________________ ________________________ ________________________ _______________________ Teacher: Ms. Moore |
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Criteria Pts. 4 3 2 1
Position Statement Position is clearly stated and consistently maintained. Clear references to the issue(s) are stated. Position is clearly stated and consistently maintained. References to the issue(s) at hand are missing. Position is stated, but is not maintained consistently throughout work. Statement of position cannot be determined.
____ Supporting Information Evidence clearly supports the position; evidence is sufficient. Evidence clearly supports the position; but there is not enough evidence. Argument is supported by limited evidence. Evidence is unrelated to argument. ____ Organization Structure of work is clearly developed. Structure developed reasonably well, but lacks clarity. Some attempt to structure the argument has been made, but the structure is poorly developed. There is a total lack of structure. ____ Graphics, Sound and/or Animation The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme. The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution. Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy. The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content. ____ Total----> ____ |
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Teacher Comments:
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Grading:
A = at least two 4’s and the rest
3’s
B = at least two 3’s and the rest
2 or higher
C = at least three 2’s
Standard
2: World History
Students will
use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history
and examine the broad sweep of history from a variety of perspectives.
Standard
3: Geography
Students will
use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live—local, national, and
global—including the distribution of people, places, and environments over the
Earth’s surface.
Standard
5: Civics, Citizenship, and Government
Students will
use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental system of the United
States and other nations; the United States Constitution; the basic civic
values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak,
read, and write for information and understanding. As listeners and readers,
students will collect data, facts, and ideas; discover relationships, concepts,
and generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English language
to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and
Expression
Students will read and listen to
oral, written, and electronically produced texts and performances from American
and world literature; relate texts and performances to their own lives; and
develop an understanding of the diverse social, historical, and cultural
dimensions the texts and performances represent.
As speakers and writers, students
will use oral and written language that follows the accepted conventions of the
English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and
Evaluation
Students will listen, speak,
read, and write for critical analysis and evaluation. As listeners and readers,
students will analyze experiences, ideas, information, and issues presented by
others using a variety of established criteria. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the
English language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak,
read, and write for social interaction. Students will use oral and written
language that follows the accepted conventions of the English language for
effective social communication with a wide variety of people. As readers and
listeners, they will use the social communications of others to enrich their
understanding of people and their views.
CONCLUSION
By the end of this project, you
will have an understanding of why the Greeks had a belief in the importance of
hospitality. You will also see what
happened when the custom was observed and when it was broken. You will have developed an understanding of
one way in which the story of Ulysses connects with the culture of ancient
Through your oral and PowerPoint
presentation you will have shared your understanding with other students in the
class.
What do you feel you learned
about ancient
Extra!
What
have you learned about preventing conflict that could help you prevent conflict
at school?