HUM 115 – 100 – World Mythology - Syllabus

Professor Catlyn Keenan

303.678.3817

catlyn.keenan@frontrange.edu

Syllabus subject to change

Course Description

Introduces students to the mythologies of various cultures with a special emphasis on

Greece, Asia and North America. Common themes are illustrated and some artistic

reactions are used as examples.

One important aspect of studying religion is remembering to respect other

cultures. Many of the myths, legends, and ideologies may be foreign to many and it is

vital to keep an open mind. The material presented in this class is based on educated

scholarship and is not intended to encourage an ideology or religion. Intolerance will not

be tolerated.

Required Texts

Myth & Knowing: An Introduction to World Mythology by Scott Leonard and Michael

McClure

Classical Myth by Barry B. Powell

CCCS Competencies View

Demonstrate knowledge of mythological heritage: study how myths form, why

the form, and how they influence culture.

Psychological implications: what do myths mean? How do they affect people?

Historical contexts: Gain an understanding of the cultures out of which myths

arise.

Demonstrate knowledge of mythological motifs and characters in fiction and art.

Discuss ancient and modern mythology in daily living and thought.

Course Requirements:

1. Participation: this class is set up as a seminar and discussion will be a main

component. You are expected to contribute and be prepared. A total of 80 points

will be assigned for attendance, preparation and participation. Tardiness will

impact participation grade. An additional 20 points will be allocated for entries in

the Blackboard discussions. You must contribute a total of 12 entries to receive

full credit in response to either the questions I pose each week or in response to

another student’s post. Online Discussions: This gives students the opportunity to

discuss what they are learning with their peers. A topic will be posted each week

and students are required both to respond to the topic and to one another. Students

may ask questions in addition to commenting on the topic. This is a less formal

conversation and will involve topics that relate myth to modern life.

2. Assigned readings must be completed before class. If you don't read, your

participation grade will suffer. Short written responses will demonstrate close

reading of material, evidencing critical engagement with the information.

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3. Paper: There is one 5 page research paper due this semester. You may choose one

myth of your choice to focus your paper. Using the text, choose a methodology

(Jung, Freud, Eliade, Campbell, etc.) and analyze the myth using the methodology

you have chosen. Start by identifying all of the important symbolism and then,

using your method, analyze what those symbols might mean. Include as much

detail as possible and remember to adhere to the critical thinking standards of

depth, clarity, breadth, accuracy, fairness, precision, relevance and logic. (Each of

these intellectual standards is outlined in detail in the Writing Guidelines.)

a. You are expected to use at least three sources in addition to the

textbook(s). You may use articles, books, or internet sources as long as the

sources are of academic quality, peer reviewed and written by an author in

the field of mythology or religious studies. For specific guidelines – see

Attachment A.

b. In addition to the paper, you are expected to provide online written

responses, a Museum Visit report, and written responses on take –home

exams. This means that 66% of your grade is determined be critical

writing that you will have the opportunity to polish and perfect.

4. Exams: There are two take-home exams. 30% of the exam will be defining terms

and concepts. 40% of the exam will be a critical response to questions about the

study of myth, and 30% will be a critical analysis of the a myth or a comparison

of two or more myths. This means that 70% of the exams are writing responses

that should evidence polish (no spelling or grammatical errors) and critical

thinking. For a sample exam, see Attachment B.

Presentation Projects: You will be responsible for working in teams of two and

presenting on one of the assigned readings. In addition, you will need to research your

topic and bring additional information to class. Be prepared to hand in lecture notes or

“talking points” of your presentation. Presentation: Students will work in teams of two in

the formation of a 20 minute presentation on one of the topics listed in the syllabus (see

below). The presentation rubric is attached as Attachment C. As always, students will be

graded on the degree of critical thinking evidenced in their presentation.

5. You will select topic during the second week of class.

a. Be creative in your presentations! Consider using PowerPoint for images

that illustrate your topic. Search YouTube for videos. Bring in an

additional myth to examine. Ask provocative questions for discussion.

b. See the Presentation Rubric for additional information.

Museum Visit: We will visit the Denver Art Museum during the term. More information

will be forthcoming. In the meantime, check out their website:

www.denverartmuseum.org. This assignment is designed to expose students to mythic

representations – students are asked to identify at least three motifs, myths, or metaphors

contained in the art and discuss how those themes are depicted visually. Museum Visit:

Myth is often contained in artistic representation and studying these depictions is a

crucial element of understanding myth. In class, we will study images that contain mythic

metaphors – the museum trip is a change to put what you’ve learned into practice. With

the help of your tour guide, identify at least three mythic images and record the title of

the piece and every mythic symbol you can find in the image. Speculate as to the

meaning of the imagery, supporting your insights with the text book.

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6. Check Blackboard online regularly for updates and to see your grades. Writing

assignment rubrics and study guides are contained online. Students are expected

to engage in online discussions in response to weekly topics concerning myth and

mythology.

Grading:

All grades will be held to the standards of critical engagement: depth of insight, clarity

of articulation, awareness of other positions and fairness when addressing different

positions, use of credible sources, creativity of presentation, analysis of information

and engagement with the subject.1 See Attachment A.

Grades:

Paper: 100 points

Participation: 80 points/20 points for Online discussion

Museum Visit: 50 points

Presentation: 50 points

Exams: 2@100 = 200 Points

Total: 500 Points

Each class will consist of lecture and focused discussion. Often, though not always, films

will be shown. Please note: these films are not available for your personal use - you must

be present in class to receive credit.

1/23 – Welcome to world mythology!

1/28 – Leonard & McClure, chapter 1, “Purposes and Definitions”

1/30 – Powell, chapter 1, “The Nature of Myth”

2/4 – Powell, chapter 23, “Theories of Myth Interpretation”

2/6 – Powell, chapter 2, “The Cultural Context of Classical Myth” Last day to drop with refund: 2/6/.

2/11 – Powell, chapter 3, “The Development of Classical Myth”

2/13 – Leonard & McClure, chapter 2, “Creation Myths”

2/18 – Powell, chapter 5, “Myths of Creation”

Presentation: Hindu Creation Myths: two Hindu creation myths will be chosen

and compared for similarities and differences. Presenters will analyze the sociopolitical

context out of which the myth arose and will summarize the myth’s use in modern Indian

culture.

2/20 – Powell, chapter 4, “Myths of Creation: “The Rise of Zeus”

Take Home Exam One Due

1 Critical Thinking criteria provided by The Foundation for Critical Thinking.

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2/25 – Leonard & McClure, chapter 3, “The Female Divine”

2/27 – Powell, chapter 9, “Myths of Fertility: Demeter”

Presentation: examine the similarities and differences between representations of

the female from around the world, using four examples. Students may choose to analyze

the artistic representation of icons and discuss possible meanings and interpretations of

the symbolism, or they may choose myths and analyze the female characters of the myth

in order to ascertain the status and position of women within the cultures.

3/3 – Research Day: Go to the Library and establish a thesis topic. Find at least three

resources: be prepared to hand them in on 3/5 in MLA format with your thesis.

3/5 – Leonard & McClure, chapter 4, “The Male Divine”

3/8 – Museum Day! Meet at the Denver Art Museum, North Entrance, at 12:45PM.

3/10 – Presentation: Celtic and Norse myth, tying the myths to the Germanic and Irish

histories and cultures. Presenters should compare and contrast the myths and analyze the

similarities and differences before suggesting possible causes for the points of contrast.

3/12 – Powell, chapter 7, “Myths of the Olympians: The Male Deities”

3/17 – Powell, chapter 10, “Myths of Fertility: Dionysus”

3/19 – Leonard & McClure, chapter 5, “Trickster Myths”

Presentation: presenters will provide at least two examples of the trickster,

focusing on the meaning of this mythic character and what social purpose he serves.

Students are expected to provide relevant points of contrast between at least three myths

and analyze the meanings with as much depth and clarity as possible.

3/24 – 3/30 – Spring Break! No Class.

4/2 – Powell, chapter 11, “Myths of Death: Encounters with the Underworld”

Presentation: presenters will analyze at least two“underworld/afterlife” myths

from different cultures for common features and differences. Students are expected to

speculate with logic and precision the eschatological ideology suggested by each myth.

4/7 – Powell, chapter 13, “Perseus and Myths of the Argive Plain”

Presentation: Students will apply the mythological abilities they have learned in

choosing two different types (creation, destruction, hero, trickster) of myth from the

Greek culture. Presenters will identify all of the symbolic elements in each myth and then

identify the mythic meanings of the metaphors they have identified.

4/9 – Powell, chapter 15, “Theseus and the Myths of Athens”

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Presentation: Presenters will choose one of the Greek hero myths and then

identify a hero figure from the myth of another culture. This will allow students to

compare and contrast the two myths by identifying relevant points of similarity and

difference.

4/14 – Powell, chapter 16, “The Myths of Crete”

4/16 – Powell, chapter 17, “Oedipus and the Myths of Thebes”

4/21 – Powell, chapter 19, “The Trojan War” Last day to drop with “W” recorded on transcript: 4/21.

4/23 – Powell, chapter 20, “The Fall of Troy”

4/28 – Powell, chapter 21, “The Return of Odysseus”

4/30 – Powell, chapter 22, “Roman Myth” Research Paper Due by 9PM via BlackBoard

5/5 – Biblical Myth, readings TBA

5/7 – Leonard & McClure, chapter 6, “Sacred Places”

Extra Credit Due & All Assignments Due

5/12 – Wrap Up

Film: TBA

Exams Due by 9PM

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Attachment A

Writing Guidelines – World Mythology

A student’s job while attending a university is to learn the importance of, and how to

create, an informed opinion. (This is part of thinking critically, too!) There are two steps

to creating an informed opinion. 1.) Learn what experts think. An expert is someone with

formal training in the field who is subject to peer review. 2.) Consider the opposing

viewpoint. 3.) State your opinion using the experts to back you up. This will demonstrate

that you have a wide variety of sources and have considered multiple, educated opinions

in formulating your own thoughts.

Keep in mind, you do not have to advocate an opinion to which you are

personally committed! I am not interested in what you believe, only whether or not you

can take a position and explain it eloquently.

The point of writing a college level paper is to analyze, not report. Consider writing

papers to:

Analyze an event or phenomena

o Why is it important? What details are necessary to facilitate

understanding? How have scholars understood/explained it? How do you

understand it?

Explore a theory or method

o Who has used it? What are its strengths and weaknesses? To what has it

been applied and how? What do the scholars have to say about it? Why is

this exploration important?

Compare two or more ideas, ideologies, cultures, practices, etc.

o Why are these worthy of comparison? How are they different? Have other

scholars compared the two? If so, why? What can be learned from the

comparative project?

When writing a scholarly paper there are a number of things to keep in mind. First of all,

transitions between sentences and paragraphs should be smooth: each one should follow

logically from the one before. For example:

In the following essay I will compare and contrast Dawkins,

Descartes, and Locke. Dawkins explains the theory of natural selection,

Descartes examines reality, and Locke addresses functions of the mind.

We begin with Richard Dawkins….

For those who do not have a lot of experience writing there is a simple format you

can follow. Begin with a strong thesis statement: "I believe Kant and Locke

differed in opinion because they came from different eras." Then list two

or three reasons you think this to be so, using sources to back up your positions. Each

following paragraph should address one of your points. A conclusion will briefly reiterate

your points and restate the thesis.

Quotes will be done in the following manner. If the quote is a sentence or less in

length it should be included within a sentence. For example:

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Augustine said, "Dear God, please give me celibacy, but not yet"

(source #).

Note the use of punctuation in the above example.

If the quote is two or more sentences long it should be set inside its own area

within the body of text. For example:

That all our knowledge begins with experience

there can be no doubt. For how is it possible

that the faculty of cognition should be

awakened into exercise otherwise by mean of

objects which affect our senses.... (Kant 163)2

Know the difference between quoting and paraphrasing. Both must be cited. Any phrase

longer than three words that you take from a reading must be in quotes. If it is not, this is

plagiarism and is subject to disciplinary action.

When citing Internet sources you must include website address, author’s name and

author’s credentials. For example: www.harvard.edu, Diana Eck, PhD - Religious

Studies, Harvard. If you cannot find this information do not use the website. The use of

Wikipedia is not allowed.

All papers should be double spaced in size 10 or 12 script. A traditional font should be

used. I usually write in 12 and put inserts in 10. Papers for this class should be at least

five pages in length. Bibliographical information should be in MLA format. You must

include at least three sources from outside class but more is better.

A few other things to keep in mind:

Do not use report covers when handing in hard copies. A staple in the left corner

will suffice.

Never write in the second person!

Do not include background info on the authors you are analyzing unless the info

is directly relevant to your thesis.

Words in a foreign language must be italicized. The exception is proper names.

How will my paper be graded? 3

2 Footnotes may also be used.

3 Adapted from White, E.M. (1998). Teaching and Assessing Writing: Recent Advances in Understanding,

Evaluating and Improving Student Performance. San Francisco, CA: Jossey-Bass Publishers and The

Foundation for Critical Thinking’s Universal Intellectual Standards.

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Exact point allocation will be determined by the degree of excellence within the specified grade area. For example, a paper awarded 98 points may have one or two minor punctuation errors but be perfect in regard to the Critical Thinking Goals, while a 91 may have one or two minor

grammatical errors but be quite good with regard to the Goals.

Universal Intellectual Standards:

Relevance: Thesis and subsequent must be directly related to the content of the class.

Breadth: Topic should indicate awareness of the implications and ramifications of the

topic being addressed.

Depth: Choose a focused topic that allows you to get into some real detail on the subject.

Clarity: The main points of the paper/presentation should be clear and direct, as opposed

to vague and unfocused.

Logic: Each point should be directly related to the thesis topic and support one another.

All points raised must relate to one another and support the thesis of the

paper/presentation.

Accuracy: Cited sources must be academically valid and cited correctly. Citations and

information must be correct.

Precision: Details must be as specific as necessary to support the points being made.

Fairness: Topic and text should be respectful of diversity and tactful in approach. No

diatribes, hate speech, or abusive positions. Incorporate awareness of opposing positions

into your paper.

A (90-100 points): OUTSTANDING: A paper with an A rating completes the task set by the assignment and is excellent in nearly all respects. It is well organized with a clear and relevant thesis or statement of position stated or implied. It is well developed with content that is logical,

accurate, and precise in addition to being interesting, and appropriate to the class material. It

demonstrates the writer's ability to produce and synthesize complex ideas. Logical transitions contribute to its fluent style. It is virtually free from errors in mechanics, usage and sentence

structure, and shows evidence of excellent control of language.

B (80-89 points): VERY GOOD: A paper with a B rating shares most of the characteristics of

the A paper, and shows no serious errors in logic. There may be minor weaknesses in

paragraphing, grammar, and syntax, but the content is effectively organized into coherent units. The paper is well written and is largely free from errors in mechanics, usage and sentence

structure. The paper will be accurate, precise, fair, and logical, but may not have strong

transitions between ideas and may lack depth and/or clarity.

C (70-79 points: SATISFACTORY: A paper with a C rating is generally competent. It may accomplish the assignment less completely than the A or B paper, but it does come to terms with

the basic task of the assignment. Compared to a B paper, it may have a weaker thesis and less

effective or complete development. A C paper will lack breadth, depth, clarity, and/or fairness. It

may insufficiently develop minor points, but it does give the evidence of the writer's ability to support key ideas. It is organized well enough to allow the reader to move with relative ease

through the discourse. The C paper may contain some awkward or ineffective sentences and may

show some problems with mechanics and usage, but these errors are not serious or frequent

enough to consistently distract the reader from the content.

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D (60-69): MINIMALLY SATISFACTORY: A paper with a D rating may show difficulty

managing the task of the assignment. Thesis may be vague or too obvious to be developed with depth and breadth. It may lack adequate support for the thesis. There may be distinct weaknesses

in paragraphing and organization, but the total effect is not chaotic. Errors in mechanics, usage

and sentence structure interfere with readability, and overall organization will be lacking.

F (less than 59 points): POOR: A paper with a 2 rating fails to come to terms with the

assignment. The primary task is ignored, misconstrued, badly mishandled, or redefined to accommodate what the writer wants to say or is able to say, lacking in fairness and clarity. There

may be a combination of the following defects: serious errors in reasoning, little or no

development of ideas, or no clear progression from one part of the essay to the next. The F paper may have ungrammatical or poorly constructed sentences, and serious, frequent errors in

mechanics and usage which impede understanding.

An F grade may also be used for the paper that is obviously "off-topic," regardless of the

writing quality. In this case, the paper does not deal with the topic assigned and,

therefore, does not fulfill the assignment.

Paper Topics

When choosing a paper topic, pick something that fascinates you! Be sure to select a

narrow topic; the most common mistake undergraduates make when writing a paper is

writing on a vague, broad topic like “Hinduism.” Instead, narrow your topic and be as

specific as possible.

Check the Learning Center for Writing Lab opportunities and get help from a

professional writing professor! They can help with organization, grammar and spelling.

Remember: paper grade will drop 1/3 of a letter grade for each day that it is late,

not to exceed two letter grades. Check the syllabus for due dates. Papers are due by 9PM

on the due date.

Topic Suggestions:

Examine a specific myth and place it in its cultural context by exploring what the

myth suggests about the society from which it arose. Be sure to take specific

examples from the myth and link them directly to social and cultural mores in

existence in the time you’re examining.

Using one of the archetypes from Myth & Knowing (father, judge, mother,

maiden, etc.) analyze a myth from a modern world religion. For example, how

does the Eve of the Christian Bible exemplify characteristics of a mother

goddess? Or how can Hinduism’s Shiva be understood as a trickster? Make your

examples clear and logical, being sure to analyze to a deep and precise degree.

Compare myths from different cultures and explore similarities and differences.

What could account for these similarities and differences? Critically analyze your

positions, illustrating each point with appropreaite examples.

Using the methods we have learned, analyze a myth that we do not discuss in

class. (There are a TON of American Indian myths.) Be sure to choose a

methology that is appropreaite to the myhth and the position you’re taking and be

clear and precise in your position(s).

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Attachment B HUM 115

Exam One 100 Points Possible

Professor Catlyn Keenan

Exam one is due on Wednesday, February 20th

. You may hand it in during class or email

it as an attachment by 9PM. (Email attachments MUST be Word documents; failure to

provide a word document format will result in a late penalty.) Late exams will lose three

points for each day they are not received, not to exceed 21 points.

Please type your exam: you may single space or double space. Be sure to put your name

on your work and staple the pages together.

Section A: Definitions. Provide an explanation of the following terms in one or two

complete sentences. Define the term and then provide an example from the text or

lecture. 3 points each, 30 points possible – points awarded for accuracy of information,

clarity of wording, and relevance of the example provided.

1. Plato’s Rational Myth (Leonard and McClure, Ch. 1):

2. The Comparative Method (Leonard and McClure, Ch. 1):

3. The Nature School (Leonard and McClure, Ch. 1):

4. Ethnology (Leonard and McClure, Ch. 1):

5. Structuralism (Leonard and McClure, Ch. 1):

6. Etiological Myth (Powell, Ch. 1):

7. Legend (or Saga) (Powell, Ch 1):

8. Motif (Powell, Ch. 1):

9. Eschatological Myths (Powell, Ch. 24):

10. Cosmogony ((Leonard and McClure, Ch. 2):

Section B: Short Answer. Provide a concise paragraph of at least 150 words in response to

the following. 5 points each, 30 points possible – points will be awarded for completeness

of the response, the accuracy of the information, the logic of the wording, and the

precision of detail.

1. Who were the Semites? How did they influence the development of Greek culture

and myth?

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2. What is unique about the myths attributed to Homer? Provide at least two

examples of Homeric myth that illustrate your observations.

3. What is unique about the myths attributed to Hesiod? Provide at least two

examples of Hesiod’s myths that illustrate your point.

4. Why did Greek men and women occupy different social spheres do you think?

Provide a mythic example about how the genders were viewed to illustrate your

point.

5. Outline Eliade’s theory about scared and secular space.

6. In many creation myths, water represents chaos. In the in-class Jungian myth

making exercise, water represents sexuality. Are these different uses of the

metaphor? Or are the two understandings of water compatible? Elaborate upon

your opinion.

Section C: Application of Knowledge. Choose one etiological myth from Leonard and

McClure, Chapter 2. Identify all of the symbolism utilized in the myth and speculate on

what each thing means. Categorize the events/aspects of the myth according to the nine

types of creation myth. Your answer should be at least 400 words long and include as

many relevant details as possible. 40 points possible – points will be awarded for the

accuracy of the information, the depth of analysis in the response, the clarity of thought

and wording, and accuracy of points and examples.

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Attachment C

Presentation Rubric

Your presentation should take about ten minutes per presenter. You may PowerPoint

your presentation or provide handouts (I can copy documents for you in advance) but you

do not need to do this.

Post a discussion on Blackboard at least 24 hours in advance. 10 Points

o Each member of your team does not need to post a question; one question

will suffice. The question should be well thought out, relevant to the

reading, and artfully articulated, and thought provoking.

Provide a synopsis of the main points of the chapter. 10 points

o Do not feel as though you need to summarize the entire chapter. Choose

specific points you find interesting/relevant and explain them in as much

detail as possible. Plan to have three to four items and delve into the

complexities of each to as deep a degree as possible.

Choose one element and do some additional research for inclusion in your

presentation. 10 points

o Suggestions: Research the culture the myth is from and provide interesting

details. Elaborate on the larger work the myth is taken from. See if any of

the characters are used in psychoanalytic analysis and explain how they

are used. Show a picture or pictures of the deities and discuss the

symbolism used in the image. Be sure to provide fair, logical, relevant

information and synthesize the points you make with the mythological

methodology we are learning.

Explain the major symbols of the myth: the characters and their archetypes,

numbers, significant events/items/places. 10 points

o Use Campbell’s theory on myth or compare/contrast your myth with

another. Analyze possible meanings of the symbols and place the myth(s)

you choose into a historic context with as much breadth as possible.

Pose at least one question per presenter (NOT the same one from Blackboard) for

follow up discussion. 5 points

o Questions should allow the class to analyze the material you present in

order to formulate new ideas and opinions concerning the material. Be

clear, direct, accurate, and relevant with your questions.

Hand in a synopsis of your presentation with your name on it. This can be your

entire speech, an outline, or “talking points.” 5 points